ABSTRACT
This study investigated availability and utilization of tertiary education trust fund and universities infrastructural development in South East, Nigeria. The study adopted a correlational research design. Six research questions and six hypotheses guided the study. A sample size of 30 respondents were drawn using clustered and proportionate random sampling techniques. Three sets of research developed questionnaires were used to collect data for the study. The first questionnaire titled Checklist of Availability of Tertiary Education Trust Fund Questionnaire (CATETFQ) and Utilization of Tertiary Education Trust Fund with 30 items each was designed to collect information on availability and utilization of TETFund while the third questionnaire titled: Universities Infrastructural Development Questionnaire (UIDQ) with 15 items was designed to collect information on universities infrastructural development. The data generated through the pilot testing of the instrument were subjected to statistical calculation using Cronbach Alpha Statistical tool to determine the internal consistency of the questionnaire items. Reliability coefficient of 0.85, 0.82 and 0.84 were obtained for availability and utilization of TETfund and Universities infrastructural development respectively which indicated that the instrument is highly reliable for the study. Data were analyzed using Pearson Product Moment Correlation Coefficient to answer research questions while t-test was used to test the hypotheses at 0.05 level of significance. Findings revealed that positive moderate relationship between TETFund allocation for provision of infrastructures and universities infrastructural development, positive low relationship between TETFund made available for instructional materials and universities infrastructural development and positive low relationship between maintenance of available infrastructures and universities infrastructural development. Some of the recommendations made include; lecturers should make use of all the instructional materials provided in the school for effective teaching in the universities and Students should utilize the provided instructional materials during learning to encourage TETFund for more provision of infrastructures in the universities.
TABLE
OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table
of Contents vi
List
of Tables ix
Abstract xi
CHAPTER 1: INTRODUCTION 1
1.1 Background
to the Study 1
1.2 Statement
of the Problem 12
1.3 Purpose
of the Study 13
1.4 Research
Questions 14
1.5 Hypotheses 14
1.6 Significance
of the Study 15
1.7 Scope
of the Study 17
CHAPTER 2: REVIEW OF
RELATED LITERATURE 19
2.1 Conceptual
Framework 19
2.1.1 Tertiary education
TrustFund (TETFUND): a brief review 19
2.1.2 The tertiary
education
trustfund
(TETFUND)
and their
activities 24
2.1.3 Mandate
of TETFUND 26
2.1.4 Challenges
confronting
the TETFUND
in Nigeria 56
2.1.5 Ways of
improving the
TETFUND’s activities
in Nigeria 59
2.1.6 Concept of infrastructure 62
2.17 University
infrastructural development 66
2.2 Theoretical Framework 71
2.2.1 Resource dependency
theory 71
2.2.2 Management by
objectives (MBO)
theory 73
2.3 Review of Empirical Studies 76
2.4 Summary of Literature Review 96
CHAPTER 3: METHODOLOGY 99
3.1 Design of the Study 99
3.2 Area of the Study 100
3.3 Population of the Study 101
3.4 Sample and Sampling Techniques 101
3.5 Instrument for Data Collection 102
3.6 Validation of the Instrument 102
3.7 Reliability of the Instrument 103
3.8 Methods of Data Collection 103
3.9 Methods of Data Analysis 104
CHAPTER 4: RESULTS AND DISCUSION 104
4.1 Result 106
4.2 Major
Findings of the Study 115
4.3 Discussion of the Findings 116
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
of the Procedure used for the Study 122
5.2 Conclusion 124
5.3 Educational Implication
of the Study 127
5.4 Recommendations 129
5. 5 Limitations
of the Study 130
5.6 Suggestions for Further Study 130
REFERENCES
APPENDICES
LIST OF TABLES
4.1: Correlation matrix of TETFund of available
infrastructures
relate to TETFund allocation for
university infrastructural
development 106
4.2: Regression
analysis of TETFund allocation available
infrastructures
and university infrastructural development 107
4.3: Correlation matrix of TETFUND allocation
available for
instructional materials relate to
universities infrastructural
development 108
4.4: Regression
analysis of TETFund made available for instructional
materials and
universities infrastructural development 109
4.5: Correlation matrix of maintenance of
available infrastructures
and universities infrastructural development 109
4.6: Regression analysis of utilization of TETFund allocation
available
for the maintenance of infrastructure relates with universities
infrastructural development 110
4.7: Correlation
matrix of TETFund allocation available utilized
for physical infrastructures relate
with universities infrastructural
development 111
4.8: Regression analysis of TETFund Utilized for physical
infrastructure and universities infrastructural development 112
4.9: Correlation matrix of extent TETFund
allocation available
utilized for instructional materials
relate to universities
infrastructural development 112
4.10: Regression analysis of utilization of instructional materials
provided by TETFund and universities infrastructural
development 113
4.11: Correlation
matrix of utilization of TETFUND allocation
available for the
purchase of equipment relate to universities
infrastructural development 114
4.12: Regression
analysis of utilization of TETFUND allocation
available for the provision of equipment and
universities
infrastructural development 115
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Over the years,
the various levels of
education in the country
have
been confronted with various problems which range from financial, human to material resource insufficiencies. It is for
this reason that various
steps have been taken by the government to restore the dwindling
fortune of the nation’s educational
system. However,
most affected among the levels of education within the country is the tertiary level of education especially
university education. The
university level of education is very strategic in the educational arm of the country since it is the apex among the tertiary education system. As stated by the Federal Republic of Nigeria FRN (2013:25),
“University
education shall make optimum contribution to national development: intensifying
and diversifying its programmes
for
the development
of high level manpower
within the context of the needs of
the
nation”.
