The problem investigated by this study was that of understanding types of behaviors exhibited by participants in negotiations processes and impact of behaviors on collective bargaining in Nigeria. The study's three purposes were to describe the nature and extent of interpersonal conflict that occurs in collective bargaining, to determine the consequences that stem from such conflict, and to suggest the behaviors and performances during the face-to-face negotiations that should exist to enhance labor-management relations in Nigerian public education. This study examined behavior in negotiations by using simulation, i.e., a quasiexperimental method. Four outcomes of negotiations--time required to reach agreement, terms of agreements, verbal behavior exhibited during negotiations, and satisfaction derived by negotiators in negotiations—were examined.

Changes and developments of the educational instituion of Nigeria are discussed. The analysis is based upon available data. Historical developments, including social movements and nationalism, are related to changing educational needs of an emerging nation. Developments during the past twenty years are discussed in detail. Increased levels of education are related to social mobility, agencies and types of socialization, and the development of Nigerian independence. Demographic changes, particularly decreases in mortality and differential fertility, are described in detail. The demands for technical and vocational training are related to urbanization. Based upon analyses of these historical trends, recommendations are suggested which should better enable Nigeria to cope with the modern world.

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The Nigerian educational system is humanistic, nationally centered and open to all cultural, ethnic and tribal influences. The policy of Nigeria is to realize mass and practical education. However, the present system is highly selective and academically oriented. This study is done while education in Nigeria is in a period of revolution. Radical changes have been taken to keep up the national demand for progress and power. Dyslexia, one of the leading causes of reading difficulties, is a term still unknown to some educators in Nigerian schools. This stems mainly from the fact that Nigerian public schools lack sufficient personnels trained in the area of Special Education in general and Remedial Reading in particular.

In theory, education will lead to better healthcare, literacy rates, less poverty, increased tolerance for diversity, and increased career opportunities. More education will help ensure a brighter future for generations to come and help set a positive, successful example of development for countries that may still be grappling with issues related to unsuccessful development. Once a country has achieved steady development and stability, participation in the international economy will become easier, trade will become more fair and free, and a positive international reputation attractive to foreign investors will help set that society well on the path of more sophisticated checks and balances, transparency, accountability, and legitimacy. With all of this comes the replacement of the cycle of underdevelopment by the forward motion of progress with hope for fair political participation, equal rights, a vast array of educational and career opportunities, and happy and healthy futures for generations to come. Unfortunately, Sub-Saharan Africa has suffered from an endemic cycle by varying degrees of underdevelopment and resource mismanagement which has prevented most countries from reaching the aforementioned ideal situation. Using three case studies from the region, this research explores the economic background, social background, economic background, political background, historical evolution, education system settings, goals, and post-colonial educational development that has either led to positive growth and self-reliance as is the case with South Africa, continues to baffle Kenyans, or the complete lack thereof causing stagnation and exacerbation of current national social, political, and economic problems as is the case with Nigeria.

The thesis examines the right to education in South Africa and Nigeria. It presents the right to education as an empowerment right which is given a wide recognition in a number of important international and regional human rights instruments as well as in national constitutions. It asserts that the right to education is a right with a multiplying effect in the sense that where it is effectively guaranteed, it enhances the enjoyment of all other rights and freedoms, and when it is denied, it precludes the enjoyment of many other human rights. The thesis examines the provisions of relevant international and regional human rights instruments to assess the adequacy of a framework that applies to South Africa and Nigeria's obligations regarding the right to education. It argues that those instruments impose obligations on all the States to make primary, secondary and higher levels of education available, accessible, acceptable and adaptable to all in their territories. It argues that by having ratified those international agreements in which the right to education is protected, both South Africa and Nigeria assume obligations under international law, enjoining them to realise the right to education and to respect freedoms in education. The study adopts a comparative approach and relies on primary and secondary sources of data; the data is subjected to an in-depth content analysis. The focus of the comparison is on whether the South African's position regarding the right to education can inform Nigeria's interpretation of the right to education. The reason being that the Nigerian Constitution does not provide for the right to education as a basic right as exists in South Africa. The Nigerian Constitution categorised the right to education under “fundamental objectives and directive principles” which are non-justiciable. In this sense, the thesis argues that the legal classification of the right to education, to a large extent, affects its realisation in Nigeria. It suggests that an important area where Nigeria could learn from South Africa is the issue of justiciability and constitutionalising the right to education as well as other socio-economic rights. In terms of implementation, the thesis submits that despite the international obligations and commitments to provide education for all, there is a significant gap between what is stipulated and the practical realities in the two countries. It argues that the right to education is more than a mere school attendance, how well a learner progresses in school is equally important. It posits that the high failure rates and the progressive slide in students' performances in schools xx examinations as shown in the study illustrate the poor quality and falling standard of education in the two countries. South Africa enjoys one of the highest rates of formal school enrolment of any developing country, yet the link between access and success is also weak in the South African schools just as in Nigerian schools. Inadequate planning, poor implementation of policies, lack of adequate resources and commitments are identified as the prime factors hampering the implementation of the right to education in both countries. Solving these problems and making the right to education realisable call for a renewed government commitments and investment of appropriate human and financial resources on education. This also requires a strong political will as well as concerted efforts of all the various actors in the educational sector in the two countries.

