This study examines the impact of coronavirus disease (COVID-19) on the work-life balance of lecturers in private universities in Nigeria. The objective was to determine the extent, to which COVID-19 affected the productivity of lecturers with reference to research and teaching output between March and October, 2020. The target population involves all academic staff of private universities in Nigeria. Purposive sampling of non-probability method was used to select eight (8) private universities in Lagos State and Federal Capital Territory Abuja while Taro Yamane formula n= N/ (1+N (e) 2) was used to calculate the number of participants in the study. A self-constructed survey was developed and distributed online through Google Forms. Descriptive statistics with frequency distribution was used to analyse the demography of participants while linear regression was used to analyse responses from the survey. Based on the results, it was discovered that COVID-19 increased the family commitment and childcare practices of lecturers. Simultaneously, it exerted pressure on the lecturer to meet-up with online class activities, project supervision and research work. It was also observed that while the workload hours significantly decreased, the pressure to teach students through online applications (i.e Zoom, Microsoft Teams, Google Classroom, etc) was very high with less productivity. The findings also indicate that lecturers in private universities could not effectively strike a balance between work and family during the global pandemic and therefore, were less productive especially in the areas of research and teaching output. Recommendations were made towards development of new work-life balance policies by the university management as well as retraining of lecturers in meeting up with the emerging needs of students and the university in a post COVID-19 world.

Various efforts are being made to make education more qualitative. Primary education plays a very important role in quality education. Effective education is essential for quality in education, because primary education is the foundation of education. Therefore, various efforts are being made to strengthen this foundation so that education can be made more effective and quality. As part of this effort, a project was implemented by the Government of Gujarat. This was named “Gyankunj”. The purpose of which is to provide education to the children of upper primary school through the medium of educational technology as well as to provide equal education to the children of rural and urban areas.

Development of the country is possible only through education. The better the education system of the country, the better the progress of the country will be. The development of the country depends on education. Education is the solution to all problems. Many reforms have been made in the field of education since India became independent. However, we have not yet got the expected result. Various schemes are being implemented by the State and Central Governments to strengthen the foundation in education. There were some vital schemes of Central and State government of education in India before 1990 such as Andhra Pradesh Primary Education Programme (APPEP), Shiksha Karmi Project (SKP), Mahila Samakhya (Education for Women’s Equality) Programme, Bihar Education Project, Lok Jumbish Project etc. These schemes had given impressive results. So after 1990, the Government of India implemented centrally sponsored schemes in education such as District Primary Education Programme (DPEP), Sarva Shiksha Abhiyan (SSA), and Samagra Shiksha.

As a second-generation Historically Black Colleges and Universities (HBCU) graduate, I feel that attending an HBCU is one of the best experiences an individual can have. HBCUs will continue to evolve with diverse faculty, student population, and staff and professors dedicated to facilitating learning among all students. However, higher education institutions face several challenges. In this article, I have identified fundraising issues in higher education and provided ways for administrators, educators, students, and others to motivate HBCU alumni to contribute to their alma mater.

The paper investigated on teachers’ awareness and utilization of standard scores in assessment of students’ mathematics performance in secondary schools in Rivers State. Two research questions and two hypotheses guided the study. The design of the study is descriptive design. A sample of fifty-four (54) mathematics teachers was drawn from the population of 12,342 teachers in the locale of the study through multistage sampling procedures. An instrument titled Standard Score Awareness and Utilization Questionnaire (SSAUQ) developed by the researchers was used for data collection. Factor analysis was used to determine the validity of SSAUQ while Cronbach alpha was used to establish a reliability index of 0.89 indicating that the instrument was reliable. Mean and standard deviation were used to answer the research questions while two-way analysis of variance was used to test the hypotheses at 0.05 alpha level. The results revealed that there is no significant interaction difference in the level of awareness of standard scores in mathematics assessment by teachers based on their location, school type as well as gender. Also, there is no significant interaction difference in the level of utilization of standard scores in mathematics assessment by teachers based on their location, school type as well as gender. Based on the findings, it was recommended among others that Government should from time to time organize conferences, workshops and seminars for teachers concerning use of standard scores in assessing students’ performance.