Small and Medium enterprises act as catalysts in the economic development of the developed and developing countries. Developing countries like Nigeria that require sustained economic growth in their economies must pay attention to the SME sector and harness the great potential to generate employment, improved local technology, output diversification, developed indigenous entrepreneurship and forward integration with large-scale industries that can be provided by the sector. Unfortunately, the SMEs in Nigeria have underperformed despite the fact that the SMEs in Nigeria constitute more than 90% of Nigerian businesses, their contribution to the nation’s GDP is below 10%. This very low percentage contribution of the SMEs to Nigeria’s GDP could be attributed to amongst others; unfriendly business environment, poor funding, low management skills and lack of assess to modern technology. However, this paper focuses on adequate funding which will take care of some of the problems such as provision of modern technology and low managerial skills. It examines the financing of SMEs in Nigeria and the various financing options available to the SMEs. This involved looking at debt financing by considering the role commercial, microfinance banks, co-operatives and other finance institutions play in the financing of SMEs in Nigeria. It also considered the role of equity financing through Venture capital and Business angels financing. It concluded that funding of SMEs in Nigeria is very critical if they are to perform their role of growth and development of the nation’s economy.

https://www.eujournal.org/index.php/esj/article/download/2565/2426

FINANCING OPTIONS FOR SMALL AND MEDIUM ENTERPRISES (SMEs) IN NIGERIA

The education of girls is recognised as an investment with many valuable returns including the health and economic prosperity of women their families and nations (Herz and Sperling 2004). Despite recent progress in increasing girls enrolment statistics from 157 countries indicate that only one country out of three had reached gender parity in both primary and secondary education in 2008 (UNESCO 2010). UNESCO (United Nations Educational Scientific and Cultural Organization) estimates that almost half of the 157 countries are unlikely to meet the Millennium Development Goal (MDG) target to eliminate gender disparity in primary and secondary education no later than 2015 (MDG Goal 3 Target 4). Thus there is much interest in identifying the most effective ways of increasing girls enrolment and completion. Poor school sanitation facilities have been cited as a factor that can impede girls" access to their education. For example UNICEF (United Nations Children s Fund) and the International Water and Sanitation Centre argue specifically that "Education for girls can be supported and fostered by something as basic as a girlsonly toilet" (UNICEF 2005). Consequently a growing number of organisations are calling for increased investment in gender-sensitive "water sanitation and health" (WASH) interventions in schools through such initiatives as Raising Clean Hands for WASH in Schools (Raising Clean Hands 2010). To help verify whether WASH conditions contribute to girls educational outcomes a systematic literature review was conducted to determine what impact the provision of separate toilets for girls has on their primary and secondary school enrolment attendance and completion.

/pdf/what-impact-does-the-provision-of-separate-toilets-for-girls-4ou71ewh1p.pdf

What impact does the provision of separate toilets for girls at schools have on their primary and secondary school enrolment attendance and completion? A systematic review of the evidence.

Context : A school child educated about the benefits of sanitation and good hygiene behavior is a conduit for carrying those messages far beyond the school walls, bringing lasting improvement to community hygienic practices. Aims : To study the status of school environment and sanitation in rural India. Settings and Design: Government schools in rural Karnataka, cross sectional study. Materials and Methods: Twenty schools were randomly selected for the study. Informed consent was taken from the Heads of the schools. A pre tested close ended questionnaire was used to get the information. The minimum standards for sanitation of the school and its environment in India were used as the guiding principles to evaluate the appropriateness/ adequacy of the various attributes. Statistical analysis used: Percentages and proportions. Results : Out of 20 schools selected, one fourth of the schools were located/ sited at inappropriate places. Only half of the schools had appropriate/ adequate structure. Eighteen (90%) of the schools were overcrowded. Ventilation and day light was adequate for 12(60%) and 14(70%) of the schools respectively. Cleanliness of school compound/classrooms was adequate in 80% of the schools. There were no separate rooms for serving the midday meals in any of the schools under study. Eighteen (90%) of the schools were having drinking water points. Liquid and solid waste disposal was insanitary in six (30%) and eight (40%) of the schools respectively. Only half of the schools had adequate latrines for boys and 60% for girls. Only two (10%) of the schools had adequate hand washing points with soap. Conclusions : Environment and sanitation facilities at many of the schools are not fully satisfactory.

School environment and sanitation in rural India.

Since Kenya attained independence in 1963, various curriculum reforms and educational policies have been recommended. Examples are the 8:4:4 system of education (1985), the cost sharing strategy in education (1988), the Free Primary Education (FPE) policy (2003) and the Subsidized Secondary Education policy (2008) among others. The aim of the curriculum/educational reforms in Kenya has been to achieve national development. However, we find that the process of policy implementation is always problematic. Teachers encounter various problems in trying to implement educational reforms in schools in Kenya. This paper is a discussion of the factors affecting teachers in the implementation of curriculum reforms and educational policies in Kenya. This paper highlights the issues of poor economic growth, politics, lack of facilities, institutional leadership, ability and inability to evaluate, lack of proper social amenities and infrastructure, ignorance and illiteracy. For each of the limitations, probable solutions have been advanced. Key w ords : curriculum, reforms, education, policies

/pdf/factors-affecting-teachers-implementation-of-curriculum-3ord1x61xf.pdf

Factors Affecting Teachers' Implementation of Curriculum Reforms and Educational Policies in Schools: The Kenyan Experience

Analyzing sanitation characteristics in the urban slums of East Africa

Schools are a stimulating learning environment for children and stimulate or initiate change. It is generally recognized that childhood is the best time for learning hygienic bahaviours. Improved hygiene practices are essential if transmission routes of water and sanitation related diseases
are to be cut and children are the most vulnerable victims of these diseases. In Bangladesh now there is a primary school in almost every village and that has a central place in the community. If water & sanitation facilities are available in schools they can be treated as model, teachers and students
can function as role models. Schools can also influence communities through outreach activities. If facilities are not available at schools or are badly used & maintained schools become risky place and centers for disease transmission and health hazards for children and community at large. The
SSHE project started in late 1992 in collaboration with DPHE & DPE and supported by UNICEF - DHAKA.

School sanitation and hygiene education

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School sanitation and hygiene education