The importance of the university
system of education cannot therefore be over-estimated.
This has resulted
in
the continuous increase in the number
of universities in the country.
A university is an institution of higher
learning, a place where people’s minds are
trained for clear thinking, for independent thinking, for analysis and for
problem solving at the highest
level. The importance of universities to the construction of a knowledge-based economy and society
cannot be over-emphasized. Its importance in
a developing country
such as Nigeria cannot be
neglected.
This is due to the fact that the overall growth and development of the nation is hinged
upon the success of the educational sector. The
educational sector all over the world plays a key role in providing the needed balance in the form
of skilled manpower, inculcation of acceptable societal norm, developing techniques and methodologies that are required for the nation to
thrive. However,
the basic resources needed to provide quality service delivery in the nation
through the educational system
are
usually in short supply. Since the overall
development of
the nation is anchored on the
development of university education, all efforts
need to be made
to ensure that these institutions
survive in all of their endeavours. It is based on this
premise that various organizations and agencies have been set up to see to the overall
management, provision of fund, control and monitoring of these institutions. This is to enable them contribute and enhance the economic
position of the nation. In order to
redeem the image
or lost glory
of tertiary institutions,
monitoring agencies are employed to
intervene, fund and revamp the tertiary
institutions vis-
à-vis position
the
nation on the path of
development via the efficiency
and effectiveness
of these tertiary institutions.
One of these agencies is Tertiary
Education Trust Fund (TETFund) which came into being after the
Education Tax Act No. 7 of 1993 was repealed. The Education Tax Act provided
for a tax fund which imposed a 2% education tax charge on assessable profit of
companies operating in the country. The funds were to be disbursed to federal
and state owned educational institutions in the country.
The burden of the ETF became overbearing as a
result of the creation of other agencies overseeing various levels of education
like the Universal Basic Education Board (UBEB), National Universities
Commission (NUC) National Board for Technical Education (NBTE) etc which also
provided for various levels of education which looked like duplicating the
functions of the ETF. This situation on one hand, coupled with reactions to the
infrastructural crisis in the Nigerian university system, the Education Tax Act
was repealed and replaced with the Tertiary Education Trust Fund Act of 2011
which came into being after the Education Tax Act N0 7 of 1993 was repealed.
The Education Tax Act provided for a Tax Fund which imposed a 2% Education Tax
charge on accessible profit of companies operating in the country. The funds
were to be disbursed to Federal and State owned educational institutions in the
country. The burden of the ETF became over bearing as a result of the creation
of other agencies over seeing various levels of education like the Universal
Basic Education Board (UBEC)., National Universities Commission (NUC), National
Board for Technical Education (NBTE) among others which also provides for
various levels of education which looked like duplicating the functions of ETF.
This situation on one hand coupled with reactions to the infrastructural crises
in university system, Education Tax Act was repealed and replaced with the
Tertiary Education Trust Act of 2011.
