Vol.3 No:1. January-April, 2024

The adoption of improved farming systems and techniques remain relevant as they impact positively on Nigeria’s agricultural landscape. Agricultural extension activities yield notable dividends for the farmers and the nation at large. Insecurity has however become a threat to agricultural extension services in Nigeria. This paper therefore investigates agricultural extension and the challenges of insecurity in the Federal Capital Territory, Abuja, Nigeria. The study adopts descriptive survey research design. The population was made up of 201 staff of Agricultural Research Council of Nigeria. The sample size of 103 staff was used for the study, using purposive sampling technique. Eleven items structured questionnaire titled “Agricultural Extension and Challenges of Insecurity (AECI) Questionnaire” was used as instrument for data collection. Content validity was used. Test-retest method of reliability was used to obtain the internal consistency. The reliability index was obtained through Cronbach’s alpha (0.78). Out of the 103 questionnaires administered, 97 were returned valid, representing 94% success rate. The analyses of data were carried out based on the specific objectives and research questions of the study. Data collected was imputed into the SPSS (25) software package where descriptive statistics (percentage) and graphs were used for data analysis. The study revealed that agricultural extension service in the Federal Capital Territory is confronted with major security challenges which are kidnapping and banditry as well as insurgency. It is recommended that E-extension services (television and radio broadcast, mobile phone sms, internet etc) establishment of grazing site around the forests and aerial surveillance by security agents will serve as better measures to solving the security challenges confronting agricultural extension workers.

Large classes are now a common feature in Technical and Vocational Education due to rapid increase in students’ enrolment couple with not expanding of educational facilities in the existing schools. As a result, there are a lot of challenges poses to assessment. This article identified and discuss some of the assessment challenges in large classes and straggles or method to be used in dealing with the challenges. Secondary data such as textbooks, journal articles, conference papers and online resources were used as sources for data. Conclusion and recommendations were made based on the assessment challenges identified.

The purpose of this paper is to explain Augmented Reality (AR) in the field of technical/ vocational education. To ensure that education system deliver quality education, it has to undergo tremendous changes through technology to provide an interesting, realistic and authentic learning environment through AR. AR is a technology that the ability to overlay computer graphics on the real environment. AR uses tools like smart phones in projecting virtual objects to the students covering different topics in technical/ vocational education. This paper captures the characteristics of AR which include mixing reality with digital information, being interactive, facilitates modification of text, video clips, audio, 3D and websites contents. The paper also looked into the benefits of AR in teaching and learning technical/ vocational education. The benefits includes enhancing interactive learning, increased student engagement, improved knowledge retention, personalized learning, real world application, gratification motivation, accessibility and inclusivity of learner’s needs. The challenges facing the teaching and learning of AR ranges from challenges related to individual teachers, students, AR system developers, environment and lack of empirical studies were highlighted. Solutions on how to overcome the challenges of AR were proffered.

The education system in Nigeria, particularly in technical colleges, is in need of significant reform to ensure effective learning outcomes and produce highly competent graduates. This paper proposes the incorporation of the multiple intelligence method as a driving force in education reform for technical colleges in Nigeria. The multiple intelligence theory, developed by Howard Gardner, suggests that individuals possess various forms of intelligence, such as linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences. By recognizing and incorporating these various intelligences into educational practices, educators can provide a more comprehensive and inclusive learning experience for students, promoting better engagement, understanding, and skill development. This paper proposes the incorporation of multiple intelligence methods as a key driver for effective education reform in technological education in Nigeria.

