TETFund intervention in the provision of library resources in academic libraries in Nigeria

Abstract

This study investigated the intervention of TETFund in the provision of library resources in academic libraries in Imo State, Nigeria. It was guided by four research questions and three null hypotheses. The study adopted a survey research design with a questionnaire as the research instrument. The population of the study was 105 professional and para-professional library staff at two universities in Imo State. The findings show that TETFund intervenes to a high extent in the provision of information resources at the two universities studied. The study recommends that concerned government ministries should monitor the activities of TETFund to ensure that universities benefit equally, and that TETFund should be mandated to make the processes simpler. The researchers also recommend that TETFund organize conferences to educate institutions on the need and processes to access funding and benefit from TETFund.

Analysis of student satisfaction with the quality of academic library services at state Christian religious higher education institutions

“…Academic library is essential for higher education institutions in supporting teaching, studies, and information needs (Gabbay & Shoham, 2019;Mierzecka & Suminas, 2018). Many academic libraries have developed various resources to serve the needs of their institutions, including personnel training and the provision of digital -based equipment to access information effectively (Ayoung, Baada, & Baayel, 2021;Bamidele, Omeluzor, Imam, & Amadi, 2013;Hamad, Tbaishat, & Al-Fadel, 2017;Mwilongo, Luambano, & Lwehabura, 2020;Onyeneke & Ahaneku, 2021; These capabilities are necessary to navigate the 21st century, where high-quality services to stakeholders should be prioritized.…”

Assessment of the Relationship Between the AST&D Beneficiaries and the Perceived Benefits and Challenges

“…The strategic management cost-benefit analysis tool, introduced in government agencies over the years, has proven beneficial. As a result, countries adopting intervention policies such as Tertiary Education funding must take stock of the perceived benefits and challenges that come with education intervention adoption from the perspective of stakeholders to manage a nation's education system workforce development effectively, as has been done by other countries (Ahlström et al, 2022;Oko, 2019;Onyeneke, 2020). Such analysis, in particular, aids in determining the value of institutional compliance or conformity to intervention norms of acceptable practice (Mbawuni, 2018).…”

“…Nigeria, along with Ghana, Egypt, Kenya, Kenya, South Africa, Tanzania, and Zimbabwe, was among the first African countries to intervene in the educational sector (Isiaka et al, 2020). Tertiary education was introduced in Nigeria in 1993 through the petroleum tax fund (PTF) as a strategic move to promote accelerated growth and workforce development in the nation's higher education sector (Onyeneke, 2020). Until the name was changed to Tertiary Education Trust Fund (TETFUND), the PTF was one of the most influential regulators in the promotion, intervention, funding, implementation, and monitoring of education development policies in Nigeria (Oko, 2019;Onyeneke, 2020).…”

“…Tertiary education was introduced in Nigeria in 1993 through the petroleum tax fund (PTF) as a strategic move to promote accelerated growth and workforce development in the nation's higher education sector (Onyeneke, 2020). Until the name was changed to Tertiary Education Trust Fund (TETFUND), the PTF was one of the most influential regulators in the promotion, intervention, funding, implementation, and monitoring of education development policies in Nigeria (Oko, 2019;Onyeneke, 2020). The fund's mission is to promote general development in all state and federal colleges of education, including polytechnics and universities (Isiaka et al, 2020).…”

“…While previous studies have concentrated on the adoption and compliance of educational interventions in African nations (Oko, 2019), very little research has been done on the beneficiaries' satisfaction with the perceived benefits and challenges of the intervention funds in developing African A nations like Nigeria (Anaehobi & Agim, 2019;Nnemeka & Yahaya, 2021). In particular, (Onyeneke, 2020) tried to look into the perceived benefits and challenges of funding general educational intervention in Africa, but they could not give country examples. For instance, studies on the viability of TETFUND intervention funds in Nigeria (Abdulmujib, 2021;Adesanwo, 2021; NNAEMEKA, J.; YAHAYA J.…”