The present state of the Nigeria education system brings worry to the hearts of all stakeholders because education goals such as producing skilled and professionally competent graduates, basic education for all, education for technological advancement, all to fulfil the dream of national development and prosperity, are yet farfetched from being a reality. Literatures were reviewed on three of the policies in education, which include: education funding, universal basic education and teachers' education for better understanding. The review discussed and highlighted the problems, potholes and patches of these policies as examples of the reason why education development in Nigeria is yet at the bottom of the success ladder. Conclusions were reached and recommendations were proffered.

This study was carried out to access the availability and adequacy of human and material resources for the teaching and learning of skill-based courses in Nigerian Public Universities. In doing this, three (3) research questions and two (2) hypotheses were formulated. The population of this study consisted of academic staff and final year students of 2009/2010 academic session in Nigerian Public Universities. The instruments used to collect data were the questionnaire and checklist. The researcher personally visited the ten (10) institutions that were earlier selected through stratified random sampling, and administered questionnaires to the respondents who numbered 1750 but only 1500 were returned. Data was analyzed using the mean statistics, percentage and t-test, the finding amongst other findings was that: the human and material resources on ground for the teaching and learning of skill-based courses in Nigerian Public Universities did not match the minimum standard requirement recommended by the National Universities Commission. Based on these findings, recommendations such as government, non-government organization and good citizens should ensure to provide the needed human and material resources to help in the production of skilled graduates for national development were made amongst others, hopefully when adhered to, would yield positive results.

The study looked at some social challenges confronting the education of the girl-child as perceived by female academics in the tertiary institutions in Edo State. To guide this study, seven research questions were raised and one hypothesis was formulated. The population was made up of all the female academics in all the tertiary institutions in Edo State, Nigeria. Three hundred and fifty females made up the sample of study through the purposive sampling technique. The instrument used to collect data was the questionnaire which was content validated by experts and had a reliability value of 0.72. Three hundred and eleven retrieved questionnaires were analyzed using frequency and percentage for research questions and Pearson product moment correlation co-efficient (r) for the hypothesis. There was a strong positive relationship (r=0.932, p<0.05) between social challenges and the education of the girl-child in Edo state, Nigeria. Based on these findings, recommendations were made.