This paper examined utilization of internet facilities as predictors of students’ academic performance in private secondary schools in Obio/Akpor LGA of Rivers State, Nigeria. A correlational research design was adopted for the study to ascertain the extent utilization of internet facilities predict students’ academic performance in private secondary school in Obio/Akpor Local Government Area. The population for this study consists of all the 112 private secondary schools, with 112 school principals and a student population of 3,067 totaling 3,179. The sample size of 355 respondents were drawn from the entire population using Taro Yamen’s formula. The research instrument for this study was titled: Utilization of Internet Facilities Scale (UIFS) and Students’ Academic Performance Scale (SAPS). The internal consistency method using Cronbach Alpha reliability statistics was used to calculate the reliability coefficients of the two instruments. The reliability coefficients of Utilization of Internet Facilities Scale and Students’ Academic Performance Scale were 0.78 and 0.75 respectively. For the data that were analyzed, research questions (1-3) were answered using simple regression, while t-test associated with simple regression was used to test hypotheses (1-3) at 0.05 level of significance. The findings of the study revealed that Internet facilities such as e-library, personal phones and online social networking used in teaching and learning to a low extent predict students’ academic performance in private secondary schools in Obio/Akpor LGA of Rivers State. Based on the finding, the researcher recommended among others that e-library or ICT supported teaching and learning is a Government policy for delivery of quality education to Nigerians at all levels; and so, private school owners should intensify effort to implement this policy with all sincerity to enhance students’ academic performance.

In an era of global integration, educating the young generation in general and students in particular about traditional cultural values plays a very important role in the stable development of a certain country. This paper focuses on finding out the current situation of educating traditional cultural values to students majoring in English language teacher education in some universities in Hanoi, Vietnam. The results show that that both students and teachers surveyed agree on the necessity of educating students about traditional cultural values listed in the questionnaires. According to the findings, traditional cultural values education in many different ways does take place but not very often in universities in Hanoi. It is recommended that traditional cultural value education needs to be paid more attention by authorities, university leaders, educators and students; and needs to be developed systematically.

Background: A structured faculty training method is needed to effectively train the medical teachers. Microteaching is one of the teacher training techniques for imparting teaching skills to the teachers. This study aims to assess the effect of improvement of teaching skills by self/peer evaluation of microteaching technique. Materials and methods: Thirty faculty from different departments with less than five years of teaching experience participated in the microteaching session. The session was videotaped and played back to the presenter. The presentation was evaluated by the faculty themselves and also by the peers using the checklist (NTTC JIPMER). After obtaining the constructive feedback, the participants were asked to do a repeat session on the same topic within a week and the same procedure was followed. Results: There was a statistically significant improvement of the post mean scores of all parameters assessed when compared to pre mean scores. Post mean score improved by 149% for aroused interest in the topic, 119% for organized materials in logical sequence, 204% for changing the pace of presentation by shifting emphasis and 246% for interaction during presentation. The Pre/Para-clinical faculty performed well when compared to clinical faculty both before and after the feedback. Conclusion: Self-assessment by digital video recording playback and also peer guidance helps to enhance their skills acquisition. Peer microteaching sessions must be conducted for early beginners in the department and introducing microteaching methods in post graduate curriculum would improve the teaching skills. Well-equipped microteaching laboratory is needed for microteaching programmes in all medical colleges.

This study focuses on the influence of institutional policies on student’s mobility in the context of internationalization of higher education in DAAD established East and South African-German Centre of Excellence for Educational Research, Methodologies and Management – CERMESA member universities. This is a comparative study based on four case studies namely Moi University in Kenya, University of Dar Es Salaam in Tanzania, Uganda Management Institute and Nelson Mandela University in South Africa. This study has revealed how institutional policies have influenced student mobility in an organised setting making a reality anchored on internationalization of higher Education. The study was guided by the following objectives; to examine student mobility trends among CERMESA member Universities; to establish the role of CERMESA in enhancing student mobility in Africa; to assess the influence of institutional policies on student mobility in CERMESA member universities. Based on the above objectives the study answered the following questions: What is the trend of student mobility among CERMESA member universities? What is the role of CERMESA in enhancing student mobility in Africa? To what extent do university policies among CERMESA member universities accommodate student mobility? Recently cross border and inter regional movement of people has been characterized by increasing trends of student mobility in higher education. This has been actualised further through educational partnership among African states; CER-MESA is one of eleven centres of African excellence in sub-Saharan Africa, but no study has been done on the contribution of such organizations in establishing student mobility and regional integration in Africa a gap this study has filled.