Joel Babalola
Works in the Department of Educational Management, University of Ibadan, Nigeria. A former Dean (2009-2011) and Professor (since 2001) of Educational Management (planning, policy studies, decision-making, motivational studies, leadership, funding models and cost analysis). A Visiting Scholar to University of Zambia, Lusaka (1996/7), Tai Solarin University of Education, Ijebu Ode, Nigeria,(2005), University of the Western Cape, South Africa (2018) and University of Eswatini, Eswatini (2019). Has over 130 publications to his credit and has served as External Examiner to more than 30 universities in Africa. Has consulted for many governments and non government organizations
Phone: +2348035188150
Address: University of Ibadan, Ibadan, Nigeria
Phone: +2348035188150
Address: University of Ibadan, Ibadan, Nigeria
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the geographical scope beyond existing research. Drawing from a synthesis of primary, secondary, and tertiary literature, the paper explores commonalities and diversities in instructional leadership
across the selected countries. Six key themes are addressed: conceptual understanding of instructional leadership, policy frameworks, roles and structures, balance between instructional and
administrative activities, delegation and distributed leadership, and resource allocation for instructional leadership. The insights gleaned from this review are expected to inform practical strategies for optimizing instructional leadership at the school level, thereby contributing to improved student learning outcomes and overall school effectiveness.
heritage, offering a unique perspective on the resilience and dynamism of indigenous knowledge.
The procedure for carrying out the study involves addressing four research questions. These
questions explore how indigenous knowledge has demonstrated resilience and dynamism in the
face of globalization and modernization, particularly in the context of Africa’s cultural heritage.
They also delve into the concept of epistemic justice and how it can empower indigenous
communities and promote inclusion through the recognition and valuation of indigenous
knowledge.
The study makes four key points in line with the research questions. It highlights the resilience and
dynamism of indigenous knowledge, the empowering potential of epistemic justice, the coexistence
and complementarity of indigenous knowledge and Christian religious knowledge, and the policy
implications of recognizing and integrating indigenous knowledge.
The policy implications of the study are significant. Recognizing and integrating indigenous
knowledge can inform policy-making processes, leading to more inclusive and effective policies.
The study concludes that indigenous knowledge is a pathway to resilience, innovation, and social
justice, and underscores its potential to drive sustainable progress and foster a deeper
understanding of our interconnectedness with nature and each other. The study reaffirms the
transformative power of Indigenous Knowledge as A Driver of innovation and societal
transformation. It is incumbent upon us all to champion the preservation, promotion, and
utilization of Indigenous Knowledge in our quest for a more sustainable and just world.
Keywords: Indigenous Knowledge; Innovation; Societal Transformation; Epistemic Justice;
Christian Religious Knowledge.
Factors (especially, health care and education) that contribute to human capital also directly contribute to economic growth. In contrast, countries that suffer from limited or unequal access to health or educational resources also suffer from depressed economies.
In spite of the worldwide acknowledgement of the socioeconomic benefits of education and training as well as the country’s strong financial base, Nigeria’s priority for education, as indicated by her investment in quality education and skills of her people, has been consistently low.
It has been documented, that using the demographic mix of the population of the brights, bandits, brutes and beggars, economies can be categorized into (a) progressive if the population is predominantly made up of benefit-producing bright people; (b) declining if the population is dominated by burden-producing beggars, bandits and brutes; and (c) a declined economy if it is predominantly made up of bandits and brutes .
Although there is no scientific evidence, yet it is safe to claim that Nigeria is showing indicators of a declining economy with the increasing proportion of beggars, bandits and brutes in her population. For Nigeria to become a progressive economy, she has to:
1. Prioritize pro-poor inclusive policies for the population of beggars (the unemployed educated people inclusive).
2. Develop the intelligentsia to counterbalance the ignorant brutality of brutes. Doing this requires that governments should internalize the value of the socioeconomic impacts of skills, knowledge and innovation.
3. Engineer the in-service training to inculcate innovative business culture
and checkmate administrative banditry or stealing .
4. Strategize the Industrial Training Funds to reduce youth employment rates.
5. Prioritize investment in education, skills, research and innovation.
The paper focuses simply on what the institution demands from an academic staff. Although, the paper also discusses what the institution ought to supply to make life comfortable to lecturers. Maybe, in the future attempts will be made to dwell more on the supply side.
The paper discusses three general responses (3Rs) to misfit; namely: (1) Resolution, (2) Relief-seeking and (3) Resignation.
Resolution is positive in the sense that it is curative while resignation is negative because it is a palliative measure that reduces pain and
makes the person more comfortable (Follmer,Talbot,Kristof-Brown, Astrove, and
Billsberry, 2018).
