Bala B Kwashabawa

Educational institutions globally have suffered setback as a result of the COVID 19 pandemic which led to closure of schools for almost a year. This paper examined classroom crisis in higher institutions of learning under the new normal: administrative coping strategies. Secondary data were used to support the points raised in the paper. The data were sourced from print materials and online publications by recognized institutions and individual authors. The paper identified difficulty in the coverage of syllabus, poor knowledge of information and communication technology (ICT), cancelations of conferences, poor network service, inadequate ICT facilities, expensive data coupled with economic hardship, difficulty in social distance observation, pressure from school management, high rate of drop out and increased in workload as challenges facing higher educational institutions under the new normal. It was also identified that online academic activities, blended learning approach, arran...

Abstract With incessant outbreak of deadly diseases such as Ebola, Lassa fever, Zika Virus, Meningitis, Cholera, Typhoid, Malaria and lots of others, which claim thousands lives in Africa and Nigeria in particular, these and other health related issues become detrimental to the health and lives of students and school community in Nigeria. The health and life of students need to be secured from any physical harm or danger, thus School Health Programme play pivotal role in protection, preservation and promotion of health of individuals in schools for effective school administration. The paper discussed the concepts of School Health Programme and Administration. It also analysed the impact of School Health Programme on student’s health for effective school administration. The needs to revitalise School Health Programme in Nigerian schools were highlighted. Challenges affecting school health programme in Nigeria such as inadequate/lack of school health personnel, inadequate health facilities, poor commitments toward the provision of School Health Programme from school administrators, community, health department and Ministries of Education and Health, were examined. Finally, the paper recommended that, school clinic/sickbay should be established in every school, be equipped with necessary facilities and health personnel as specified by National School Health Policy, and there should be routine health screening/examination in all schools especially during admission exercise. Key words: Administration, Effective School Administration, Revitalisation and School Health Programme.

Mathematical modeling which is a scientific tool in the field of educational management. In this paper, the concept of modeling and mathematical modeling were discussed. The process of modeling which is a series of steps taken to convert an idea first into a conceptual model and then into a quantitative model were also discussed. Scientific understanding of educational phenomenon, clarification and simulated experimentation are some of the identified reasons why mathematical models are needed in educational management. Different types of mathematical models such as Deterministic vs. Stochastic models, Static vs. Dynamic Models and Individual vs. Structured Models were also identified. A number of representation of existing mathematical models of various types that are used in educational management such as input-output models, manpower planning models and optimization models were identified. An example which was drawn from optimization model of economics realizing the fact that educational planning borrowed its concepts from economics. The usefulness of any particular model in educational management depends on the modeler’s goals. Among the challenges of using mathematical modeling in educational management is that most of the models used educational management are borrowed from other disciplines and do not accurately represent the behavior of educational management. The paper therefore recommended that researches on mathematical modeling are urgently needed to increase education managers’ understanding of the dynamics of educational management and to develop new educational management based mathematical models.

Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed ...

This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data. Among the major findings of the study is that school community relationship is very significant in the development of secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students' progress. It is also found resources which Zamfara State Senior Secondary classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gard...

This study investigated the level of participation in Early Childhood Education (ECE) by public and private schools in North-central, Nigeria. The objectives of this study were to determine: (i) the level of participation by public schools in ECE; (ii) the level of participation by private schools in ECE (iv) whether there is difference in the level of participation by public and private in ECE schools in Nigeria. The descriptive survey design was employed for the study. The target population comprised 4,378 ECE school head teachers in North-central, Nigeria. Random and proportional sampling techniques were used to select a sample of 1,531 ECE school head teachers.  A validated instrument entitled “Public and Private Schools Participation Questionnaire” (PPSPQ) with 0.72 and index was used to collect data. Mean and rank-ordering were used to answer research questions. Independent t-test was used to test the hypothesis at 0.05 significance level. Findings of this study revealed that ...

