Human Relations, Employee Retention And Organizational...

The research methodology can be described as the different processes, structural dispensation, framework, methods, designs, and systems through which the social scientist intends to empirically carry out his or her research work. It is concerned with the detailed pattern and techniques upon which the researcher premises various activities concerned with exploring, describing or interpreting various social realities and phenomena of which his social world is besotted or by which he or she is intrigued (Sarantakos, 2005). This preceding chapter examined through in-depth discourse of extant literature, the nature and relationship between the study variables (human relations, employee retention and organizational culture); with previous research studies closely examined with regards to identifying relationship patterns or attributes; this chapter examines the relative methods and techniques which can be considered as suitable or appropriate; given the intent and objectives of the study; in carrying out an empirical assessment of the relationship between the study variables; hence the study is structured as follows: i. Research design ii. Population of the study iii. Sample size determination/sample technique iv. Operational measurement of variables v. Data collection technique vi. Reliability/validity of the instrument vii. Data analysis technique 3.2 Research Design Baridam (2001) describes a research design as the framework, plan or structure upon which a research endeavourShow MoreRelatedA Company s Total Rewards Program1227 Words   |  5 PagesA company’s total rewards package should be strategically focused to align with company culture and values. HR professionals should work with organizations to create a holistic and integrated total rewards program. As business objectives and priorities evolve HR professionals should work to make sure the company rewards program stays relevant and attractive. Creating and successfully executing the company total rewards package requires HR staff who are knowledgeable of market rates and trends. 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Gender Expectations in Joy Luck Club by Amy Tan - 582 Words

The gender expectations have changed over time, In the book â€Å"Joy Luck Club† written by Amy Tan many characters are expected to things they did not want to do. This book is about the obstacles of sexism that Jing Mei and her relatives had to go through. But in reality is there more gender expectations now or in the novel? I believe that everyone should be treated equally and should be treated with respect from everyone. Woman in the novel are being segregated more than in real life. Todays society and the society in Joy luck club are very similar because they both involve sexism. In the novel Lindo is forced by her mother in law and husband by making her a slave of some sort. But things get a little out of control when An mei gets raped by her husband but ends up marrying the guy because she has to save her so called honor. But that man that raped her, he can do anything he wants, he will not be pushed around or called names because that is the mans nature. Girls in China can not speak freely for themselves, they are supposed to be listening to the man because supposedly they are so much better and can do anything or everything unlike woman that sits around and does nothing. But in America the daughters face many more problems such as gender expectations. Rose and Ted have the stereotypical relationship whereas Ted is a big strong man and where Rose is the damsel in distress and no one can help her. But the younger girl Waverly is a girl playing chess and the menShow MoreRelated Mothers and the Chinese Spirit in Amy Tan’s The Joy Luck Club2107 Words   |  9 PagesMothers and the Chinese Spirit in Amy Tan’s The Joy Luck Club   Ã‚   The Joy Luck Club is the telling of a tale of struggle by four mothers and their four daughters trying to understand the issue of gender identity, how they each discover or lose their sense of self and what they mean to one another. Throughout the book each of the mothers works hard at teaching their daughters the virtues of Chinese wisdom while allowing the opportunities of American life. They try passing on a piece of themselvesRead More Mother-Daughter Conflict in Amy Tans The Joy Luck Club Essay2944 Words   |  12 Pagesresistance in dealing with the new world culture. This is especially true for the second generation Chinese-Americans who resist and are ashamed of their heritage. Amy Tan in The Joy Luck Club dramatizes this conflict which arises between the first and the second generations through sixteen stories of four mothers and four American-born daughters. Tan succeeds in showing the strength of the mother-daughter bond from China to America despite the cultural and linguistic differences between Chinese mothers andRead MoreThe Evolution of Self in Asian-American Women in the Us (Joy Luck Club)4993 Words   |  20 Pagescharacterized by anti-Japanese sentiment. The mother of Janice Mirikitani was treated as a second class citizen not only because of her Japanese heritage but also because any discontent she may have felt had no voice in society as a member of the female gender. The confines of her mother’s room were very different than her own as her mother â€Å"kept her room neat with silence, defiance smothered in requirements to be otonashii, passion and loudness wrapped in an obi, her steps confined to ceremony† (Dr. DelmendoRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCharacteristics of the U.S. Workforce 41 †¢ Levels of Diversity 42 †¢ Discrimination 42 Biographical Characteristics 44 Age 44 †¢ Sex 46 †¢ Race and Ethnicity 48 †¢ Disability 48 †¢ Other Biographical Characteristics: Tenure, Religion, Sexual Orientation, and Gender Identity 50 Ability 52 Intellectual Abilities 52 †¢ Physical Abilities 55 †¢ The Role of Disabilities 56 Implementing Diversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 †¢ Diversity in Groups 58 †¢

