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Total
3. Prompt payment of first 28 Between .117 2 .059 .098 3.07 NS
days of accommodation for Groups 83.771 91 .9205
workers transferred from 83.888 93
one station to another Within
promote employee Groups
productivity
Total
4. Access to soft loans and Between .975 2 .488 .929 3.07 NS
salary advances leads to Groups 73.486 91 .8075
employee productivity 74.462 93
Within
Groups
Total
5. Provision of recreational Between 1.184 2 .592 1.06 3.07 NS
78.061 91 .8578 1
facilities promotes employee Groups 79.245 93
productivity
Within
Groups
Total
6. Provision of free transport Between 2.741 2 1.370 1.35 3.07 NS
facilities or payment of Groups 141.539 91 1.555 6
transport allowances 144.280 93
increases employee Within
productivity Groups
Total
7. Provision of staff Between 5.856 2 2.928 2.67 3.07 NS
accommodation enhances Groups 153.263 91 1.6842 5
employee productivity 159.119 93
Within
Groups
Total
8. Good pay package Between 1.124 2 .562 .605 3.07 NS
positively influence Groups 130.176 91 1.4305
employee productivity 131.301 93
Within
Groups
Total
9. Unhealthy work Between .471 2 .236 .509 3.07 NS
64.830 91 .7124 Page 87
environment negatively Groups
affect employee productivity
Within
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Groups 65.301 93
10. Moderate office ventilation Total .614 2 .307 .767 3.07 NS
encourages employee 56.016 91 .6156
productivity Between 56.629 93
Groups
Within
Groups
Total
Source: Field Survey, 2017
The result presented in Table 8 shows the one-way analysis of variance on the
difference in the responses of civil servants on the extent of influence of staff welfare on their
productivity. The result shows that the calculated F-values range of .054 – 2.675 is less than
the Table value of 3.07 at .05 level of significance with the degree of freedom of 2 and 91
respectively. Therefore, the null hypothesis for all the items is retained. This means that there
is no significant difference in the mean responses of civil servants on the extent of influence
of staff welfare on their productivity in Rivers State based on marital status.
Findings of the Study
The following findings emerged from the study based on research questions answered
and null hypotheses tested.
1. Staff development has a great influence on the productivity of civil servants in Rivers
State.
2. Regular promotion has a great influence on the productivity of civil servants in Rivers
State.
3. Staff welfare has a very great influence on the productivity of civil servants in Rivers
State.
4. There was no significant difference in the mean responses of civil servants on the
extent of influence of staff development on their productivity in Rivers State based on
sex.
5. There was no significant difference in the mean responses of civil servants on the
extent of influence of regular promotion on their productivity in Rivers State based on
age.
6. There was no significant difference in the mean responses of civil servants on the
extent of influence of staff welfare on their productivity in Rivers State based on
marital status.
Discussion of Findings
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Staff Development and Productivity
The result obtained from analysis of data on Table 1 reveals that the opinion
expressed by both male and female Rivers State Civil Servants is not significantly different,
regarding the extent of influence of staff development on their productivity as shown by
result obtained from test of hypothesis one. This implies that staff development as a human
resource management variable, influences productivity of both male and female civil
servants. All civil servants irrespective of sex, deserves equal development opportunities to
enable them contribute meaningfully to public service. This result is consistent with that of
an earlier study conducted by Don-Baridam (2013) on productivity and staff development in
corporate organizations. Don-Baridam (2013) found that to increase productivity,
organizations require more initiatives, innovation and dedication, which can only be achieved
when the organization is able to develop all its employees to the required level of
competence. Staff development as shown by the result of findings, to a great extent (GE)
influences productivity of civil servants. This result equally agrees with the opinion of
Armstrong (2009), who had discovered that staff development involves a continuous learning
process that not only enhances existing capabilities but also leads to the development of the
skills, knowledge and attitudes that prepare people (workers) for enlarged or higher – level
responsibilities in the future. It is also obvious from the result of findings that some existing
staff development practices in the Public Parastatals being studied are not yielding the
desired outcome as evidenced by staff development not influencing productivity of civil
servants to a very great extent (VGE). This issue of some staff training and development
practice failing to yield the expected result was equally discovered by Harrison (2005), who
found that the aim of every training and development programme is that employees acquire
new skills and knowledge and that one way of ascertaining the success of a training
programme is when employees can demonstrate that they know something that they did not
know before (insights, realization as well as facts) and when they can do something they
could not do before (skills).
Regular Promotion and Productivity
The result obtained from analysis of field survey data on whether or not there exist a
significant difference in the mean responses of Rivers State civil servants on the extent of
influence of regular promotion on their productivity based on age, show that their opinion is
not influenced by age as indicated by their mean responses in Table 2 The result shows that
civil servants within different age brackets in the under-studied Parastatals share similar
views on the extent to which regular promotion practices influence their productivity. The
result also reveals that the existing promotion practice of solely relying on seniority as the
basis of moving employees to subsequent levels in the Parastatals does not lead to maximum
employees’ productivity. This implies that if maximum employees’ productivity must be
achieved by means of promotion, methodologies of promotion should be practiced in a
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manner that its influence on employees’ productivity will be to a very Great extent (VGE).
Mamora and Rao (2014) had earlier discovered similar result while investigating on
promotion on the basis of seniority when they observed that this form of promotion does not
appreciate and recognize the worth of an individual and that this practice usually generates
frustration and may constrain a good employee to leave the organization.
Staff Welfare and Productivity
It was also observed from the result obtained from Table 3 that irrespective of marital
status, the opinion of civil servants in Rivers State regarding the extent of influence of staff
welfare on their productivity is similar. This implies that existing welfare practices in Rivers
State civil service influence employees’ productivity in the same manner. The result from the
mean responses on the extent of influence of welfare on their productivity, is to a very great
extent (VGE). It was however, observed that most of the staff welfare measures, as stated in
the Rivers State civil service handbook are never implemented, thereby constraining the
extent of influence of staff welfare on their productivity. This result is consistent with that of
an earlier study conducted by Ukpai (2005) who found that most organizations in their
attempt to cut cost, have failed to take advantage of the positive impact of employees' welfare
on corporate productivity by neglecting the welfare of employees. The result revealed that
although the stipulated welfare packages for Rivers State civil servants is fair, the desired
extent of positive influence on productivity is limited due to poor implementation.
Conclusion
The major conclusion drawn from the findings of this study is that productivity of
civil servants in Rivers State Public Parastatals depends on the human resource management
practice in use. The aim of human resource management is to achieve maximum productivity
and this can only be achieved when the extent of influence of the identified human resource
management (HRM) variables on productivity is to a very Great Extent (VGE). This
presupposes that HRM standards and practices within the civil service must be constantly
reviewed to keep pace with emerging challenges within the public sector.
Recommendations
Based on the findings of this study, the following recommendations are made:
1. Rivers State Government should make provision for regular and qualitative
development exercise to update the knowledge, skills and competences of civil
servants for optimum productivity.
2. Rivers State Government should expand its promotion criteria to include work
attitude, capability and acquisition of additional qualification and skills to stir up civil
servants to greater productivity.
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3. Government of Rivers State should set suitable modalities to ensure full
implementations of welfare measures as stated in the Rivers State Civil Service
Handbook.
4. Officers at the administrative cadre in Public Parastatals in Rivers State should be
fair, firm, and unbiased in meting out disciplinary measures on subordinate.
References
Becker, F. (2002).Improving Organizational Performance by Exploiting Workplace
Flexibility. Journal of Management, 1(2): 154-162.
Ivancevich, J. M. (2008). Human Resource Management. New York: McGraw-Hill, pp. 421.
Lazear, E. (2000). Performance Pay and Productivity.American Economic Review, 9(10):
1346-1361.
Mamoria, C. B. and Rao, V.S.P. (2014).Personnel Management. Mumbai: Himalaya
Publishing House, pp. 385.
Okereke, C. I. (2010). Staff Welfare and Productivity in Patani Local Government
Council.Journal of Economics and International Finance, 2(12): 313-320.
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Reform and Quality Science Education in Nigeria: The Needed Benchmark
for Sustainable National Development
Iniobong Fred Akpan Ph.D
Department of Science Education
Akwa Ibom State University
Ikot Akpaden, Nigeria
Abstract
It is a fact that education is one of the most important factors in the growth of any society
and the tool for meaningful development. It is therefore pertinent for a move from mere
skilled- based education towards a more comprehensive notion of science education in
Nigeria. This paper discusses suggested needed innovative practices or reforms benchmark
for sustainable development in the country. The innovative practices include quality and
standard science education, adequate science teacher preparation, re-modification of
science curriculum with more emphasis on activity-based, students- centred, hand-on, mind-
on strategy, and making science education an essential component of learning continuum for
all. Based on suggested reforms, recommendations were made which include that science
education programme should be introduced into all facets of education including non-formal
settings.
Key words: Reform, Quality science education, Benchmark, Sustainable national
development
Introduction
It is not debatable that education is one of the most important factors in achieving the
developmental goals of the country. It is the key to national and sustainable development. It
is an investment in the human resources. If the fruits of education have to reach the common
man, it must be adequately and properly administered (Adewale and Daramola, 2013).
Promoting the development of a knowledgeable society through science education is one of
the strategies in increasing advocacy in recent times by government around the world who
want to encourage economic and sustainable development at the local, state and national
levels.