Tertiary
Education Trust Fund (TETFund) was established as an Intervention Agency under
the Education Tax Act No. 7 of 1993 to take charge of tax fund in providing
essential services to tertiary institutions. Tertiary Education Trust Fund Act,
2011 repeals the Education Tax Act which was charged with the responsibility
for managing, disbursing and monitoring the education tax to public tertiary
institutions in Nigeria by imposing a two percent (2%) Education Tax on the
assessable profit of all registered companies in Nigeria (Udu & Nkwede,
2014). Education Trust Fund (ETF) was replaced by TETFUND as a result of
Federal Government funding and take-over of basic education in Nigeria. The
major mandate of the fund as provided in section 7(1) (a) to (e) of the TETFund
Act, 2011 is to administer and disburse the amount in the fund to Federal and
State tertiary educational institutions, specifically for the provision and
maintenance of the following:
1. Essential physical infrastructure for
teaching and learning;
2. Instructional material and equipment;
3. Research and publication;
4. Academic Staff Training and Development;
5. Any other need which, in the opinion of
the Board of Trustees, is critical and essential for the improvement of quality
and maintenance of standards in the higher educational institutions
(http://tetfund.gov.ng, Saturday, February1, 2015).
Other mandates of TETFund include, generation
of fund that will help to support tertiary education, by providing scholarship
and grants for students, to strengthen and diversify the economic base of
higher institutions in Nigeria and also redirecting their resources towards
improving the quality of higher education through proper funding. The Tertiary
Education Trust Fund (TETFund) therefore,
as one of the intervention
agencies of the
government has been established with the responsibility
of seeing to the survival of the university
system. The intervention
funds can easily be accessed by guidelines established by the Board of Trustees
of the Fund in line with its enabling Act. The guideline
consists of the requirement that should mandatorily be met in order to qualify as a beneficiary of the fund on one hand and the conditionalities
for accessing the intervention fund once enlisted as beneficiary (TETFund 2014).
For an institution to benefit from TETFund, it must be enlisted by approval of the
Board of Trustees of TETFund to qualify as a beneficiary of TETFund intervention funds. To
be enlisted as a TETFund beneficiary, the following
must
be fulfilled by prospective institutions:
i. The prospective
beneficiary must be a Public Tertiary Institution that is, Federal or State
University, Polytechnic and College of
Education (COE).
ii. The institution must be recognized by the relevant regulatory body – NUC, NBTE or NCCE as the case may be and evidence of this should be available
both with the institution and the regulatory
body for citing.
iii. The institution must have been established by law via an Act of Parliament or Edict of
the State House
of Assembly and signed into law by the President
or State Governor, as the case may be.
iv. Academic activities, that is, Student Admission,
teaching and learning, must have
commenced at the institution.
v. The prospective institution shall formally apply to the
Fund to be enlisted as
a beneficiary of the Fund.
vi. TETFund shall visit to verify that academic activities have commenced and thereafter recommend to
the Board of Trustees for enlistment as
a beneficiary.
vii.
Following approval by the Board of Trustees, the institution shall be enlisted
and formally notified.
In the face of human, financial and material inadequacies in the nation’s tertiary institutions, the standard of teaching,
learning, research and community development
has continually been threatened
with poor availability and utilization of resources. Availability and utilization are general terms used to refer to
the degree to which a product/devise, environment, information resources and
services provided and utilized by as many people as possible. According to the
Akele (2013) availability can be viewed as ready or free for use, obtainable or
capable of being used. On the other hand, Olowe and Kutelu (2014) view availability as things you can get, or
find easily or readily. This is to say that availability is when needed resources
and facilities are readily and freely obtainable without restriction and
adequately used to serve the purpose of its users.
Based on the mandate of TETFund, Okereke
(2015) stresses that the use of adequate and quality resources aide effective teaching
and learning process in tertiary institutions. Infrastructures as parts of the
resources and facilities which aid the effectiveness and quality of teaching
and learning process have great potentials for knowledge dissemination,
effective learning, and the development of more efficient and effective
educational services. The provision of requisite facilities and infrastructure
in tertiary institutions would be a powerful way to contribute to educational
change, better prepared students, improvement in learning outcomes and
competencies of learners, as well as equipping students with survival skills in
the world of work. Adequate provision of infrastructural facilities by TETFund
in tertiary institutions could become a tool for helping the students to become
job creators, instead of job seekers, therefore, there is need to provide and
maintain equate infrastructural facilities and instructional
materials/equipment.