Australian Migration Law for International Students

Question: Write report on Australian migration law for international students and describe the following points: 1. history of migration law for international students. 2. lagislation( rules, regulation). 3. current situation of the law and problems of international students. 4. compare the migration law with oher countries as well. 5. some case studies must be included. 6. any new solution for problems of international students. Answer: Introduction: Since the establishment of the first immigration Department of Australia in 1945, the number of women and migrants who have settled in Australia is around 7 million. It needs to be noted that the immigrants from all parts of the world have contributed in the society, culture and the prosperity of Australia and the Department of Immigration and citizenship recognizes this contribution as a significant factor in shaping the country. While Australia is also known as the "nation of immigrants", a great misinformation and confusion is present in the public debate regarding the number of permanent migrants that have been actually accepted in Australia. The reason is that some statistics that are publicly available regarding the permanent as well as temporary migration have been used interchangeably or even incorrectly and the result is that the statistics that are used for explaining the flow of migration are generally not correct and misleading (Borland and Pearce, 2002). The Education Services for Overseas Students Act 2000 or the ESOS Act provides the legislative requirements as well as the standards related with regulation of education and training institutions that offer courses to overseas students in Australia were present in the country on a student visa. Particularly, the ESOS Act provides fusion protection to the overseas students. Therefore it can be said that the provisions of ESOS Act, 2000 and related legislation have been designed with a view to protect the interests of the students who come to Australia on study visa. The purpose of the legislation is to protect and also enhance the reputation of Australia as a destination for quality education and to support the indignity of student visa program resides providing fusion protection. The ESOS Act is administered by the government of Australia through the Department of Industry, Innovation, Science, Research and Tertiary Education. This department has a responsibility to administer the Ac t and also raise legal instruments related with it. In this way this law governs the process of registration and also the obligations of the registered providers. In the same way, it also governs tuition protection service as well as enforcement and compliance powers. History of migration law for international students: The immigration program of Australia has been divided into two distinct programs for the permanent migrants. These are the migration program that is available for the skilled and family migrants and then there is the Humanitarian Program that is available for refugees or the persons who are in refugee like situations. Till date, a member of changes have been made to these programs as well as to the data collection due to which, it is somewhat difficult to compare these statistics related with it (Bruce, 1997). In 1901, during the time of Federation, all the States administered their own migration programs. However with the president of time, the Commonwealth government started to take more responsibility regarding the issue of immigration. Eventually, active control of immigration was taken over by the Commonwealth government after the World War I and it encourages new settlers. The result was that doing 1920s, nearly 300,000 settlers came to Australia. Most of them came under the as sisted seems like the Empire Settlement Scheme. It is also estimated that during 1901 and the Second World War, nearly 700,000 new settlers arrived in Australia and as a result, the population of Australia increased to 7 million (Pincas, 2001). The first federal immigration portfolio of Australia was created in 1945. At the same time, World War II and its aftermath provided significant boost to the new portfolio and it also encourages the implementation of a migration program on a large scale. After the great War, the government of Australia was willing to increase the population of the country so that it can stimulate economic development after the war and at the same time, with a view to increase the people who are available in the country to defend it in case there is another war. The result of these efforts was that nearly 1,000,000 migrants came to Australia during each of the six decades after 1950 (Burns, 1991). During the modern times, international students have a number of options when they are selecting their study destination. The key destinations in the past like the UK, USA and Australia now have to compete with many other countries as several countries that were source countries