Browsing by Author "Adedapo, Adetiba Atolagbe"

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    Allocation Pattern in the Financing of College of Legal and Islamic Studies in Nigeria
    (East African School of Higher Education and Development, College of Education & External Studies, Makarere Univeristy, Kampala, Uganda, 2017-04-15) Abdulrahman, Omosidi Sayuti; Adedapo, Adetiba Atolagbe; Abubakar, Abdulmumin Lawal
    This study investigated the allocation pattern in the financing of colleges of Legal and Islamic Studies in Nigeria with special regard to the adequacy of the funding. The sample consisted of eight out of the twelve colleges of Legal and Islamic Studies in the country. A research instrument titled “Financial Allocation Questionnaire” was used to collect data. The findings showed that there is general under-funding of these colleges within the period considered. Even in the face of inflation and staff and students expansion, there was little or no increase in the colleges’ annual capital grants and monthly subventions. Grounded on these findings, recommendations towards the better funding of the colleges are made
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    Quality assurance mechanisms and Universal Basic Education goal achievement in public secondary schools of Kwara State, Nigeria
    (Universitas Ahman Dahlan (UAD) in Collaboration with the Institute of Advanced Engineering and Science, 2020-02-12) Abdulrahman, Omosidi Sayuti; Tukur, Abdulyaqin Murtala; Adedapo, Adetiba Atolagbe; Abubakar, Abdulmumin Lawal
    This paper examines quality assurance mechanisms as correlates of goal achievement of Universal Basic Education (UBE) in public secondary schools of Kwara State, Nigeria. A structured questionnaire was developed and issued to collect information from the study samples. The questionnaire was administered to one thousand, five hundred (1.500) respondents. Data collected were analysed using mean, standard deviation, factor analysis, correlation analysis and regression analysis. The results of the study revealed that instructional supervision, staff development practices, continuous assessment and learning environment had a significant positive relationship with goal achievement in UBE public secondary schools. From the results, it was recommended among others that ministry of education should organise workshops and seminars on quality assurance mechanisms, so that principals and teachers could gain in-depth knowledge and understanding of the identified quality assurance mechanisms.