The study is on appraising School-Based Management Committee (SBMC) for Effective Administration of Primary Schools in Dukku Local Government Area, Gombe State, Nigeria. The study was guided by three research questions and objectives. The study used descriptive survey research design and total number of 380 SBMC members were selected from 76 schools using random, systematic, purposive sampling techniques at different stage. A validated questionnaire, entitled the Impact of School Based Management Committee Questionnaire, with 0.78 reliability index was used for data collection. Tables and percentages were used to analyse the collected data. The findings revealed that most of the SBMC members did not agree that SBMC has impact on school budget and decision-making. The study concluded that SBMC has no impact on primary school administration in Dukku Local Government Area, Gombe State. Finally, the study recommended that governments and other Non-Governmental Organisations should give SBMC members extensive training on budgeting, decision making and governments also should liaise with School-Based Management Committees to enhance instructional supervision in primary schools administration.

The series of bombings, killings, kidnappings and armed robbery attacks; political and economic related assassinations has become a multi-hydra headed monster which security agents in Nigeria could not tackled properly.  Due to these security challenges, numerous children particularly girls, currently have no access to basic schools in most parts of the North. Gender disparity continues to widen in basic schools because of insecurity. This paper examines the impact of insecurity threats on gender participation in basic schools in Northern Nigeria. In doing this, the paper explain the concept of gender, girl-child and insecurity in schools. Level of gender parity in basic education in Northern Nigeria, with girls being marginalized, was also examined. General insecurity issues in the North were highlighted. Insecurity challenges affecting mainly girls’ participation in basic schools in Northern Nigeria such as sexual abuse, assault and harassment; kidnapping; school distance; school boys’ and teachers’ threat; and girls’ unfriendly school environment were also highlighted. The paper went ahead to recommend that schools should be made at the doorsteps of female children and in a safe and secured environment. This could be done by building more girl schools particularly boarding to accommodate girls of secondary age. It was also recommended that all girls’ schools should have security outfit (with police, NSCDC, or at least trained vigilantes equipped with security gargets), trained security dogs, secured accommodation for teachers and students, and secured fences. This could encourage qualified females teachers to remain in class and allow parent of girls to release their daughters to school and thereby discouraging gender disparity.

Abstract
This study examines community participation in decision-making in North-west Zone basic schools, Nigeria. The study used descriptive survey research design. The population for this study comprise of 21220 UBE schools and their SBMCs. Simple random sampling technique was used to select four states (Jigawa, Katsina, Sokoto and Zamfara States). A sample of 370 basic schools was selected from Jigawa, Katsina, Sokoto and Zamfara States using proportionate, stratified and systematic random sampling method at different stages. In each of the selected school, eight SBMC members were selected to respond the questionaire. The members selected include the chairman, the secretary, the teachers’ representative, the students’ representative, the women leader, and any three other member available. Validated Community Participation Questionnaire (CPQ) was used in this study. Pilot test was conducted and test-retest method was used to determine the reliability index of 0.79 for the CPQ. Percentages and mean score were used to analyze the research questions. The level of community participation in decision-making in North-west Zone basic schools was found high. It was also found that, community participated in identifying projects to be executed in North-west Zone basic schools, Nigeria. The paper therefore recommended that the SBMC policies should be frequently evaluated to identify areas of improvement regarding how community should participate in decision-making in basic schools. Also, the SBMCs at school level should on their part endeavour to work harder in mobilizing members of their community to participate in school, particularly in decision-making. This will make community members feel the complete ownership of their school and get most committed.
Keywords: Community Participation, Decision-making, Basic Schools, School-Based Management, School-Based Management Committee

Abstract
Globalization and the desire of education system to meet the pace of educational growth and development, requires school administrators to look inward and make innovation a priority in the school system. In this paper, the concept of change and development were examined. The needs for changes such as external and internal forces that constrain educational administrators were also discussed. Managing change which involves identifying needs, planning implementing plans and evaluating the success of the change is also discussed. Fear of the unknown, lack of information, threat to core skills and threat to power base were identified in this as barrier to effective change. The paper recommended that school administrators should be made to understand that SBMC is not contesting for power, but the power could be delegated to them to help improve the effectiveness of school administration. Teacher development programmes should be used to improve teachers’ competency and skills so that they could be able face challenges associated with SBMC implementation.