A move from a focus on more skilled based education towards a more comprehensive
notion of science education has resulted in competencies based approach which should be the
foundation in science learning globally (National Research council,2012). It is often said that
a country cannot develop beyond its level of education and this is owing to the vital role
education played in national development. Education does not only facilitate an all round
development of individual that is exposed to it, it also facilitates national development
(Bamiro, 2015), as a result of quality research and ground breaking inventions for the
betterment of the entire nation. Education helps in the development of the critical mind of the
educated, thus, it enlightens and mostly opens the minds to new ideas, objectivity and
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development. Of course, the impact of science education on development of both the
individual as well as the society as a whole cannot be overemphasised. Advancement in
science education across the globe has brought significant technological development in
different areas in human endeavours and this has ultimately made life easier, better and more
enjoyable in many aspects than the period of the stone-age (Arigbabu, 2016). The question is
what are the innovative practices that are necessary to be incorporated in our science
education curriculum for the achievement of necessary benchmark in science education for
sustainable national development in Nigeria?
To answer the above question, this paper highlights the needed innovative practices for a
benchmark in science education for national and sustainable development.
The Needed Benchmark in Science Education for Sustainable National Development
Quality Science Education
The concept of quality is slippery and has ambiguous meaning in common parlance
and therefore passes for a relative term. However, the Oxford Advanced Dictionary refers to
quality as the standard of something when it is compared to other things like it, how good or
bad something is (Hornby, 2000). It is deduceable therefore that quality can be represented
in a continuum starting from how high and passes for a comparative concept in which case,
the quality of one thing could be higher or lower than the other. Akinpelu (2001) views
quality as the defining essence of anything, that characteristic which makes the object what it
is, and without which the object will not be a good instance of it. A similarity thus emerges
between quality and standard which Okonkwo (1990) citing Flanagan (1951) has asserted
that the latter come in when degrees or levels of excellence are indicated for the achievement
of purposes. He therefore views standard as desirable or desired levels of attainment
preferably expressed in terms of outcomes of instructions.
Should this definition be stressed further to include the educational system,it becomes
similar to that of quality and can also find representation in a continuum including low and
high positions in the standards. This similarity in conception between quality and standard is
also implicated in the New Webster’s Dictionary definition of standard which considers it as
something established as a rule or basis of comparison in measuring or judging quantity,
quality and value. They therefore share connotation such that some writers cannot explain the
concept of standard without using quality and vice versa. It becomes safer to pitch tent with
Afemikhe (1988) in Elechi (2014) who averse that the standard and quality of education are
very related; quality being an extension of standard. The exploration so far can be anchored
on the premise that standard/quality is a state of operating in efficiency and relevance
(Elechi,2014). Hence a thing or a person has a minimum expectation by the society and its or
his functions are evaluated, in accordance with such expectation. Thus, Amaele (2013) draws
the point home as he recognises that the quality of leadership is determined by the quality of
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life of its citizens just as the quality of educational system could be assessed from the quality
of its product.
When quality is used to describe the kind of education received at any formal school
system, what reality comes to mind is the degree of conformity with the expectations of that
level of education. The product of such system is expected to demonstrate the knowledge,
skills, competence, performance and character to that level (Elechi 2014). Hence the child
must be fully developed in order to become relevant, dedicated and committed and honest
enough to contribute to the good of the society as a result of holistic preparation-morally,
intellectually, physically and spiritual. Amaele (2013) captures this trite fact clearly by
stating that quality education deals with standard, excellence, efficiency, relevance,
appropriateness and values. In so much as quality education, involves some conditions and
levels from which it can be measured in school business, it deals in addition with issues of
validity, functionalism and efficiency of an educational system in the attainment of national
goals and aspirations. A basic factor in the consideration of the quality of an educational
system is its efficiency in the attainment of national goals for economic and social
transformation.
Majasan (1988) in Elechi(2014) argues that
“quality education should produce disciplined behaviour, hard work,
improved cultural heritage, patiently acquired skills, valuable techniques,
acceptance of teacher’s leadership role, mutual respect within and
outside the school community” (p.3)
He further cautions that an education system which encourages its youths to be corrupt with drugs,
sensuousness, uncontrolled youth culture, unprecedented sense of generational self consciousness,
opposition to constituted authority in various shapes and forms cannot be measured as quality
education (p.3)
Education is therefore a value laden concept and except such ingrained values are
fully appreciated and demonstrated, the growth and development of such a society could only
be likened to the proverbial double headed snake the net result of whose forward and
backward movements is zero(Elechi, 2014).
Adequate Science Teacher Preparation
Teacher’s job is intellectual and requires adequate professional/educational
preparation to enable him/her perform his/her job effectively and efficiently. Science
teachers’ preparation entails the exposure of the teachers to the tenets of teacher education.
Preparation for science teachers also involve grooming, development and training of
teachers, not only to update their records, but also to ensure professional growth and
improved performance (Akuakanwa,Urenyere&Ubochi (2014) How can the teacher be
trained and prepared for his professional duties? In answer to this question, Kanno (2004)
affirmed that development of worthy professional teaching abilities require series of
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intensive preparation and constant practice which can only be obtained through teaching
practice as attained in teacher training institutions. However, Okoro (2010) opined that
teacher preparation results from teacher education which according to her is “the structure,
institutions and process by which men and women are prepared for work in schools for the
purpose of impacting knowledge, skills and favourable attitudes”
Nwanekezi and Ifionu (2010) agreed that teacher preparation is obtained through
teacher education which is a “preplanned, articulated set of events and activities which are
intended to help a would be teacher or a teacher-tranee acquire appropriate knowledge, skills,
the right type of attitude to be able to enter the teaching profession and become a resourceful,
effective and efficient teacher. It is in this wise that Lasser (1996) as cited by Akpan and
Onwukwe (2007) noted that by international convention, the major factors that determine
standards in science teacher education are the selection of entrants into science teacher
education , the programmes of study and the factors related to the science teacher preparation
institutions. Where the minimum acceptable standards related to these factors are reasonably
high and the degree of conformity with the standards is satisfactory, one would, with a
measure of certainty, predict the production of qualitative and competent teachers.
Research findings have confirmed that teachers play major role in their students
learning and achievements. For example, Good and Brophy (2003) Eggen and Kauchak
(2006), have shown that “the teacher is the most important educational factor affecting
students learning and development, While in the w0rd of Marzano (2003),research on teacher
education effectiveness demonstrated that teachers make a profound impact on students
learning. It is imperative therefore that for teachers to be able to make this type of profound
impact on students they must be properly prepared. These types of knowledge/skills will help
the teachers to prepare the students to cope with the challenges of globalisation, and
contribute for national development.
Re-modification of Science Curriculum
The present science curriculum in use in Nigeria came into being as a result of a
reform and total over haul of Nigerian education system. According to Obanya (2007),
following the federal government of Nigeria’s reform in education and the need to attain the
millennium development goals (MDGs) and the critical target of the National Economic
Empowerment and Development Strategies (NEEDS). Which can be summarised as: value
re-orientation, poverty eradication, job creation , wealth generation and using education to
empower the people, it has become imperative that the existing curriculum for basic
education and senior secondary schools should be reviewed and re-aligned to fit the reformed
programme (Nzewi,2014).
The present science curriculum was a modification of the 1985 edition. With the
adoption of the nine year basic education and influence of globalisation, it has become
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imperative that the existing science curriculum for basic education and senior secondary
schools should be reviewed and re-aligned to fit the reform programme.
Accordingly, traditional methods of instruction should give way to activity- based,
minds-on, hands-on, students-cantered strategy that enhances entire learning. By so doing,
students from basic education level to senior secondary level in science will develop a more
in- depth conceptual understanding of science and technology relationships as well as
procedures. Equally important is the fact that the reformed or modified science and
technology (ST) curriculum should keep pace with emerging global and national issues to
give way to sustainable national development (Akpan&Onwukwe (2007).
Science Education an Essential Component for Learning for all
Research shows that learning is important for individuals of all ages. It is not a simply
cognitive activity but affects who we are and how we develop (Savater, 2004). Science
learning contributes to personal well-being and fulfillment, promotes full economic and
social participation, support creativity and innovation, enables people to be better informed,
more autonomous and active citizens. The concept of life-long learning stresses that
“learning throughout life is a continum (AGE,2007). How citizens engage in learning, in
formal, non-formal and informal settings, has an impact on our ability to take up or have
access to opportunities throughout our lives. To overcome educational gabs a whole of
educational approach should be taken, embracing all levels and parts of the system in a
holistic way. Simply because of the fact that graduate of today is the product of the entire
education system, it is important to ensure complementarities and consistency in the skills
and attitudes that are nurtured and are developed at all levels of education.
From an early stage, children show a spectrum of capacities
and propensities to observe, explore and discover the world around them. They can grasps to
the basics of mathematics and begin to solve some challenging problems about their worlds.
They often have access to the internet and digital technology through an array of devices that
are wholly portable and mobile. However, because of missed opportunities in early childhood
and school education, many people do not attain minimum of core skills necessary to cope
with complexities of life and work in the 21st century (Gurria, 2011). As part of the shift from
preparing people for lifelong employment to lifelong employability, people need to leave
compulsory education with knowledge about science and its culture and value to a positive
attitude towards the willingness to learn more about science. Curiosity about the world
around us, learning to act and think like a scientist and an innovator and understanding the
nature of science-for-all provide a social foundation for future success (Osfman, 2010).
Quality science education builds upon this everyday experiences and settings and
makes links between what is taught in the classroom and the world around us (Bell,
Cordingley and Goodchild,2010). It shifts the focus away from learning discrete scientific
facts to understanding how to apply science learning to new situations. It helps transform
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knowledge into useable forms and produce positive attitudes towards science-a vital
requirement for active, responsible citizens.(Dilling and Lemos, 2011).
