Research
Safety Management for Service Delivery in Rivers State Secondary Schools
This study investigated safety management for service delivery in secondary schools in Rivers State. Three research questions and three hypotheses guided the study. The study was guided by Theory of Foundation for Safety Management. The study adopted a descriptive survey design comprising all the 247 government senior secondary schools in the state with 6,890 principals and teachers. A sample size of 2,100 respondents was drawn using stratified random sampling technique representing 30.5% of the population. This included 110 principals and 1,990 teaching staff. The instrument used was questionnaire titled “Safety Management of Secondary Schools’ Questionnaire (SMSSQ)†developed by the researchers. The questionnaire was validated and the reliability calculated with Pearson’s Product Moment Correlation yielded an index of 0.81. Mean scores and standard deviation were used to answer the research questions. The findings revealed among others that the techniques needed for safety management of secondary schools include: establishment of clear safety objectives, transparency in the management of safety, senior management’s commitment to improve safety in schools, accountability of safety management system for educational service delivery, establishment of defined methods needed to meet safety goals in schools, building upon the existing procedures to create new knowledge on safety management, and continuous process of improvement in the safety level among staff. Based on the findings, it was recommended that secondary school management should adopt the safety management objectives to protect the health and safety of staff and students. School managers should establish defined methods needed to meet the health and safety goals in secondary schools.
Professional Training in the Formal Sector And the Job Market
The paper investigates the effectiveness of organisational training for the job market. It seeks to find how training influences where and when people work :in terms of type, scale, geographical spread of the business; the skills required for the purpose of training significance and dependence; access and analyse how professional training is planned and organised for the benefit and demands of the organisation ; how training relates business aims as influenced by appraisals, career development, recruitment, information dissemination, connection with experts, use and development of resources, and skills. These form the bases for the six research questions. The paper delimits professional training to the training that takes place in the tertiary institutions in Nigeria and the job market includes all sectors of the Nigerian economy that can offer employment. Literature is reviewed based on Bloom‘s theory and the Kirkpatrick model. Using the descriptive survey design, the study explores how professional training in the formal sector influences the job market.
Resource Provision for the Implementation of National Teachersa Institute (NTI), Kaduna, Distance Learning Programme in South-South, Nigeria
Educational resources constitute input into the educational systems that determine largely the implementation of educational programmes and invariable objectives attainment. Using document analysis and checklist, this study examined the extent to which resources are provided for effective implementation of National Teachers’ Institute (NTI), Kaduna, Nigeria Certificate in Education (NCE) by Distance Learning System (DLS) programme in the South- South geo-political zone, Nigeria. This was considered in terms of quantity and quality of the available human recourses and the availability, adequacy and relevance of material resources for the programme. Findings indicate that though there were enough course tutors for the programme, the quality was not commensurate to the needs of the programme. The print media (modules) used for instructional delivery were available, adequate and relevant to the demands of the programme. The study recommends more qualified course tutors to be provided by the institute for effective teaching and implementation of the NTI, NCE DLS in the South-South Zone, Nigeria.