ABSTRACT
Higher education particularly university education in Nigeria plays a crucial role in the supply of highly skilled manpower to manned different sectors of the nation’s economy. The gross under-funding of the education sector in the country has been rendering the university system incapacitated. This paper examined issues such as, description of the Nigerian higher education system, financing higher education in Nigeria, problems of funding and utilization in Tertiary institutions in Nigeria, and finally Tertiary Education Trust Fund (TETFund). This paper concluded that management of higher education in general and university in particular has been bedeviled by inadequate funding. The Paper recommend that universities should be adequately funded and finally good management and accountability in the universities should be ensured.

Abstract
This study was designed to examine community participation in financing infrastructural development in North-west Zone basic schools, Nigeria. The study used descriptive survey research design. The population for this study comprised all the 21,230 UBE schools and their SBMCs. Simple random sampling technique was used to select four states (Jigawa, Katsina, Sokoto and Zamfara States). A sample of 370 basic schools were selected from the four states using proportionate, stratified, systematic and random sampling techniques at different stages. Validated Community Participation Questionnaire (CPQ) was used in this study. Pilot test was conducted and test-retest method was used to determine the reliability indices of .79 for the CPQ. The descriptive statistics of frequency count, tables, percentages were used to analyze the research questions. The level of community participation in North-west Zone basic schools was high. It was also found that cash donation, labour supply and material supply were the areas of community contribution in the financing of the infrastructural projects. The federal and state government should create a platform to develop a whole-community economic empowerment programmes to boost the economic power of local people, and also that the school administrators should continue to strive hard and maximize their efforts in trying to make their SBMC more organized, enlighten its members and mobilize them to continue with the good work for the benefit of their children.

Abstract
This study examined School-Based Management Committee (SBMC) strategies in relation to infrastructural development in Zamfara state basic schools. The study clarifies the concepts of School-Based Management Committee (SBMC) and Universal Basic Education (UBE). This study adopted descriptive survey design of correlational type. The population for the study comprises of all the UBE schools and their SBMC members in Zamfara state, Nigeria. In selecting the sample, multistage cluster sampling procedure was used. A total of 36 basic schools and a total of 252 SBMC members were randomly selected. A validated self designed questionnaire tagged School-Based Management and Infrastructural Development Questionnaire (SBMCIDQ) was used which has a reliability index of 0.81. The research question was analysed using table and frequency count, while the hypotheses was analysed using Pearson Product-Moment Correlation Coefficient (PPMCC) at 0.05 level of significance. The study found that there is inadequacy of infrastructure in Zamfara state basic schools. And that there was a significantly high relationship between SBMC advocacy strategies and infrastructural development in Zamfara state basic schools. It was also found that there is a significant relationship between SBMC resource mobilization strategies and infrastructural development in Zamfara state basic schools. The study recommended that old students’ associations, philanthropists, communities-based organizations and well-meaning individuals in the society should, in collaboration with the SBMCs, assist in the provision of infrastructure in their school for effective teaching and learning. And that SBMC should improve in their advocacy strategies so that community can be fully mobilized to come to the rescue of Zamfara state basic schools which were in serious need of infrastructure. It was recommended that SBMC at the state level should coordinate the financial activities of the SBMC at the community to ensure that they followed laid down rules and regulations governing financial management of a school.

Abstract
Schools are often sites of intolerance, discrimination and violence. Girls are proportionately the victims. Closing the gender gap means confronting sexual violence and harassment in schools. This paper views the concept of gender, violence, gender based violence, and school-based management committee. The paper also examines the types of gender based violence in secondary schools such as bullying, kidnapping and abduction, and sexual abuse and harassment. Factors identified to be promoting gender based violence in and outside the basic schools environment include school distance, the media and lack of girl-friendly school environments. Challenges identified in this paper to be hindering school-based management committee from preventing gender based violence include poor implementation of laws protecting the right of a child, lack of communities cooperation and lack of expertise among the school-based management committee (SBMC) members: The ways forward recommended for preventing gender based violence in the perspectives of SBMC include the following; The SBMCs should emphasize on establishing and revitalizing counseling office in their schools and supporting  they school counselors to diligently carry out their duties; SBMCS should engage parents monitoring their children behaviour to prevent them from falling victims of gender based violence or indulge in abusing other children; Also SBMCS should coordinate the teaching positive behaviour through modeling, coaching, prompting, praise, social skills, conflict management, anger management, character education, signing anti- teasing or anti- bullying pledges. This will no doubt reduce violence incidents in secondary schools.  The paper therefore, recommended that educational managers should facilitate the removal of culture and traditional norms hindering women participation through legal instruments and policies. It is also recommended that there should be continued sensitization of community members on gender issues that do not go contrary to Islamic religion. This is because, any issues that will affect the religion of Islam may not yield a better result in the North.