Conclusively, those who want to respond should necessarily rely on *unrelenting personal adjustments* to perform at best to get the best from the system.
The paper explores the interplay between sufficiency (securing resources) and efficiency (achieving results or returns) in higher education financing in Sub-Saharan Africa. It presents four scenarios based on varying levels of sufficiency and efficiency:
1. **High Efficiency and High Sufficiency**: Both providers (public or private) and spenders (institutions and households) achieve high results or returns and secure ample resources, respectively.
2. **Low Efficiency and High Sufficiency**: Despite receiving substantial resources, spenders achieve low results or returns on investment.
3. **High Efficiency and Low Sufficiency**: Providers achieve high results or returns despite minimal investment in the sector.
4. **Low Efficiency and Low Sufficiency**: Providers allocate limited resources, and spenders yield low results or returns.
Each scenario implies specific policy actions. For instance, the optimal scenario (high efficiency and high sufficiency) necessitates regular monitoring and evaluation of spending and outcomes, evidence-based budgeting and planning, effective and equitable resource allocation, and transparent, accountable expenditure reporting and auditing.
The worst-case scenario (low efficiency and low sufficiency) calls for comprehensive reforms, including:
1. **Domestic Revenue Generation and Collection**: Broaden the tax base, enhance tax administration, and combat tax evasion and avoidance.
2. **Public Expenditure on Education**: Increase the share of education in the national budget to meet or exceed international benchmarks and commitments.
3. **External Aid to Education**: Mobilize more and better aid from donors, ensuring alignment with national priorities and harmonization with other funding sources.
4. **Budgeting-Planning Processes**: Base processes on evidence, participation, and alignment.
5. **Resource Allocation and Utilization**: Use cost-benefit and cost-effectiveness analyses to prioritize the most effective interventions and inputs.
6. **Monitoring and Evaluation Systems**: Use results for decision-making.
7. **Transparency and Accountability Mechanisms**: Enforce sanctions for mismanagement and corruption.
In conclusion, striking a balance between sufficiency and efficiency in education financing is crucial for improving higher education systems in Sub-Saharan Africa.
the geographical scope beyond existing research. Drawing from a synthesis of primary, secondary, and tertiary literature, the paper explores commonalities and diversities in instructional leadership
across the selected countries. Six key themes are addressed: conceptual understanding of instructional leadership, policy frameworks, roles and structures, balance between instructional and
administrative activities, delegation and distributed leadership, and resource allocation for instructional leadership. The insights gleaned from this review are expected to inform practical strategies for optimizing instructional leadership at the school level, thereby contributing to improved student learning outcomes and overall school effectiveness.
heritage, offering a unique perspective on the resilience and dynamism of indigenous knowledge.
The procedure for carrying out the study involves addressing four research questions. These
questions explore how indigenous knowledge has demonstrated resilience and dynamism in the
face of globalization and modernization, particularly in the context of Africa’s cultural heritage.
They also delve into the concept of epistemic justice and how it can empower indigenous
communities and promote inclusion through the recognition and valuation of indigenous
knowledge.
The study makes four key points in line with the research questions. It highlights the resilience and
dynamism of indigenous knowledge, the empowering potential of epistemic justice, the coexistence
and complementarity of indigenous knowledge and Christian religious knowledge, and the policy
implications of recognizing and integrating indigenous knowledge.
The policy implications of the study are significant. Recognizing and integrating indigenous
knowledge can inform policy-making processes, leading to more inclusive and effective policies.
The study concludes that indigenous knowledge is a pathway to resilience, innovation, and social
justice, and underscores its potential to drive sustainable progress and foster a deeper
understanding of our interconnectedness with nature and each other. The study reaffirms the
transformative power of Indigenous Knowledge as A Driver of innovation and societal
transformation. It is incumbent upon us all to champion the preservation, promotion, and
utilization of Indigenous Knowledge in our quest for a more sustainable and just world.
Keywords: Indigenous Knowledge; Innovation; Societal Transformation; Epistemic Justice;
Christian Religious Knowledge.
Factors (especially, health care and education) that contribute to human capital also directly contribute to economic growth. In contrast, countries that suffer from limited or unequal access to health or educational resources also suffer from depressed economies.
In spite of the worldwide acknowledgement of the socioeconomic benefits of education and training as well as the country’s strong financial base, Nigeria’s priority for education, as indicated by her investment in quality education and skills of her people, has been consistently low.
It has been documented, that using the demographic mix of the population of the brights, bandits, brutes and beggars, economies can be categorized into (a) progressive if the population is predominantly made up of benefit-producing bright people; (b) declining if the population is dominated by burden-producing beggars, bandits and brutes; and (c) a declined economy if it is predominantly made up of bandits and brutes .
