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The study investigated the level of students’ participation in quality assurance management and tertiary institutions effectiveness in Nigeria. Four null hypotheses were formulated to guide the study. The design adopted was correlational research design. The population was made up of 423 2018/2019 session students’ union officials. A sample of 160 was randomly selected from three (University of Calabar, Cross River University of Technology and Federal College of Education, Obudu) public tertiary institutions in the area. The instrument used for data collection was questionnaire (Students’ Participation in Quality Assurance Management Questionnaire (SPQAMQ) validated by experts in test and measurement. It contained 28 items constructed in a 4-point Likert scale. Pearson Product Moment Correlation Statistics was used for data analysis. The result of the analysis revealed a significant positive relationship between students’ participation in decision-making, discipline management, quality assurance committees and school plant maintenance and tertiary institution management when tested at 0.05 level of significance. Based on the findings it was recommended that students should be adequately motivated through quality participation in school governance to enhance their academic achievement and development of basic leadership skills.

This study addresses institutional variables as determinants of employability skills acquisition among undergraduates in Cross River and Akwa Ibom States, Nigeria. Three research hypotheses were posed to guide the study. A descriptive survey research design was employed for the study. The population comprised of final year students in Faculty of Education at the University of Calabar numbered 904 and University of Uyo 939 respectively. Stratified random sampling technique was used to select data and a sample of 108 was drawn from University of Calabar and 112 drawn from the University of Uyo. A self-structured rating scale titled “Students’ Employability Skills Acquisition Scale (SEASAS). Face and content validity of the instrument was done by supervisor and experts, Cronbach alpha reliability coefficient range were .73-.92. Hypotheses were analyzed using t-test (population and independent t-tests) and one-way analysis of variances (ANOVA), hypotheses were tested at 0.05 level of significance. The result of the study revealed among others: institutional variables on the levels of employability skills after their years in various programmes were not significantly low. Based on the findings, it was however recommended among others that; employability skills studies should be embedded in the university curriculum, university authority should make programmes of study more elaborate and rich in content to equip students with skills. Academic programmes in the universities irrespective of the school-age and terms of conditions should also be given basic priorities.

This chapter focuses on opportunities and challenges in digitizing indigenous knowledge with implications for educational management in the Nigerian context. Digitization provides an avenue for safeguarding and sharing traditional knowledge that may be at risk of being lost or marginalized. By converting indigenous knowledge into digital formats, it can be documented, archived, and easily accessed by future generations, thereby contributing to the preservation of cultural heritage. Specifically, this chapter addresses the overview of indigenous knowledge, digitization of indigenous knowledge, management of indigenous knowledge in the digital age, opportunity in the digitization of indigenous knowledge and challenges of digitization of indigenous knowledge.

Displaced persons encounter some difficulties in accessing higher education, yet higher education remains their inalienable rights. This study focused on ways of managing the higher education needs of internally displaced persons. Three hypotheses guided the study. The descriptive survey research design was adopted in the study. The entire population was used since it is not large enough to warrant randomization. The sample comprised 600 participants (38 teachers and 562 senior secondary (SS 1-3) students from three secondary schools. The instrument used for data collection was questionnaire titled Higher Education Needs for Displaced Persons Questionnaire (HENDPQ) on a modified four point Likert scale. The precision and internal consistency of the instrument was determined using Cronbach reliability method which gave rise to a coefficient ranging from 0.76 - 0.81. The data was collected personally by the researchers with the help of three research assistants. The data collected was analyzed using Pearson Product Moment Correlation Analysis at 0.05 level of significance. The result of the analysis revealed that there is a significant positive influence of higher education needs on development of displaced persons, provision of scholarships/bursaries on access to higher education; and provision of certified distance learning and e-learning opportunities on access to higher education for displaced persons. Based on these findings it was recommended that the government should urgently manage the higher education needs of displaced persons through adequate provision of scholarships/bursaries, distance learning and e-learning opportunities to enhance access to higher education.