Abstract
This paper explored the role of School-Based Management (SBM) in promoting integrity, accountability and development in Universal Basic Education (UBE) in Nigeria. The paper provided definitions of integrity, accountability, development, SBM and School-Based Management Committee (SBMC). It discussed community participation in basic schools as what could help promote basic schools integrity. How SBMC could help in promoting accountability and development in basic schools was also discussed. The paper identified ignorance and poverty among community members, community attitude to education, and lack of community cooperation as the challenges affecting the operation of SBMC towards promoting integrity, accountability and development in basic schools. The paper recommended that SBMC should double their efforts on sensitization to educate their community on the need for their participation and involvement in the affairs of their children’s education. It also recommended that SBMCs should try to secure jobs for the youths, who attain a reasonable level of education. This is a way of encouraging more parents to participate in basic education.

Abstract
This paper explores the political conditions that may enhance or hinder the participation of women in decision-making affecting basic schools management in North West Zone, Nigeria. It does not offer definite, statistically tested conclusions. Instead, this paper relies on existing studies of basic school management to extract hypotheses that seem applicable in some cases and testable in others. This paper should be read more as a review of literature and a guide to future research than as an endorsement of specific recommendations. The paper views the concept of gender, politics in education, women place in leadership position, and basic schools. The challenges identified to be affecting women participation in leadership position include:  women self-perception; the hiring and promotion policy; women’s lack of willingness to relocate; community belief on women’s status; and stereotypes and prejudice. The paper, therefore, recommended that educational managers should facilitate the removal of culture and traditional norms hindering women participation through legal instruments and policies. It was also recommended that there should be continued sensitization of community members on gender issues that do not go contrary to Islamic religion. This is because; any issue that will affect the religion of Islam may not yield a better result in the North.

Abstract
This study is an assessment of school-community relationship in secondary schools in Sokoto State with focus on the role of School Based Management Committee (SBMC). The research design adopted was descriptive survey. The population of the study consisted of all the principals, vice principals, teachers and SBMC members of the secondary schools in Sokoto State. In selecting the sample size, purposive sampling method was used to select 18 secondary schools across the state. A questionnaire was used in collecting data. The questionnaire was administered to principals, vice-principals, teachers and SBMC members. Descriptive statistics of table, percentage and frequency count  were used to analyze the data generated. The study found that: (1) School-community relationship is very important among secondary schools in Sokoto State because it helps in information sharing and dissemination, provision of school facilities, finance, security, and in monitoring students’ progress; (2) The activities engaged in by SBMCs are not geared toward promoting and improving school-community relationship; (3) The major challenges affecting SBMCs in promoting school community relationship in secondary schools in the State include lack of initiative among SBMC chairpersons and lack of devotion among SBMC members. It is recommended that the SBMC at state level, in conjunction with State Ministry of Education and State Universal Basic Education Board, should encourage building school-community relationship at school level. It is also recommended that State SBMC should identify activities each school’s SBMC should embark on that will help promote and improve school community relationship.