The purposes of this study are to describe the past and the present systems of secondary education in the Cross River State of Nigeria; to examine the goals, achievements, and failures of each with special consideration for the period from 1970 to 1981; and to make recommendations for improvement of the secondary educational system in the Cross River State of Nigeria.

The problem with which this study is concerned is that of determining the specific stated factors that influenced Nigerian adults to participate in adult basic educational programs of the Nigerian Baptist Convention which lead to the first-school-leaving-certificate. The purpose of the study was to identify and examine the factors that influence Nigerian adults to participate in the adult basic and certificate educational programs of the Nigerian Baptist Convention, and to make recommendations for program improvements based on these findings. The data for this study were collected from questionnaires which included demographic information about the participants and a list of reasons for educational participation and needs-met statements. Questionnaire items were rated on a five-point scale. The researcher mailed 600 questionnaires to both adult basic and certificate education students in the adult education programs of the Nigerian Baptist Convention in Ibadan, Nigeria. The basic education group responded to 126 questionnaires, while the certificate groups responded to 122 questionnaires.

This study explored film as a supplementary aid in teaching adults about HIV/AIDS in the Igueben area of Edo State (Nigeria). It drew on the theory and practice of film to enhance the awareness of HIV/AIDS campaign strategies in ways that are not possible with other teaching aids. The findings of the study supported the literature, which indicates that unlike film,reading materials are not accessible to illiterate adults in rural communities. Two hundred (200) participants were used in the first approach (quantitative), while fifteen (15) illiterate adults were purposively selected from the area to participate in the second approach (qualitative). The research was undertaken within an interpretivist framwork in the sense that it was a communal process informed by participating illiterate adults, and was sensitive to the role of context (Alvermann, D.E., & Mallozzi, C.A. 2010). The study confirmed the role of film, particularly Nigerian movies, in promoting information and education on HIV/AIDS. The findings highlighted the need for on-going education about HIV/AIDS and its treatment, especially among the rural illiterate. The study, in summary established that the programmes offered by HIV/AIDS organisers (governmental and nongovernmental) would be more effective if film is included in the campaign against the disease. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This study explored film as a supplementary aid in teaching adults about HIV/AIDS in the Igueben area of Edo State (Nigeria). It drew on the theory and practice of film to enhance the awareness of HIV/AIDS campaign strategies in ways that are not possible with other teaching aids. The findings of the study supported the literature, which indicates that unlike film,reading materials are not accessible to illiterate adults in rural communities. Two hundred (200) participants were used in the first approach (quantitative), while fifteen (15) illiterate adults were purposively selected from the area to participate in the second approach (qualitative). The research was undertaken within an interpretivist framwork in the sense that it was a communal process informed by participating illiterate adults, and was sensitive to the role of context (Alvermann, D.E., & Mallozzi, C.A. 2010). The study confirmed the role of film, particularly Nigerian movies, in promoting information and education on HIV/AIDS. The findings highlighted the need for on-going education about HIV/AIDS and its treatment, especially among the rural illiterate. The study, in summary established that the programmes offered by HIV/AIDS organisers (governmental and nongovernmental) would be more effective if film is included in the campaign against the disease. / Curriculum and Instructional Studies / D. Ed. (Didactics)