This study examined environmental adult education for curbing the effects of illegal oil bunkering on Ogoni land, Rivers State. It was guided by three research objectives and three research questions, The population for this study consisted of 1,499 members of 20 Community-Based Organisations (CBOS), which were drawn from farmers and fisherfolk in Gokana and Khana Local Government Areas of Rivers State, out of which 400 CBO members were sampled through a simple random sampling technique. The instruments for data collection were a validated self-developed questionnaire titled “Environmental Adult Education Programme as a Tool for Reducing Community Participation in Illegal Oil Bunkering Questionnaire (EAETRCPIOBQ)”. The instrument had a reliability index of 0.87. Data collected were analyzed using the mean statistics and standard deviation Findings revealed that poverty, unemployment, a lack of livelihood alternatives, weak institutional frameworks, and systemic corruption are central factors sustaining illegal oil bunkering in Ogoni land, despite government intervention. Community members in the area of study are environmentally aware of the impacts of illegal oil bunkering. Based on the findings, the researcher recommended, among other things, that the establishment of job programmes, skill acquisition facilities, and sustainable livelihood prospects in Ogoni land should be given top priority by the government, oil corporations, and development partners.

Nigerian Institutions of Higher Learning are experiencing twin perilous challenges national leadership irrationality and internal anomie. As a result, many of the products of the institutions are not only half-baked but they are also unemployable. The deterioration is perennial and its causes are legion. Little or no decisive steps have been taken to ameliorate the situation over the years. In this study, an attempt is made, from the literary perspective, to historicise the problems, unearth their genesis and, in view of the findings, proffer suggestion that can help revive the standard. The theoretical framework adopted for the study, which is predicated on qualitative research methodology, is New Historicism. Each problem identified plaguing the institutions, from the selected texts, constitutes data for the study. The findings show that the moral decadence in the larger society is reflecting on Nigerian institutions of higher Learning, because the institutions are microcosm of the macro-society. The schools are not maintained; they are littered with substandard structures and academic programmes are marred by erratic policies, paucity of fund, riots, strike action and the purloining of fund appropriated for their development. To address these problems, the study suggests declaration of state of emergency on the Nigerian educational sector and reforms to salvage it from the sharp practices corroding standard in the system.

Against the background of China’s doctoral recruitment system shifting from scale expansion to quality orientation, the institutional logic and operational effectiveness of doctoral admissions have come under continuous attention. Taking International Relations as a disciplinary entry point, this study selects Tsinghua University and Peking University in China, together with the University of Tokyo and Kyoto University in Japan, as comparative cases. Through institutional document analysis, the paper examines the organizational structure, selection procedures, and decision-making mechanisms of doctoral admissions in International Relations across these universities. The findings indicate that Chinese universities place stronger emphasis on procedural standardization and comparability, relying primarily on centralized institutional arrangements and document-based evaluation to complete the selection process. In contrast, Japanese universities depend more heavily on laboratories or research units and faculty judgment, positioning research fit at the core of admission decisions. These differences reflect institutionally embedded choices shaped by disciplinary structures, configurations of academic communities, and state–university relations.