Education In Public Universities Research Articles

Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

Evaluation of Federal Government of Nigeria Funding of Public-University Education for the Attainment of Sustainable Development Goal-4

The development of a country depends upon the educational scenario of the country. Most often, sustainable development is understood to be growth that satisfies present requirements without jeopardizing the capacity of future generations to satiate their own development needs. The goal of higher education, like that of previous levels of education, is still to generate highly skilled workers who will drive the center of social, economic and scientific development through in-depth study. Ironically, the Nigerian universities funding model seems lob-sided, with the government taking the lion share. The great thing about Sustainable Goal 4 is that it calls on all United Nations members countries, including Nigeria to “ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all” by 2030. While earlier studies mostly focused on funding of university education, very little research exists on the evaluation of Federal Government of Nigeria funding of public university education with an eye towards the attainment of sustainable development goal-4 target. The study adopts the institutional theory. Data for the study were drawn from participant observation and authentic secondary sources. The content analytical technique was used to review the literature on the subject matter. The study identified that financing of university education in Nigeria fall short of the benchmark of 26 % of the national budget as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO). Recommendations were made to prevent compromising the chances of delivery high quality university education in Nigeria by 2030.

Students' Perceptions of Ceramic Education in Public Universities in Rivers State, Nigeria: Challenges and Opportunities

Students' Perceptions of Ceramic Education in Public Universities in Rivers State, Nigeria: Challenges and Opportunities

Managerial Factors, School Security as Correlates of Academic Staff Job Effectiveness in Colleges of Education in Niger State, Nigeria

The study examined the managerial factors, school security and academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. The study adopted descriptive research design of the correlational type. The population of the study comprised 926 academic staff in public Colleges of education in Niger state as at year 2024 of carrying out this study. The sample for the study was 615 academic staff selected from 2 Colleges of Education in Niger state, Nigeria. Multistage sampling procedures, involving simple random sampling technique and proportionate random sampling technique were used to select the sample for this study. Two sets of instruments tagged “Managerial Factors School Security Questionnaire (MFSSQ) and Academic Staff job Effectiveness Questionnaire (ASJEQ) were used for the study. The instruments were validated by experts in the field of test and measurement as well as Educational Management that ensured the face and content validity of the instruments. The reliability coefficients of 0.78 were obtained for the MFSSQ and 0.85 for the ASJEQ. The data were analyzed using both descriptive and inferential statistics. All the hypotheses formulated were tested at 0.05 level of significance. The study revealed that the level of academic staff job effectiveness was high in Colleges of Education in Niger state Nigeria. The study equally revealed that the commonly used managerial factors in the Colleges of Education in Niger state were delegation of duties, committee system and decision-making. There was significant relationship between managerial factors, school security and academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. Also, it was revealed that managerial factors made significance contribution to academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. Based on these findings, the study recommends that the College authorities (Deans and HODs) should sustain the current high level of academic staff job effectiveness through the use of appropriate managerial factors. College authorities should always ensure that college environment that is secured for both lecturers and students for teaching, learning and research activities to take place among others.

An investigation on the rationales to internationalize higher education in public universities in Kenya

An investigation on the rationales to internationalize higher education in public universities in Kenya

Islamic Education Policy in the Digital Age: Prospects and Difficulties

The purpose of this study was to find out which public universities offer Islamic religious education. This essay takes a qualitative approach to its analysis. Data were gathered using research techniques from libraries. The study's findings suggest that the following subjects are covered in Islamic Religious Education in Public Universities: The topics covered include Humans and Religion, Islamic Religion, Islamic Religion's Sources, Islamic Teachings' Basic Framework, Aqidah, Sharia, Worship, and Mu'amalah, Morals, Piety, Knowledge in Islam, and Islamic Science Discipline. Islamic religious education is taught as a general foundations course in public universities, and it plays a vital role in the process of imparting knowledge as well as changing students' attitudes and behaviors

Tertiary Education Trust Fund Intervention on Physical Infrastructural Development and Financial Resource Generation in Public Universities in South East Nigeria