in the past have now started to attract international students on their own land. Another significant factor that needs to be noted in this regard is that domestic provision is also improved significantly in a number of developing economies as a result of higher investment in education as well as due to the presence of transnational programs due to which the students can opt for overseas qualifications but do not have to leave their own country. The various forms of online education have also resulted in expanding the available choices for international students throughout the world (Freedman and Philips, 1985). However, while more choices available to the international students, there are certain new challenges that have emerged for the international students. For example the increase in knowledge economy has resulted in changing the skills and knowledge requirements. Similarly the generalization of higher education has also expanded the supply of tertiary educated students who entered the workplace. The rapidly changing international education environment means that the competition has increased significantly for the Australian international education industry and at the same time, an increasingly discerning population of international students. The social, economic and cultural benefits that are related with international education are acknowledged by all (Mullins, Quintrell and Murphy, 1995). But at the same time, the fast paced changes related with globalisation have also resulted in significant ramifications for the international education industry of Australia. For long, Australia is considered as a pioneer in international education but this does not mean that the leading position of Australia in this regard is guaranteed. A key driver behind student choice is the opportunity to gain experience in the labor market of the host country as well as the need to understand the issues related with international students and these issues are closely associated with the continuous success of Australia in the field of international education (Yang and Glum, 1994). Great significance is placed by the international students on gaining work experience in the host country both for improving their chances of getting permanent residency and also to improve the prospects of employment in their home country. In this regard it is considered as imperative to acquire relevant work experience during study. For example, a clinical placement can be considered as a necessary part of a nursing qualification. In the same way, the demand is increasing for certain type of work placement in case of engineering and accounting also. The rising demand for work experience can also be seen in the fact of the expansion of programs like Profession Year or the recent decision made by the government of Victoria to invest in internship program aimed at international students. On the other hand, it also needs to be noted that despite the increase in demand for work experience, largely the international students have to face a lack of opportunities in order to gain work expe rience that is related with their particular field of study (Yanhong and Kaye, 1998). Current Situation of Law and Problems of International Students: In 1999, a decision was made by the government of Australia to liberalize study-migration path way so that the international education sector can experience more growth and also with a view to address the shortage of skills in certain areas. The economy of Australia was strong, mainly as a result of a mining boom and concerns were expressed that a shortage of skills may prevent Australia from taking full advantage of this particular era of prosperity and economic growth. The result was that the international graduates who have Australian qualifications and also the exposure to local culture as well as the working conditions in Australia and who are at their prime working age, were considered as being the most suitable candidates. The expectation was that such a policy will result in a win-win situation for the government of Australia as it will encourage continuous growth in the lucrative higher education industry and at the same time it will provide the nation with the skills that a re required by it (Zimmerman, 1996). It also needs to be noted that this was the time when the funding by the Federal Government was shrinking. As a result of the policy changes in 1999, within a year, half of the skilled migration applicants were holding Australian qualifications. However, very soon, concerns were expressed regarding the labor market outcomes of this situation. It was suggested that despite having the local qualifications along with the exposure to the society and culture of the host country, the international students were facing problems in finding employment, particularly in their own field of education. At the same time, reports came to fore regarding a visa racket that was operating in the field of vocational training and as a result of which, the enrollments of international students in courses like cookery and hairdressing were increasing at a fast pace and were mainly of by the private training organizations. Therefore, an apprehension was expressed that as a result of the loopholes present in the skilled migration program, some private colleges have turned into visa factories (Zimmerman, 1996). As a result of the large number of international students studying in the areas that were listed as the skills in which there is a shortage, the Federal Immigration