Although there is no scientific evidence, yet it is safe to claim that Nigeria is showing indicators of a declining economy with the increasing proportion of beggars, bandits and brutes in her population. For Nigeria to become a progressive economy, she has to:
1. Prioritize pro-poor inclusive policies for the population of beggars (the unemployed educated people inclusive).
2. Develop the intelligentsia to counterbalance the ignorant brutality of brutes. Doing this requires that governments should internalize the value of the socioeconomic impacts of skills, knowledge and innovation.
3. Engineer the in-service training to inculcate innovative business culture
and checkmate administrative banditry or stealing .
4. Strategize the Industrial Training Funds to reduce youth employment rates.
5. Prioritize investment in education, skills, research and innovation.
The paper focuses simply on what the institution demands from an academic staff. Although, the paper also discusses what the institution ought to supply to make life comfortable to lecturers. Maybe, in the future attempts will be made to dwell more on the supply side.
The paper discusses three general responses (3Rs) to misfit; namely: (1) Resolution, (2) Relief-seeking and (3) Resignation.
Resolution is positive in the sense that it is curative while resignation is negative because it is a palliative measure that reduces pain and
makes the person more comfortable (Follmer,Talbot,Kristof-Brown, Astrove, and
Billsberry, 2018).
Conclusively, those who want to respond should necessarily rely on *unrelenting personal adjustments* to perform at best to get the best from the system.
The paper explores the interplay between sufficiency (securing resources) and efficiency (achieving results or returns) in higher education financing in Sub-Saharan Africa. It presents four scenarios based on varying levels of sufficiency and efficiency:
1. **High Efficiency and High Sufficiency**: Both providers (public or private) and spenders (institutions and households) achieve high results or returns and secure ample resources, respectively.
2. **Low Efficiency and High Sufficiency**: Despite receiving substantial resources, spenders achieve low results or returns on investment.
3. **High Efficiency and Low Sufficiency**: Providers achieve high results or returns despite minimal investment in the sector.
4. **Low Efficiency and Low Sufficiency**: Providers allocate limited resources, and spenders yield low results or returns.
Each scenario implies specific policy actions. For instance, the optimal scenario (high efficiency and high sufficiency) necessitates regular monitoring and evaluation of spending and outcomes, evidence-based budgeting and planning, effective and equitable resource allocation, and transparent, accountable expenditure reporting and auditing.
The worst-case scenario (low efficiency and low sufficiency) calls for comprehensive reforms, including:
1. **Domestic Revenue Generation and Collection**: Broaden the tax base, enhance tax administration, and combat tax evasion and avoidance.
2. **Public Expenditure on Education**: Increase the share of education in the national budget to meet or exceed international benchmarks and commitments.
3. **External Aid to Education**: Mobilize more and better aid from donors, ensuring alignment with national priorities and harmonization with other funding sources.
4. **Budgeting-Planning Processes**: Base processes on evidence, participation, and alignment.
5. **Resource Allocation and Utilization**: Use cost-benefit and cost-effectiveness analyses to prioritize the most effective interventions and inputs.
6. **Monitoring and Evaluation Systems**: Use results for decision-making.
7. **Transparency and Accountability Mechanisms**: Enforce sanctions for mismanagement and corruption.
In conclusion, striking a balance between sufficiency and efficiency in education financing is crucial for improving higher education systems in Sub-Saharan Africa.
1.0. Public institutions (including governance) in Nigeria
2.0. Controls in public institutions in Nigeria
3.0. Internal control in public institutions in Nigeria
4.0. Audit, budgetary, administrative and corruption control tactics in public institutions in Nigeria
5.0. Recommendations
described as educationally advantaged. This paper therefore, suggests that admission into universities in Nigeria be based purely on merit. It also explores some strategies, processes and actions that can be used to ensure wIder access to university education in the country. The paper further suggests reforms at the institutional and the classroom levels to move university education towards a more inclusiveness. These include removal of barriers to university education emanating from political, economic, sociocultural, technological and legal disabilities or disparities in Nigeria.
the management of education is influenced by changes in the environment within which decisions are made during certainty, risk or uncertainty. The paper further dealt with decision-making approaches, styles and models such as rational, bounded rationality, heuristics, general decision-making style (GDMS) as well as GOFER, DECIDE and OCER. In the paper, the authors discuss decisionmaking errors and biases and how these could be resolved using group decision making with an emphasis on the type, techniques, advantages and disadvantages. It discusses the styles commonly adopted by decision-makers with emphasis on Vroom and Yetton’s model, Tannenbaum and Schmidt’s style, as well as linear and non-linear thinking. The paper concludes with justifications for decision making and how it impacts the bureaucratic layers of policy implementation across the
leadership architecture in teacher education in Africa