<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ayodeji  Olasunkanmi Abari</style></author><author><style face="normal" font="default" size="100%">Idowu  Olufunke  Oyetola</style></author><author><style face="normal" font="default" size="100%">Adedapo Adetayo Okunuga</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRESERVING AFRICAN LANGUAGES AND TERRITORIAL INTEGRITY IN THE FACE OF EDUCATION AND GLOBALIZATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">African languages</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword><keyword><style  face="normal" font="default" size="100%">globalization</style></keyword><keyword><style  face="normal" font="default" size="100%">preserving</style></keyword><keyword><style  face="normal" font="default" size="100%">territorial integrity</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056486.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With the colonization of Africa, the language of the colonial masters has taken precedence over the indigenous languages of the Africans to the extent that the latter seems to be going into extinction.  Yet, education is better founded on the native language of a people which also preserves their culture and tradition and gives them their own separate identity.  Meanwhile, the world has turned into a global village and there now exist international languages with the owners’ ways of life.  The latter seems to have subsumed the culture and tradition of others who are borrowers of the international language.  Where then lays the fate of Africans, between the preservation of their indigenous languages and the risk of being left out and behind the rest of the world if they do not simultaneously come to terms with international languages.  It is these issues of language and education, as well as globalization and African territorial integrity that this study examines separately and jointly with a view to juxtaposing them.  The study then recommends balanced ways out of the dilemma one of which is the compulsory use of the mother tongue by Africans as the medium of instruction at the foundational level of education.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-15</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ayodeji  Olasunkanmi Abari</style></author><author><style face="normal" font="default" size="100%">Mubashir  Olayiwola  Babatunde Mohammed</style></author><author><style face="normal" font="default" size="100%">Idowu  Olufunke  Oyetola</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORGANIZATIONAL IDENTITY AND EFFECTIVENESS OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN SOUTH WEST NIGERIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">organizational identity</style></keyword><keyword><style  face="normal" font="default" size="100%">school effectiveness</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408531800.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States – Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson’s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-16</style></section></record></records></xml>