Objective: The objective of this study was to examine the effect of a critical thinking intervention (CTI) on stress management among undergraduates of adult education and extramural studies programs. Method: A total of 44 undergraduates were randomly sorted into experimental and waitlist control groups. We used the Perceived Stress Scale for data collection at the pre-test, post-test, and follow-up stages. We used unpaired t and paired t- tests to analyze the data collected. SPSS version 22.0 was used for the data analyses (SPSS Inc., Chicago, IL). Results: It was shown that the CTI was effective in reducing the mean stress of the participants compared to the control group both in the post-test ( t [42] = −22.453, P < .001) and follow-up periods ( t [42] = −34.292, P < .001). There were statistically significant changes in the mean stress of participants in the experimental group from the pre-test to post-test phases ( t [23] = 26.30, P = .000, r = .08], and from pre-test to follow-up( t [23] = 37.10, P = .000, r = .30). The mean stress of the participants in the experimental group from post-test to follow-up signified the sustained positive influence of the CTI on the mean stress ( t [23] = 2.41, P = .000, r = .46) of the undergraduates. Conclusion: This study adds to the literature by showing that a CTI is a valuable strategy for stress reduction in a university environment. Given that the CTI demonstrated the ability to reduce stress among undergraduates enrolled in adult education and extramural studies programs, we hope that similar interventions will be adopted to manage and prevent stress among students in other departments and disciplines.

The study examined the extent of community participation in the provision of school plant in the administration of public secondary schools in Enugu State. One research question and one null hypothesis guided the study. Descriptive survey research design employing simple random sampling was used to sample 7211 of all the principals and classroom teachers from both rural and urban schools in Enugu State: Out of which 702 respondents responded to the study. The instrument used for data collection was questionnaire. The questionnaire was face validated by experts in the field of education, a reliability co-efficient of 0.73 was obtained using croanbach alpha method of determining internal consistency of the instrument. The research question was answered using mean and grand mean while the hypothesis was tested using t-test statistics. The result revealed that the extent of community participation in the provision of school plant in public secondary schools in Enugu State was low. Significant differences did not exist in the mean perception scores of principals and teachers regarding the extent of community participation in provision of school plant in the public secondary schools in Enugu State. It was recommended among other things that regular interactive programmes for instance radio-link and meet the people-tour should be conducted for both the principals and community representatives, the need for provision of school plant in schools.

1. Background of the Study Nigeria is committed to the actualization of Education for All (EFA) and Sustainable Development Goals intended to achieve 100% enrollment and completion of basic education by all citizens within the soon coming years, no matter their life circumstances. This commitment has become more relevant with statistics showing that seventeen (17) out of thirty-seven (37) States in Nigeria could not achieve the Education for All goal 4 by 2015, because they had youth and adult literacy rates between 14.5 to 49.3%. These included mainly the northern States which had considerably large population of pastoralists and rural learners. A two pronged approach to literacy was envisioned to accelerate the process through significant advocacy and investments that would ensure wider access and inclusion of out-of-school children, youths and adults in adequate basic education and effective learning opportunities, to develop literacy skills: First was the development of a policy guideline for adult and non-formal education to set up structures for promoting diverse learning through the guideline. This approach was actualized to include the multilingual dimension to literacy education that would validate the pivotal role of languages in achieving the skill expectations (NMEC, 2017). The second approach was to dispel the narrow-mindedness and uncertainty about local languages and eradicate the often hidden attempt to discredit them as being an obstacle to learning and acquisition of literacy skills (Qane and Glanz, 2010).

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The study examined the extent participation in non-formal education programmes improved social networking and empowerment of rural women in Nigeria. One research question and one hypothesis guided the study. Survey research design employing stratified random sampling was used to sample 1668 rural women from Enugu and Plateau States who participated in the Women for Women International's Non-formal Education programme, out of which 1558 responded to the study. Questionnaire was used for data collection. The questionnaire was face validated by experts in the field of education, a reliability co-efficient of 0.76 was obtained using cronbach alfa method of determining internal consistency of instrument. The research question was answered using mean and grandmean while the hypothesis was analysed using t-test statistics. The result revealed that participation in non-formal education programmes improved social network status and empowered rural women in Nigeria. Significant differences existed in the mean response of rural women in Enugu and Plateau states on the extent participation in non-formal education programme improved their social network status. It was recommended among other things that Renewing Women's Lifeskill education prorgamme should be inculcated into women education programme of the National Policy on Women Education in Nigeria ResultsThe results of the data analysis were presented in tables according to the research question and hypothesis.