The insufficient financial allocation and inadequate supply of basic physical infrastructural facilities in Nigerian public universities gave rise to this study on Tertiary Education Trust Fund (TETFund) intervention on physical infrastructural development and financial resources generation in Public Universities in South East, Nigeria. Two research questions guided the study while two hypotheses was tested at 0.05 level of significance. The study adopted a descriptive survey design. The population of the study comprised all the 231 staff from the five (5) federal universities in South East, Nigeria. This consisted of 16 staff in TETFund offices and 215 Heads of Departments in the five federal universities in South East, Nigeria. The entire population was used as the study sample purposively. The instrument used for data collection a was a researcher developed questionnaire. The instrument was validated and the reliability of the instrument was established using Cronbach alpha to determine the internal consistency which yielded a reliability index of 0.72. In analyzing the data, mean scores and standard deviation were used to answer the research questions. The t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed among others that, TETFund intervention had significant impact on physical infrastructural development in federal universities in South East, Nigeria. Based on the findings, it was recommended among others that, TETFund should improve its intervention in providing physical infrastructural facilities towards ensuring qualitative university education in public universities in South East, Nigeria.

Student Factors as Correlate of Completion Time of Ph.D. Programmes in Public Universities in Southwestern Nigeria

Completion of Doctor of Philosophy (Ph.D.) programme within five years as stipulated by the National Universities Commission is the desire of students due to the associated minimal cost. However, many Ph.D. students, particularly in public universities in southwestern Nigeria do not complete their programmes in record time. This study, therefore, investigated student factors as predictors of completion time of Ph.D. programmes in public universities southwestern Nigeria. A sample of 146 respondents in the 2015–2016 cohort whose titles of theses were registered in less than five years were enumerated from University of Ibadan, University of Lagos, Olabisi Onabanjo University and Ekiti State University. A questionnaire titled “Completion Time of Doctoral Programme Questionnaire” (CTDPQ) was used to collect data. A null hypothesis was postulated, while a research question was raised and answered using descriptive and inferential statistical tools of frequency counts, percentage, Means and standard deviation and PPMC Analysis at 0.05 level of significance. The study revealed that there was a positive significance relationship among academic capability (r = 0.362, p < 0.05), student interest (r = 0.354, p< 0.05), funding status (r = 0.336, p < 0.05) and employment status (r = 0.354, p < 0.05) with completion time of Ph.D. programme in faculties of education in public universities in Southwestern Nigeria. Based on the findings of the study, it was recommended that students’ academic capability, interest, funding status and employment status should be prioritised to ensure completion time of Ph.D. in public universities.

Collective health in the degree in physical education in public universities in the Southern region of Brazil

Resumo A saúde é indicada como uma das justificativas para a existência da educação física como componente curricular escolar. No entanto, ainda prevalece uma visão limitada de saúde, focada especialmente em questões biológicas e comportamentais. Uma resolução de 2018 estabeleceu entrada única nos cursos de educação física, instituindo que não haverá mais a entrada separada para bacharelado e licenciatura, e que os alunos devem escolher uma ou outra habilitação específica somente na segunda metade do curso. O objetivo deste estudo foi analisar as ementas dos novos currículos dos cursos de licenciatura em educação física das universidades públicas da região Sul do Brasil, especificamente em relação à sua aproximação com a temática da saúde coletiva. Trata-se de um estudo descritivo-analítico com análise documental. Foram analisadas 708 ementas de disciplinas de 11 cursos. Três cursos não tinham disciplinas relacionadas à temática saúde coletiva. Identificaram-se 17 disciplinas obrigatórias, sendo 13 ofertadas na etapa comum e quatro na etapa específica da licenciatura. Conclui-se que existem poucas inserções da temática da saúde coletiva nos cursos de licenciatura em educação física, principalmente na etapa específica do curso.

Evaluating the Availability and Effectiveness of Safety Equipment in Chemistry Laboratories at Public Colleges of Education in Ghana

Evaluating the Availability and Effectiveness of Safety Equipment in Chemistry Laboratories at Public Colleges of Education in Ghana

Private Universities in Nigeria: Their Emergence, Proliferation, Significance and Funding

The Nigerian public university education system has faced challenges in recent years, affecting the timely graduation of many students. The smaller number of universities, their insufficient enrolment spaces and frequent strikes by the Academic Staff Union of Universities (ASUU) have been greatly responsible for the problem. This has led to a shift in attitudes towards public universities, with parents and students increasingly patronizing private universities over them. This, in turn, has led to the proliferation of the said private universities. However, many students and parents cannot afford private universities due to high tuition fees since the institutions have to fund all their programmes and pay staff salaries and other administrative costs, which amount to a lot of expenses. This has led to a question of whether the Federal Government could partner with private universities to fund them, even if partially. This present study, therefore, argues that, given their usefulness, private universities should be encouraged and supported by the Tertiary Education Trust Fund (TETFund), which was established by the Nigerian government to support public tertiary institutions in the country.

