Manpower Development for Workers in Tertiary Institutions: Distance Learning Approach
Bibliographic record
Abstract
The purpose of this study is to determine the extent to which workers patronize distance learning approach to further their education. Other purposes include: determine problems facing workers in the process of improving their knowledge and skills through distance learning approach; establish the level of attainment of manpower development objectives of Adekunle Ajasin University Akungba-Akoko and Rufus Giwa Polytechnic, both in Ondo State, Nigeria; and find out the relationship between manpower development and job performance effectiveness of workers in both institutions. Survey research was used in order to carry out the study. One hundred and seventy five (175) respondents were selected from Adekunle Ajasin University. However, one hundred and ninety five (195) respondents came from Rufus Giwa Polytechnic. Four (4) research questions were generated from the literature review. Questionnaire items on manpower development through distance education and the responses elicited from respondents were numerically quantified, tabulated and analyzed using Likert scale and percentage. The analyses showed that: opportunity for training and development was given to all workers in both institutions; most Nigerian Universities do not provide distance learning programmes to citizens; respondents of both institutions reported occasional frustration from colleagues and management in a bid to pursue further education; respondents in the two institutions held that the objectives of floating manpower development for workers were achieved; and they reported that there was relationship between acquisition of manpower development and job performance at workplace. Based on the findings, it is recommended that workers should be encouraged to patronize distance learning system to further their education; information and communication technology should form part of manpower development programmes in tertiary institutions; and workers who have stayed long away from classroom should be properly counseled whenever they are on for further studies.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".