Conclusion
The growth and development of any nation depends largely on the level of education
of its citizens. More importantly, for any country to develop technologically, it must
strengthened its science education base because the basic tool for technological development
is science. It is therefore pertinent for Nigeria to adopt a more reformed and quality oriented
science education programme for it to be among the nations with high technological
advancement with a sustainable national development.
Recommendations
Based on the above discussions, the following recommendations are made:
1. The development of science curriculum should be considered efficient for
national development.
2. Adequate facilities for the training of science teachers should be made available
in all teacher training institutions and faculties of education in all Nigerian
universities.
3. The standard for admission of students into science education programme should
not be below the minimum standard placed by JAMB.
4. The science education curriculum should be re-modified with more emphasis on
student- centred approaches to teaching.
5. Science education programme should be introduced into all facets of education
including non-formal settings.
References
Adewale, T. O. &Daramola, C. F. (2013).E- Learning in Obafemi Awolowo University Ile-
Ife, Nigeria distance learning centre: An evaluation of opportunities and challenges.
Proceedings of the 8th international conference on e-learning (cape) Penisula University
of technology, Cape town, South Africa.
AGE Platform (2007).Lifelong learning-A tool for all ages, Leaflet.http://www.age-
platform.ec/images/stories/EN/AGE-Leaflet-lifelonglearing.
Akpan, I. F. &Onwukwe, E. O. (2007). Problems, challenges and prospect of science
education in national development. Alvana Journal of Science, 1 (1), 103-113.
Akuakanwa, G. O; Urenyere, R. U. &Ubochi, I. (2014).Teacher preparation on climate
change curriculum at Basic education level in Nigeria. Nigerian Journal of Curriculum
Studies, 21(1), 11-23.
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Arigbabu, A. A. (2016). Provoking the triad: the inserability of education, culture and
value.Nigerian Journal of Curriculum Studies, 23 (2), 1x-xxiii.
Bamiro,O.A.(2015).Higher education as a tool for national development. A keynote address
presented at the interdisciplinary conference of UCC/TASUED,27th April-1st May;
2015 at the University of Cape Coast,Ghana.
Bell, M. P.; Cordingley, P & Goodchild, L (2010). Map of research reviews: Evidence based
Projects. Retrieved from http: dera.ioc.ac.Uk/1208on 12th December 2016
Boron: peerson
Dilling, L. &Lmos, M. C. (2011).Creating usable science opportunities and constraints for
climate knowledge use and their implications for science policy.Global Environmental
change, 21(2), 680-689.
Eggen, P. A &Kauchak, D. P. (2006).Strategies and Models for teachers.
Elechi, G.E. (2014). Reform and imperatives for value re-orientation through character
education.Journal of Education and Practice, 5(13),190-196.
Good, T & Brophy, J. (2003). Looking in classroom. (9thed). New York: Longman
Gurria, A. (2011). Skills for the 21st century: from lifetime employment to lifetime
employability, OECD. http://www.oeed.org/about/secretary-general/sforthe21stcentury
from lifetime employment to lifetime employability.
Kanno, T.N. (2004). Teaching practice, micro teaching and methodology of education in
Nigeria. Aba: Excel consultant service Ltd.
Marzano, R, (2003). What works in schools. Alexandria VA: Association for supervision of
curriculum development.
National Research Council (2012).Education for life and work.Developing transferable
knowledge and skills in the 21st century. Board on testing and Assessment and Board
on science Education, Division of behavioural and social sciences and education,
Washington, DC: National Academic Press.
Nwanekezi, A. U. &Ifionu, E. P. (2010).Challenges of Nigeria Teacher education in 21st
century. Westland: Solomon Corporate ideals Ltd.
Nzewi, U. (2014). Science curriculum in Nigerian Schools. U. M. O.Ivowi(ed), curriculum
and teaching in Nigeria. Lagos: Foremost Educational Services Ltd.
Okoro, I. F. (2010).Challenges in effective curriculum implementation of primary education
level in Nigeria. Westland: Solomon Corporate ideal Ltd.
Oliveira, A. W. (2011). Science communication in teacher personal pronouns.International
Journal of science education, 33(13),1805-1833.
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Educational Benchmarks in Nigeria: Rational, Policy and Context:
Appraisal of Mathematics Improvement Program (2012-2014)
In Katsina State, Nigeria.
AminuYusuf1 , Anthony , O. Ebubechukwu (Ph.D)2
1Department of Education Foundations, Faculty of Technology Education, Abubakar Tafawa
Balewa University, Bauchi-Nigeria.
2Department of Physical Science Education Imo University ,Owerri-
Nigeria.
Abstract
The study focused on determining the success of Mathematics Improvement Program (MIP)
from 2012- 2014; ascertain the extent to which these achievements (2012,-2014) are in line
with the objectives of the MIP in Katsina State, Nigeria. The MIP in Katsina State was
established based on the approved memorandum passed to Katsina State government on 11th
December 2002. The MIP has three departments, (Admin and Supply, Finance and Account,
and Inspectorate and Evaluation) headed by Coordinator. Assisting in the provision of
Mathematics teaching resources and materials; providing Counselling services to
Mathematics teachers and students in secondary schools were among the objectives of the
MIP in the State. Stufflebeam's (1971) Evaluation model, Context; Input; Process; and
Product (CIPP) was adapted for the study. Date obtained from the manuscripts on the MIP
achievements (2012-2014) in the State, shows that provision of Mathematics laboratory kits,
organising and conducting workshops were among its achievements. MIP to extend its
activities to include equipping the mathematics laboratories with computer soft ware's,
Compact Disc tutorials on mathematics; and topics for the annual workshop to depend on
the evaluation outcomes of the student's performances in standardized examination such as
WAEC, NECO, NABTECH, and JAMB were among the recommendations made.
Key Words: Policy, Appraisal, Mathematics Improvement Program, Achievement, Katsina
State,
Introduction
The Laws of the Federation of Nigeria in force on the 31st January 1990 gave birth to
the establishment of National Mathematical Centre, Abuja. With its branches all over the
States of the Federation, the centre was established to achieve ten functions, two of which
includes
i. Train and develop high personnel in mathematical sciences, including Mathematics,
Statistics, Computer Science and Theoretical Physics, for Nigerian and African
institutions.
ii. Create a resource centre to serve national and international communities as a focal
point for advanced research and training in Mathematics Sciences and applications.
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It has been the Federal Government policy to have the branch of National Mathematics
Centre in each of the State Capitals across the Nation. Research provides the basis for nearly
all governments (Federal, State and Local government) policies ( Kothari, 2004), especially
in education. It suggests improvements for practices in respect to a given policy.
There is the need also for evaluating educational programs from time to time so as to
come up with worthiness or the extent to which a program has achieved the objectives for
which it has been set up. Odinko (2014, p.23) observed that "evaluation is the general term
used in systematic collection of information about the activities, characteristics and
outcomes of programs, personnel, and products for use by specific people to reduce
uncertainties, improve effectiveness and make decision with regard to what the programs,
personal or products are doing".To evaluate a program as used in this study simply refers to
making public awareness of the extent to which a program follows the right path, steps or
otherwise on achieving its objectives.
The study focused on evaluating the Mathematics Improvement Program (MIP) from
2012- 2014 in Katsina State, Nigeria. Katsina State was created on 27th September in 1987
by the former military administrators. It is located in the North-West geopolitical zone of
Nigeria. Stufflebeam's (1971) Evaluation model, Context; Input; Process; and Product
(CIPP) was adapted for the study. Odinko 2014 observed that models are the framework on
which a researcher bases his or her research structure on. Stufflebeam(1971) observed that
for evaluation to be done correctly and aid in the decision-making process, evaluator have
to-:
a. Delineate means to identify and outline what is to be evaluated and determined what
information needs to be collected.
b. Obtain or collect the information using selected techniques and methods.
c. Provide or make available the information in the form of tables, or graphs to
interesting parties.
Context Evaluation: Overview of the MIP in Katsina State
The MIP in Katsina State was established based on the approved memorandum passed to
Katsina State government on 11th December 2002. The centre was established to achieve the
following objectives-:
i. Establishing Mathematics laboratories (Clinics) in each of the senatorial zones of the
state.
ii. Re- training of Mathematics teachers on innovative assessment techniques, and
effective teaching strategies that include computer application in teaching and
learning mathematics.
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iii. Assist in the provision of Mathematics teaching resource and materials in secondary
schools.
iv. Providing Counseling services to Mathematics teachers and students.
v. Monitoring and evaluation services in schools. And
vi. Popularization campaigns on Mathematics in schools.
Since its inception in 2005, the centre researched successfully into the causes and remedies
of secondary school students' failure in standardized mathematics examination conducted by
various examination bodies such as West African Senior School Certificate (WASSCE) or
the Senior School Certificate Examination (SSCE) as well as the National Examination
(NABTEE), Joint Admission and Matriculation Board (JAMB) conducted by WAEC, NECO
NABTEC and JAMB respectively. The centre desired to have its presence felt in each of the
three senatorial district of the state (MIP, 2017).
Input Evaluation: MIP Administrative Structure
The centre has three departments, (Admin and supply, Finance and Account, and
Inspectorate and evaluation) headed by Coordinator.
Administrative Structure of the Centre
Coordinator
Admin and & Supply Finance and Administration Public Relation
Staff
Personal staff Store procurement Accountant Cashier Evaluation dept.Data
Source: MIP manuscripts (2005). procurement.
Figure1. Shows the administrative structure of MIP Centre in KatsinaState ,with Coordinator
as overall head of the centre. The MIP was financed by the Katsina state government.