Approach to most Nigerian universities since
the enactment of TETFund reveal inscriptions on facilities such as TETFund
Intervention 2011 or any year for that matter. This cuts across lecture
theatres, halls, laboratories, libraries, ICT centres etc. There is therefore
no doubt that TETFund has shown its presence and availability in universities
in Nigeria. Even though it is obvious that TETFund intervention in the
universities in South East has not met the actual needs of the various
universities hence, the apparent poor infrastructure status of the
universities.
Teaching can only be effective when adequate
and relevant instructional materials are used. Many educators and researchers
have reported the importance of instructional materials and equipment in
universities, hence, TETFund can assist in providing needed instructional
materials and equipment to universities. To this end, Onasanwa and Omosewo
(2011) define instructional material as system components that may be used as
part of instructional processes which are used to disseminate information
message and ideas or which make possible communicable in the teaching-learning
process. The materials used for enhancing instructional effectiveness are
aspect of media employed for achieving the instructional objectives. Recent
emphasis on instructional materials is on that in which learners are made to
have active participation. Active participation of learners will increase
motivation and also minimize abstraction associated with learning, thus,
increasing learning experience (Afolabi & Adeleke, 2010). This can be
facilitated by making use of instructional materials and resources which can
minimize abstraction associated with learning.
It is expected that TETFund interventions is
also to be in the areas of research grant; academic staff training and
development; publication of journal; manuscript development; and conference
attendance. In addition to the foregoing, the TETFund should also sponsor
academic and non-academic staff of the tertiary institutions to national and
international conferences and seminars. Hence, the area of interest for such
sponsorship is for human resource/capacity development (Udu & Nkwede,
2014). Regrettably, research in Nigerian tertiary institutions is not given the
priority it deserves because of poor funding of the education sector. Akpan, Archibong and Undie (2014)
point out that research is not well funded so as to make good impact. Funding
of tertiary institutions generally, particularly for research is inadequate.
As part of the responsibilities of TETFund,
they provide fund for academic staff to embark on in service training by
sponsoring their further training in various academic fields, both local and
international (Eze, 2014). In tertiary institutions in South East States,
participation in staff training and development is open to all both male and
female academic staff. However, access to it may be hindered or delayed due to
certain factors specific to a particular group of people such factors may
include: number of needy staff compared to what is available, educational area
(advantaged or disadvantaged and training required among others. Furthermore,
training, qualification and specialization determine career mobility of the
staff in the institutions. Since the enactment of
the TETFund Acts in 2011 and it subsequent implementations,
much has not been said as to how far the fund has impacted on infrastructural
development in the Nigerian tertiary institutions (Universities inclusive).
Infrastructures are crucial resources to the
improvement of universities in Nigeria. Ajibola (2010) explained infrastructure
as the set of interconnected structural elements that provide development,
hence, in the school system, infrastructural facilities are those equipment
(Hard or Software) and materials other than human effort used in the teaching
and learning processes. According to Amadi
and Ohaka (2018), infrastructure is regarded as a wide array of physical
assets required to support both private economic activities and social
services. Basically, infrastructure does not only contain economic
infrastructure but also encompasses social infrastructure that is essential for
a society to function. Social infrastructure includes schools, universities,
hospitals, courts, prisons, parks and recreational facilities, libraries,
community housing, public safety building and facilities, city halls and
facilities, and the like. Operationally, infrastructures are the basic
facilities, services and installations that are needed for the functioning of a
system. In this context, educational infrastructure is defined as the assets
required to support and improve educational activities. These are facilities
that enhance the achievement of educational goals. They are significant aspects
of the school that hold much in the teachers and students’ performances in
teaching and learning process.
The other variable of this work has to do
with utilization of TETFund by the universities management. The Board of
Trustees established procedures and qualifications for accessing and utilizing
the Fund. Although the conditions are there yet the various universities from
their stand points may achieve different levels of utilization of the available
fund. Arriving any of the universities in the South East one sights facilities
tagged TETFund with year of intervention. This simply points to the fact that perhaps
the universities utilize the funds. However, the extent of utilization may
determine the level of infrastructural development in the university hence the
problem of this study.
