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Achieving excellence in educational activities is the major goal and objective of the national policy on education for functionality and self-reliance. The paper presents the Re-appraisal of strategies in teacher education on how to achieve academic excellence for national development. The influence of qualitative teachers in the implementation of educational programmes is considered the most important concept in this paper. Teacher Education is to equip prospective teachers with the knowledge, attitude, behaviors and skills they require in the classrooms.

Maladaptive behaviour can be brought under control. A child may be regarded as maladjusted when he is developing in ways that have a bad effect on himself or his fellows and cannot without help being remedied by his parents or teachers and other adults in ordinary contract with them. This paper, therefore spelt out some ways of using the knowledge of educational psychology to identify and remedy maladaptive behaviours in the classroom, with a view to making teaching and learning easy and interesting for the teacher and the students.

Education is a gateway to national progress and development as well as a form of social policy. Consequently educational programmes are geared towards enhancing literacy at all levels and thus facilitate the achievements of the community in general. Fisherfolk can be described as communities of fisherfolk that move from one place to another in search of livelihood. Most of whom are illiterates. They are the most disadvantaged in the society in terms of the provision of formal education. This paper focuses on the fisherfolk education programme in Rivers State and its effect on the community.

Teachers are the implementers of all policies and programmes in the
nation’s educational system. They are indispensable in this task.
Therefore, they must be kept abreast with the times in order to meet
issuing challenges in the job else the nation will be eclipsed by
ignorance. This paper attempted an investigation into the opinions of
teacher educators drawn from all levels of the Nigerian educational
system as it concerns having a befitting teacher programme for realizing
the Universal Basic Education (UBE) objectives. To achieve this

Funding education in Nigeria has been a crucial issue of concern to all stakeholders in education industry. This points at the catastrophe of education funding which has become both erratic and inadequate. The effects of underfunding and lip-service paid to education seem to undermine the success of academic programmes and national development. A cursory look at the Nigerian educational system will show the sorry state of the schools (primary, secondary and tertiary).

The multifarious establishment of university in Nigeria is alarming. The trend has insinuated controversial debates to all and sundry. The justification for this development is compounded with variegated opinions ranging from creating more access to university education opportunity, palpable conditions of existing universities, competition, improve quality, awareness, accountability etc. The universities whose main job is turning out the most highly qualified professionals must be guided with passion.

Bratton (1999) agreed that collective bargaining is a process through which representatives of the union and management jointly determine some of the employment rules. He suggested that there are two types of rules, substantive and procedural. Substantive rules establish terms and conditions of employment, monetary issues such as pay, allowances and fringe benefits, hours of work etc. Procedural issues regulate the way in which rules are made and interpreted, and also indicate how conflicts are to be resolved or avoided.

Consequent upon the increasing demand for education at all levels in Nigeria and internationally, the Nigerian primary school administrator is confronted by hydra-headed personnel management problems occasioned by the soaring number of pupils and teaching and non-teaching personnel. Educators believe that using the tenet of impersonality and effective information documentation, school members can be managed to achieve effectiveness in school administration and in the implementation of curriculum.

This paper focused on human resource adequacy as a viable instrument for the successful implementation of Universal Basic Education (UBE) programme in Nigerian primary school. In order to address this option, the paper discussed the concepts of UBE, human resource and human resource adequacy. The paper also examined human resource adequacy for UBE programme implementation in primary schools, problems of human resource adequacy, benefits of human resource adequacy and the prospects of human resource adequacy. Recommendations were made.

This paper examined quality assurance in primary education in Nigeria. It discussed the concept of quality and quality assurance, objectives of primary education as indicated in National Policy on Education (2004) were enumerated. Activities involved in quality assurance in primary education were highlighted. Problems militating against quality assurance in primary education were discussed such as: inadequate provision of facilities, insufficient provision of instructional materials, not ensuring curriculum relevance.