Abstract
This paper examined the management of education in the context of globalization for economic security. As the world increasingly globalizes, education becomes a major passage or instrument through which globalization is conveyed to many countries. Globalization affects and is affected by education. It is an era of computers, revolutionalized telecommunication and the Internet. This paper perceives economic insecurity as a type unwanted transmissions across national borders: illicit flows that are more difficult to control and easier to disguise; economic (largely financial) shocks that can undermine economic growth, increase inequality, and threaten political stability. This paper therefore perceives that globalization has both positive and negative impacts on education and economic development of a country. The challenges of globalization are so enormous that it can cause economic insecurity for the country. Challenges to globalizatio as discussed in this paper are; increase in inequality in the delivery of educational services; reducing the complementarity between equity and competitiveness-driven reforms; exposing youth to illicit and immoral activities and behaviour. Nigeria is already under serious challenges of economic insecurity that can be said to be caused by globalization which include: numerous external control (sometimes leading to political instability); increasing pay-off to high-level skills relative to lower-level skills, reducing the complementarity between equity and competitiveness-driven reforms; and finance-drive reforms (e.g privatization) is increasing inequality in the delivery of educational services. In a country where government services are not stable, lower-level skills ignored and inequality encouraged; economic insecurity will certainly exist.Since education is the main tool for nation building, this paper opines that education should be properly managed to facilitate economic development. This will helps nations develop economically despite the numerous challenges imposed by globalization. The paper recommends other things that curriculum changes in Nigeria should be planned in the context of our cultural heritage as Africans retaining the quality that can help in developing more competent workforce and more globally proficient citizenry.

Abstract
This study investigated into the administrative challenges and strategies of managing school community relationship in secondary schools in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and Parent Teachers Association officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data.  Among the findings of the study was that the major challenges of school community relationship faced by Zamfara State Senior Secondary Schools include: Lack of initiative among school administrators; Poor value on education; and Attitude of depending on government. It was also found that the strategies used for managing school community relationship in Senior Secondary Schools in Zamfara State include:  Visitation Days; Field Trips; Print media communications; and Television and radio programmes. It was therefore concluded that the challenges which hinder school community relationship in Zamfara State are very serious that they must be tackled or handled with care if good school community relationship is to be ensured. And that the strategies used by most principals are old-fashioned and ineffective in maintaining good school community relationship. The strategies used by most principals are old fashioned and ineffective. There is lack of proper use of complaint and suggestion box, sign writing, hotlines, internet facilities as well as GSM facilities in most of these secondary schools.  It is recommended that principals should use their initiatives to develop an effective means of communicating with the community to promote spirit of cooperation between schools and community. This is necessary because community cooperation will help teachers become devoted to community progress. Also principals should encourage use of complaints/suggestions box, use of sign writings and creation of hotlines. Most importantly, principals should make good use of current GSM facilities more especially text messages.

Abstract
This is a study on how school community relationship can be used to integrate school and communities for the promotion of peace and national understanding. It is felt that integrating schools and communities would lead to building a society that have peace and national understanding. The paper explains how school-community relationship can integrate schools and communities. One of the benefits of integrating schools and communities as stated by this paper is helping schools and communities recognize their responsibility for the promotion of peace and national understanding. The paper recommended that school programmes and activities should be as much as possible relevant and directly related to the needs of communities. It is concluded that peace and understanding cannot exist where schools operate independent of communities.

This study is an assessment of school-community relationship in secondary schools in Sokoto State with focus on the role of School Based Management Committee (SBMC). The research design adopted was descriptive survey. The population of the study consisted of all the principals, vice principals, teachers and SBMC members of the secondary schools in Sokoto State. In selecting the sample size, purposive sampling method was used to select 18 secondary schools across the state. A questionnaire was used in collecting data. The questionnaire was administered to principals, vice-principals, teachers and SBMC members. Descriptive statistics of table, percentage and frequency count  were used to analyze the data generated. The study found that: (1) School-community relationship is very important among secondary schools in Sokoto State because it helps in information sharing and dissemination, provision of school facilities, finance, security, and in monitoring students’ progress; (2) The activities engaged in by SBMCs are not geared toward promoting and improving school-community relationship; (3) The major challenges affecting SBMCs in promoting school community relationship in secondary schools in the State include lack of initiative among SBMC chairpersons and lack of devotion among SBMC members. It is recommended that the SBMC at state level, in conjunction with State Ministry of Education and State Universal Basic Education Board, should encourage building school-community relationship at school level. It is also recommended that State SBMC should identify activities each school’s SBMC should embark on that will help promote and improve school community relationship.

