Recent research has shown that Kiswahili is faced with lack of full implementation of language policy at various levels yet scholars have argued that language policy performs a substantial role in the enhancement of performance as well as the comprehension of the language. It is based on this thrust that this study was carried out to explore the challenges associated with enforcing school language policy in secondary schools. The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. Stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire and focused group discussion guide and document analysis guide were used to collect data. The data was analyzed using descriptive statistics which included the use of frequencies, percentages and narrations. The study established that the challenges associated with the enforcement of school language policy were dependent on the type of school. In view of the above findings, it was recommended that day sub-county secondary school administrators, both in rural and urban areas should come up with stringent measures in enforcing the school language policies because of the nature of their schools. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students achievements in languages offered in the curriculum.

The paper focuses on the need assessment on science education enhancing the challenges of science teacher in secondary school of Taraba State. The paper took a look at the history of Taraba State, the science teacher in promoting the challenges of teaching in secondary schools. The programs that enable one to become a science teacher. This program enhances the aspiring teacher with pedagogical skills and scientific knowledge to effectively teach science concepts to students with different background and learning styles such programs like NCE, Degree Program for science teachers and secondary school objectives are also discuss such as academic-excellence, personal development, social and emotional growth, critical thinking and problem solving and lifelong learning as the cardinal objectives of secondary school. The paper also defined Needs Assessment, purposes Needs Assessment, Benefits of Needs Assessment, and the Impact of Needs Assessment on Science Teachers challenges such as enhancing teaching practices, improving students outcomes, addressing resource gaps, enhancing teachers confidence and motivation etc.the steps in implementing secondary school curriculum to need assessment like setting objectives, determine subject areas, books and materials, unit planning, lesson plan, teaching and evaluation were discussed. Lastly, conclusion and recommendation were given to meet science education teachers in our schools.

Implementing curriculum goals at tertiary institutions is a complex and challenging task. However, by understanding the challenges and complexities involved one can proffer solution to it. Therefore the paper examined the word curriculum, curriculum goals, characterisitics of good curriculum in achieving its goals, which were discussed of a good curriculum, prerequisite for effective curriculum goals, university and its curriculum goals, colleges/institute of education and their curriculum goals, science and technology educational institutions and their curriculum goals. The paper discuses constructive curriculum to attain it curriculum goals, the principles of curriculum goals construction, curriculum implementation were also discussed, the needs for curriculum goals, its implementation for Nigerian Tertiary Institutions, complexity of curriculum goals implementation, challenges of curriculum goals implementation at tertiary institutions and solutions/recommendations of curriculum goals implementation to were proffered like, developing strategies to overcome these obstacles and ensure that their graduate are equipped with the knowledge, skills and attitudes required to succeed in an increasingly complex and rapidly changing world.

To investigate the nature of job commitment among Human Resource Manager according to job experience, and type of job. A cross-sectional survey design was employed with a purposive sample of 100 managers. Job commitment were measured using the Organizational Commitment Scale (Mooday, Steer & Porter, 1979). The results of one-way ANOVA tests revealed significant differences in job commitment scores by human resource manages job type and job experience. However, significant job commitment were found based on job type ((F = 66.587; P < .01)), and job experience (F = 3.914; P < .01). Regression analysis further indicated that human resource manager’s job type and job experience were modest but significant predictors, explaining 39.5% (R² = .395, p = .001), and 14.2% (R² = .142, p = .001) of the variance in job commitment scores, respectively. Organizational commitment in human resource management was the main focus of this study. Despite the fact that this idea has been extensively researched in many academic settings, no study has been conducted in Bangladeshi private institutions as of yet.