Tertiary Institutions Of Learning Research Articles

Postural risk associated with Wooden Steel Chairs and Stackable Arm Chairs in a low-income country.

Wooden Steel Chairs (WSCs) and Stackable Arm Chairs (SACs) are widely used in tertiary institutions of learning in low income countries. No local studies seem to have investigated the postural risk associated with the concerned chair type. This study aimed to evaluate the postural risk associated with WSCs and SACs. It also determined the anatomical distribution of musculoskeletal complaints among users of the chair types. Purposive sampling was used to select 100 desktop computer users (23.25±1.6 years) of which 50% consistently used a computer laboratory with WSCs and the other half used one with SACs. The Rapid Upper Limb Assessment (RULA) method was used to evaluate the sitting posture of users of both chair types. Musculoskeletal complaints were investigated using the Nordic musculoskeletal questionnaire. Analyses showed significantly higher (p < 0.05) mean RULA scores for the right side of the body for users of WSCs (6.08±0.85) compared to users of SACs (5.26±1.23). Statistically significant differences (p < 0.05) were found on the prevalence of lower back pain between users of WSCs and SACs. Among all study participants, 72% reported musculoskeletal pain at one or more body parts in the previous 12 months. Self-reported complaints pertained to the neck (24%), lower back (19%), shoulders (16%), elbow (8%), upper back (8%) and wrist (4%). WSCs seem to pose a higher postural risk for lower back pain than SACs. Ergonomics interventions and exercise training programmes may be useful to address the poor working posture and musculoskeletal complaints.

Fingerprint Biometric Technology as an Appropriate Tool for Students Authentication Problem in Tertiary Learning Institutions in Tanzania

Fingerprint Biometric Technology as an Appropriate Tool for Students Authentication Problem in Tertiary Learning Institutions in Tanzania

Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers

The popularity of using social networking sites (SNSs) as an educational tool is increasing every day. Many educators are now trying to integrate these online teaching platforms that were provided by commercial services such as Google, LinkedIn and Facebook into learning environment. Despite the importance of SNSs, a lot of constraints seem to hinder its effective use for collaborative learning in Nigeria by TVET lecturers. Therefore, the main purpose of this paper is to ascertain the perception of TVET lecturers on the constraints and possible strategies to effective use of SNSs for collaborative learning in tertiary institutions in Nigeria. The study adopted a descriptive design. A questionnaire was used to collect data from 128 TVET lecturers purposively drawn from the four tertiary institutions in Enugu State that offers vocational and technical education programme. Mean, standard deviation, exploratory factor analysis and t-test statistics were used in realizing the objectives. The finding of the study showed among others that, 13 SNSs were commonly used by TVET lecturers, 13 major constraints hinder effective use of SNSs for collaborative learning by TVET lecturers, while 10 strategies were proffered to promote the effective use of SNSs for collaborative learning. This paper therefore calls for continuous professional development (CPD) of TVET lecturers particularly to enable them acquire the needed soft skills required for effective utilization of SNSs in their teaching practices.

Employment Generation and Poverty Alleviation in Nigeria: The Role of Social Entrepreneurship

Social entrepreneurship has been acknowledged by scholars as a veritable tool to accelerate the decline in unemployment and poverty. However, the contribution of social entrepreneurship to sustainable economic development in Nigeria has not been felt. This study, therefore, sought to examine the influence of social entrepreneurship on employment generation and poverty alleviation in Nigeria with specific reference to Nigeria Association of Social Workers, Federal Capital Tertiary (FCT) Abuja Chapter. A descriptive survey was employed for the study. Purposive sampling technique was used to select 150 members of the Nigeria Association of Social Workers, Federal Capital Tertiary (FCT) Abuja Chapter. Data were sourced through a structured closed- ended questionnaire designed by the researcher for the study with the aid of personal interview. Data were analysed with the aid of mean, standard deviation, Pearson correlation, and Linear regression. The results revealed that social entrepreneurship measured by social problem solving, social value, social responsibility and human teamwork has a significant relationship with employment generation and poverty alleviation. The study, therefore, concluded that social entrepreneurship is a driving force of social and environmental goals that have an impact on sustainable economic development. Subsequently, the study recommended that government at all levels, private organizations and non- government organizations should embrace the concept of social entrepreneurship and address the issues such as insecurity, acute unemployment, and abject poverty ravaging our society. More also, the concept of social entrepreneurship should be included as a separate branch of management courses in all tertiary institutions of learning.

