The Nigerian educational system has undoubtedly encountered a number of significant impediments in the last few decades and it continue to struggle with the implementation and assurance of educational and teaching quality because of lack of effective planning. A shortage of accurate statistical data, financial, qualified planners, poor national economic performance, unsuitable governing structures, political interference, and general instability have all contributed to low quality in educational planning. This paper looks at the meaning and context of educational planning and the planning process. The paper concludes that in spite of the increasing complexity of schools created by rising enrollments and problems of research, programs of study must be tailored to the ever-more complex needs of the society. Schools are established for the improvement of society and thus, socioeconomic planners and educational planners need to cooperate in planning for the benefit of both the school and society.

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Governments around the world have displayed lack of urgency to compel universities leaders and managers to improve the way they prepare the human resources bases of their national economies. The purpose of this research is to specifically evaluate the existing leadership styles and management practices in universities in Nigeria using Quality Management models to identify some excellence-related factors associated with success in the models. This investigation adopted a survey research design. The population of the study consists of university lecturers. A questionnaire was used to gather data through purposeful sampling procedure. The data were analyzed using quantitative research procedures. The findings are that higher education institutions in Nigeria need to adopt a holistic approach to the management of transformation that addresses variety of concerns relating to effective leadership and management, staff development structure and systems reform, effective financial management and research and development.

This chapter discusses 21 st century Library and Information Service as a veritable strategy for the enhancement of teacher education. The work started by highlighting the place of teachers in every society. Teachers are builders of destiny. They teach the leaders of tomorrow. It is important to ensure that they receive worthwhile education which depends to a very large extent on a robust library platform brought by 21 st century libraries. The chapter further discusses the services provided by 21 st century libraries such as Online Reference Services, Selective Dissemination of Information, Current Awareness Services, and Online Public Access Catalogue. The opportunities of 21 st century libraries are highlighted; these include multiuser access to resources, improvement of internal operations, round-the-clock access, etc. The chapter also highlights the challenges to successful implementation of 21 st century libraries, prominent among which are incessant power outage, insufficient fund, Information and Communication Technologies illiteracy among others. This chapter recommends adequate provision of funds and intensification of user education programme. It concludes that 21 st century libraries are sine qua non to the enhancement of teacher education and should therefore not be trivialized.

In recent years, the use of the Blended Learning (BL) methods has experienced worldwide uptake and is responsible for enormous changes, not only in developed country education, but in developing country education, particularly sub-Saharan Africa. Given the role that blended learning can play in educational development, educational institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs a questionnaire for data gathering and results are analysed quantitatively. The findings reveal a significant improvement in the use of blended learning methods to achieve effective academic performance in students. The impact of blended learning in the educational sector is thus evidenced in the changing instructional pedagogies that lead to more interactive learning processes.