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Process Evaluation: Although, the MPI centre succeeded in designing innovative strategies
for improving the teaching and learning of mathematics in secondary schools in the state; and
the establishment of secondary school mathematics laboratories in each of the three
senatorial districts zones of the state (MIP, 2016). These were acknowledged. However, no
study has been carried out that evaluates the achievements of the MIP in the state from its
inception in 2005 to date. There is need to evaluate the achievement of MIP in the state from
time to time. It is in line with this, that the study appraised the achievement of MIP in the
state from 2012to 2014. Specifically, the study is to determine the -:
i. Achievement of MIP in 2012, 2013 and 2014.
ii. Ascertain the extent to which the achievements in 2012, 2013 and 2014 are in line
with the objectives of the MIP.
Product evaluation:
Table1. Objectives of MIP and Achievement recorded by MIP 2012-2014 in Katsina State
Objectives of MIP 2012 2013 2014
Establishment / provision of mathematics laboratories kits Done Done Done
Organizing and conducting workshops Done Done Done
Assisting in provision of teaching materials Done Done Done
Counseling services Nil Nil Nil
Monitoring and evaluation Nil Done Done
Popularization Campaigns on Mathematics in schools Nil Nil Nil
Source: MIP, (2016).
Table 1 shows the summary of the MIP achievements from 2012- 2014. From the
result of Table 1, distribution of teaching materials which includes kits, instructional
materials, textbooks, questions and answers textbooks on difficult concepts in teaching and
learning Mathematics, Physics, Chemistry, Biology and English language were distributed to
schools. Finding from this show that provision of teaching materials is in line with the
objectives for which MIP was set up. Modibo (2012) observed that in the last two years,
the government has provided over 3 million textbooks particularly in English and
Mathematics. Yet, from students' performances and reports on student's poor performances in
mathematics across the nation were discouraging. In view of this, there is the need for the
MIP to assist schools especially those in rural areas with part time tutorials Mathematics
teachers at least twice a week for the final year students preparing for the standardized
examination.
The result from Table 1 revealed that workshops had been organized in 2012, 2013
and 2014 respectively by the MIP. In 2012, 4days workshop was organized for 300
Mathematics teachers and Science subjects (Physics, Chemistry and Biology) teachers
selected from the three senatorial zones of the state. In 2013, workshop organized by the MIP
last for 3 days with a total of 300 Mathematics and Science subjects' teachers in attendance.
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While in 2014, the workshop organized for the 300 Mathematics teachers focused on the uses
of kits, instructional materials and guides towards effective uses of question and answers
textbooks on teaching difficult concepts in Mathematics.
From the various workshops organized by MIP (2012-2014) deviation from the
objectives of the MIP was noticed on training Science subject teachers. Limitation on the
characteristics of the workshop participants such as gender, qualification, the number of on-
professional teachers in Mathematics, the number of the resource persons, their qualification
and experience, ratio of resource person per participants from each of the three senatorial
zones puts the efficiency of the workshops (2012-2014) in doubt. Moreover, the nature of the
workshops for the period 2012-2014 was the same (topics, the number of participants, and
the duration of days). There is need to vary the topics for the workshop depending on the
evaluation outcomes of the student's performances in standardized examination such as
WAEC, NECO, NABTECH, and JAMB. Yusuf (2014) observed that Mathematics teachers
perceived teaching of geometric concepts and topics related to it as difficult and problematic.
From this, it is clear that students would be poorly trained in topics related to geometric
concepts thereby avoiding answering questions on geometric aspects. It was also observed
that learning of geometry concepts was perceived as difficult by secondary schools students
(Yusuf, 2015). The workshop could be organized on topics such as teaching difficult
concepts in mathematics through the use of geometric software, Professional Standard of
teaching mathematics in schools, assessment techniques in Mathematics classroom and etc,
A cursory look at Table 1 shows that training and of secondary school students in
mathematics competition such as Olympia was shown among the achievement of MIP from
2012, 2013 and 2014 respectively. However training students to compete in Mathematics
competitions was not within the scope of the MIP for which it was set up. There is the need
for caution by the MIP so as not to deviate from the objectives it was set to achieve.
Monitoring and evaluation of Mathematics teaching and learning in schools and annual
analysis of students' performance in the standardized examination conducted by WAEC,
NECO, NABTECH and JAMB in Mathematics is among the objectives of the MIP. The
result from Table 1, shows that only 2012 analysis of students' performance was recorded.
There is the need for annual record keeping on students' performances in the standardized
examination.
From the result in Table 1, no achievement from 2012- 2014 was recorded on
Counseling of Mathematics teachers and students. It should be noted that counseling of
mathematics teachers and students especially those with learning difficulties was among the
objectives of the MIP. The activities of the MIP should be extending to include equipping the
mathematics laboratories with computer software, Compact Disc tutorials on mathematics.
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Conclusion
The study assessed through evaluating the achievement of Mathematics Improvement
Program (MIP) in Katsina State, Nigeria from 2012- 2014. Brief background and
administrative structure of the MIP centre in the state were discussed. The CIPP evaluation
model used in the study assisted in-depth understanding and analysis of the achievements of
MIP in the state from 2012-2014. Recommendations were made as a guide for future
activities of MIP in the state.
Recommendations
1. MIP to assist schools especially those in rural areas with part time tutorials
Mathematics teachers at least twice a week for the final year students preparing for
the standardized examination.
2. Topics for the annual workshop to depend on the evaluation outcomes of the
student's performances in standardized examination such as WAEC, NECO,
NABTECH, and JAMB.
3. Experts in mathematics education to deliver lead paper on topics such as teaching
difficult concepts in mathematics through the use of geometric software, professional
Standard of teaching mathematics in schools, assessment techniques in Mathematics
classroom and etc.,
4. There is the need for caution by the MIP so as not to deviate from the objectives it
was set to achieve.
5. MIP to monitor and keep record of students' performances in the standardized
examination.
6. MIP to extend its activities to include equipping the mathematics laboratories with
computer soft wares, Compact Disc tutorials on mathematics.
References
Kothari, R. (2004). Reseasrch methodology: Methods and Techniques. (2nd, Ed.) New Age
International Publishers.
Federal Gopvernment of Nigeria. (1990). The Laws of the Federation of Nigeria. Volume
XVI Grosvenor Press (Port Mouth) Limited.
MIP. (2005). Manue Scripts.
MIP. ( December,2016). Mathematics Improvement Program Annual Report. Katsina: MIP.
Modibbo, A. (2012). Repositioning Universal Education Commission: The task ahead.
Mathematician, 1(1), 24-25.
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Odinko, M. N. (2014). Evaluation, research theory and practice. Ibadan: Giraffe.
Stufflebeam. (1971). Educationmal evaluation and decision making in education. Haosca III
Peacock.
Yusuf, A. (2014). Assessment of perceived difficult concepts to teach among mathematics
teachers' in Bauchi State secondary schools. JNATT: The Journal of Nigeria Teachers
of Technology, 10, 72-77.
Yusuf, A. (2015). Assessment of senior secondary schools students' perception of difficult
concepts in mathematics in Bauchi State -Nigeia. ASSEREN- Journal of Educational
Research and Development(AJERD), 1(1), 31-36.
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Towards Financing of Nigerian Higher Education Benchmarks for a
Sustainable National Development
OGUNDELE, Micheal Olarewaju (Ph.D)
Department of Educational Foundations
Faculty of Education
University of Jos, Jos Nigeria
&
OPARINDE, Raheef Olayiwola (Ph.D)
Osun State College of Education Ila Orangun
Abstract
The paper examined the various sources of financing Nigeria higher Education for a
sustainable national development. The paper however focused on the objectives of the
Nigerian higher education in line with the Nigerian philosophy, the various methods adopted
by the stakeholders in higher education to benchmark the available programmes and practices
towards a sustainable national developmental. The paper went further to look at the various
sources, expenditure patterns and challenges of financing the available benchmarking efforts
in Nigerian higher education for a sustainable national development. The paper finally makes
a conclusion and proffer suggestions for effective financing of the Nigerian higher education
programme in order to enhance sustainable national development in the area of manpower
development research, teaching and community services.
Keywords: Financing, Nigerian Higher Education, Benchmarking and Sustainable
National Development
Introduction
Education had been described as the only instrument for a sustainable socio-economic
transformation, positive change and national development. It should be noted that, at global
level today every nation is struggling towards self sufficiency in the areas of technological
and economical development. However, every nation therefore looked upon higher education
for national development through relevant manpower training, development and inculcating
proper value orientation for the societal survival, developing individual intellectuals to
understand and appreciate external environments, acquiring physical and individual skills
that will enhance self sufficiency, relents, and become a useful member of the society,
promoting scholarship, community services, national and international understanding and
information. (Federal Republic of Nigeria 2015).
However, in the order to pursue the goals of higher education, the tertiary educations
have to benchmarks programme towards teaching research development and community
services. All the efforts are to meet up with the national of goals of Nigeria like free and
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democratic society, just and egalitarian society great and dynamic economy and land full of
bright opportunities for all citizens.
The question that bother the mind for study is that Yaba High College was the first
higher educational institution in Nigeria which will opened in 1934, since them it has been
producing middle manpower and developing competences necessary for the sustainable
national development. Over the years, many higher institutions had been springing up. The
Federal Republic of Nigeria (2013) gave mandate to the private sectors involvement in the
sitting of higher institution. Today the Federal, State government and Private higher
institution had been established in Nigeria in a bid to achieve the national Objectives. Today
there are forty federal Universities, forty-four state universities and sixty-eight private
universities in Nigeria. All together totaled 152 universities. Yet the general objectives are
not achieved. There are still social economic problems high rate of unemployment, poverty
over depending on papers qualifications, high rate of perpetrated examination malpractice,
Social injustice, political instability, electionary bigotry, poverty poor value orientation to
cultural heritages Ogundele (2015) noted that many so called engineers could not repair their
smallest cars. Many medical personnel’s had ruin the life of many innocents citizens, have
barked teachers had ruined the life of innocent children.
