THE ROLE OF EDUCATIONAL MANAGEMENT IN NIGERIAN UNIVERSITIES FOR FOSTERING ENTREPRENEURIAL SKILLS FOR SUSTAINABLE DEVELOPMENT
DOI:
https://doi.org/10.5281/zenodo.17241539Keywords:
multiple social roles, post-graduate student-mothers, academic assessment, inclusive and equitable quality education.Abstract
The Sustainable Development Goals (SDGs) 2030 projected an inclusive and equitable quality education to all citizens, achieving the right to education for all irrespective of their gender. 1Women in general and student-mothers in particular are builders of a nation as their male counterparts. In ensuring that student mothers receive an inclusive and equitable quality education, they combine multiple roles with their academics. This study examines the relationship between post-graduate student-mothers' multiple roles and academic success in tertiary institutions in Nigeria. The study was guided by two research questions and three hypotheses tested at a .05 level of significance. The study adopted a survey design type. Data was collected from a sample of 55 postgraduate student-mothers undergoing their Post Graduate Diplomas at Lagos State University through a self-developed questionnaire. Findings showed that there was no significant relationship between the number of children and role conflict of student mothers 2 (3, N = 55) = 2.875, р =.411. Also, there was no significant difference in the role conflict of student-mothers based on marital status, 2 (1, N = 55) = 2.426, р =.119. However, there was a significant difference between the support student-mothers receive and their academic achievement, t = -2.416, df = 53, p = .019. Student-mothers who received support had a better academic performance than their counterparts who did not receive support. It is recommended that among others the government and school management should provide child care and create campus support units
References
Abbas, S.M. & Ogiri, I.A. (2017). Political Economy of Financing Education at the Sub National Level in Nigeria: International Journal of Development and Sustainability, 6(12), 2145-2162.
Aberge, P. (2016). Non-Formal Learning and well-being among older Adults: Link between Participation in Swedish Study Circles, feelings of well-being and Social Aspects of Learning. Educational Gerontology, 42(6), 411-420. Doi:10.10801036012772016.1139972
Abiodun, A., Ogunkunle, U., Ganiyu, E., & Adekola, A. (2020). Trends and Transformation of Higher Education in Nigeria, Category Management, Leadership, Governance and Quality. University of Port Harcourt, Rivers State Nigeria. Https:// Srhe.Ac.Uk/ Arc/13/0123 Pdf.
Adebisi, T.A. & Oni, C.S. (2012). Assessment of relevance of the National Directorate of Employment training programme to the needs of the trainees in South-West in Nigeria. International Journal of Vocational and Technical Education, 4(3) 29-37.
Adelakun, I.S., Adeyemi, O.V., Anisulowo, B.O., Awonegan, F.I., & Bankole, V.M. (2023). E-Learning and Nigeria University Education: Realities and Way to the Fire. Merit Research Journal, 11(17), 094-099.
Adeola, K. L. & Bolarinwa, K. (2010). Strategies for promoting entrepreneurship education in Secondary school curriculum. Business Education Journal. 1(10), 221-227.
Agha, N.C. (2014). Funding University Education in Nigeria: Implication Institutional Performance. International Journal of Scientific Research and Management, 2(8), 1145-1153.
Ahmed, S. (2022). Nature, Scope and Objectives of Educational Management.researchgate.net.
Ahmed, T.A. (2017). Federal Polytechnic Bida owes staff 3 months' salaries. Daily Trust, Wednesday, February 8. Pp.10
Akinyemi, E.O. (2022). Parental Financial Commitment to Undergraduates’ Welfare in South West Nigeria. East African Scholar Journal of Education, Humanities and Literature, 5(4), 106-109.
Akomolafe, C.O., Adegun, O.A. & Adesua, V.O. (2016). Assessing University Education or the Development of the Total Person: A Focus on Women Development in Nigeria. Journal of Sociology and Education in Nigeria.,14 (1), 71-80.
Allasste, A.A., Beilmann, M., & Park, R. (2021). Non- Formal and Informal Learning as Citizenship Education: View of Young People and Youth Policy Makers. Journals of Applied Youth Studies, https://doi.org/10.07/543151-022-00059-2
Alve, A., Sousa, R., Fernandes., S., Cardoso, E., Carvalho, M., Figueiredo, J., & Pereira, R. (2016). Teachers Experience in PBL: Implications for Practice, European Journal of Engineering Education. 14, 123-
