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Providing safely managed sanitation/hygiene requires key competencies for education, training, service delivery, enterprise development and management, product and infrastructure design and development, construction and installation, governance, financing, research, etc. These strategic sanitation capacities will have to be built from higher education's academic and professional programmes structured and designed to produce skilled and knowledgeable professionals and practitioners. This study aims to investigate the quality of the sanitation/hygiene management content of Environmental Health programmes; the adequacy of the existing central curricula; and the perception of environmental health sanitation/hygiene-trained professionals to determine the next phase for building knowledge and capacity of sanitation professionals in Nigeria through higher education institutions. A multi-level mixed method concurrent study was used for sampling and data collection with a multi-level perception analysis to examine the perceptions of students, lecturers and graduate alumni, as well as employers/supervisors and clients/service users of sanitation/hygiene-related graduates. The main findings of this paper show a limited understanding of the concepts of contemporary issues of sanitation/hygiene management like sustainable sanitation, citywide inclusive sanitation, regenerative sanitation, circular bioeconomy, etc.; the central/national teaching and curricula were found to be seriously out of date; and clients/service users were dissatisfied with the skills and knowledge levels of the graduates. The study concludes by recommending a national sanitation management higher education pathway to guide the provision of integrated sanitation/hygiene management education at higher education institutions (HEIs), to build an effective, efficient, competent and sufficient workforce for the country. [ABSTRACT FROM AUTHOR]

This work takes a critical and cursory look at the term 'education' as well as the challenges of higher education in Nigeria. The paper explicates these issues from Hegel's model of development. It argues that education is imperative for the development of any nation and underscores the relevance of man to his socialcultural milieu. It insists that the current problems or challenges bedeviling higher education in Nigeria is a systemic one, especially given the long, total neglect by the Nigerian political institution. The article concludes that Hegel's view of society as containing intrinsic or inner contradictions; exemplified by the dialectic of history--portrayed by the triadic movement could not be sustained when x-rayed vis-à-vis the enormous problems plaguing higher education in Nigeria. However, the view of the paper is that though the challenges are not insurmountable, determined and pragmatic efforts must be made by all stalk-holders to address the ills bedeviling Nigerian education sector. [ABSTRACT FROM AUTHOR]

The study partly presented in this paper covered a collaborative and innovative research project that brought together higher education, K-12 educators, and administrators as well as community (leaders and parents) to plan for change through an emergent qualitative design approach. Using an iterative process, the co-researchers cross-trained and queried themselves about the needs of community schools in the vicinity of a premier Nigerian University, identifying areas of success and disconnection. First level of data pointed to resource needs such as libraries. Further data collection from diverse stakeholders elicited the involvement of non-profits and governmental bodies to institute the creation of libraries as centers of civic engagement, to further school and community bonds. This ongoing collaborative project has potential to foster much-needed change in typically under-resourced Nigerian schools while creating necessary philanthropic engagement, meaningful curriculum changes, efficacious administrative leadership, and robust higher education research. A final promise is to network with researchers across the U.S. and Nigeria. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the pandemic, more needs to be understood about settings across the globe where the move to online may pose particular challenges. This study brings a focus to how lecturers in a college of education in Nigeria responded to the professional demands of lockdowns and developed strategies for managing educational activities that have relevance during and beyond the pandemic itself. The aim of the study reported in this paper was to examine lecturers' perceptions of the management of teaching, learning and research activities during a lockdown, drawing out longer term implications. Data were collected through in-depth, one-to-one interviews with six lecturers from a college of education in Nigeria. Interview data were analysed qualitatively. Detailed analysis indicated that lecturers' strategies included encouraging students to engage in self-directed learning, as they uploaded learning materials on messaging groups and the college's e-learning platform. However, lecturers felt that the quality of teaching and assessment was compromised by factors including: irregular power supply, poor internet connection, high data costs and some students' limited digital skills. A particular concern was students' lack of interaction on the online platforms, which lecturers perceived to result in a more passive teaching and learning process. Lecturers also experienced difficulties undertaking research activities. A range of strategies and implications for the ongoing management of educational activities was discussed. The study offers insights into how some of the challenges encountered could be addressed to support sustainable online and blended teaching and learning in the longer term, in settings internationally where there are barriers to accessing online teaching and learning. Crucial aspects include strengthening educational technology training for lecturers and students, enhancing e-learning platforms for teaching practical courses, and enabling lecturers to develop beneficial and valuable online resources. [ABSTRACT FROM AUTHOR]

The work is on library instruction programme as a correlate of undergraduate students' Utilization of Library Materials in Adeyemi College of Education, Ondo, Nigeria. The research design used for this study is ex-post facto research design. The population comprises all the undergraduates in Adeyemi College of Education, Ondo. Simple random and stratified random sampling technique was employed for the study. One hundred and twenty users were sampled from the programme in all the schools (strata) in the college through library access. Out of 120 copies of the questionnaire administered to the students in Adeyemi College of Education, Ondo, 114 (99%) were returned and used for the analysis. The researchers collected the data through face-to-face administration of questionnaire. Five research questions and two hypotheses were used for the study. The data generated were interpreted using percentages and frequencies; mean and standard deviation through Likert scaling of the responses where applicable. Based on this result, the students' knowledge about the methods of Library Instruction Programmes (LIP) course in Adeyemi College of Education, Ondo are classroom teaching, library orientation, library guide and ask a librarian. It was inferred that the students' rate of understanding of the Library Instruction Programme topics is high and the rate of students' use of Library resources in Adeyemi College of Education Library is low. The challenges that students experience during Library Instruction Programme course in Adeyemi College of Education, Ondo are non utilization of ICT for library instruction, inadequate classroom for library instruction, shortage of staff (librarians) to instruct students, lack of interest in library instruction programme among others. The paper concluded that students in Adeyemi College of Education understand some of the concepts of Library Instruction Programme (LIP) without any basis on gender differences. However, the services in the library were under explored. It was therefore recommended that librarians should sensitize the users more on the services provided in the library for optimal satisfaction of the users. And that the challenges of the students in the course LIP should be tackled by the lecturers and college authority for the benefits of getting desired results in the students' knowledge of the course for maximal utilization of the library resources. [ABSTRACT FROM AUTHOR]