Education without Knowledge gain: The vulnerability of children and youth in sub-Saharan Africa.

Dayo Olorunfemi1 Research & Development consultant Abuja Email: dayojohn2004@gmail.com December 2013 Abstract: This study seeks to investigate the risk of knowledge deficiency found in juvenile and the issues of data secrecy and information reporting manipulation within sub-Saharan Africa educational school system. Major observations focus is on the Nigerian public school administration and the unconscious learning processes affecting students level of understanding. A diagnosis of academics & event period of 2010-2012 under review, manual records of junior and senior secondary school data was collected to measure quality assurance in education and the effects of unsustainable schooling system which had placed limit to problem-solving initiatives/creativity of African children & youth in this 21st century. This study also examines empirically the relationship between sustainable development and policy reforms proxy by human development index for Nigeria economy in 2003-2011. This was done to account for nations poverty reduction gap and instability of leadership policy measure. Employing numerical taxonomy, it was found that the Nigeria economic reform classified as group within 2003, 2004 & 2005 policy directions tends to contribute significantly to reduction in poverty because leaders policies was explicit & understood by the people. The 2006 policy measures been classified as first group, had direction on human capital development, yet with more income centric approaches and positive influence on poverty reduction. In contrast, the third category of groups (2010 & 2011) was found to be a period with negative principal component score observed as potential indicator of long run policy disaster which requires territorial & global researchers action including leaders attention to prevent the people livelihood from been more at risk of poverty in the nearest future.

Keywords: Quality assurance, education intelligence, knowledge deficiency risk, internal baseline architecture.
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Member of BSR Analysis Team Abuja Nigeria. For helpful comments and discussions on this research and article on productivity and economic reforms in Nigeria, I am grateful to Mrs Josephine I. Medupin the immediate past principal of Bishop Delisle College lokoja, Raheem Kola, Seun Olorunfemi and Rotimi Olorunfemi for participations and unique support during this investigation. All errors are my own.
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Introduction
Having an unexamined educational system with less regards for optimization, is a process that is existing but undesirable. For the government & people of sub-Saharan Africa to reap the gains of investments made towards education, there is need for existing teachers to rethink on todays methodologies and philosophy of productivity measurement which hovers around mere intuitive decisions and a neglect of education intelligence techniques. The peoples of every continent irrespective of their gender demography, cultural differences, social inclination and religious backgrounds are now alive to financial benefits as a quest to satisfy their micro and macro consumptions or investment goals. Likewise, the aggregate strata of the society have other expectations that are automatically embedded as object of risk in all forms of decisions made towards development. Such expectations could either be a statement of needs or demands; and more often assumed impliedly due to the nature of human transactions. Every human generation is bound by its own peculiar problems which are triggered by human activities, decisions or by previous errors and events which cannot be linked to natural disasters. Different society have diverse understanding concerning solution approach to tackling known problems but, uncertainties inherited through continuous neglect of new methodologies in investment decisions for human education and development should be the base towards finding real solutions to known and unexpected problems in human endeavours in sub-Saharan Africa and even in other continents of the world. As it is written in the book of Hosea 4:6 my people are destroyed for lack of knowledge, therefore, citizens of a nation are exposed to high risk when leaders and teachers decides to focus more on resources based solutions to schooling rather than knowledge based tactics. A wide spectrum of people are trapped with the thinking that they are educated because they have develop fluency in grammar, have bachelors degree and even possess doctorate degrees in order to secure high rewarding jobs to improve personal social status and life achievements. The issue is, prowess in grammar and even a PhD certificate is not a centerpiece to problem-solving initiatives, desired reduction in poverty and long run improvement in human development within the region of sub-Saharan Africa in the 21st century. Therefore, African leaders including teachers and even the future leaders of tomorrow will now be required to rethink on new educational framework that can challenge and reshape the innate minds of her human populace towards a more unique and reformed direction in accountability of research as a spring board to scale up human productivity in educational institutions as well as other sectors of economic development.

