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Lack of development in different societies of the world has been attributed to university education in recent times. Degrees are envisaged to be synonymous to skill acquisitions which are expected to be reflected in the society. Meanwhile, it remains controversial whether university education is actually responsible for development of skills and societies or not. Thus the reason for this study which adopts a review method. Relevant literatures were reviewed with regards to the subject matter. The findings show that university education can aid skills acquisition, promotion, amongst others. However, the findings also show that acquirement of degrees is not necessarily synonymous to skills acquisition and may not be a determinant to development in the society in some instances. Meanwhile, the relevance of degrees in skills acquisition is largely dependent on the type of designed education provided. The study recommends that focus and due attention should be given to education that enhances skills acquisition and promotes glocalization where students are trained to acquire and put to use skills that are needed in their society while using global standard. [ABSTRACT FROM AUTHOR]

This study explored the effects of relationships between lecturers and students on the learning abilities of students in selected rural universities. Quantitative and qualitative research methods were adopted for data collection. Questionnaires were administered to 934 randomly selected students and interviews were conducted for 8 purposively selected lecturers in two rural based universities in South Africa and Nigeria. The findings of the study show that student–lecturer relationship influence the learning abilities of students and consequently affect their academic performance in different ways. The self-confidence of students is dependent on the relationship, however, lecturers are sceptical about relating with students due to the tendencies of being misunderstood by students who may be disrespectful to them. Amongst others, the study recommends that periodic workshops, seminars and trainings which are aimed at promoting cordial student–lecturer relationship, influencing, motivating and ensuring that lecturers relate adequately and appropriately with their students should be organised. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the perception of subject advisers on curriculum change and delivery in secondary schools. The survey design which adopts quantitative research approach was used. Random sampling procedure is used to select b samples of 300 respondents in the study who are subject advisers. Questionnaires were administered to all selected 300 subject advisers, however, only 217 were duly completed and analysed for the study. The findings indicate among others that curriculum delivery is dependent on teachers' familiarization with the curriculum, planning of lessons and teaching through the use of the curriculum. The study recommends that teachers should be motivated to familiarize themselves with the curriculum, trained periodically on how to use the curriculum when planning their lessons and teaching. Also, continuous curriculum change should be checkmated. [ABSTRACT FROM AUTHOR]

In the original publication of the article, the authors' institution name was published incorrectly. The correct institution name is given in this Correction. [ABSTRACT FROM AUTHOR]