Project Abstract

<p> It is no longer news that the standard of education in Nigeria has drastically fallen. Different methods and approaches have been adopted severally to savage the situation, but it has yielded no particular positive result. Bad teaching method, poor reading habits, poverty, ill-equipped laboratories and libraries, are among the claims put by scholars that had caused that standard of education in Nigeria. This paper examines the need to enhance the learning and teaching process in tertiary education through balance student-staff and student–student relationship to achieve a sustainable tertiary education system that will produce optimal results thereby salvaging the falling standard of education in Nigeria. <br></p>

Project Overview

<p> </p><p><strong>INTRODUCTION</strong></p><p><strong>Background of the Study</strong></p><p>‘‘In view of the central nature of staff relationship, and the almost universal assumption that institution benefits management staff, and the importance of scholarship, it is perhaps surprising how relatively few institution have specific policies in place to either monitor or to develop and maximize these beneficial synergies’’, (J.M consulting 200, p.16).</p><p>&nbsp; &nbsp; &nbsp; &nbsp; Academic leaders and managers need to understand the conditions likely to facilitate links between management staff of an institution and the relationship existing within them (member of staff) and those that inhibit connections and seek to compartmentalize academic activities (Locke, 2004, pp. 108)</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;This publication seeks to support institutional policy- makers to enable their institutions to maintain a cordial relationship between the members of staff and discipline – based scholarship more effectively. The focus however, is on supporting the relationships between staff and the inter-relationship among member of staff a higher institution of learning with respect to policies and practices.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;In terms of the work of the higher education academy, we seek to support its strategic aim of working with institutions in their strategies for improving the students learning experience’’ (higher education and academy, 2005a.) and to ensure that the advice is based on research evidence. Ultimately, the central issue that national system and institution hade decide is ‘’what is distinctive about higher education?’’ however, what is distinctive about higher education is supporting student and the wider society understanding of the complexities of the worlds in which we live</p><p>Although, for many staff, their motivations and the sense of their role is highly shaped by both their own appreciation of, and belief I the value of relationship to other member wider society. While there is evidently much practice in realizing these values we also have to recognize that it is unevenly distributed, much is implicit and many institutional policies in this area are poorly developed and sometimes work against nexus.</p> <br><p></p>