Globalization and the desire of education system to meet the pace of educational growth and development, requires school administrators to look inward and make innovation a priority in the school system. In this paper, the concept of change and development were examined. The needs for changes such as external and internal forces that constrain educational administrators were also discussed. Managing change which involves identifying needs, planning implementing plans and evaluating the success of the change is also discussed. Fear of the unknown, lack of information, threat to core skills and threat to power base were identified in this as barrier to effective change. The paper recommended that school administrators should be made to understand that SBMC is not contesting for power, but the power could be delegated to them to help improve the effectiveness of school administration. Teacher development programmes should be used to improve teachers’ competency and skills so that they could be able face challenges associated with SBMC implementation.
Key Words: School Based Management Committee (SBMC), Change, Development.

The series of bombings and killings, kidnapping and armed robbery attack, political and economic related assassinations has become a multi-hydra headed monster which security agents in Nigeria appear incapable of handling.  Due to these security challenges, numerous children particularly girls currently have no access to basic schools in most parts of the North. This paper examines the effect insecurity threats on girls’ participation in basic primary in northern Nigeria. In doing this, the paper explain the concept of girl-child and insecurity. Level of girl participation in basic education in Northern Nigeria was also examined. Insecurity challenges affecting girls’ participation in basic primary schools in northern Nigeria such as poor school community relationship, lack of security outfit, sexual harassment and lack of infrastructure were also discussed. The paper, therefore, recommended among other things that school administrators should work tireless toward the promotion and improvement of school-community relationship.

Resource scarcity is a problem experienced by virtually all human organizations. The Nigerian education sector has endured consistently declining levels of federal government funding over the last two decades.  The central issue of this paper is to describe the availability of resources in education sector in Nigeria. This is because the higher the demand for education, the higher demand for educational resources and other supplies in education. Where the demand of education is not commensurate with the supply of educational resources, quality of education is therefore at stake. This becomes the sole responsibility of educational planners to ensure that the available educational resources are utilized to meet up with the demand of education. But these planners of education are faced with the problems of financial constraint and manpower imbalance among other problems. As resources are vital to education sector, educational planners should therefore try to see that financial resources and shortage of certain in education such as manpower shortage and imbalance that bedeviled the education sector are forecast. This is with the view to have quality assurance in the education industry in Nigeria.

This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data.  Among the major findings of the study is that school community relationship is very significant in the development secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students’ progress. It is also found resources which Zamfara State Senior Secondary Schools required for encouraging school community relationship are classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gardens and school farms. It is concluded that school community relationship plays very significant role in the development of secondary education in Zamfara State. It is recommended that School principals should have some information about the composition of the community, what community opinion is regarding both broad educational issues and day to day operation of the school itself. And also school administrators should acquaint themselves with educational resources available in the community in order that they can be utilized to enrich and enhance the school programmes.

This study is an assessment of school-community relationship in secondary schools in Sokoto State with focus on the role of School Based Management Committee (SBMC). The research design adopted was descriptive survey. The population of the study consisted of all the principals, vice principals, teachers and SBMC members of the secondary schools in Sokoto State. In selecting the sample size, purposive sampling method was used to select 18 secondary schools across the state. A questionnaire was used in collecting data. The questionnaire was administered to principals, vice-principals, teachers and SBMC members. Descriptive statistics of table, percentage and frequency count  were used to analyze the data generated. The study found that: (1) School-community relationship is very important among secondary schools in Sokoto State because it helps in information sharing and dissemination, provision of school facilities, finance, security, and in monitoring students’ progress; (2) The activities engaged in by SBMCs are not geared toward promoting and improving school-community relationship; (3) The major challenges affecting SBMCs in promoting school community relationship in secondary schools in the State include lack of initiative among SBMC chairpersons and lack of devotion among SBMC members. It is recommended that the SBMC at state level, in conjunction with State Ministry of Education and State Universal Basic Education Board, should encourage building school-community relationship at school level. It is also recommended that State SBMC should identify activities each school’s SBMC should embark on that will help promote and improve school community relationship.