Many of the graduates could not deliver quality to the society because of inability of
the educational planners to benchmark the expectations of the higher educational delivery.
All the expectation were not adequately spelt out for the implementation of the benchmarked
policies. However, the few benchmarked policies are not adequately financed by the federal
republic of Nigeria. Educational financing according to Durosaro (2010) is the process of
sourcing, distributing and the expenditure patterns of the needed money for effective
implementation of educational policies. The paper however looked into the need for the
Nigerian higher education benchmarked for quality higher educational sources, expenditure
pattern and adequacy of the funding of the needed benchmarked and associated problems
confronting the funding of the benchmarked and the ways forward.
Concepts of Higher Educational Benchmarked In Nigeria
Educational bench mark can be defined as the basic necessity to be integrated into
educational system that will encourage effective operation of educational goals achievement.
It is a systematic ways of embracing standards and quality in the operation of education.
The basic aspects of educational benchmark are those things that are needed in the
operation of educational activities. It determines on how they do it, how they are expected to
do it and the futuristic outcome, specifically, quality controls and assurance mechanism.
Higher education benchmark are those the basic expectation of the operation of
higher education towards having effective goals achievement of the high education. It should
be noted that higher education was established purposely to develop middle manpower
needed for the operation of Nigeria failed to bring out the desirable result. No wonder that
Ogundele (2008) noted that Nigeria higher education product are characterized by lack of
quality and low practical orientation. According to the author, many higher education
graduate of mechanical engineering could not repair their motor cars themselves unless they
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are given to the road side mechanic, many of so called architects could not build simple
bedroom flat unless they are given to the local bricklayers. Many acacia teachers have ruined
the life of innocent children yet the stakeholders in education are still agitating for quality.
What then are those things to be used as a benchmarked for the higher education in order to
achieve quality higher education in Nigeria and what are the methods for financing
educational bench marks towards quality assurance and standardization.
Educational Benchmarks for Quality of Higher Education
Since education benchmarking is essential for quality high education in Nigeria. The
following methods are essential for effective benchmark are discussed as follows:
Curriculum benchmarked for a quality assurance of higher education: There is the
need to review the existing educational curriculum of the higher education, mode of
implementation, the strengths weaknesses and find out why it failed to bring out the desirable
result. No wonder that Ogundele (2008) noted that Nigerian higher education product are
characterized by lack of quality and low practical orientation. According to the author, many
higher education graduates of mechanical engineering could not repair their motor cars
themselves unless they are given to the road side mechanic many of so called architects could
not build a simple bedroom flat unless they are given to the local bricklayers. Many half-
baked teachers have ruined the life of innocent children yet the stakeholders in education are
still agitating for quality. What then are those things to be benchmarked for the higher
education in order to achieve quality higher education in Nigeria. The need for curriculum
benchmarking therefore become inevitable and the financing of those curriculum is also
every essential.
Practical Orientation to all the Activities in the Higher Education: It should be noted
that most of the educational policies in Nigeria in the past failed woefully because they are
characterized by theoretical in Nature culturally biased and foreign to the current generations.
Olagunju (2002). However for effective achievement of higher education in Nigeria, there is
the need to benchmark practical orientation, value orientation to the use of environmental
resources for effective teaching–learning processes.
Skills acquisition and youth empowerment should be benchmarked: Using skill
acquisition and empowerment as benchmark for Nigerian higher education grandmasters. It
should be noted that high rate of unemployment poverty and socio-economic crises are
important indices for making the society to point accusing fingers to Nigeria educational
system.
Ogundele, Sofoluwe and Kayode (2012) stated the need for the educational
benchmarked to integrate entrepreneurship education programme to the final year or
secondary and higher education programme that through the entrepreneurship, the young
graduates will develop the spirit of skill acquisition. Job creation, employer and self-reliance
and sufficiency among the Nigeria higher education graduates however for quality higher
educational programme in Nigeria, there is the need to benchmark entrepreneurial education
for the higher education.
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Need for the Structural Approach: Also, there is the need for the structural approach
to Nigerian education program. It should be noted that Nigerian had series of change in her
educational policies such as 7-6-4 educational policies, 6-3-3-4, currently 9-3-4, universal
basic education, currently universal primary educational bench markers need to evaluate the
operation of the policies and what is wrong with the system and what shall we do. As Olaniyi
(2010) said that the structure had been the major problem of the educational policy to the
author, there is the need to restructure junior Secondary, education and senior secondary
education should be colleges of Arts and social studies, college of science and technology,
College of teachers’ Education. The author suggested that Junior secondary should be made
to feed the enrolments to the colleges for that it will bring quality to Nigerian education
programme, good expectations for producing quality will be enhanced.
Need for quality assurance mechanism: Benchmarking quality assurance mechanisms
for providing quality higher education programme for effective goods achievement, there is
the need to provide opportunity for quality assurance in Nigeria education, accreditation and
university ranking, mentorship and mentee relationship adequate supervision, seminar and
conference provision for the capacity building all which will aid quality assurance a Nigeria
higher education.
Benchmarking of research conducts: Monitoring of the quality research conducts
among the lecturer to avoid plagiarism, predatory journals will benchmark the Nigeria higher
education towards effective research conducts using the local environmental resources for
enhancing quality or higher education in Nigeria.
Finally there is the need to benchmark the availability and utilization of the necessary
educational resources budgetary allocation human and financial resources towards quality of
higher educational the benchmarking of the resources will aid equity accessibility and quality
and sustainable national development.
Benchmarking Nigeria higher education programme are confronted with inadequate
funding, as Durosaro (2013), rightly put that no sustainable national educational development
can take place without adequate finances at disposal of the school managers. However for
effective and positive benchmark of higher education to take place there is the need for the
federal and state government to make provision for adequate funds.
Ogundele (2012) also noted that finance Nigerian government has been making
flimsy excuses that the government alone, cannot shoulder the responsibility, of educational
provision for her citizens also, that the educational sector received lion share of the yearly
budgetary allocation yet, the schools do complaint of inadequate funds which disallowed
them to embark on the development projects, that most of the classroom build are at the
varying stage of delapidation, many buildings existed without windows, many students
received their lesson sitting down on a bare floor yet.
The federal republic of Nigeria (2013) still agitate for equity, accessibility and quality
education. The of educational planners and administrators also agitate for the need to
benchmark Nigeria high Education program to bring about quality of the higher education
products the paper examine the various sources of funding, utilization, adequacy and the
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necessary expenditure patterns for encouraging successful benchmark and for a sustainable
national development.
Sources of funds for effective benchmarks: There are the basic sources of finding
towards providing effective benchmark for a sustainable national development of Nigeria
higher education program.
Osuji (2016) noted that the achievement of educational goals depend, on the
adequacy of financial support. However for effective benchmarking of higher education
programs for a sustainable national development, there is the need to provide adequate
financial resources. Osuji (2016), therefore identified the following sources of funding
university education as follows Tertiary Education Funds (TETFUND) school fees, like
tuition fees, accommodations, laboratory fees, caution fees, acceptance fees equipment fees
property leasing fees, part time course e.t.c all which could be paid into the account called
Teasing Single Account (TSA) Ogundele & Abdul (2017) also identified alternative revenue
generation for the sustainable development of higher education in Nigeria an sales of services
running of post graduate courses on the part-time basic donations, external aids, endowment
funds. The author noted that these alternative funds could be used to develop the necessary
infrastructural facilities for efficiency and effectiveness. However management of all the
alternative revenue generated can be used for the effective benchmarking for sustainable
national development or higher education.
Akinsulire (2011) also identified the basic sources of funding higher education for
quality assurance of the products. The sources identified are donation, sales of services,
registration fees, examination fees, leasing and renting of school properties, construction of
the shops to fence school environment for restage, construction of shops in some. Strategic
places in the consulting services lend property deals, cooperative society, donations the
combination of these could become a huge amount of funds for the financing of the
benchmarked programmes for a sustainable development of Nigerian higher education.
Funding Challenges of Benchmarking of for Sustainable Development of Nigerian
Higher Education
Since financial resources availability and utilization are impetus for sustainable
national development of higher education. There are many problems that are confronting
higher education towards effective benchmarking of quality education for sustainable
national development Durosaro (2012) identified the following problems confronting
effective financing of educational system such problems are economic recession, poverty,
embezzlement and misappropriation of the funds; inflationary trends, high rate of corrupt
practices, dishonesty and non presidency low financial generation capacity. According to the
author the problem however pinches effective implementation or education program it should
be noted that all these problems also militate against effective benchmarking of higher
education for a suitable national development.
Ogundele and Oparinde (2016) also identified the major challenge confronting
benchmarking in Nigerian education as follows: newness of the programmes to the
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stakeholders, inadequate funds for implementation, over dependency on traditional methods
of supervision.
Non-practical orientation of the lectures because, their mode of training was based on
theoretical training to implement a new benchmark in higher education however become
problem for sustainable National Development of Higher Education.
Constant changes revenue sharing formular: Ezenwa (2011) noted that constant and
continues changing the funding formula over time had been hammering constant restricting
of higher educational benchmark. According to the author there is doubting mind whether the
review of financial allocation will be favorable or unfavorable, whether adequate or
inadequate. However the problems therefore affect effective implementation of
benchmarking for sustainable development of higher education programme in Nigeria.