Department was alarmed. Moreover reports coming in 2006 revealed that the supply was not able to meet the areas where there was a shortage as many overseas students failed to get employment in the fields chosen by them. This situation was despite the fact that in case of professions like accounting, a large number of international students were concentrated, were still in the list of occupations that are in demand. Compare the migration of the other countries: There is a stiff competition among the industrialized countries regarding international students. Although the country is like the UK, USA, Canada and Australia still attract a major part of international students, there are a large number of countries that were earlier exporting countries but now are also emerging as the key players in the market of international education. As a result, countries like Singapore, China and Malaysia have made significant investments in the field of domestic education. On the other hand, several traditional host countries want to encourage international skills in some particular skill areas in order to offset their labor market shortage. At the same time, it also provides additional income to the universities which can make up for reducing public funds. Solutions for the problems faced by international students: A number of problems faced by international students. For example, the significance of a high level of communication skills is present in case of some disciplines. An example in this regard can be given of the professions of nursing, accounting and engineer as in these professions the employers are looking for the graduates who have excellent communication skills, including good command over English and also the ability to communicate in different settings. For examples, engineers should be capable of communicating on the shop floor and at the same time, they should also have the capability of communicating with suppliers and clients. In the same way, accounting graduates need to collect information from the clients and at the same time give professional advice to them and for this purpose they need to communicate with people at different levels. Another problem that is faced by international students is that of racism in the society. The issue of racism has been raised by academics, international students and peak bodies during interviews. While discussing the challenges faced by international students, several stakeholders have stated that the attitude of some employers can act as a barrier. For example, an accounting academic has described during an interview that there are certain employers who are a bit behind the times. In the same way, an academic from the field of engineering, who has the responsibility of professional placements, has pointed out the reluctance of the employers to hire international students and attributed it to the high level of xenophobia that is present in the society. At the same time, some officials of the Department of Immigration and citizenship have also raised the issue of racism faced by international students (Brislin, 1981). Conclusion: In this way, in the present research, an attempt has been made to study the implications of immigration law on the international students as well as the problems faced by them. The immigration laws have a significant impact on the choices made by international students. In this regard, the recent experiences reveal that there are unintended and wide-ranging consequences of linking the migration policy with education. While the opportunities of work after study remains a key driver behind the choice made by international students, at the same time it also needs to be noted that the success of international students in workplace depends on several factors. For example, it is very important that international students should have excellent communication skills as well as the relevant work experience. References Borland, H. Pearce, A. (2002) Identifying key dimensions of language and cultural diversity at university, Australian Review of Applied Linguistics, 25 (2), 101 127 Brislin, R. W. (1981). Cross-cultural encounters: Face-to-face interaction. New York: Pergamon Bruce, C. S. (1997). The seven faces of information literacy. Adelaide: Auslib Press Burns, R. (1991). Study and stress among first year overseas students in an Australian university. Higher Education Research Development, 10(1), 61-77 Freedman, S. M., Philips, J. S. (1985) The effects of situational performance constrains on intrinsic motivation and satisfaction: The role of perceived competence and self-determination. Organizational Behavior and Human Decision Processes, 35, 397-416 Mullins, G., Quintrell, N., Murphy, K. (1995) The experiences of international and local students at three Australian universities, Higher Education Research Development, 14(2), 201-232 Pincas, A. (2001). Culture, cognition and communication in global education, Distance education, 22 (1) Proquest Yang, B., Glum, G. A. (1994) Life Stress, Social Support, and Problem-Solving Skills Predictive of Depressive Symptoms, Hopelessness, and Suicidal Ideation in an Ascian Student Population, Suicide and Life-Threatening Behavior, 24, 127-139. Yanhong Li, R., Kaye, M. (1998) Understanding overseas students' concerns and problems, Journal of Higher Education Policy and Management, 20(1), 41-50 Zimmerman, S. (1996). Perceptions of Intercultural Communication Competence and International Student Adaptation to An American Campus. Communication Education, 44, 321-335.