This study investigated into the administrative challenges and strategies of managing school community relationship in secondary schools in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and Parent Teachers Association officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data.  Among the findings of the study was that the major challenges of school community relationship faced by Zamfara State Senior Secondary Schools include: Lack of initiative among school administrators; Poor value on education; and Attitude of depending on government. It was also found that the strategies used for managing school community relationship in Senior Secondary Schools in Zamfara State include:  Visitation Days; Field Trips; Print media communications; and Television and radio programmes. It was therefore concluded that the challenges which hinder school community relationship in Zamfara State are very serious that they must be tackled or handled with care if good school community relationship is to be ensured. And that the strategies used by most principals are old-fashioned and ineffective in maintaining good school community relationship. The strategies used by most principals are old fashioned and ineffective. There is lack of proper use of complaint and suggestion box, sign writing, hotlines, internet facilities as well as GSM facilities in most of these secondary schools.  It is recommended that principals should use their initiatives to develop an effective means of communicating with the community to promote spirit of cooperation between schools and community. This is necessary because community cooperation will help teachers become devoted to community progress. Also principals should encourage use of complaints/suggestions box, use of sign writings and creation of hotlines. Most importantly, principals should make good use of current GSM facilities more especially text messages.

The series of bombings, killings, kidnappings and armed robbery attacks; political and economic related assassinations has become a multi-hydra headed monster which security agents in Nigeria could not tackled properly.  Due to these security challenges, numerous children particularly girls, currently have no access to basic schools in most parts of the North. Gender disparity continues to widen in basic schools because of insecurity. This paper examines the impact of insecurity threats on gender participation in basic schools in Northern Nigeria. In doing this, the paper explain the concept of gender, girl-child and insecurity in schools. Level of gender parity in basic education in Northern Nigeria, with girls being marginalized, was also examined. General insecurity issues in the North were highlighted. Insecurity challenges affecting mainly girls’ participation in basic schools in Northern Nigeria such as sexual abuse, assault and harassment; kidnapping; school distance; school boys’ and teachers’ threat; and girls’ unfriendly school environment were also highlighted. The paper went ahead to recommend that schools should be made at the doorsteps of female children and in a safe and secured environment. This could be done by building more girl schools particularly boarding to accommodate girls of secondary age. It was also recommended that all girls’ schools should have security outfit (with police, NSCDC, or at least trained vigilantes equipped with security gargets), trained security dogs, secured accommodation for teachers and students, and secured fences. This could encourage qualified females teachers to remain in class and allow parent of girls to release their daughters to school and thereby discouraging gender disparity.
Keywords: Insecurity, Gender, Equality, Girl-Child,

This paper discussed how improving School-Based Management Committee (SBMC) strategies can promote integrity, accountability and development in Northern Nigeria’s basic schools. The paper went ahead to explain the concept of universal basic education, school-based management, and school-based management committee. Strategy and school-based management strategies were also discussed in the paper. Resource mobilization, resource control, advocacy, communication and monitoring are the categories of SBMC strategies discussed in this paper. The challenges affecting the way SBMCs use their strategies as examined in this paper include lack of teachers’ co-operation in the SBMC, lack of expertise among SBMC member, lack of devotion among SBMC member, and poor SBMC activities planning. The paper recommended that SBMC even though voluntary, should not be made open to people who completely illiterate and ignorant of the aims and goals of SBM programme. it is also recommended that SBMC membership should be available to people with means of sustenance. This could reduce the effect of poverty among SBMC members.

This paper explores the political conditions that may enhance or hinder the participation of women in decision making affecting school-based management reform in basic schools of North West, Nigeria. It does not offer definite, statistically tested conclusions. Instead, this paper relies on existing studies of School-based management adoption in basic schools to extract hypotheses that seem applicable in some cases and testable in others. This paper should be read more as a review of the literature and a guide to  future research than as an endorsement of specific re commendations. The paper views the concept of gender, politics in education, women place in leadership position, and basic schools and school-based management. The challenges identified to be affecting women participation in leadership position incude:  women self-perception; the hiring and promotion policy; women’s lack of willingness to relocate; community belief on women’s status; and stereotypes and prejudice. The paper therefore recommend that educational managers should facilitate the removal of culture and traditional norms hindering women participation through legal instruments and policies. It is also recommended that there should be continued sensitization of community members on gender issues that do not go contrary to Islamic religion. This because, any issues that will affect the religion of Islam may not yield a better result in the North.
Keywords: Politics, Leadership Position, School-Based Management, Basic Schools, Northern Nigeria.