Industrial actions by the labour unions: Constant industrial actions by the students’
academic and non-academic staff of Nigeria higher education put effective benchmarking of
education program on hold. The areas of revenue generation for implementing the
benchmarked program because stagnant in Nigerian institution. The higher education
environment are no more secured for provision of guilty education the problem however
have baneful efforts on the benchmarking of Nigeria higher education. Nwachukwu (2014)
also identified the following challenges confronting education finances in Nigeria prominent
among which are inconsistently in the policy formulation, population explosion rate,
insufficient management wastages and leakages and over depending on oil revenue as a
source of funding education in Nigeria. However the implementation of benchmark for a
sustainable development of higher education becomes difficult because the national economy
for the national development has not been diversified. As Ogundele (2015) started that lack
of diversification of national socio-economic resources in Nigeria had made the secondary
education programme difficult to diversified as relevant to the needs of the society. It should
be noted that, for a sustainable development or higher education in Nigeria, the higher
education program should be benchmarked and the programme should be diversified
Conclusion
The researcher concluded that, for sustainable national development of Nigerian
higher education programme to be enhanced, the national policies and goals should be aimed
at benchmarking focus. However, the research noted that for effective higher education
bench marks to be enhanced, there should financial resources at the disposal of the
educational benchmarkers. The financial resources at the disposal of the educational
benchmarkers. The financial resources should be efficiently and prudently managed to cater
for the benchmarked programme. The problems confronting the effective benchmarking of
the high education was therefore suggestions towards benchmarking for sustainable national
development of higher education in Nigeria was made identified and proffer.
Suggestions
For financing of effective benchmarks and sustainable national development of
Nigerian higher education, the following suggestions are made.
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Considerations for societal needs and aspirations: Needs and aspiration of the
Nigerian society should be a focal point for the higher educational bench markers. This is to
say that by the educational bench markers such benchmarking and such will surely help the
highly education programme to be relevant to the society and the integrity will be surely
enhanced for sustainable national development.
Need to develop alternative revenue generations: The higher educational management
should develop alternative revenue generation for the implementation of benchmarked
programme and for the sustainable national development in Nigeria. The alternative revenue
generations like cost saving measure revenue yielding ventures. Like hiring, farming
lunching, formation of developmental oriented clubs and societies for the tertiary institution,
prudency and accountability in the utilization of the available funds on the benchmarked
programme for sustainable national development of the higher education in Nigeria.
Staff development programmes should be placed with premium: The higher
institution management should initiate staff capacity building for all cadres of both.
Academic and non-academic at the junior and senior level for the purpose of understanding
the implementation of benchmarks. The universities should sponsor staff for workshop in-
service training conference and seminars will make the staff to be adherence and compatible
with any changes that can be initiated by the higher educational benchmarked. The
compatibility will bring about sustainable national development of higher educational
programme in Nigeria.
Professionalization of Association of Benchmakers: Educational benchmarked should
be established by the Federal Ministry of Education. The forum the area that needed to be
benchmarked and their implementations for sustainable national development of education in
Nigeria.
Adequate Funds for the Benchmark Implementations: Federal government should
provide adequate funds for quality benchmarked for the tertiary institutions. The funds
provided should be prudently and transparently utilized for effective implantation of higher
educational programme benchmarked and for sustainable national development.
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Benchmarking on Farmers’ Participation in Commercial Poultry
Production Enterprise and Sustainable Development in Akwa Ibom State
Etop Nkereuwem Essien, (Ph. D) & Saviour O. Nsa, (Ph. D)
Department of Vocational Education
University of Uyo, Uyo.
Akwa Ibom State, Nigeria
Abstract
The study determined the influence of selected agricultural benchmarks on farmers’
participation in commercial poultry production enterprise for sustainable national
development. Two objectives, two research questions were raised to guide the study and two
null hypotheses were formulated and tested at .05 level of significance. The survey design
was used for the study. The population for the study was 2,465 respondents consisting of
1,440 male and 1,025 female registered poultry farmers in Akwa Ibom State. Using a multi
stage sampling procedure, a sample size of 370 poultry farmers consisting of 216 male and
154 female poultry farmers were used for the study. Data for the study were collected using
the researchers structured questionnaire tagged ‘Agricultural Benchmarks on Farmers’
Participation in Commercial Poultry Production Enterprise Questionnaire’ (ABFPCPPEQ).
The research instrument was face validated by three experts. The reliability of the instrument
was done using Split-Half Method while the scores were analysed using Pearson Product
Moment Correlation Statistics and a reliability coefficient of .85 was obtained. The data were
analysed using mean for answering the research questions and t-test for testing the null
hypotheses at .05 level of significance. The findings show that there is influence of
accessibility to agricultural extension services and agricultural policy on farmers’
participation in commercial poultry production enterprise for sustainable national
development. It is therefore recommended that the extension agents should be trained and
mobilized on modern technologies in poultry production and be made accessible to poultry
farmers in order to facilitate farmers’ participation in commercial poultry enterprise for
sustainable national development.
Key words: Agricultural Benchmarks; Commercial Poultry Production, Farmers’
participation and sustainable development.
Introduction
Poultry farming in Nigeria has undergone a significant transformation since the early
fifties, from a backyard, peasant and primitive household-oriented husbandry of indiscreet
breeds of semi-wild chickens, to the cash-oriented, modern and large scale poultry which dot
our country-side and urban centres today. It can be said that poultry keeping has become a
business in Nigeria. Effiong and Onyenweaku (2006) stated that the major problem of
poultry production in Nigeria is that of low productivity as a result of inefficiency in resource
allocation and utilization. It is therefore clear that much needs to be done to accelerate the
transformation to commercial poultry husbandry and sustain the interest of present and
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intending modern poultry farmers in Nigeria. Poultry farming for commercial purposes can
be a lucrative venture, though very demanding. Commercial poultry farming can be
demanding in terms of the size of land, infrastructural facilities, technology involved and
numbers of staff employed. Apart from a large number of birds and staff, commercial poultry
farming calls for such technology as the battery cage system.
Currently, the estimated per caput animal protein consumption is about 17 gm which
indicates a shortfall. The shortfall can be corrected through maximum use of available
resources to foster the production of livestock. This will in turn lead to an increase in total
output of animal and food products such that the generality of the populace would have
adequate protein intake. This will improve the nutritional status of children and other groups
who are most prone to malnutrition which can lead to permanent damage of the mental
faculties and physique. Nigeria is still trailing behind with the current low animal protein
intake per head per day of 10g compared to FAO recommended 65g (Federal Ministry of
Agriculture, Water Resources and Rural Development (FMAWR), 2008). This scenario has
not changed over time and the steady rise in population throughout the world presupposes a
great need for increased protein food resources and enhancing of biological value of different
products.
Poultry offers the greatest scope of increasing the quantity and quality of animal
protein. Poultry meat and eggs account for about 30% of total livestock output in Nigeria of
which eggs account for over 80% (Evbuomowan, 2005). Commercial poultry is well
established in some parts of the country with substantial infrastructure (poultry houses, feed
mills, hatcheries and processing plants) already on ground. However, most of these items
became idle for reasons associated with high cost of strategic inputs and working capital as
well as competition from cheap imports. The embargo placed on the importation of poultry
products in 2002 by the Federal Government was aimed at encouraging local production. The
challenge therefore, is how to produce poultry products at sustainable levels in order to
bridge the protein supply gap in the nearest future. Williams (2003) stated that poultry
farming involves different operations with varying technical and managerial skills
requirement. Gender is being considered as a moderating variable in this study in that, Male
or Female sex poses no barrier to participation in poultry farming in Akwa Ibom State as
both male and female farmers have the freedom to opt for this enterprise, however structural
and resource constraints create differences in the level of involvement by male and female
folks in poultry farming in Akwa Ibom State.
One of the challenges of Nigerian agriculture is its inability to feed the ever-
increasing population with adequate calorie and protein (Conroy, 2005). The Federal
Government of Nigeria (FGN) had tried in the past to offset the huge deficit in animal protein
consumption by embarking on massive importation of chilled beef and chickens. For many
reasons, this policy was counter-productive; hence, the recent ban on importation of frozen
poultry products (Adedeji, Kazeem, Adelalu, Ogunjimi and Otekunrin, 2013). The ban on
poultry products by the Federal Government of Nigeria (FGN) has caused a turn-around in
poultry industry which grew by 10.3 percent in 2008 as compared to 0.3 percent in 2003.
This growth was partly due to the ban and also due to the use of veterinary services by lots of
farmers.
According to Adedeji et al (2013), Nigeria’s poultry production is expanding but is
not keeping pace with rapidly increasing domestic consumption requirement. The domestic
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supply shortfall is estimated at 25000 metric ton per annum. Despite the supply shortfall, the
government of Nigeria imposed a ban on poultry importation in July 2002. Given the fact
that Nigeria is faced with great challenges as far as the poultry subsector is concerned, it then
becomes imperative to quantitatively measure the current level and determinants of
efficiency in poultry industry. Besides, policy options available for raising the present level
of efficiency in the industry should be examined given the fact that efficiency of production
is directly related to the overall productivity of the agricultural sector. There is therefore a
crucial need to raise agricultural productivity, as such large scale commercial production is
the most efficient means of achieving sustainable national development.
Besides, the various Government policies and programmes are not well formulated
and implemented to encourage farmers to engage in commercial poultry enterprise. This is
because a top-bottom approach (direct beneficiaries of the policies are not adequately
involved in policy formulation) is usually adopted. (Bencivenga and Smith, 2009).
