The World Summit for Children (1990) marked the dawn of a pleasant and brighter phase for the world's children. According to UNICEF, this World Summit reflected the world's hopes for children (UNICEF, 2002 p.ll). World leaders promised to ratify the Convention on the Rights of the Child, which was approved by the United Nations General Assembly the previous year (1989). At the Summit, "they signed on to ambitious goals to reduce child mortality, increase immunization coverage, deliver basic education and a whole raft of other measures by the year 2000 (FGN/UNICEF, 2001p.ll). This gave the hope that an action plan with time-tied concrete goals plus a specific legal framework would transform the lives of children worldwide in a short time. This means that the issue of children's survival, development, protection and education were no longer matters for charity but legal obligations.

This Paper focused on management of diversification at the senior secondary education level in Nigeria. Secondary education has been described as the second in the tripot of education. It serves as a bridge between the primary education and tertiary education. The two major aims of secondary education are: preparing the recipients for higher education and preparing the recipients for useful living within the society. The paper went further to x-ray some diversifications that could be explored in order to achieve fully the aims of senior secondary education to include: full utilization of the available human resources; provision and full utilization of financial resources; provision and full utilization of material resources; full and proper use of time resource full utilization of alternative sources of funds, provision of adequate instructional and personnel supervision, strict adherence to adoption of the principle of division of labour and specialization, adoption of the principle of leadership by example, adoption of the principle of reward and punishment moral-re-orientation, curriculum expansion and implementation. The paper finally concludes a wholesale adoption of the discussed diversifications for easy achievement of the aims of secondary education.

Need for cost-benefit analysis, productivity and efficiency in education has actually been x-rayed systematically, the various key words were precisely explained for a layman to understand. The social aspect of cost-benefit analysis, measurement of productivity, issues connected with productivity and efficiency, link between productivity and efficiency, low external productivity in the face of high internal efficiency and relationship between external productivity and cost benefit ratio were highlighted. Finally, conclusion and recommendations were made.

Curriculum implementation is the act of translating the curriculum document into action in the classroom by the teacher and so concluding any issue on curriculum implementation without mentioning the teacher will be like one going for cry and leaving his/her eyes behind, like an Igbo adage will say. This is to say that curriculum implementation is the arduous work of the teacher. The teacher's duty as a curriculum implementer cannot be over emphasized and so the paper on curriculum implementation and the teacher: challenges and way forward. The paper examines the concept of curriculum, the concept of curriculum implementation, curriculum implementation and the effective teacher, challenges of the teacher as a curriculum implementer which include: Non-involvement of teachers in curriculum planning and development processes, conducive school environment among others were highlighted and discussed. Based on the findings, possible way forward/ remedies were made which among others include: those teachers should be involved in curriculum planning; the school environment should be pupils/student-friendly.

It has been observed that no organization can exist without human and material resources. In the educational organization, teachers and students are the basic factors for which the school as an organization is established. Therefore, the success of any educational programme in Nigeria greatly depends on the performance of the teachers on their job. The scenario here depicts that, any nation who desires to achieve the set objectives of her educational organization must recognize the teacher factor. It is necessary to reiterate that the central process of quality and quantity in education boarder on the impressive array of teachers' performance spectrum. In lieu of this exposition, the teachers in the school system should be adequately remunerated for vital service and proficiency in their job.

This study aimed at determining the relationship between principals’ leadership styles and teachers’ indiscipline in Ebonyi State of Nigeria. Three research questions guided the study. Two sets of questionnaire, the Principals’ Leadership Style Descriptive Questionnaire (PLSDQ) and the Teachers’ Indiscipline Descriptive Questionnaire (TIDQ) were constructed by the researcher, and they were validated by three experts. Descriptive Survey design was adopted. A sample size of 120 teachers was used. Mean score and pearson product moment correlation were used to provide answers to the research questions. The findings indicated that there was a positive relationship between the principal leadership styles namely autocratic and democratic leadership style with teachers’ indiscipline. This relationship was significant for teachers of different years of experience. Recommendations were finally made for an improvement.