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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Indonesian Journal of Character Education Studies Indonesian Journal of Innovative Teaching and Learning Southeast Asian Journal of Global Trends and Issues in Education
Ann Ngozi Ugobueze
Nwafor Orizu College of Education Nsugbe, Anambra state
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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THE ROLE OF EDUCATED WOMEN IN FAMILY DYNAMICS AND CHILDREN'S PRIMARY EDUCATION IN OYI LOCAL GOVERNMENT AREA, ANAMBRA STATE, NIGERIA Ann Ngozi Ugobueze
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 1 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i1.2284

Abstract

This study explores the role of educated women in shaping family dynamics and enhancing children's primary education in Oyi Local Government Area, Anambra State, Nigeria. The study utilized a survey research design to evaluate the impact of women's education on the socio-economic status of families in Oyi Local Government Area, Anambra State. Covering five towns—Awkuzu, Nteje, Umunnya, Ogbunike, and Nkwelle—the research targeted diverse women, including literates and illiterates from varied occupations. A sample of 200 working-class women was randomly selected from schools, banks, markets, and farms, with each town contributing 40 respondents. Data was collected via a questionnaire using a four-point Likert scale. The findings reveal that educated women contribute significantly to the economic stability of their families, engaging in diverse financial responsibilities, including healthcare, education, and property investments. They also demonstrate a preference for smaller, well-managed families, effectively using reproductive health information to maintain family planning. In the context of primary education, educated women actively support their children's learning through guidance on schoolwork, provision of educational materials, and fostering a disciplined study environment. The study concludes that educated women are pivotal in promoting family welfare, enhancing literacy rates, and driving social and economic progress within the community. It recommends strengthening educational opportunities for women to further amplify these positive impacts on family and community development.
Assessing the Role of Entrepreneurship Education in Reducing Youth Unemployment in Onitsha North Local Government Area, Nigeria Ann Ngozi Ugobueze
Southeast Asian Journal of Global Trends and Issues in Education Vol. 1 No. 1 (2025): SAJGTIE: September Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

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This literature review examines the influence of entrepreneurship education on youth employment and skill development based on findings synthesized from peer-reviewed research published within the last decade. The review draws on studies conducted primarily in developing countries, particularly sub-Saharan Africa with a focus on Nigeria, retrieved from academic databases such as Google Scholar, ERIC, JSTOR, and ResearchGate using keywords including “entrepreneurship education,” “youth employment,” “skill acquisition,” and “economic empowerment.” The review reveals that entrepreneurship education significantly enhances youth employability by fostering entrepreneurial intentions, promoting self-employment, and reducing dependence on limited formal job opportunities. It also contributes to the development of vocational, technical, and managerial skills relevant to the labor market. However, its effectiveness is constrained by limited institutional support, inadequate funding, lack of qualified instructors, and theoretical-oriented instructional approaches. Overall, the literature indicates that entrepreneurship education plays a strategic role in economic and social empowerment of youth when effectively implemented, and calls for curriculum reform, practical-based training, and stronger school–industry partnerships to maximize impact.
The Degeneration of Corruption at the Zenith and how to Delimit it for the Upskill in the Stem Education Ann Ngozi Ugobueze
Indonesian Journal of Character Education Studies Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v1i2.188

Abstract

  Background: Corruption in the education sector poses a serious threat to academic integrity, the credibility of institutions, and the overall quality of education. It undermines public trust, devalues merit, and weakens the foundation of learning, particularly in STEM education where precision and ethical standards are paramount. Objective: This study aims to examine the negative effects of corruption in education and explore effective strategies to mitigate its impact in order to improve educational standards and foster integrity, especially within STEM disciplines. Method: A qualitative descriptive approach is employed, involving literature reviews and observational analysis of documented corruption cases in the education sector. Data were collected through document analysis, interviews with education stakeholders, and a review of institutional policies related to anti-corruption measures. Result: The findings reveal that corruption in education takes various forms, such as academic fraud, grade manipulation, admissions bribery, and dishonest examination practices. These malpractices contribute to the deterioration of educational quality, the erosion of public trust in educational institutions, and the loss of core ethical values in academic environments. Conclusion: To combat the degeneration caused by corruption, systemic educational reforms are essential. These should include increased transparency, stricter regulatory enforcement, and comprehensive anti-corruption policies. Moreover, fostering integrity and ethical values from early education levels is vital in cultivating a corruption-resistant academic culture. Contribution: This study provides valuable insights and recommendations for educators, policymakers, and society at large in designing strategies and policies to combat corruption in education. It contributes to the promotion of a credible, ethical, and high-quality educational system, particularly in STEM fields, where integrity and excellence are foundational.
Factors Influencing the Teaching and Learning of Igbo Language in Secondary Schools in Onitsha North Local Government Area of Anambra State Nigeria Ann Ngozi Ugobueze
Indonesian Journal of Innovative Teaching and Learning Vol. 1 No. 2 (2024): Indonesian Journal of Innovative Teaching and Learning, 1(2), 2024
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v1i2.174

Abstract

Background: The Igbo language, as one of Nigeria's major indigenous languages, faces challenges in its effective transmission to younger generations. Despite its cultural and academic importance, its teaching and learning in secondary schools encounter various obstacles that affect students’ proficiency and interest. Objective: This study aims to examine the key factors influencing the teaching and learning of the Igbo language in secondary schools in Onitsha North Local Government Area, Anambra State, Nigeria. Method: A descriptive survey design was employed. Data were collected from both teachers and students through structured instruments to capture the diverse elements affecting language instruction and acquisition in real classroom contexts. Result: The findings indicate that teacher qualification significantly impacts student performance, with trained Igbo language specialists contributing positively to academic achievement. However, challenges such as lack of instructional materials, insufficient time allocation for language instruction, and mother-tongue interference hinder effective teaching. Additionally, the home environment presents mixed influences while parental support can enhance learning, the prevalent use of non-standard Igbo at home may impede correct usage and understanding.  Conclusion: Improving the teaching and learning of Igbo requires addressing both in-school and out-of-school factors. Emphasis must be placed on teacher training, provision of teaching resources, and balanced time management, alongside fostering supportive and linguistically rich home environments. Contribution: This study contributes to the growing body of research on indigenous language preservation and education. It provides practical insights for policymakers, educators, and curriculum planners to develop targeted interventions that strengthen Igbo language education and encourage its sustained use among younger generations.
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