Poultry is one of the world’s major and fastest growing sources of meat, representing
over 22% of the meat production in Nigeria (Adedeji, Ajayi, Amao and Aiyedun, 2013),
because of their high nutrient content and relatively low calorie value, egg and poultry meat
are natural commodities to meet emerging consumer demands of animal protein. Adedeji et
al (2013) stated that Poultry meat and eggs play a very useful role in bridging the protein gap
in Nigeria. They are palatable and generally acceptable. Agricultural benchmarks in this
study are the measures, standards or point of reference that can encourage farmers if
embarking on commercial poultry production enterprise.
Agricultural extension is a service system, which assists rural people through
educational
Procedures in improving methods and techniques, creating productive efficiency and
income, improving their levels of living and lifting the social and educational standards
of rural life ( Agbulu and Wever, 2011).
Agricultural extension programme provides farmers with a lifeline of information
about new technologies in the cultivation, rearing and processing of crops/ livestock and
market opportunities. The poultry enterprise in Akwa Ibom State has grown very rapidly but
at subsistence level within the past 10 to 15years. To provide technical information for the
enterprise, effective means of delivering this information is important. Also, as the poultry
enterprise has expanded, the number of poultry extension personnel has decreased. Thus, the
concept of regionalizing poultry extension programme becomes more and more important.
Providing the most current and accurate information to the clientele is of greatest importance.
In order to be effective in the process of technology and information transfer to
commercial poultry farmers, trained pilot farmers can also be used to provide improved
breeds or to raise pullets for distribution so that a number of farms in the surrounding area
would be regularly served with inputs and information. Extension Education Programme as
used in this study is educational awareness and training given to poultry farmers aimed at
upgrading their knowledge and furnishing them with relevant current information on latest
technologies and requirements on commercial poultry enterprise. Extension education is the
primary process through which the farmer can have the reason for change, the value of
change and the result that can be achieved through change (Essien, 2011). Greater
productivity could be achieved through improved knowledge or skills which could be
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achieved through proper training and development. Extension education involves research
and the dissemination of research findings to the end users who are the actual and potential
farmers. For research findings to be useful, farmers who are the end users are encouraged to
participate in agricultural research. The achievement of commercial poultry production
requires a concerted effort, incorporating research, development and training. Extension
education is required to equip poultry farmers on how to handle problems relating to disease,
predators, feeding, breeding, and marketing.
Government Agricultural Policy in this context refers to the Akwa Ibom State and
Federal Governments’ agricultural blue-prints regulating agricultural activities in the
state/nation. Agriculture is fundamental to the sustenance of life and is the bedrock of
economic development, especially in the provision of adequate and nutritious food so vital
for human development and industrial raw materials for industry. Sustainable agricultural
development is propelled by agricultural policy. This policy usually have major impact on
profitability of the agricultural system and the welfare of farmers as they affect the flow of
funds to the sector in terms of budgetary allocation, credit, subsidies, taxes etc and, therefore,
must be in harmony and mutually reinforcing with the agricultural policy. The major focus of
government agricultural policy, Egbule (2004) observed, was to develop requisite
employable skills and abilities for improved agricultural production.
The early government agricultural programmes in Nigeria emphasized poultry
farming and provided for substantial subsidies in day-old chicks and feeds. This attracted
millions of peasant farmers, civil servants, professionals and entrepreneurs into poultry
farming at small, medium and large scales. Following changes in governments and
government policies, particularly during the structural adjustment programme, the subsidies
in the agricultural sector were withdrawn and many poultry farmers closed down in the face
of rising costs of stock and feed materials. These benchmarks which include extension service
and government agricultural policy have been identified but the problem seems to lie on the
accessibility and adequacy of such benchmarks for poultry farmer’s participation in
commercial poultry production enterprise. On the basis of these, this study was undertaken to
determine the influence of selected benchmarks on farmers’ participation in commercial
poultry production enterprise in Akwa Ibom State.
Statement of the Problem
Most poultry farmers in Akwa Ibom state are engaged in the production of two forms
of poultry products (poultry meat and eggs). Greater percentages of the products are
consumed at home with little or nothing for commercial purposes thus operating at
subsistence level. This could be attributable to inaccessibility and unavailability of
agricultural benchmarks that enhance effective and profitable participation in commercial
poultry production enterprise. However, the output level still remains low and the poultry
products are grossly inadequate because the supply is lower than demand. Thus, is the
increase in the demand and supply gap for animal protein intake in Akwa Ibom State. Protein
intake of Nigerians, according to research reports, falls short of the Food and Agricultural
Organization (FAO) minimum intake recommendation of 65gm per day for an average
person, of which 36gm (i.e. 40%) should come from animal sources. Nigeria is presently
unable to meet this requirement. In the rural areas where household incomes are significantly
lower, consumption of poultry products is reserved for special occasions. Usually the source
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of the eggs and poultry meat consumed is the stocks kept by the households. The amount of
eggs and meats available from this source is usually limited by low level of productivity of
the birds that are reared through free range. In the urban areas, poultry meat is consumed
more often due to the relatively higher level of incomes. It is observed by the researchers
that, most poultry farmers do not have the requisite agricultural benchmarks needed to
venture into commercial poultry enterprise. Besides, are there no agricultural benchmarks
that can encourage farmers’ participation in commercial poultry enterprise? The problem of
this study therefore, is how to encourage farmers’ participation in commercial poultry
farming for sustainable national development. Awareness is not there, accessibility to
services that would enhance their participation in commercial poultry farming are not
adequate.
On the basis of these, this study was undertaken to determine the influence of selected
agricultural benchmarks on farmers’ participation in commercial poultry production
enterprise for sustainable national development.
Purpose of the Study
The study was carried out to determine the influence of agricultural benchmark on
farmers’ participation in commercial poultry production enterprise in Akwa Ibom State.
Specifically, the study sought to:
1. Determine the extent to which accessibility to agricultural extension services
influence farmers’ participation in commercial poultry production enterprise.
2. Determine the extent to which government agricultural policy influences farmers’
participation in commercial poultry production enterprise.
Research Questions
The following research questions were answered in the study:
1. To what extent do the accessibility to agricultural extension services influence
farmers’ participation in commercial poultry production enterprise?
2. To what extent do the government agricultural policy influences farmers’
participation in commercial poultry production enterprise?
Null Hypotheses
The following null hypotheses were formulated and tested at 0.05 level of
significance.
HO1. There is no significant difference in the mean responses of male and female poultry
farmers on the accessibility to agricultural extension services for farmers’
participation in commercial poultry production enterprise.
HO2 There is no significant difference in the mean responses of male and female poultry
farmers on the government agricultural policy for farmers’ participation in
commercial poultry production enterprise.
Methodology
The descriptive survey design was used for this study. The area for this study was
Akwa Ibom State. Two research questions were answered and two null hypotheses were
tested at 0.05 level of significance. The population for this study consisted of all registered
poultry farmers in Akwa Ibom State, totalling 2465 (1440 males and 1025 females) Using
Multistage sampling procedure a sample size of 370 registered poultry farmers was used for
this study. Data for the study were collected using the researchers’ structured questionnaire
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tagged “Benchmarks on Farmers’ Participation in Commercial Poultry Production Enterprise
Questionnaire” (BFPCPPEQ). The responses were of a four point rating (response options)
as follows: Very Strong Influence(VSI), Strong Influence (SI), Moderate Influence (MI), No
Influence at all (NI).
The acceptable range for research questions were as follows:
4 = 3.50 - 4.00 (very strong influence)
3 = 2.50 - 3.49 (strong influence)
2 = 1.50 - 2.49 (moderate influence)
1 = 1.00 - 1.49 (no influence at all)
The instrument was developed in line with the specific purposes of the study and was
validated by experts in the field of Vocational Agriculture in the Faculty of Education,
University of Uyo, Uyo. The reliability of the instrument was established using Split-Half
method and Pearson Product Moment Correction Coefficient and a reliability coefficient
of .85 was obtained. The administration of the instrument was personally done by the
researchers and six trained assistants to represent the agricultural zones in the State. A 97
0/0 return rate was achieved. The data was analysed using mean and standard deviation
for answering the research questions and t-test for testing the null hypotheses at .05 level
of significance.
The null hypotheses were rejected where the p-value was less than the alpha level of
0.05 level and retained where the p-value was greater than the alpha level of 0.05. On the
basis of the results, relevant conclusions were then drawn based on the outcome of the
hypotheses tested.
Research Question 1: What is the influence of accessibility to agricultural extension
services on farmers’ participation in commercial poultry production enterprise?
Table 1: Accessibility to agricultural extension services on farmers’ participation
in commercial poultry production enterprise N=360
Access to Extension Services X SD RMKS
1 The farmers will be up-skilled in poultry farming 3.04 .93 SI
SI
skills. when taught by the extension agent SI
SI
2 The farmers regularly access the extension agents 2.74 .88 SI
when in need.
3 Tips on poultry production information are provided 2.93 .76
to poultry farmers by Extension agents
4 Sufficient awareness is created by extension agents 2.84 .95
to inform poultry farmers on the availability of input.
5 Seminar/workshops are organized for poultry 2.67 .92
farmers on regular basis by the zonal extension
coordinators.
6 Poultry farmers are regularly updated by extension 2.93 .90
agents with global best practice on poultry farm
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technologies. SI
7 The zonal extension agents usually give information 2.61 .82 SI
to the poultry farmers through mass media.