This investigation is partitioned into a two in one study, using a popular Yoruba proverb of early 1960s in the Nigeria history education without hoe and cutlass is never complete. Agricultural work is the labour of our land; that he who fails to work shall end up stealing this Idiom implies that education without learning tools & knowledge is never complete. That Intelligence work of agriculture & other discipline should be sustained to improve human standard of living else, corruption await those who fail to work. Every human race have claims to desire knowledge, but just few have the insight and pains to seek new knowledge to add value to human livelihood and activities. The human mind tends to experience imbalance at different stage of development due to immeasurable gap embedded in education and knowledge gains. With inference to econometrics thinking, there are proofs that what is not been measured cannot be controlled. Though, global leaders and her institutions have indeed made unique decisions by creating & allocating funds drawn from fiscal policies into education and research institutions. Beyond this investments, how often do the leaders and teachers care about the understanding & assimilation of lessons learnt by children and youth in schools? This study is therefore premised on the foundation that unconscious learning approach of teachers is a function of impaired understanding for the students. Bluntly put, that the lack of knowledge of a teacher will increase the vulnerability of his or her students during schooling and aftermath. For a nation to reap the future value of present investment in education there is a question mark on research & development (R&D) as the hallmark of knowledge for problem-solving in areas of human and economic development. For example, If newly married couples that have been tested ok for child bearing by a doctor and yet, the couple makes conscious decision not to have children between a period of five years, probable because they so much desire to have fun or think the time isnt right. They might create a problem they cannot control when their instinct later leads them otherwise. Ironically, when a leader decides to invest in Research that is not integrated with Development phase (real output or impact evaluation) by the domestic researchers who work in a citadel of knowledge, then accountability in research is the alternative forgone. Statement of research problems The leaders and peoples of developing nations are experiencing the relevancy and risk of information age intermittently. And the freedom of information act (FOIA) are signed and passed into law to improve transparency and accountability of governance to the people concurrently. Ratification of this law has not being translated to knowledge of the law because the existing manual documentation and procedures are still undergoing significant intervention by
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humans who have high tendencies of data secrecy and information reporting manipulation.

Objectives of the study The fundamental aim and objective of this research is to develop an optimized system process that will support the continuous monitoring and surveillance of educational quality to control the psychological risk of unsustainable schooling and its consequence on human development in Sub-Saharan Africa. The intention is to minimize the significant human errors made by teachers during computation of student result, to explain the feedback effects of a teacher input on student output sample & also to create a structured data warehouse to monitor age and gender inequality of minors. To satisfy the aims and objectives of the research, the following research questions set out below were formulated: 1. Of what value is the search for knowledge if what is thought in schools fails to query and re-engineer the human minds to think about 2process improvement or production? 2. How can students remember what they have being taught in school when the teacher input & methods as a function of performance output of student are left unanalyzed? 3. How can we visualize and control the unexpected data redundancy rate embedded in measuring education index component of human development value? 4. Do we need to set higher benchmark of performance tolerance level for tutor and teachers to improve quality of education? 5. What impact have sub Saharan Africa policies achieved with physical infrastructural resources, when the objective of learning has been forgone?

Process improvement: is the systematic approach to closing of process or system performance gaps through streamline and cycle time reduction, and identification and elimination of causes of below specifications quality, process variation and non-valueadding activities. (From Wikipedia, the free encyclopedia)
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Literature Review
A great philosopher once made reference to education & he said, what I here, I forget, but what i see I remember (Socrates).

In the 21st century schooling system, we cannot hide from the reality that we live and study in a more complicated & distracted environment that humans has never known. There are large population of teachers who are well aware of the situation in the past but are less conscious of what they learnt from their forebear which now have measureable difference with present social demands, and particularly, its influence on the brain and mind of students that depend on the knowledge base of tutors including parents. From a cognitive learning perspective, learning involves the transformation of information in the environment into knowledge that is stored in the mind. Learning therefore occurs when new knowledge is acquired or existing knowledge is modified by experience3. Theoretical framework: Gestalt psychologists led by Max Wertheimer (1880 1943), Wolfgang Kohler (1887 1967) and Kurt Koffka (1886 1941) have made significant investigations and contributions in order to find measures of reducing the complexity of the objects and distraction in our world. They proposed gestalt (shape) laws and views that can be adapted in understanding how humans should think of problems as a whole. This made Max Wertheimer to have considered thinking to happen in two ways: productive and reproductive approaches to problem-solving. Productive thinking according to Max is solving a problem with insight. This was viewed as a quick insightful unplanned response to situations and environmental interaction. While Reproductive thinking is solving a problem with previous experiences and what is already known (Max Wertheimer 1945). For example if an economics teacher tries to explain the concept of demand and supply. He/she starts by definition of terms, then he explain the law of demand and supply using graphical models and further use hypothetical data with examples contained in the recommended textbook for teachers & students. When we have a case scenario such as this, the teacher has successfully engaged in reproductive thinking (this is common with teachers) using what is already known to him through a perfected idea & solution of the author. This approach might not spring up desired query from students to gain understanding during lessons. In contrast, productive thinking requires the teacher to redefine the terms in his/her personal thought and words. Then he/she state the law guiding the concept of demand & supply to explain the graphical models using selected product &
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AOU asiae university chapter 5 learning theories paper

