Conflict is an attendant feature of human interaction and cannot be eliminated; however, its proper management and transformation are essential for peace and progress in human society. It has been observed that Nigerian universities has for decades been faced with so many crisis ranging from conflict between academic staff and university administrators, students versus academic staff, students versus university authorities , non-academic staff versus university administrators. The conflicts have given rise to distrust and hostility among professionals and academics, thus, contributing in hampering smooth, effective and efficient administration in the universities. It also appeared that despite this situation, stakeholders in education seemed to develop non-challant attitude towards these conflicts. If this role conflict is not checked it can be descriptive and negative as people involved will often see one another as enemies. This is unwholesome for the University community and Nigeria educational system as a whole. This paper examined conflict management in higher institutions of learning with specific reference to Nigerian Universities. Some causes of conflict were identified as well as ways these conflicts could be managed. Well-fashioned recommendations on how conflict could be more effectively managed for the achievement of the system's mission, goals and objectives and in particular the pursuit of industrial harmony in the system were also made.

This paper on strategies for school environmental management in Nigerian secondary schools was carried out in Calabar, Nigeria. To guide the study three research questions were formulated. This was achieved through administration of structured questionnaires in three randomly sampled schools. Findings show regular grass clearing, sweeping of the school compound and painting, landscaping and planting of flowers, good drainage and refuse disposal are strategies adopted for managing the school environment. While lack of gardeners to keep the school compound clean, erosion, students and teachers not being responsive to environmental issues, difficulties to inculcate in students environmental values due to different home upbringing, lack of funds to procure working tools/implements and waste disposal challenges were some identified challenges in the school environmental management. Three hypotheses were put forward to be tested in the study: 1) There is no significant difference in strategies adopted in the management of school environment 2) Management of school environment has no significant effect on student study/reading habit 3) The challenges of managing school environment have no significant effect on the quality of school environment. Statistical results from tested hypotheses show significant relation and correlation in all. Result for hypothesis one shows that there is significant difference in strategies adopted in the management of school environment. Hypothesis two statistically proved that management of school environment has significant effect on students' study/reading habit; while the last stated hypothesis revealed that the challenges of managing school environment have significant effect on the quality of school environment. For enhanced and better school environment for sound academic exercise, school environmental management team (SEMT), fore-plan for drainage and waste disposal, school location consideration for new schools, employment of gardeners and cleaners, fumigation of schools, terminal orientation programmes, development of curriculum on environmental management, School inspection and competitions and awards were recommended.

In order to improve on the curriculum and participation rate of adult learners in the current Adult Basic Education (ABE) program in Nigeria, this explorative study investigated the entrepreneurial (or vocational) training needs of illiterate women in Cross River State (CRS). Three research questions were posed to elicit from the participants their demographic characteristics, perception of the ABE program and perceived entrepreneurial training needs. The descriptive-survey design was adopted for the study. The focus group discussion along with probing interview sessions were held with a sample of 240 women learners drawn from the urban and rural ABE centers. Frequencies, percentages and bar charts were used to report the data. The study shows that majority of the women are young, single, unemployed and dropped out of school and perceived the current ABE as not meeting their needs. Majority of the subjects desire training in home management, clothing and textiles. Those in the rural areas prefer training in agricultural production. A few of those in the urban centers prefer training in computer/secretarial related skills. The major conclusion of the study is that the learners (women) should be involved in identifying their learning needs that would at the end of the program empower them to improve on their livelihoods