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This study investigated the impact of economic recession in Osun State of Nigeria on Physics education. The study adopted descriptive survey design. 400 Physics students were randomly selected from the population through random sampling technique and were used for the study. Physics Achievement Test (PAT) and Impact of Economic Recession on Physics Education Questionnaire (IERPEQ) were the instruments used to collect data. The internal consistencies of PAT and IERPEQ were 0.81 and 0.76 through the use of Kuder-Richardson formula 21 and Cronbach Alpha respectively. The results showed that, economic recession has negative impact on standard of education (r = -.89, p = .000), teaching process (r = .82, p = .000) and students' academic performance in Physics (r = -.84, p = .000). The results also showed that economic recession has highest impact on standard of education (r2 = .79) in Osun State of Nigeria. This was seconded by students' academic performance in Physics (r2 = .71) while economic recession has the least impact on teaching process (r2 = .67) in Osun State of Nigeria. It was recommended among others that, Nigerian government should find another means of generating income apart from crude oil export in order to cushion the effect of economic recession and also, Nigerian government should allocate at least 26% of the total budget to education as recommended by UNESCO.

The changing of content and forms of civil service training and education in the public sector is analysed in the article. In the modern society, the role of the public institution staff in the planning and implementation of the strategic activities of the institutions has increased dramatically. The personnel management content of "putting out the fires" no longer meets the needs of the modern organization. The development of the capacities of civil servants is one of the directions in state administrative reform as well as one of the main conditions for effective public sector activities. It is possible to say that the existing training of civil servants in Lithuania is more extensive, based on personal motivation. However the latter does not always coincide with institutional interests. The largest obstacle in effective civil servants training is insufficient capacity of the institutional personnel system of public administration. Although personnel units carry out the analysis of the needs of qualification training the functions of training process and career planning are implemented insufficiently. The staff of personnel management boards in state and municipal institutions is not adequate, and unable to carry mentioned functions while existing public administration institutions cannot administrate the processes of qualification assurance properly. ; Straipsnyje analizuojami valstybės viešosios politikos tikslai ir uždaviniai modernizuojant valstybės tarnybą bei personalo valdymo turinio ir formų pokyčiai. Išskirtinis dėmesys straipsnyje skiriamas viešojo sektoriaus personalo kvalifikacijos ugdymo poreikiams nustatyti, lavinimo proceso struktūrai tobulinti ir lavinimo institucijų ištekliams efektyviau panaudoti.

The purpose of this article was to present the goals, tasks and functions of the CKE which is one of the most important institutions implementing the state's education policy. It is also the presentation and analysis of the organizational and legal status as well as the most important activities of this organization, as well as an assessment of its activities. The basic method used to achieve the objectives of the publication is the analysis of subject literature, internal materials of the institution and legal acts. The main content of the article begins with an introduction in which the purpose of the publication was presented. The second part introduces the most important concepts related to education policy. Part three presents the goals and tasks of CKE. The fourth part analyzes the organizational structure of CKE and approximates its legal status. In turn the fifth part contains considerations on the most important activities of the Polish Tourist Organization. In the sixth part, the activity of the subject analyzed in the article was assessed. The last part is a summary which presents the conclusions arising in connection with the implementation of the topic. The summary states that the Central Examination Board plays an important role when it comes to implementing the state's education policy. First of all, it helps to streamline and objectify the process of assessing student achievements in the form of an exam completing each stage of education.

Our study of UK higher education institutions (HEIs) offers insights into the role of institutional logics in the adoption of organisational practices – specifically outsourcing. We identify two logics prevalent within HEIs: a public service 'state logic' and a 'market logic'. While adherence to the market logic supports commercial-based practices such as outsourcing, organisations enact competing logics in complex ways. Outsourcing is mainly limited to peripheral activities segmented from the core while a nascent cooperative solution is emerging as HEIs co-opt practices and discourse of outsourcing to justify hybrid relationships that marry competing logics in a process of selective coupling.

In this period, we witness the importance of education and teaching as a means of shaping people, if unfortunately for the purposes of inciting hatred or terrorism, and on the other hand, shaping a better person through a change of direction. As we have seen, education and teaching have great power in influencing the shaping of people: value-wise, morally, proportionately, culturally and educationally. When I turn to many people and ask: "What do you think will happen if you talk to one child at home and the rest are passive?". Everyone's reaction is shock and then: "What happened, you've gone crazy, it will be terrible". In light of this, it is clear to everyone that the continuation of teaching in the frontal/traditional approach in mathematics in general, in which about 85% of the students are passive and the teacher presents the solutions and not the way of thinking and guiding the solution process, must stop. The article emphasizes the need to analyze one's own thoughts when applying different methods and when solving practical tasks of a different nature.

This volume investigates the agendas and initiatives for using education to transition Gulf communities from being dependent on natural resources into knowledge societies. This volume presents information, case studies and empirical research about the development of information-based economies across the Arabian Gulf as a whole.

OBJECTIVES: The study evaluated the managing Education for Food And Health Security in Ehime and Isiala Mbano Local Government Areas of Imo State Nigeria. METHODS: Data for the study was obtained from a sample of 240 respondents, 120 from each of the Local Government Areas. Frequency counts and percentages was used in analyzing the research questions raised. The Chi- square was also used to analyze the null hypothesis generated at 0.05 level of significance. RESULTS: The study reveals that there is no significant difference between the production of food and the level of the farmers education in the local Government Areas. The implication of the finding is that, the quality of food is proportional to the level of education of the producer and there Is also no significant difference between food and health security and the management of education in the two local Government Areas. Despite the climatic condition of the areas that favours health and food production, food and health insecurity remains a major obstacle faced by most dwellers in these areas. Further more, the study reveals obstacles towards food and health security in the areas to include; poor management of education, low level of people's education on food production and common health on food production and common health safety measures, low Government commitment to issues concerning health and food security etc. CONCLUSIONS: To ensure a secured food and health society, the researcher observed that there Is need to strategize the Management of education to incorporate awareness on the modern methods of food production, nutrition education, education management, general health preventive measures, motivating farmers to form cooperative societies. FUNDING SOURCES: Tertiary Education Trust Fund, Nigeria.

The study examines the perception of secondary school principals on the influence of value education on governance in Bayelsa state. The research design adopted for the study was the descriptive survey. The instrument for data collection was a researchers' structured questionnaire named "Value Education and Governance Questionnaire (VEGQ)" made up of twenty items and formatted on a four-point Likert type. To determine the reliability of the instrument, the test-retest method was used; scores paired and computed using the Pearson Product Moment Correlation to obtain a reliability coefficient of 0.72. Mean and standard deviation was used to answer the research questions with a criterion mean score of 2.50 as basis for accepting or rejecting responses. The simple regression statistics was used to test the hypotheses at 0.05 level of statistical significance. The results showed that the teaching of value education in secondary schools influenced governance in Bayelsa state on all the variables measured in the study. It was therefore recommended among others that regular workshops and seminars should be instituted and made compulsory for concerned teachers and principals to properly reposition the teaching and learning of value education in secondary schools to serve as a tool for the actualization of good governance in Bayelsa state.

To meet modern-day challenges of improving quality and relevance, responding to new knowledge, and strengthening teaching and learning, the postsecondary education space must revise system structures content designs, and delivery strategies, i.e., engage in disruptive thinking. Governments need to implement effective regulatory processes to ensure quality and equitable access by all students. Education programs must be in sync with workplace needs and built around "knowledge clusters" rather than specialized fields. Diverse and multiple disruptions will become the norm.