services type familiar to the students in their environment in order to draw attention plus query arousal which he/she quickly find answers to using insight connected to the mind of student for desired understanding. Then references are made to recommended textbook required for assignment and further study to correct student mistakes & thinking. In other words, for a teacher to continually think productively during class lessons, he/she should perceive student learning as cognitive in nature where prior and proper preparation prevent poor performance of his/her methodology. As this is an idea leveraged from project management, the researcher believed that productive thinking should be the standard benchmark for cognitive learning to drive teachers towards seeking new knowledge which is shared effective for student understanding and assimilations of lessons. Alas, reproductive thinking breads duplication of efforts, guess work and less interest of teachers in knowledge modifications for sustainable learning and student performance. In furtherance to the theoretical background of this investigation, human capital development is a knowledge based tool that should be restructured to drive economic growth and long run development. Using the structure of endogenous growth model (Romer, 1986) which tries to incorporate some of the development variable like human capital into growth framework, but with more emphasis been focused on technological change resulting from Research and Development (R&D) investment that creates a greater variety of goods, or improves the quality of existing goods and services in the main form of innovation recognized by the endogenous growth literature following Romer (1986, 1990) as a view contained in Economic and financial review (volume 44, No. 3, September 2006 report of Central Bank of Nigeria). Though, there are global proves & evidences that economic investment into human capital development thus drive positive change in real gross domestic product (RGDP) of a developed nation. The continuous argument is how this benefit would be achieved in developing nations and in sub-Saharan African nations were the human standard of living is low in reality and when measured through index of human development value (less than 0.500 to base index of 1) conducted by the United Nation Development Programme (UNDP) rating of yearly performances of nations & continents. Other arguments in support of human capital are the size or proportion of income requirements that, both the public & private sectors should invest now towards accomplishing productive output of human capital in the long run. The evidences from sub-Saharan Africa axis which is proxy by the Nigerian economic data 1980-2008, shows that investments in human capital development is equally likely to affect real economic growth negatively even with unstable & increased funding between 1999-2008 (see Regression coefficient table in appendix A). Though this evidence was statistically insignificant at 5% level; its direction of negative tstatistic is of relevance to control macroeconomic policy measures of subSaharan African government in the long run due to prior negation of estimation by Moses F. Out & Ade O. Adenuga 2006 using capital expenditure data on
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education (1970-2003, see Economic and financial review volume 44/3 September 2006).

Conceptual framework: The lessons from history are that, during financial crisis the economy tends to stagnate. But during Education crisis, the state & economy find it very difficult to identify the root cause of this problem. It is an undisputable fact that education is a tool to reduce poverty (World Bank view). On a global reasoning, the government & existing regulatory institutions have ignored the risk associated with education. Because the gains from investment in education tends to be un-measureable in the short run, we are therefore tempted to assume or neglect the operational and psychological risk embedded in school system structure. This world has experience uncountable events where the management of financial institutions have been investigated and found to have rock the boat due to personal ambitions and poor corporate governance system. These practices & events are thus inherent even in an uneconomic sector where education and learning is believed to be a double edged sword to human development. According to James L. King 1998, all firms are susceptible to the risk of a loss in value from events such as competitive actions, economic changes and management decisions. James however framed operational risk in the context of financial institutions in terms of cause, loss and event. Explaining that loss is the economic loss in the value of the firm, a loss is triggered by an event, and causes are the assignable or chance causes for the event. James brief further those assignable (controllable) causes are attributable to factors that can be eliminated; significant loss due to causes such as human error, fraud and system failures. This significant loss therefore, should be premised into educational institutions to limit the vulnerability of children and youth whom will form the leaders and teachers of the next generations. If we claim that todays social conflicts are large product of primary, secondary and tertiary schooling system. We therefore adapt Shewhart (1980) definition of industrial quality control which introduced a method to prevent defects by measuring process variability, and used the measures to determine assignable causes based on famous theories of industrial engineering proposed in 1931 according to James report. However, to have an effective risk management framework for schooling system improvement, there must be an information technology tools to control errors and events reoccurrences within the operational processes of learning and decision making by school managements, teachers and regulatory institutions. Since there is an acceptable believe that parents sent their children to school to develop their knowledge base in term of learning and character, we therefore hold the notion that intervention to control tutors defects by measuring teaching methodology impact on student performances will help to increase
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quality assurance in education using intelligent tutoring system (ITS)4 designs and education intelligence framework. Proposed Education intelligence framework: Education intelligence is a learning process and a metric of human capital valuation of teachers worth & technique to control psychological risk (unsustainable schooling) and its severity on student capabilities, hindrances to entrepreneurship and standard of living improvement. Education intelligence (EI) by working definition is a process which samples productivity index of teachers as input requirements to diagnose the human problems and analyzes the inputs being transformed into patterns representing signals of methodology efficiency; the needs for technical improvement or the action needed for a change of methods to aid understanding and knowledge growth of students. Assumptions: i. ii. iii. iv. That the productive thinking approaches adapted by a classroom teacher will determine the degree of interest formed in the human mind on a specific subject matter. Without positive formation of interest, no knowledge can be gained and acquired by students. The expected benchmark is that quality of education output tends to increase with increasing rate of student performance growth. Understanding of lessons learnt by students is a factor which triggers higher performances as metric of qualitative delivery of a teacher. In other words, education intelligence can also be viewed as a risk management technique that exposes school managers to operational failures of teaching methodologies with school wide variation in services delivery to students. This technique helps to increase conscious learning, understanding & knowledge for students. EI framework is a technique that enhance and speedup process of risk assessment powered by internal baseline architecture5 of the 21st century schooling system which cannot be ignored in this era of
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http://en.wikipedia.org/wiki/Intelligent_tutoring_system