Youth empowerment through quality education free essay sample

Youths are considered very important in the development and transformation of any nation. For the youths of any nation to live up to expectation, they must be empowered. That is why youth empowerment through quality education cannot be overemphasized. This paper considers quality education, its importance to youth empowerment and in what ways it empowers. The paper recommended proper implementation of the curriculum, continued Teacher Education, adequate budgetary allocation and priority for education and parental encouragement to mention a few. INTRODUCTION Nigeria celebrated another Independence Day recently marking her 53rd anniversary; however the pace of development and that at which policy decisions of government and by extension its policy makers are implemented, is not commensurate with how long she has been an independent state. It is believed that one sure way of measuring the responsiveness or otherwise of any government in the world today, is in its quick implementation of key policy agreement or decisions that will boost the advancement of any sector such policy is formulated for. We will write a custom essay sample on Youth empowerment through quality education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a result, it is not surprising to observe that nations that want to be reckoned with in terms of youth empowerment, religious tolerance, technological advancement, national transformation etc strive to position education as a focal point in its march towards development. It is in the face of this, that the steady decline in the overall standard of education across all tiers in the nation therefore that education experts have continued to clamour for initiatives that would promote massive development of the sector that is daily experiencing backwardness. In fact, many graduates cannot express themselves properly. Some in practical disciplines can’t practice what they have supposedly learnt in school. While some in offices lack adequate knowledge and sit idling away redundantly due to lack of empowerment. To empower means â€Å"to promote self-actualization or influence of† something or someone (Merriam-Webster Collegiate Dictionary, 2000) or to â€Å"make (someone) stronger and more confident, especially in control of their life and rights† (Oxford Advanced Learners Dictionary, 6th edition). Empowerment can therefore be said to be the process of increasing the educational, social, economic, political etc strength of an individual. Opeyemi (The Punch, 2013) quoting Olatokunbo Somolu, chairman, Board of Trustees for Vision 20:2020 in his address at the 16th Vision 20:2020 Career Workshop in Lagos earlier this year noted that â€Å"one of the steps needed to move the nation forward is through youth empowerment†. He explained that youth empowerment as a tool for development is an attitudinal, structural and cultural process whereby young people gain the skill, ability and authority to make decisions and implement change in their own lives and the lives of other people (youths and adults inclusive) and the society in general. He further said, â€Å"Youth empowerment is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. The need to guide and nurture our youth who are the future of our great country Nigeria cannot be over-emphasized and further pointed out that empowering of youths is an investment that pays off anytime, anywhere. Adding that, by investing in youths, government corporations, communities, NGOs and individuals can help prepare the youths for the challenges ahead†. Many things can be said to be responsible for non empowerment, under empowerment or inadequate empower. For instance, Oyeleye ( in SUN 2013:45) quoted an Oba saying â€Å" youths nowadays see elders especially those in power as the problem of the nation having failed to provide for them, thus mortgaging the future of the nation†. He further said that â€Å"for this nation to see a brighter future, government must devote resources to developing youths and empowering them before they learn and operate a new style of internal terrorism†. This paper however, is not meant to ascribe blame but to promote youth empowerment through quality education. With that said, who then are the youths of a society? What is quality education? How can quality education bring about youth empowerment? What are the imperatives for achieving such education? YOUTH AND YOUTH EMPOWERMENT Youth is â€Å"a time of life when one is young especially the period between childhood or adolescence and maturity† (Merriam-Webster Collegiate Dictionary, 2000). It is â€Å"the period between childhood and adult age† (Oxford Advanced Learners Dictionary, 6th edition). It is at this age or period of live that an individual is formed. The lessons, morals, values etc picked up or learnt at this stage of life that shapes who the individual becomes in the future. It is therefore paramount at this age, to promote self-actualization and increase the educational, social, economic, political etc strength of an individual. Youth empowerment occurs in homes, at schools, through youth organizations, government policy-making and community organizing campaigns. Major