IIARD International Institute of Academic Research and Development

WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY (WJIMT )

E-ISSN 2504-4766
P-ISSN 2682-5910
VOL. 9 NO. 1 2025
DOI: 10.56201/wjimt.v9.no1.2025.pg15.30

---

Roles of Public Universities in the Achievement of Sustainable Development Goal 4 in Rivers State

Dr. Catherine. U. Osuji & Ndace Marcellina

---

Abstract

This study investigated roles of public universities in Rivers State, Nigeria, in achieving Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality education and lifelong learning opportunities for all. Using a descriptive survey design, the study examines the extent to which three key educational initiatives Centre for Continuing Education (CCE), Open and Distance Learning (ODL), and professional development programmes contribute to achieving SDG 4. The sample consisted of 672 respondents, including academic staff and administrators from three public universities in Rivers State. Data were collected using a validated questionnaire and analyzed using descriptive statistics and t-tests. Findings revealed that CCE programmes promote educational access for adult learners, fostering inclusivity and skill development. Similarly, ODL programmes expand access to underserved populations, offering flexible learning options and integrating technology to enhance employability. Professional development initiatives were found to improve teaching competencies, incorporate innovative teaching methods, and address educational challenges, including resource deficits. While lecturers and administrators shared similar opinions of the effectiveness of these programmes, slight differences in views were noted. The study highlighted the significant contributions of public universities in Rivers State towards achieving SDG 4 through these initiatives, despite challenges such as infrastructure deficits and resource constraints. The study concluded that public universities play an important role in promoting inclusive and quality education and recommended that expanding CCE programmes, enhancing ODL technologies, and prioritizing professional development programmes to address gaps and sustain progress. These efforts are crucial for advancing education as a basis of sustainable development in Rivers State and beyond.

---

References:

Abanyam, N.L. (2005). The Role of NGOs in Sustainable Development: A Case Study of
Vandeikya Local Government Area of Benue State. An Unpublished B.SC Project
Submitted to the Department of Sociology, University of Calabar.
Abdullahi, A. O., & Oluwaseyi, A. O. (2019). Role of university administrators in ensuring
sustainable development in Nigeria Universities. Journal of Education and Practice,
10(14), 79-86.
Adams, K. C., & Anyanwu, C. (2017). Non-governmental organizations and education for
sustainable development: A case study of Rivers State, Nigeria. Journal of Education
and Learning, 6(3), 123-133.
Adewale, O., & Adeyemo, A. (2019). The Role of Certificate Courses in Enhancing
Employability. International Journal of Vocational Education and Training, 17(1),
23-34.
Adeyemi, T. O., & Ojo, J. D. (2019). Professional development through sandwich programmes:
A pathway to teacher effectiveness. Journal of Educational Research, 22(3), 45-58.
Afolabi, F. (2021). The role of postgraduate education in achieving sustainable development
goals in Nigeria. Journal of Educational Research and Development, 23(2), 34-49.



Agu, C. I., & Ani, A. O. (2021). Academic staff role in achieving sustainable development
goals in higher education institutions in Nigeria. Journal of Sustainable Development
in Africa, 23(4), 60-79.
Jegede, O. (2019). Enhancing Quality in Open and Distance Learning in Africa. African Journal
of Educational Management, 17(1), 23-31.
Johnson, R., Smith, T., & Anderson, L. (2018). Government policy and education: A
comparative analysis of stakeholder perspectives. Comparative Education Review,
62(3), 401-421.
Ogunleye, A. (2022). Lifelong Learning and Open Distance Education: A Perspective from
Nigeria. International Journal of Lifelong Education, 19(3), 210-223.
Okafor, C. C., & Ugochukwu, C. (2019). Community engagement initiatives of NGOS in public
universities: A Case Study of Rivers State. Journal of Community Engagement and
Scholarship, 12(2), 98-109.
Okafor, E. C., & Ogbonna, N. N. (2017). Parental involvement and its influence on academic
achievement of secondary school students in Enugu State, Nigeria. Journal of
Education and Practice, 9(17), 90-95.
Okafor, I. O., & Okoye, A. C. (2020). Academic staff and sustainable development goals: A
study of public universities in South-East, Nigeria. Nigerian Journal of Management
Sciences, 9(2), 119-135.
Okafor, N. C., Ohamobi, I., & Manafa, I. (2021). Strategies for promoting sustainable
development and quality assurance in secondary schools Anambra state. Journal of
Educational Research & Development, 4(2), 45-56
Okebukola, P. (2021). Flexible Learning: A Key to Lifelong Education in Nigeria. Education
Today, 13(2), 45-54.
Okeke, C. O., & Uzochukwu, V. I. (2019). The influence of parental involvement on academic
performance of secondary school students in Nigeria: Implications for counselling.
International Journal of Humanities, Art and Social Studies, 4(10), 35-42.
Unterhalter, E., North, A., Arnot, M., Lloyd, C., Moletsane, L., Murphy-Graham, E., ... & Saito,
M. (2018). The Sage handbook of education for citizenship and democracy. Sage.
Wals, A. E., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of
education and lifelong learning. European Journal of Education, 52(4), 404-413.
Weli, V. E., & Ajie, U. E. (2023). Challenges and opportunities in organizing certificate
courses: Perceptions from public universities in Rivers State. Quality Assurance in
Education, 31(2), 178-193.

DOWNLOAD PDF

---

Back