Department of Political Science and International Relations

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Author: search.filters.author.Oni Samuel

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    Navigating Public–Private Partnership success: A cross-country study of key factors in Nigeria and South Africa
    (P &P Politics & Policy Volume52, Issue5, 2024-09-21) Deinde-Adedeji Oluwatimilehin; Nchuchuwe Francis; Abasilim Ugochukwu D.; Gberevbie Daniel E.; Oni Samuel
    Public–private partnership (PPP) has delivered expected results on a number of significant projects. Yet, despite the growing appeal, problems have been encountered which have either resulted in slow progress or the total failure of such arrangements. This study offers a comparison between Nigeria and South Africa focusing on several identified critical success factors (CSFs) for PPPs. We rely on secondary data to compare Nigeria and South Africa based on the top ten ranking CSFs identified in the literature. Findings reveal that both countries account for the highest number of PPP projects in Africa but have not recorded huge successes as a result of their shortcomings in important CSFs responsible for the success of PPPs. Nigeria, for instance, is still being challenged with poor energy supply, bad road networks, and ineffective waste management practices, among others. South Africa appears to have had better success in PPP delivery due to a suitable financial market, stable economic policy, favorable legal framework, and a transparent procurement process. We conclude by highlighting the key CSFs for PPPs in Nigeria and South Africa and emphasize the need to address the identified shortcomings. The relevance of this study is in its contribution to the understanding of CSF in PPP projects thereby offering useful insights for policy makers and administrators in improving the success rate of PPPs and enhancing the delivery of public services in these countries.
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    Curtailing structural violence in Nigeria: the legislature and poverty alleviation in the fourth republic
    (The Journal of Legislative Studies, 2024-08-26) Oni Samuel; DELE-DADA MOYOSOLUWA PRISCILIA; Gberevbie Daniel E.
    The pivot of the legislature in addressing structural violence in a democratic polity is its responsibility of enacting legislation for good governance, representing citizens’ interests in the public policy formulation process and performing oversight functions for equitable distribution and access to public goods and services. In Nigeria, the elimination of poverty has remained a major focus of every successive government, however, more than half of its populace still live in poverty and continue to battle with challenges emanating from inequality in societal structures. This study applies a systematic literature review to gather data and analyse the legislature’s impact on poverty alleviation in Nigeria’s fourth republic. The study reveals the extent of the capacity of the Nigerian legislative institutions to push for the development of the nation the socio-political dynamic of the country impeding legislative oversight of the implementation of government policies and programmes and the implication of accountable and transparent governance in the country.
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    QUALITY EDUCATION FOR PERSONS LIVING WITH DISABILITIES IN NIGERIA
    (9th International Conference on Education & Education of Social Sciences 17-18 January 2022- Online, 2022-01) Kusimo Abigail Olamide; Duruji M. M.; Oni Samuel
    World Health Organization estimates that globally, one billion people have a disability; with 80% of that population living in developing countries. Persons living with disabilities (PLWDs) face significant levels of discrimination and are often prevented from participating in their communities. This paper focuses on education as an essential part of human right towards persons living with disabilities and their access to quality education in Nigeria. Education is not only a right, but in situations of emergencies, chronic crises and early reconstruction, it provides physical, psychosocial and cognitive protection, which can be both life-saving and life-sustaining. The objective of this paper centres on quality, accessibility and education of persons living with disabilities in Nigeria. This paper examines concepts such as inclusion, quality education, inclusive education, exclusionary and discriminatory practices against persons with disabilities in Nigeria. It critically examines how discrimination, segregation and marginalization has affected education in Nigeria towards persons living with disabilities, depriving them of their right to education, and efforts towards achieving education for all which is in line with the Sustainable Development Goal 4. The data for the work will be gotten secondary sources. The study adopts textual analysis technique to analyse the data that will be generated from secondary sources. The aim of this paper is to integrate persons living with disability into the society using education. Thereby using the right to education to break the stigmatization persons living with disabilities face in the Nigeria.
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    BARRIERS TO INCLUSIVE EDUCATION IN FEDERAL CAPITAL TERRITORY PRIMARY SCHOOLS, NIGERIA
    (9th International Conference on Education & Education of Social Sciences 17-18 January 2022- Online, 2022-01) Kusimo Abigail Olamide; Duruji M. M.; Oni Samuel
    The diversity and unique contribution of persons living with disabilities in the general classroom is one of the major drive for inclusive education. Inclusive education helps persons living with disability find a place of acceptance in the society. Education is vital to the development of every individual in society despite their age, race, tribe, ability and disability. Education is a basic human right which every individual should access. The purpose of education is to acquire skills, information and knowledge. Inclusion is pivotal for the development of the society. The emergence of the concept of inclusive education has captured the attention of international and local stakeholders in education. This paper examines and discusses the barriers affecting persons living with disability in Federal Capital Territory primary schools, Nigeria. Irrespective of the importance attached to inclusive education, there are barriers that still limit the successful adoption and implementation of inclusive education. It is for this reason that this paper seeks to analyse some of these barriers. Using a secondary source of data, this paper critically analyses some issues such as inadequate infrastructure, inexperience special educators, societal discrimination, lack of access to public funding that affects implementing inclusive education in Federal Capital Territory primary schools. This paper also discusses the various barriers to inclusive education and its effect on persons living with disability as they lack basic resources to access the society. This paper concludes by proffering solutions to barriers affecting implementation of inclusive education in Federal Capital Territory primary schools, Nigeria.