The Dilemmas in Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper will be based on secondary data and personal observations. This will go along way to addressing the reported declining quality of teaching and research in public universities not only in Kenya but also in sub- Saharan Africa

ISLAMIC RELIGIOUS EDUCATION IN GENERAL UNIVERSITY IN THE POST REFORM ERA

This study aims to describe and analyze Islamic learning in public universities in the reform era. This research is a qualitative research with the type of case study on Islamic Religious Education in Public Universities. Data collection is done through observation, analysis and document review. The data were analyzed according to the research focus and conclusions were drawn. The results of the study show that firstly, the content of Islamic Religious Education courses at General Colleges consists of three main aspects of Islamic teachings, namely aqidah, sharia and morals with various material developments. Second, strengthening PAI material at PTU in the ecosystem and discourse at PTU. Third, strengthening character in PAI at PTU to produce plus graduate graduates. The implication of this research is to emphasize the importance of revitalizing Islamic Religious Education courses at public universities / PTU both from the materials, methods and evaluation techniques used.
 Keywords: Islamic Religious Education Course, Public Universities.

Job Satisfaction and Commitment in Ghana: Perspectives from College Tutors

Recruiting and persuading teachers to stay in their jobs is a key educational challenge in Ghana. Growing demands and expectations on teachers have resulted in higher turnover. Based on this context, the major goal of this study was to assess if job satisfaction predicts the organisational commitment of college of education tutors. To accomplish this goal, this study set out to investigate and produce a hypothesis that explains and specifies the variables of job satisfaction and organisational commitment and the links between these variables. A quantitative cross-sectional survey was utilised to determine if job satisfaction predicts organisational commitment in colleges of education. The study’s target demographic was tutors at Ghana’s public colleges of education, with a sample size of 319. Questionnaires were used to gather data. The hypothesis was tested using multivariate multiple regression, structural equation modelling, and process analysis. According to the findings of the hypothesis, communication, a sub-dimension of job satisfaction, predicted affective commitment. Once again, co-workers and communication predicted normative commitment. Job satisfaction predicted organisational commitment. Focusing on building good job satisfaction among tutors in Ghana will assist in development of varied degrees of commitment. It is thus concluded that those who are satisfied in their jobs exhibit positive traits like greater performance, improved workflow and increased productivity. The study’s findings indicate that job satisfaction was a predictor of organisational commitment among tutors in Ghana. It is therefore recommended that principals and the Ghana Tertiary Education Commission look at ways such as recognition and reward, work-life balance as well as compensation and benefits, co-workers and team dynamics to improve tutor job satisfaction.

Preservice teachers’ attitude towards the use of electronic portfolio in colleges of education in Oyo state, Nigeria

This study examines preservice teachers’ attitude towards the use of e-portfolio in colleges of education in Oyo State. The sample population consisted of 320 preservice teachers randomly selected from the only two public colleges of education in Oyo State. The instrument used was the researcher’s self-developed questionnaire titled ‘Preservice Teachers’ Attitude Towards the Use of E-portfolio Questionnaire (PTATUEQ). Face and content validity of the research instrument were carried out by two experts in tests and measurement from the Department of Educational Foundation and Counseling Adeyemi Federal University of Education Ondo. The reliability coefficient of 0.84 using Cronbach Alpha technique was obtained and the value was considered substantially high enough to justify the use of the instrument. The data obtained was analyzed using mean score and standard deviation for answering the research questions while Pearson’s product moment correlation was used for testing the hypotheses respectively. The findings revealed amongst others that; preservice teachers in colleges of education have positive attitude towards e-portfolio mean rating of 2.76, using 2.45 as the decision rule. It was also revealed in the study that preservice teachers have high level of utilization of e-portfolio with the mean rating of 2.85, using 2.45 as the decision rule. The study also revealed that there was a strong or positive relationship between attitude and utilization of e-portfolio among preservice teachers in colleges of education The study therefore recommends that preservice teachers in colleges of education should be more encouraged to developed positive attitude and use of e-portfolio through appropriate training and worships

Reward Management Culture as Correlate of Job Attraction of Business Educators in Colleges of Education in Nigeria

