International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VII, Issue IX, September 2022|ISSN 2454-6194
Shedrack Enyeribe Nwannunu
Department of Accountancy
Abdu Gusau Polytechnic, Talata Mafara, Zamfara, Nigeria
Abstract: The study looked at the relationship between TETFUND AST&D beneficiaries’ satisfaction with the benefit and the obstacles associated with the funding for academic staff training and development. The study’s population was drawn from Abdu Gusau Polytechnic in the Northwest, Nigeria. Twenty of the thirty structured questionnaires were returned as valid and were used in the study. The descriptive statistics were obtained by SPSS 2023, and the hypothesis was tested using Spearman’s correlation coefficients. Statistics reveal a totally positive and statistically significant association between the satisfaction of AST&D recipients and the benefits and difficulties. Second, the interaction between AST&D benefits and challenges was strongly positive and statistically significant, indicating that the challenges had no effect on the benefits. The study recommends that TETFUND should entice local funding to attract applicants. Balancing the disparity between local and international AST&D funds will attract more local trainees and will also increase Nigeria’s assets denominated in foreign currency (foreign reserves) that are held by the Central Bank of Nigeria (CBN).
Keywords: TETFUND AST&D, Likert Scale, Benefits and Challenges, Northwestern Nigeria, Academic Staff
I. INTRODUCTION
A dequate funding and development of a nation’s staffing in the tertiary sector necessitate a practical assessment and evaluation of its current educational system (Abdulmujib, 2021; Willmott, 1995). The strategic management cost-benefit analysis tool, introduced in government agencies over the years, has proven beneficial. As a result, countries adopting intervention policies such as Tertiary Education funding must take stock of the perceived benefits and challenges that come with education intervention adoption from the perspective of stakeholders to manage a nation’s education system workforce development effectively, as has been done by other countries (Ahlström et al., 2022; Oko, 2019; Onyeneke, 2020). Such analysis, in particular, aids in determining the value of institutional compliance or conformity to intervention norms of acceptable practice (Mbawuni, 2018).
Many nations have adopted educational intervention funding as an essential tool for standardizing the educational system in developed and developing countries (Mbawuni, 2018). Nigeria, along with Ghana, Egypt, Kenya, Kenya, South Africa, Tanzania, and Zimbabwe, was among the first African