Grand Mean = 2.80 SI
VSI= Very Strong Influence, SI= Strong Influence Source: Field Work (2016)
The result presented in Table 1 reveals that the mean range for poultry farmers are
between 2.61 and 3.04, and mean range are all above the cutoff point of 2.50. It is observed
that the standard deviation of the farmers range from .82 to .95, these scores are not far away
from the mean as the scores cluster around the grand mean of 2.80. This means that there is a
strong influence of accessibility to agricultural extension services on farmers’ participation in
commercial poultry production enterprise in Akwa Ibom State.
Research Question 2: What is the influence of government agricultural policy on farmers’
participation in commercial poultry production enterprise?
Table 2: Government agricultural policy on farmers’ participation in commercial
poultry production enterprise N=360
Government policy on Poultry Production X SD RMKS
1 Poultry farmers are not required to register with any 2.81 .92 SI
regulatory body before starting poultry business SI
2 Guidelines set out by the National Environmental Standards 3.10 .84 SI
Regulation and Enforcement Agency (NESREA) of Nigeria SI
SI
are strictly followed.
SI
3 Laid down standard of cleanliness and hygiene for the 2.82 .83 SI
poultry farmers are followed. SI
SI
4 Ensuring that quality feed and vaccine are produced 2.68 .84 SI
5 The state government provides support to all categories of 2.90 .87 SI
livestock farmers SI
6 Encourages upgrading local breeds of poultry 3.16 .73
7 Encourages regional and international participation in 3.14 .80
animal disease control.
8 Ensures that quality vaccines are sold 2.99 .76
9 Encouraging investment in poultry marketing. 3.04 .79
10 Training of poultry farmers especially those involved in 2.84 .73
processing the product.
11 Providing satisfactory services in the area of pests and 3.09 .80
disease control.
12 Encouraging poultry sector for increased supply of poultry 3.14 .80
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products. SI
13 Encourages attaining of self- sufficiency in supply of 3.13 .79 SI
poultry products
14 Encourages improvement of the nutritional status of the 2.86 .71
consumers by providing local input for the operation of
poultry enterprise.
Grand Mean = 3.0 SI
VSI= Very Strong Influence, SI= Strong Influence
Source: Field Work (2016).
The result presented in Table 2 reveals that the mean range of poultry farmers are between
2.68 and 3.16, and mean range are all above the cut off point of 2.50. It is observed that the
standard deviation of the farmers range from .71 to .92 and are not far away from the mean as
the scores cluster around the grand mean of 3.0. This implies that there is a strong influence
of government agricultural policy on farmers’ participation on commercial poultry
production enterprise in Akwa Ibom State.
Ho1 There is no significant difference in the mean responses of male and female poultry
farmers on the accessibility to agricultural extension services in commercial poultry
production enterprise.
Table 3: t- test analysis of the influence of accessibility to agricultural extension
Services on male and female poultry farmers’ participation in
commercial poultry production enterprise.
Variable N X SD df t-value Sig (p- Rmk
value)
female 150 15.39 4.76
358 8.70 .089 NS
Male 210 18.35 1.60
@df358, P>0.05, NS Source: Field Work (2016).
Table 3 shows a summary of the t-test analysis of the mean responses of male and female
poultry farmers in Akwa Ibom State on the influence of accessibility to agricultural extension
services on farmers’ participation in commercial poultry production enterprise. The results
presented in Table 3, shows the P-value is not significant (t= 8.79 p>.089 @ df ,358.) Since
the p-value is higher than the 0.05 alpha level, the hypothesis which stated that there is no
significant difference in the mean responses of male and female poultry farmers on the
influence of accessibility to agricultural extension services in commercial poultry production
enterprise is retained. From the hypothesis tested it is deduced that having access to
agricultural extension services influences farmers’ participation in commercial poultry
production enterprise in Akwa Ibom State regardless of gender.
Ho2.There is no significant difference in the mean responses of male and female poultry
farmers on influence of government agricultural policy on farmers’ participation in
commercial poultry production enterprise.
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Table 4 t-test analysis of the influence of government agricultural policy on male
and female poultry farmers’ participation in commercial poultry
Variable
female production enterprise
N X SD df t-value
Sig (p-value) Rmk
150 3.10 .84
358 1.66 .098 NS
Male 210 2.98 .72
@df358, P>0.05, NS Source: Field Work (2016).
Table 4 shows a summary of the t-test analysis of the mean responses of male and female
poultry farmers in Akwa Ibom State on the influence of government agricultural policy on
farmers’ participation in commercial poultry production enterprise. The results presented in
Table 4 shows the p-value is not significant (t=1.66 p>.098 @ df, 358.) Since the p-value is
higher than 0.05 alpha level, the hypothesis which stated that there is no significant
difference in the mean responses of male and female poultry farmers on influence of
government agricultural policy on farmers’ participation in commercial poultry production
enterprise is retained. Deduction from the hypothesis tested shows that government
agricultural policy has influence on farmers’ participation in commercial poultry production
in Akwa Ibom State irrespective of gender.
Discussion of the Findings.
The findings of this study are discussed based on the research questions and
corresponding hypotheses:
Accessibility to Agricultural Extension Services on Farmers’ Participation in
Commercial Poultry production Enterprise.
The result presented in Table 1 reveals that there is a strong influence of Accessibility
to Agricultural Extension Services on Farmers’ Participation in Commercial Poultry
production Enterprise while Table 3 reveals that there is no significant difference in the
mean responses of male and female poultry farmers on the influence of accessibility to
agricultural extension services on farmers’ participation in commercial poultry enterprise in
Akwa Ibom State. This implies that both male and female poultry farmers agreed that
Agricultural extension is a service system, which assists rural people through educational
training. The result of the study is in line with the work of Agbulu and Wever (2011) who
noted that extension services is designed to assist farmers through educational procedures in
improving farming methods and techniques, creating productive efficiency and income,
improving their levels of living and lifting the social and educational standards of rural life.
The knowledge and skills of poultry farmers could be regularly updated by extension agents
with global best practice on poultry farm technologies. The present study is in congruence
with the work of Essien (2011) who also indicated that agricultural extension service is
focused on increasing production, improving yields, training farmers and transferring
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technology, and advising farmers on input availability and sources of agricultural credit.
There is therefore the need that farmers have access to extension services for them to be up-
skilled in poultry farming skills. Extension agents should select farmers already known to be
particularly interested in poultry production for regular access when in need as tips on
poultry production information is provided to poultry farmers through extension services.
Sufficient awareness be created by extension agents to inform poultry farmers on the
availability of input.
Government Agricultural Policies on Farmers’ Participation in Commercial Poultry
production Enterprise.
The result presented in Table 2 reveals that there is a strong influence of government
agricultural policies on farmers’ participation in commercial poultry production enterprise
while Table 4 reveals that there is no significant influence in the mean responses of male and
female poultry farmers on Government Agricultural Policy on farmers’ participation in
commercial poultry production enterprise for sustainable national development. This implies
that both male and female poultry farmers observed that government agricultural policies
could facilitate farmers’ participation in commercial poultry production enterprise. The
findings of this study is in consonance with the findings of Eyo (2005) who noted that as
agriculture is tied with the various sectors and is essential for generating broad based growth
necessary for development. He further stated that agriculture is fundamental to the
sustenance of life and is the bedrock of economic development, especially in the provision of
adequate and nutritious food so vital for human development and industrial raw materials for
industry. Nigeria’s agricultural policies and action plans of government are designed to
achieve overall agricultural growth and development. The policies aimed at the attainment of
self-sustaining growth in all the sub-sectors of agriculture and the structural transformation
necessary for the overall socio-economic development of the country as well as the
improvement in the quality of life of Nigerians. The major focus of government agricultural
policies is to develop requisite employable skills and ability for improved agricultural
production.
The implications of the findings are that with government policy on ground Poultry
farmers are not required to register with any regulatory body before starting poultry business,
laid down standard on cleanliness and hygienic for the poultry farmers are followed, ensuring
that quality feed and vaccine are produced, ensuring that quality vaccines are sold, providing
satisfactory services in the area of pests and disease control and encouraging improvement of
the nutritional status of the consumers by providing local input for the operation of poultry
enterprise in commercial level.
Conclusion
The participatory planning strategy necessitated the identification of stakeholders and
target poultry farmers’ group, in order to determine shared values and knowledge and the
advantages of the project to be implemented; the extension service is essentially an activity
that could be carried out for farmers to be up-skilled in poultry farming skills. Extension
agents should select farmers already known to be particularly interested in poultry production
for regular access to vital information when in need, as tips on poultry production
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information is provided to poultry farmers through extension services. Sufficient awareness
be created by extension agents to inform poultry farmers on the availability of input.
Recommendations
Based on the findings of this study, the following recommendations were made:
1. Extension agents should be trained and mobilized on modern technologies in poultry
production and be made accessible to poultry farmers in order to facilitate farmers’
participation in commercial poultry enterprise in Akwa Ibom State.
2. The vocational training institutions should expand their training on husbandry skills
in order to equip her graduates who would become entrepreneurs in the field of
poultry production
3. Experts in Agricultural Education should open up an advocacy forum where
inexperienced poultry farmers could be trained through workshop, seminar, and on
the job training programme in Akwa Ibom State.
4. The Ministry of Agriculture should ensure stable agricultural policies well executed,
maintained and sustained in order to facilitate farmers’ participation in commercial
poultry enterprise in Akwa Ibom State.
5. Seminar/workshops should be organized for poultry farmers on regular basis by the
zonal extension coordinators.
6. Male and Female poultry farmers should be encouraged to participate fully in
commercial poultry production by making them have access to extension services
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