Managing tertiary institutions for the promotion of lifelong learning in cross river state, Nigeria

Esther Samuel Uko,Emeka Samuel Nnaji

doi:10.4314/gjedr.v15i1.5

Abstract

The study investigated ways of managing tertiary institutions for the promotion of lifelong learning in Cross River State, Nigeria. One research question was raised and one hypothesis formulated to guide the study. Multistage sampling procedure was adopted for the study. Stratified random sampling technique and simple random sampling techniques were used to draw 400 undergraduate students from a total population of 17,880 undergraduate students in the four tertiary institutions in Cross River State. A researcher’s designed instrument with a four point rating scale titled “managing tertiary education for promotion of lifelong learning questionnaire” (MTEPLLQ) was used to elicit responses from the respondents and to collect data. The instrument was face-validated by 3 experts in test and measurement, University of Calabar. A pilot test yielded a reliability coefficient ranging from 0.78 to 0.84. These figures confirmed that the instrument was reliable for use in realizing the research objectives. Mean and standard deviation were used to answer the research question while independent t-test was used to analyze data for the hypothesis tested at.05 level of significance. Results obtained revealed nine strategies that could be adopted by management of tertiary institutions for the promotion of lifelong learning in Cross River State. There was no significant difference in the mean responses of undergraduate students of Federal and State tertiary institutions on the strategies that could be adopted by management of tertiary institutions for promoting lifelong learning in the State. The study concluded that insofar as lifelong learning is concerned, the strategies identified in this study should be adopted by management of tertiary institutions for the promotion of lifelong learning in Cross River State.KEYWORDS: Managing, tertiary institutions, promotion, lifelong learning.

Highlights

Education is a deliberate and purposeful activity directed at the achievement of a range of ends which include the development of knowledgeable individuals who are able to think rationally, the formation of a sustainable community and the realization of economic goals benefiting both individuals and their communities (Rizvi & Lingard 2010). Osaro (2014) stated that education is a major force for the production of population of active citizens in any nation
There is no significant difference in the mean responses of undergraduate students of Federal and State tertiary institutions on the strategies that could be adopted by tertiary institutions in the promotion of lifelong learning in Cross River State
This result suggests that provision of information and communication technology (ICT) facilities, provision of library facilities, award of scholarships to hardworking students, provision of medical services in schools, provision of laboratory and workshop facilities, provision of conducive classrooms, provision of conducive hostel accommodation, ensuring effective teaching by academic staff and provision of counseling services for students are strategies that could be adopted by tertiary institutions management to promote lifelong learning in tertiary institutions in Cross River State

Summary

Introduction

Education is a deliberate and purposeful activity directed at the achievement of a range of ends which include the development of knowledgeable individuals who are able to think rationally, the formation of a sustainable community and the realization of economic goals benefiting both individuals and their communities (Rizvi & Lingard 2010). Osaro (2014) stated that education is a major force for the production of population of active citizens in any nation. An active citizen according to Mobala (2012) is someone who is sensitive to and cares about his/her community enough to change it by offering high-level professional expertise in such areas as banking, education, engineering, science, medicine and technology towards the development of the nation for the good of the citizenry. It implies that active citizenship requires the possession of relevant professional skills and knowledge needed to combat emerging complex problems and challenges facing humanity in the 21st century. Acquisition of these unique skills and knowledge. Esther Samuel Uko, Department of Educational Administration and Planning, Faculty of Education University of Calabar, Calabar, Nigeria. Emeka Samuel Nnaji, Department of Educational Administration and Planning, Faculty of Education University of Calabar, Calabar, Nigeria

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Conclusion