Determinants of education quality at tertiary institutions of learning: Perceptions of undergraduate students at BA ISAGO University, Botswana

Determinants of education quality at tertiary institutions of learning: Perceptions of undergraduate students at BA ISAGO University, Botswana

Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions

Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.

Risk Management of Covid-19 in Tertiary Institutions of Learning: Challenges, Impact, and Future Preparation

Risk Management of Covid-19 in Tertiary Institutions of Learning: Challenges, Impact, and Future Preparation

INFLUENCE OF ETHICAL AND PERSONALITY CHARACTERISTICS OF PRACTICING COUNSELLORS ON PROFESSIONAL DEVELOPMENT IN ADAMAWA STATE TERTIARY INSTITUTIONS: IMPLICATIONS FOR COUNSELLOR EDUCATION PROGRAMMES AND CERTIFICATION

This study attempted to investigate the influence of ethical and personality characteristics of counselling practitioners on the growth and development of the counselling profession in Nigeria. Research questions were raised to identify the major ethical and personality characteristics exhibited by practicing counsellors in Adamawa state tertiary institutions of learning, while the hypotheses sought to find out if the respondents differ in their possession of the desirable ethical and personality characteristics. All students and Counsellors from Adamawa state citadel of higher learning constituted the population for the study. The sample comprised of 109 students and 25 practicing Counsellors in Adamawa state tertiary institutions. A modified four point Likert type scale instrument was used to collect data from the respondents. The instrument was validated and found to be reliable at 0.71 reliability coefficients. The data collected were analyzed using means, standard deviation, independent t-test, and two sample Kolmogorov Smirnov tests. The findings revealed that counselling practitioners in Adamawa state tertiary institutions possess the expected personality characteristics, but lack the basic knowledge and skills to effectively service students’ cases. The study also revealed that the counsellor education curriculum of most universities was defective. The products of such institutions may not possess the minimum requirement to be certificated as professional practicing Counsellors. It was therefore recommended among other things that the counsellor education curriculum be overhauled and new courses on current issues such as multi-culturalism in counselling be integrated into the curriculum in order to meet the minimum conditions for certification and licensure. Article visualizations:

Functionality of Elderly Persons: A Comparison Between Institutionalized and Non – Institutionalized Elderly Persons in Nairobi City County, in Kenya

This study compared the Functionality of Institutionalized elderly persons and that of the elderly persons living with their family and or community members using the Modified Barthel Index. Two hundred and seventy elderly men and women who met the inclusion criteria were sampled, 135 from 4 Institutions namely Mji wa Huruma, Nyumba ya Wazee Ruaraka, Kariobangi Cheshire home and Mother Teresa in Huruma and 135 from Gumba, Kariobangi, Huruma and Kawangware divisions. Data were coded and entered using EPI Info version 9 and were analyzed using SPSS version 17. There were more totally dependent elderly at Institutions (13.6%), compared to 3% who were Non-institutionalized. The majority of those who were able to independently go in and out of their house and in and out of bed or wheel chair were living in the Institutions of the elderly. There were no gender differences in performing ADLs. More men than women were found to have pressure sores and bed sores. The study will reference for similar studies in Kenya and other parts of the world and prompt tertiary institutions of learning to design new training programs and review existing programs to address the Functionality needs of the growing population of Elderly persons.

Collaborative Transformations

This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidisciplinary group of seven tertiary teachers committed to monthly meetings over a period of 18 months. This collaborative process enabled expansion of personal, professional, and institutional boundaries in terms of how learning can occur through transformed and transformative teaching approaches. Our commitment led to innovative teaching practices that emerged from our CI process. Challenges of this approach and possible ways to overcome them are addressed. This research led primarily to transformation of self and enhanced academic relationships. It also provides insights regarding the potential to transform tertiary learning institutions and contribute to the development of academics who are inspired to be more appreciative of and engaged with their students.

