This study examined the historical development of the University of Ibadan in Nigeria and its contributions to adult education both in Nigeria and in other African nations. This was aimed at providing up-to-date insight into the department's contributions to the development of adult education in Nigeria and in other African nations. Specifically, this study examined the department's founders and their goals, the department's management structure, its relationship with other adult education agencies in Nigeria and in Africa, its programs and services, and the participants in these. This study reveals that the department's founders were both British and Nigerian politicians, educators, and humanitarians. They were concerned with eradicating illiteracy, preparing adults for democratic roles, and improving the economic well-being of these adults. The department does not have a consistent pattern of management. The selection of its leadership is usually based on seniority and academic merits. The department initially relied on donations and on the revenues from the local, state, and federal governments of Nigeria to operate. It now relies on those from the profit from its services to the public and on those from Nigeria's state and federal governments. The department interacts with other departments of the university and with other …

The problem with which this study is concerned is to determine the relationship between the motivations to work for Nigerian lecturers and their perceptions of their academic organizational climate. The related purposes of the study are to determine the motivations to work for Nigerian lecturers, their perceptions of the academic organizational climate in which they work, and the relationships that exist between motivations and type of organizational climate.

The purpose of this study was to develop a standard instrument for determining the basic elements to be contained in a state of national long-range plan for higher education and to utilize that instrument in evaluating the current planning efforts in Nigeria. In order to fulfill the purpose of the study, answers were sought to seven research questions and procedures were worked out for ten experts in higher-education planning to validate criteria statements about the major elements of a model long-range plan for higher education in a political unit. The findings of this study appear to warrant the conclusions that (1) state or national plans for higher education contain similar major elements and have certain underlying assumptions, (2) long-range planning documents can be evaluated using established criteria, (3) Nigerian planning for higher education has been somewhat systematic but lacks thoroughness, and (4) Nigerian planning for higher education can be strengthened and improved if future planning activities more closely meet established criteria of the model used in this study. Recommendations are offered which could strengthen the existing plan and aid future planning exercises in Nigeria.

This study addresses these questions: (1) What is the relationship between secondary school principals' job satisfaction and their ages, educational level, salary, and years of experience on the job, size of school, and location of school? and (2) What is the relationship between two instruments that measure job satisfaction--The Job Descriptive Index (JDI) and The Job in General (JIG).

The problem of this study was to describe higher education in relation to economic development and social change in Nigeria. The purposes of this study were (1) to identify the needs for economic development and social change in Nigeria; (2) to relate higher education goals to the identified needs; (3) to determine the perceptions of the participating groups of students, faculty members, academic administrators, and government officials about what priority of importance is being placed and should be placed on higher education goals to achieve the national needs; (4) to formulate recommendations for the future development of higher education in relation to economic development and social change in Nigeria.

The purposes of this study are to describe the past and the present system of secondary education in Western Nigeria; to examine the goals, achievements, and failures with special consideration for three distinct periods: (1) prior to the arrival of the British people in Western Nigeria, (2) between 1842 and 1960, and (3) between 1960 and 1976; to formulate generalizations about secondary schools, and to offer suggestions for the improvement of the secondary educational system in Western Nigeria. One recommendation that the study makes calls for mass secondary education, not education of the elite only. The recommendations call for programs that would lead to industrial and technological progress.