In every organization or institution particularly in schools, it is always necessary to store records for future use. These should be stored not only for safe keeping but also that they can be easily located when needed. This is done by filling them properly. As could be seen in the\ schools, there are many educational new students, recruitment of teachers, timetable organization and so on. Also, these are school activities which need to be recorded and stored for retrieval when they are needed for any important validation or discussion or decision School records comprise all existing and accessible records, books, files and other documents containing useful information that relates to what goes on in the school system They are evaluation tools for accessing progress made by schools and also show evidence of compliance with legislative laws. School records include books, documents, diskettes and files that contain information on what goes on in school as well as other relevant information pertaining to the growth and development of the school. This article aims to offer an excellent package to support stakeholders in educational management or administration. It is comprehensive and thorough, yet flexible and encompassing. Stakeholders can both learn about and develop skills in school record keeping aimed at enhancing school management, planning and supervision. We conclude that poor records management results in difficulties in administering, development and supervision of educational systems. In fact, poor school records management and the lack of staff development with regards to the entire information cycle are responsible for a number of management and policy implementation problems in schools.

The recent deregulation of fuel prices in Nigeria has created economic uncertainty and volatility for citizens. In light of disruptions and rising costs, home economics education plays a vital role in equipping learners with knowledge and skills for sustainable livelihoods. This paper examines strategies to advance vocational home economics curricula to empower students facing unpredictable conditions. It emphasizes teaching adaptive capacity, entrepreneurial thinking, financial literacy, and technology integration within home economics. Education on nutrition, sustainable production, resource management, income generation, and community involvement can build relevant life skills. Collaborating with stakeholders to align training with contemporary realities is proposed. Home economics must evolve to nurture resilience and tackle challenges. Building partnerships, contextualizing curricula, and utilizing technology are highlighted as key approaches to equip learners for success despite volatility. This paper offers insights on strengthening home economics to impart lasting proficiencies, contributing to discussions on advancing vocational studies for prosperous livelihoods during Nigeria’s uncertainty.

This study examined how investment analysts influence small and medium enterprises (SMEs) venture schemes for sustainable development in Northeast Nigeria. The study adopted survey research design, which was guided by three objectives and hypotheses. The population for this study was 3392, comprising Investment Analysts, Small and Medium Enterprises (SMEs), Stakeholders in SME Funding, Industry Experts, Academics and Government Agencies and Regulatory Bodies, and Local Communities and Support Organizations in Northeast, Nigeria. GPower 3.1 was used to obtained the sample size of 358 respondents, stratified random sampling technique was employed to categorizing the respondents according to their strata, and random sampling was used to selecting samples from each stratum. Roles of Investment Analysts on SMEs Venture Questionnaire (RIASVQ) was used to collect data, it was trial tested with 0.81 reliability coefficient using Cronbach alpha. Mean, standard deviation and Pearson's correlation were used in the test of hypotheses. The results show that, Investment analysts play a pivotal role in facilitating SME funding by providing strategic guidance, conducting thorough financial analyses, and assisting in accessing funding networks. The study concluded that, Investment analysts play a crucial role in offering strategic advice, doing comprehensive financial evaluations and helping small and medium enterprises connect with funding sources. Thus recommended that, stakeholders, policymakers and entities involved in supporting SME growth should strive to streamline regulatory procedures and offer more explicit instructions for SME financing. This will assist investment analysts in navigating regulatory hurdles more efficiently and streamlining funding processes for SMEs.

Mobile phones in the education sector have, up till now, caused much harm than good due to frequent misuse of these devices. The experience in the 21st century reveals that modern societies were not well prepared for this technology. The paper reviewed several application of mobile phones on the health, social, economic, psychological and educational consequences on students and how it influences their attitude and behavior to academic activities. It critically noted the positive and adverse effects of the use of mobile phone in the teaching-learning process stating the implication on health and discussed in detail certain determinants responsible for the use of mobile phones in educational processes. It further explains that the use of mobile phones in classrooms harbors more serious adverse effects on students and the teaching-learning process but however, it tends to offer the educational process some tremendous benefits which cannot be overlooked or call for the termination of its usage in teaching and learning as the adverse effects are controllable and very well subjected to sanctioning. The paper suggests that mobile phones for educational use should be specifically designed in such a way that it only supports the function and use of educational software thereby eliminating any form social media applications.