Effects of Increase in Tuition Fees in the Tertiary Institutions of Learning

The effects of increase in tuition fees in the tertiary institutions of learning in South Africa are not well known and have infrequently and fitfully been addressed nationally. The objective of th...

Effects of Increase in Tuition Fees in the Tertiary Institutions of Learning

Effects of Increase in Tuition Fees in the Tertiary Institutions of Learning

Investigating the Rudiments of Access Must Rise and Fees Must Fall in the Tertiary Institutions of Learning in Selected African Countries

Investigating the Rudiments of Access Must Rise and Fees Must Fall in the Tertiary Institutions of Learning in Selected African Countries

Investigating the rudiments of access must rise and fees must fall in the tertiary institutions of learning in selected African countries

Education plays a major role in the socio-economic growth and development of a nation. The rights of students in the tertiary institutions of learning in South Africa should not be handled with lev...

Welkom in de woestijn van het dekoloniale filistijnisme. Esthetische reflectie te midden van radicale culturele strijd in Zuid-Afrika

Dit artikel stelt zich tot doel om de voornaamste theoretische implicaties te doordenken van wat het benoemt als de filistijnse tendens van het radicale dekoloniale cultureel activisme van universiteitstudenten in Zuid-Afrika sinds 2015. Dit verwijst naar het gebruik van extreme, confronterende en gewelddadige strategieën van culturele contestatie zoals het vandaliseren, vernietigen en verwijderen van culturele of artistieke artefacten uit het koloniale of apartheidverleden. Het artikel biedt vooreerst een kritisch overzicht van gangbare theoretische rechtvaardigingen van dergelijke culturele politiek, alsook de belangrijkste tegenwerpingen. Ik voer aan dat deze te kort schieten in het ernstig opvatten en/of fundamenteel doordenken van wat op het spel staat in filistijnse daden jegens artistieke en culturele objecten. Ik beargumenteer dat een meer nuchtere en dialectische conceptualisering vereist is van de filistijnse achterdocht en agressie jegens kunst en cultuur. Als één van de belangrijkste aanzetten tot dergelijke benadering wend ik mij tot Fredric Jamesons notie van de filistijn, die hij articuleerde in zijn interpretatie van het esthetische denken van Theodor Adorno. Alhoewel ik mij distantieer van het neomarxistisch perspectief van Jamesons theorisering, zie ik hierin de mogelijkheid om filistijnisme te begrijpen als reactie tegen wat ik, in verwijzing naar het werk van Jacques Rancière, "esthetische verdelingen" noem, oftewel, opgelegde onderscheidingen en hiërarchieën met betrekking tot de esthetische capaciteiten van verschillende groepen in de samenleving. De filistijnse haat tegenover kunst en cultuur kan dan begrepen worden als een legitieme onvrede met hun medeplichtigheid in het instellen en onderhouden van dergelijke verdelingen. Aldus onderneemt dit artikel om een meer affirmatieve lezing te bieden van de radicale culturele politiek van de huidige studentenactivisten in Zuid-Afrika.

INFRASTRUCTURE NEEDS IN SUB SAHARAN AFRICA WITH PARTICULAR REFERENCE TO SOUTH SUDAN

This paper focuses on South Sudan’s infrastructure delivery in an efficient and effective way. South Sudan, though endowed with considerable natural resources, still lacks the necessary infrastructure for improvement in the standard of living for the population. This paper presents aspects of qualitative and quantitative data obtained using questionnaires and interviews. It was found that most of the population had access to health facilities within a 10 km radius and 65% of the respondents stated that they are able to walk such distances. Regional connectivity infrastructure was rated very highly by the respondents. As far as soft infrastructure needed for education, there is a crucial need to invest in adult literacy especially in the field of science and engineering to ensure appropriate participation of the citizens in the developmental agenda for South Sudan. Developing the human capital is crucial in attracting local and foreign investors in infrastructure projects. Tertiary institutions of learning in South Sudan will need to focus on education and training to ensure that the country will have locally qualified people to design, construct and manage the necessary soft and hard infrastructure. The findings can be relevant to Asian countries of similar needs in developing their infrastructures.

Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya

Secondary school education provides a foundation for acquisition of further knowledge and skills in tertiary institutions of learning. It is a bed-rock where future productive human capital is nurtured to serve the dynamic needs of a nation’s labour market and the economy in general. Education is used to achieve more rapid economic, social, political, technological, scientific and cultural development in a country. In Kenyan education system, mathematics is a compulsory and an examinable subject offered at all levels of learning except for tertiary institutions where it is selective, yet requisite in some courses of study. There is much emphasis on mathematics performance examined nationally by the Kenya National Examinations Council (KNEC) hence necessitating the current study. As a matter of fact, students’ performance in mathematics has attracted attention from various stakeholders and further raised interest in teachers’ qualification in delivering the subject matter. This study ought to establish the influence of teacher competence on mathematics performance in KCSE examinations among public secondary schools in Nyatike Sub-county, Kenya. Teacher competence was conceptualized in terms of teacher educational qualification, teacher training and teacher experience and mathematics performance as the dependent variable. The study was based on three models namely; economical approach, stakeholder theory of management and humanistic-progressive model. The study used a descriptive research design with a survey method and targeted 50 public secondary schools. The researcher used structured questionnaires to collect data from the sampled respondents. The collected questionnaires were then analyzed using SPSS version 20. Both linear regression analysis and Pearson correlation analysis were used and the results presented in tables. The study findings revealed positive correlations between; teacher educational qualifications with mathematics performance, teacher training with mathematics performance, and teacher experience with mathematics performance. However, it was also noted thatsome teachers holding diplomas from reputable colleges such as Kenya Science University College perform better than those with undergraduate degrees from universities.

Empirical Analysis of Teacher’s Accountability as an Instrument of Effective Policy Implementation in Nigeria

Accountability in discharging official duties is very essential as it increases effectiveness and efficiency in service delivery. As public servants teachers are expected to demonstrate high level commitment in the teaching and learning process as this will lead to the attainment of quality education. The paper pointed out that where secondary education is of good quality, right students will be admitted into tertiary institutions of learning and subsequently, competent graduates will be produced who will work in different capacities. Literate workforce is however capable of implementing government’s policies in a more effective and efficient manner. The research employs descriptive research analysis to analyze teacher’s accountability in secondary schools of Sokoto state, Nigeria. The results showed pleasing teacher’s accountability. The paper therefore recommends that the government should intensify efforts and put in place more appropriate mechanisms including motivation and constant training and re-training of the teachers in order to maintain the tempo as this will ensure the attainment of the much needed quality education and subsequently effective implementation of government policies.

English

This paper focused on the challenges in educating the visually impaired and modalities for ensuring quality assurance in tertiary institutions of learning in Nigeria. It examined the global challenges in the higher educational system and made it clear that the visually impaired are those with visual problems be it partial, low vision, or total blindness, as such need higher education to be liberated from the shackles of pity and sympathy. The paper found out that the educational needs of the visually impaired include computer application, optical aids, and Braille writing materials, issues of mobility, funding, library resources, personnel availability and physical infrastructural facilities. Recommendations were proffered to tackle the issues and challenges identified. Key words: Challenges, educating, visually impaired, quality assurance tertiary institutions, Nigeria.

Youth unemployment saga in Nigeria: implications for security challenges and economic development

The paper examined the challenge of youth unemployment in Nigeria and its implications for security and economic development. The paper adopted descriptive survey method. A total of 200 subjects were drawn through random sampling techniques across public servants, students and youths in Ogbomoso township of Oyo State, Nigeria. The research questions were analyzed with the use of mean score and standard deviation. The result of the study among others revealed that lack of power supply, lack of practical entrepreneurial skills and mass production of graduates from secondary and tertiary institutions are the causes of unemployment. The implication of these has led to increased social vices, rise in religious riots and militancy, vandalism and destruction of lives, slow pace of economic development and high waste of human resources. Thus, it was recommended that crops and livestock farming should be made attractive through the provision of incentives to young graduates who may wish to go into crop and livestock farming. Entrepreneurship should be drafted into Nigeria’s school curricular and made compulsory for all levels in secondary and tertiary institutions of learning. This will infuse the spirit of enterprise, perseverance and merit into the youths as opposed to the quick-quick and now-now syndrome that has overtaken the nation.