Research Publications

A. K. Okorosaye-Orubite

 1.

Dr. A. K. Okorosaye-Orubite, F. Godgift Paulley, Nath. M. Abraham

2012

TITLE: University Autonomy, Academic Freedom and Academic Staff Union of Universities’ (ASUU) Struggles in Nigeria: A Historical Perspective

LINK: http://www.ccsenet.org/journal/html/ass/articles/20986.html

Abstract:

This paper takes a historical view of university autonomy and academic freedom in Nigeria from the 1960s to the present. It is the view of this paper that academic freedom and university autonomy have not fared well in Nigeria and this is one of the reasons the universities have not been contributing properly to national development.

 

2.

Prof. A. K. Okorosaye-Orubite   2013

Dr. Livinus Ogbondah

TITLE: The Relevance Of Adequate Teachers In The Effective Implementation Of Migrant Fisherfolks’ Children Education Programme In Rivers State Of Nigeria.

LINK: http://pakacademicsearch.com/pdf-files/ech/520/153-165%20Vol%204,%20No%205%20%282013%29.pdf

ABSTRACT

 

This study examined the relevance of adequate teachers in the effective implementation of migrant fisherfolks’ children education programme in Rivers State of Nigeria, The population for the study was made up of all the teachers. All the 179 teachers constituted a sample for the study which is census from the 59 schools. The researchers designed a migrant fisherfolks education questionnaire (MFEQ) for teachers to gather data for the study. The questionnaire consisted of Likert-type items to elicit information. The reliability coefficient of the instrument was ascertained using Pearson Product Moment Correlation which gave the value of 0.92. Two research questions guided the study and two null hypotheses were formulated and tested for statistical significance at .05 alpha levels using one-way analysis of variance and chi-square (x2). The results showed that significant relationships exist between adequate teachers, appropriate teaching methods and effective implementation of the education of migrant fisherfolks’ children. Based on these findings, recommendations were proffered which include recruitment of qualified teachers and the use of appropriate teaching methods such as mastery learning approaches and total quality management of learning.

 

Key words: Relevance, Adequate teachers, Effective implementation, Migrant Fisherfolks

3.

Prof. A. K. Okorosaye-Orubite

 

Abdulrahman Yusuf Maigida

TITLE: INCLUSIVE EDUCATION IN NIGERIA: LESSONS FROM THE UNITED STATES OF AMERICA (USA)

LINK: http://s3.amazonaws.com/academia.edu.documents/37832364/INCLUSIVE_EDUCATION_IN_NIGERIA.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1465774736&Signature=kYVKReWS%2B1oeyxNyPiMCWSZeiCM%3D&response-content-disposition=inline%3B%20filename%3DINCLUSIVE_EDUCATION_IN_NIGERIA_LESSONS_F.pdf

 

ABSTRACT

 

There is at the moment in Nigeria, no official ‘inclusion’ in her education practice, particularly for the people living with disabilities. The theory and practice of education in Nigeria are the products of colonial experience or the one in the contemporary sense, adopted from the systems of other developed nations. This study assesses the situation in connection with the practice of inclusive education in Nigeria and United States, using historical research method and relying heavily on both the primary and secondary sources of data. With the character of education in Nigeria today, the findings reveal that segregation, separation and discrimination are still featured. People with disabilities or glaring abnormalities of mental, social and physical conditions; for reason not totally theirs, are still suffering the segregation on what government considers intervention in terms of schooling, socio-economic and other succours. On the other hand, those developed countries that Nigeria copies, especially the United States is giving special priority, superlative consideration and attention to her less endowed and less opportuned or disabled in terms of education and other felt needs. So also with enabling laws that protect and present them with equal opportunities with those having no challenges in the

American society, they are therefore not discriminated against, but accepted for who they are in terms of their challenges. Suggestions are offered, not limited to seeing the Nigerian government developing a positive disposition and emulate this effort of US in the inclusiveness of her education system, not the establishment of special schools which further segregate them.

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