structural activities where youth empowerment happens throughout society include community decision-making, organizational planning, and education reform. It is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. Many local, state, national, and international government agencies and nonprofit organizations provide programs centered on youth empowerment. Activities involved therein may focus on youth-led media, youth rights, youth councils, youth activism, youth involvement in community decision-making etc Even in politics, major political parties in the world have statements supporting youth empowerment. It is also a central tenet of the United Nations Convention on the Rights of the Child, which almost every country in the world (if not all) has signed into law. Presently, there are a variety of youth empowerment initiatives underway around the world. The 53 member countries of the Commonwealth of Nations have all signed up to the Commonwealth Plan of Action for Youth Empowerment (2007–2015). The Plan of Action underpins the work of the Commonwealth Youth Programme (CYP). On the Commonwealth definition, Young people are empowered when they acknowledge that they have or can create choices in life, are aware of the implications of those choices, make an informed decision freely, take action based on that decision and accept responsibility for the consequences of those actions. Empowering young people means creating and supporting the enabling conditions under which young people can act on their own behalf, and on their own terms, rather than at the direction of others. QUALITY EDUCATION In any form or way it is presented, education is vital for human and national development. Through it, people acquire basic skills and attitudes by which they make meaningful living and coexistence (Okwuolise, 2005). Education brings about refinements, sobriety, dynamism, faith, technological advancement, empowerment, self regard, aggregation etc (Okwuolise 1999). Osifo-Whiskey (in Okwuolise, 2005) said that â€Å"learning and knowledge determines what people or society is, backward or advanced, civilized or primitive, enlightened or in darkness. Learning and knowledge are the equivalent of thinking in the matter of who is man or who is an animal†. Education however does not only achieve these, it â€Å"accretes equally national development and transformation, depending on the aspirations of the nation and the objectives intended to be achieved by it† (Okwuolise, 2005). From the foregoing, if considered in a formal sense, education is a process of instruction for the purpose of preparing the learners to become useful to themselves and the society. It is therefore no wander, Onah et al (2012:41) defined education as â€Å"the process of transmitting what is worthwhile (desirable skills, knowledge, attitude, aptitude etc) to those who are committed to it, whether they are children, youths or adults in the hope of promoting their usefulness to themselves and the society†. Quality on the other hand means â€Å"of high worth, value or standard† (American Heritage Dictionary, 1996), or â€Å"degree or standard of excellence† (Collins English Dictionary, 2000). Quality education therefore means education that is of high or valuable standard, adequate and with valid teaching or instructional outings in terms of method and content. It must also, reflect the three domains of education (the cognitive, affective and psychomotor domains). It therefore goes without saying that, there are certain societal expectations or traits an empowered person (child, youth or adult) is expected to manifest. Along the line of philosophy and the line of educational domains as seen above, the empowered man should; I. Be a man of knowledge, i. e. he must be well grounded in what he is supposed to do, or what he is exposed to. II. Be of good nature with good relation and must be a sociable person and not a recluse III. Be able to practically perform and deliver in his field of empowerment. QUALITY EDUCATION AND YOUTH EMPOWERMENT By and by, if we are to examine the role and importance of quality education in youth empowerment, much could be said. This paper however limits itself to the following areas where quality education accretes to youth empowerment; Knowledge and Insight Knowledge is the â€Å"acquaintance with or understanding of a science, art or technique†, â€Å"range of one’s information or understanding† while insight is the â€Å"ability to understand people and situations in a very clear way† (Merriam-Webster Collegiate Dictionary, 2000). One of the attributes of quality education is the ability to instill in learners (in this case, youths) the total understanding and a range of information in a very clear way of who they are, what they want, can be and their role in nation building and transformation. It gives them the ability to apply theory and principles learnt, discriminatory analysis and sharpen their mental reflexes by which they are able to contribute in problem solving whenever the situation arises. Approval This is â€Å"the belief that something or someone is good or acceptable: a good opinion of someone or something† (Merriam-Webster Collegiate Dictionary, 2000). It refers to â€Å"when someone likes