Consequently, infrastructural development is a
vital force towards increasing the value and usefulness of building and public
facilities. Provision of portable water, electricity, drainages, sanitary
facilities, sewage disposal and access roads essentially complement the
buildings in such public schools while contributing to the proper functioning
of the physical developments. The importance of infrastructural development in
the implementation of any educational policy of a country cannot be
overemphasized as human capital utilization can only succeed where appropriate
facilities are readily available. Consequently, the role of infrastructural
development in transforming education for sustainable national development
cannot be overemphasized. Infrastructure investment and its consumption
services have significant implications for achieving sustainable developmental
objectives in educational institutions (Isibor, 2013). Infrastructural
development in education may encourage new investment and research in the
institution. They may underpin many aspects of economic and social activities
which may facilitate the flow of ideas, goods and services within the
institution (Usman, 2014). Large scale investment in infrastructural
development in education may have significant environmental impacts and
generate a range of externalities in their production and consumption of
research output. This may promote efficient resource allocation through easier
access for labour and materials to particular localities thereby allowing
alternative activities, employment opportunities and investment to emerge.
Infrastructural development facilitates regional economic growth among
institutions (Oseni, 2012) by maintaining an inclusive, healthy and productive
workforce within an institution.
The success of any school depends upon the resources available to it. High level of students’
academic performance
may
not be guaranteed where instructional space such as classrooms, libraries, technical workshops and laboratories are structurally defective, not
properly ventilated and not spacious enough for use. Ayeni and Adelabu (2012) are of the view that the quality of
the school buildings and furniture will determine how such will last while comfortable classrooms and adequate provision of
instructional resources facilitate teachers’ instructional task performance
and
students learning outcomes. The availability,
relevance,
utilization and adequacy of
school infrastructure as educational resource items contribute to
academic achievement and that unattractive school buildings, crowded classrooms, non-availability of playing ground and surroundings that have no aesthetic beauty can contribute to poor academic performance.
From the foregoing, one can see that there is
lack of quality infrastructures in Nigerian Universities, and this calls for
the study so as to ascertain the relationship between availability and
utilization of tertiary education trust fund and universities infrastructural
development in the South-East, Nigeria.
1.2 STATEMENT OF THE PROBLEM
The TETFund is an intervention
strategy meant to assist in tertiary institutional development in the areas of
provision of infrastructure, staff development, and research among others, in
tertiary institutions to enhance quality education delivery bearing in mind
that higher education is capital intensive. Even with the federal government
interventionist measures, people still complain about inadequate
infrastructure, materials, as well as poor staff development and researches in
Nigerian tertiary institutions. It however leads to decay in human and material
resources in Nigerian tertiary institutions. The implication of inadequate
funding is that it results in poor infrastructural facilities,
teaching/learning facilities, library, research, training etc. One therefore
wonders if the available fund is even prudently utilized in the areas of
infrastructural development, provision of instructional materials and staff
training and development resulting in perpetual infrastructural inadequacy and
poor quality of instruction in tertiary institutions.
However, university education in
Nigeria has witnessed so many crises in the course of its management, as a
result of underfunding which manifest in the dearth of human and material
resources in Nigerian tertiary institutions, poor infrastructural facilities,
teaching/learning facilities, library, research, training etc. In this current
state of universities in terms of resources and research activities, could
universities champion and sustain the course of sustainable development? The
questions one could ask are: does the availability of TETFund relate to
university infrastructural development? does the utilization of TETFund relate
university infrastructural development? could there be any relationship between
availability and utilization of TETFund and infrastructural development in
South East, Nigeria?
1.3 PURPOSE OF
THE STUDY
The purpose of this study is to
ascertain extent of relationship between availability and utilization of
tertiary education trust fund and universities infrastructural development in
South East, Nigeria. Specifically, the study sought to:
1) find out the extent to
which available infrastructures relate to TETFund allocation for universities
infrastructural development.
2) examine the extent to which
TETFund allocation available for instructional materials relate to universities
infrastructural development.
3) determine the extent to
which utilization of TETFund allocation available for maintenance of
infrastructures relate to universities infrastructural development.
4) determine the extent to
which utilization of TETFund allocation for physical infrastructures relate to universities
infrastructural development.
5) examine the extent to which the utilization of
materials provided by TETFund relate to universities infrastructural
development.
6) ascertain the extent to
which the utilization of TETFUND allocation
for the purchase of equipment relate to universities infrastructural development.
1.4 RESEARCH
QUESTIONS
The
following research questions were posed to guide the study.
1. To what extent does available infrastructure
relate to universities infrastructural development?
2. To what extent does TETFund allocation
available for instructional materials relate to universities infrastructural
development?
3. To what extent does utilization of TETFund allocation
available for maintenance of infrastructures relate to universities
infrastructural development?