The Study investigates reward management culture as correlate of job attraction of Business educators in Colleges of Education in Edo and Delta States. The main purpose of the study was to ascertain the extent to which reward management culture correlate job attraction of Business educators in Colleges of Education in Edo and Delta States. To guide this study, two research questions were raised while two hypotheses were formulated and tested at 0.05 level of significance. The research design adopted for the study was a correlational survey. The study population comprised 133 Business educators in the public Colleges of Education in Edo and Delta States. There was no sampling because the population was manageable. The instrument used for data collection was a structured questionnaire. The instrument was validated by three experts of measurement and evaluation all from the University of Benin, Benin City. The reliability of instrument was established using Cronbach alpha statistics that yielded total alpha value of 0.80. Pearson product moment correlation was used to analyzed both the research questions and the hypotheses at 0.05 level of significance. The results revealed that the correlation coefficient between career development culture and job attraction is -.497 which is negative/inverse but moderate. It also showed that the coefficient value obtained for remuneration culture and job attraction indicates positive and high relationship. On testing the hypotheses, it was discovered there is a strong link between career development, remuneration and business educators' job attraction in Edo and Delta States. Sequel to the conclusion it was recommended among others, that Colleges of Education should strive to invest in the training/development of business educators as this will help maintain their core competencies and also enhance their job satisfaction and attraction of Business educators

Academic Staff Engagement in Research and Its Relation to Classroom Teaching in Public Universities in Amhara Regional State, Ethiopia

This study’s primary objective was to investigate the existing context of academic staff engagement in research and its relation to classroom teaching at public higher institutions located in the Amhara national regional state. A cross-sectional type of survey design was used to achieve this objective. The sample units and individuals were chosen using stratified random sampling procedure. Injibara University, Debre Markos University, and Bahir Dar University were three sample public universities located in Amhara Regional State that provided 251 participants for the study. A survey questionnaire was used to obtain the data. Both descriptive and inferential statistical methods were used to assess the data that had been gathered. The findings showed that the sample universities had very low levels of academic staff engagement in research activities. Most importantly, the results of this study also showed a weak but negative correlation between academic staff engagement in research and classroom teaching. Finally, possible recommendations were made based on the key results and conclusions.

Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

Influence of Central Bank of Nigeria Digital Currency on Financial Inclusion of Lecturers and Students of the Three Public Colleges of Education in Kano State

Purpose: The study aimed to investigate the influence of the Central Bank Digital Currency (CBDC) e-Naira policy on financial inclusion, with a specific focus on its impact on the access and usage of financial services among lecturers and students in Colleges of Education in Kano State.Methodology: The study adopted a descriptive survey method, and a sample size of 279 was selected using simple random sampling techniques from a population of 989 individuals. The participants were drawn from three public Colleges of Education in Kano State. Data were collected through a 4-point Likert scale questionnaire, and the analysis was done using the mean and standard deviation with the support of SPSS. Findings: The study's findings revealed that the CBDC (e-Naira) policy does not significantly influence the access to financial services for lecturers and students in Colleges of Education in Kano State. Additionally, the results indicated that the policy does not have a significant impact on the usage of financial services by this group. Unique contribution to Theory, Practice, and Policy: The study's unique contribution lies in the discovery that the CBDC (e-Naira) policy has no significant influence on the access and usage of financial services among lecturers and students in Colleges of Education in Kano State. Based on these findings, the researchers recommend an aggressive awareness campaign be conducted by service providers, policymakers, and other stakeholders.

Perceived Influence of the Use of E-Learning Technologies in Teaching Business Education Courses in Public Universities in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies in teaching and learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is two hundred and thirty two (232) Business Educators in public universities in South-South, Nigeria. The entire population of 232 Business Educators was studied. Structured questionnaire containing 45 item entitled “Perceived influence of the use of e-learning technologies in teaching of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. Two hundred and thirty two (232) copies of instrument were distributed, 225 were successfully retrieved from business educators. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that digital library and Google search engine have positive influence in teaching and learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed that there is no significant difference in the mean ratings of business educators in Federal and State University on perceived influence of the use of digital library in teaching of Business Education in public universities and there is no significant difference in the mean ratings of the business educators in perceived influence of the use of Google search engine in teaching of business education in the public universities in the South-South geo-political zone of Nigeria based on school ownership (federal/ state). Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence in teaching and learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in teaching and learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.