something or someone and thinks that they are good† (Longman Dictionary of Contemporary English). Quality education instills in one traits, attitudes and capabilities that makes him/her acceptable and considered good enough anywhere, anytime. Such people are always involved in issues that enhance national development and transformation. Even the bible said â€Å"study to show thyself approved†¦. , a workman that needeth not to be ashamed†¦. † (2 Tim: 2v15). Responsibility and Discipline Responsibility is â€Å"the state of being the person who caused something to happen† while discipline is an â€Å"orderly conduct or pattern of behavior† (Merriam-Webster Collegiate Dictionary, 2000). A person empowered through quality education is a doer; always taking charge and making things happen instead of just sitting back and letting others do the work. Such a person always conducts himself/herself in orderly manners and with refined behavior. This group of people is those who can contribute to the progress of any nation. Self Reliance and Confidence Self-reliance is â€Å"the reliance on one’s own effort and abilities† while Confidence is â€Å"a feeling or belief that you can do something well or succeed at something† (Merriam-Webster Collegiate Dictionary, 2000). When one’s education is of high standards, the person understands he/she is in control of their live and will always trust in his /her abilities, believing that success can be achieved at whatever task being given since the necessary information required to succeed has been duly imparted. It is obvious then that, quality education makes a man confident and confidence in turn gives him the impetus to rely on his effort. Resourceful This means being â€Å"able to act effectively or imaginatively, especially in difficult situations† (Merriam-Webster Collegiate Dictionary, 2000). An empowered person who has knowledge and insight, is confident and self-reliant, disciplined and responsible will be able to think outside the box. He is not easily put down by difficulties and challenges. Imperatives of Quality Education It is now obvious that quality education empowers. Be that as it may, there are certain necessities which are sine-qua-non for engendering quality education. They include: I. Educators must do their job of educating thoroughly well. II. Provision of adequate infrastructure which includes good learning environments and classrooms. III. Employment of well trained, competent and professional teachers and educators. IV. Provision of adequate learning materials including well equipped libraries and laboratories. V. Organizing field trips, excursions and industrial (practical) trainings. VI. Provision of teaching aids including public address systems and visual aids. VII. Parental encouragement and support. VIII. Incentives for outstanding performances and performers. IX. Introduction and proper implementation of quality curriculum. X. Prioritization of the education sector in terms of budgetary allocation and funding. XI. Continuous teacher education. XII. Teacher motivation. Summary and Conclusion Through the ages, education has been known to be the antidote to poverty and ignorance, and key for unlocking natural resources ( Obaji, in Onuoha, 2006). She stated that no nation striving for accelerated development does so without first developing its educational system. According to her; the visibility and publicity which education has enjoyed in recent times derives from the importance attached to education in national development. Quality education ensures the development of knowledgeable, insightful, self-reliant, skilled, disciplined, and a healthy population with the capacity to drive and sustain the socio-economic development of the nation. It goes without saying therefore, that in order to enable the youth to contribute constructively to the society; it is imperative to improve the quality of the educational system to ensure that the products of our educational institutions become critical thinkers, problem solvers and accomplished leaders. There is therefore, a strong connection between education and national growth and development. Education not only provides scientific and technical skills, it also provides the motivation, justification and social support for pursuing them. REFERENCE American Heritage Dictionary, 1996 Collins English Dictionary, 2000 Longman Dictionary of Contemporary English Merriam-Webster Collegiate Dictionary, 2000 Okwuolise, G. A. G. (1999) â€Å"the variable of quality instruction in national development† knowledge review, vol. 1(1) Okwuolise, G. A. G. (2005) â€Å"Qualitative instructional evaluation and achievement of qualitative education† Journal of Qualitative education, vol 1; No 3 of May 2005. Onah, J. N. and Aniagolu, H. (2012). Sociology of Nigerian education. Enugu. Count int’l publishing press. Onuoha, J. C. (2006). â€Å"Strategies for Enhancing Teaching and Learning in Nigeria Tertiary Institutions: Implications for Development† Journal of optimization of service delivery in the education sector, 2007. Oxford Advanced Learners Dictionary Oyeleye, T. (2013) â€Å"Youth empowerment, solution to social vices† Daily Sun, 5th July 2013 (p:45) The Holy Bible (KJV) â€Å"2 Tim. 2v15