4. To what extent does utilization of TETFund allocation
for physical infrastructures relate to universities infrastructural development?
5. To what extent does utilization of instructional
materials provided by TETFund relate to universities infrastructural
development?
6. To what extent does utilization of TETFUND allocation
for purchase of equipment relate to universities infrastructural development?
1.5 HYPOTHESES
The
following null hypotheses were formulated and tested at 0.05 level of
significance.
H01: There
is no significant relationship between available infrastructures and
universities infrastructural development.
H02: There
is no significant relationship between TETFund allocation available for instructional
materials and universities infrastructural development.
H03: There
is no significant relationship between TETFund allocation for maintenance of
available infrastructures and universities infrastructural development.
H04: There
is no significant relationship between utilization of TETFund allocation for
physical infrastructures and universities infrastructural development.
H05: There
is no significant relationship between the utilization of instructional
materials provided by TETFund and universities infrastructural development.
H06: There
is no significant relationship between utilization of TETFUND allocation for
the purchase of equipment and universities infrastructural development.
1.6 SIGNIFICANCE OF THE STUDY
The
results of this study have both theoretical and practical significance.
Theoretically, resource dependency theory which focused on how organizations depend on multidimensional resources: labour, capital, raw materials, among others and that though organisations may
not be able to come out with countervailing
initiatives for all multiple resources, they must move through the principle of
criticality and principle of scarcity.
The
practical significance of this study is expected to be beneficial to students, lecturers, university management,
government, the general public, companies, society and future researchers in
the following ways:
The findings of the
study will give the students a friendly learning environment, knowing
fully-well that TETFund is making efforts by funding their schools through
provision of resources relevant for their learning. The findings of the study will be beneficial
to students as they enjoy the knowledge acquired by their teachers through
exposure to conferences and higher degrees which make teaching efficient and
learning effective.
The study will make
most lecturers to be aware of how the TETFund have benefited lecturers in the
various institutions through provision of fund for academic staff training and
development by organizing conferences and workshops. Through this means, their
professional development will be assured. Lecturers will benefit from the findings of
the study because it will increase their horizon in knowledge update and
acquisition of skills in teaching. Again, those who have not accessed TETFund
intervention will be encouraged to do so.
The findings
of this study will be relevant to university management as it will highlight to
them on the need to seek assistance from the TETFund on the areas which they
can assist in funding their school. The study will also make them to be aware
of how other institutions are being funded through the interventions of
TETFund.
The
government and general public will be enlightened through the findings of this
study, on the various ways TETFund has provided fund for provision of physical
infrastructure for quality teaching and learning, instructional materials and
equipment, research and publication and academic staff training and development
towards quality tertiary education delivery in South East. This will help to
adjudge whether TETFund is meeting up with the mandates. The findings of this
study will help government to see that the money they are investing in
education through TETFund intervention is not wasted as it has made positive
impact in infrastructural development as well as staff development. The
findings of the study will equally encourage government to invest more in
education
Companies will be educated through the
result of this study on how their taxes are being utilized to provide physical
infrastructure for quality teaching and learning, instructional materials and
equipment, research and publication and academic staff training and development
for tertiary institutions in Nigeria. To the society at large, the input made
in the students by the teachers will be demonstrated by their output in their
service to society which will enhance economic, political, technological and
scientific development.
The study will also serve as an
empirical study and as a relevant material to subsequent researchers who might
be carrying out research works of this nature.
1.7 SCOPE
OF THE STUDY
The research work covered availability and
utilization of tertiary education trust fund and universities infrastructural
development in the South East, Nigeria. “The specific states in South East
Nigeria to be covered by the study are: Abia, Anambra, Ebonyi, Enugu and Imo.
The universities are: Abia State University, Uturu, Chukwuemeka Odumegwu Ojukwu
University Uli, Ebonyi, State University Abakaliki, Enugu State University of Science
&Technology Enugu and Imo State University Owerri.
Content wise, the study is delimited to
availability and utilization of TETFund in the following mandate areas: funding
for the provision of physical infrastructure, instructional
materials/equipment, research/publication and academic staff
training/development. The researcher will correlate the above variables with
the level of infrastructural development in the universities. With this, the
researcher will establish the magnitude/strength and direction of relationship
between the variables. The study will involve all the lecturers and academic
administrators in universities in South East, Nigeria.
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