Internal baseline architecture: is the skeletal structure of a school with an origin & direction to explain the feedback effects of a teacher input on student output sample.
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information technology. Education intelligence philosophy was drawn from business intelligence algorithm and predictive analytic technology, as such, schools administrators, teachers, students, parents, alumni, education regulatory agencies and government at all levels must now be alive to the realities of educational external distractions like social networks and TV or media programs with far reaching distortional abilities to the juvenile minds quests for creativity and developmental knowledge. Rationales for the need of intelligence in African schools. EI is a means to an end and not an end in itself. This implies that school managements are now required to intensively motivate their staff (teachers) to re-think on additional techniques or methods that could be used to drive and engineer the mind of students to the subjects/fields of study that are been taught or learnt. Technically, there is a bandwagon effect from school owners, managers, alumni and even government who have continuously won awards for funding of physical building projects for infrastructural development of schools. This no doubt is a basic requirement for learning improvement; but it does not capture in real terms the objective of learning which in essence ought to be targeted at knowledge impartations in uplifting and/or improving human psychological assimilation & adaptation and a conscious effort to help drive sustainable economic growth that can engender the much needed increase in the understanding & performances of students in chosen fields of study. Because education is an input and a part-engine-wheel to shape the city of a peoples dream, there is a need for intelligence technology in sub-Saharan schools to champion the course of attaining a sustainable educational growth using process of continuous investigation and sampling of students performance marks. This is with aimed at understanding the strength and weakness of students in certain subjects of study (e.g. per term/session), and further calling the subject teachers to explain their perceived causes of upward or
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downward performance index of students which should be expressed in graphical trend patterns. The application of education intelligence as a tool of motivation and dialog between school management and teachers ought to be in question and answer formats in order to induce the desired rethink and search for new method to imparting knowledge to students. To this end therefore, EI is geared towards achieving continuous educational sustainability and efficiency in schools.

Requirements of Education Intelligence as a Driver in Learning Process The Investment in education at the nursery, primary and secondary level requires close monitoring & evaluation with integrated understanding of salient parameter of learning. EI instruments require the use of relational database program with compatibility of student record analysis to scale-up the learning process towards decision support for teachers and school managers that need instant feedback information as lesson learned from existing teaching methodologies. The application and implementation of EI techniques should not be perceived as tools to apportion blame or condemnation of teachers by school management, but it usage is to serve as standards for performance review of the students output per the teachers input towards a re-evaluative process in alignment to knowledge expectations and patterning for the future (That which cannot be seen, yet we expect). Sequel to EI utility, the foundation and root cause of problems in sub-Saharan Africa educational system can be traced to a continuous usage of intuitive method in productivity evaluation of teachers output. Intuition as basis of decision making for education manager is more of an art than science; therefore it is paramount to unlock the secret data of students which is kept hidden in the manual dossiers reports. The data been collated and analyzed will constitute the seed of establishing the West African educational system surveillance of schools efficiency level. The investment made towards EI by the
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management of each public & private schools will thus yield an intrinsic return on investment as a significant measure of asset in human value in the long run. How? The revelation begins by analyzing performance patterns using class level index & trends; proportional measurement of improvement or setbacks; content analysis of teaching methodology & teaching notes and finally, decision making process leveraged from the value of information produced as utility and requirement for teachers needs for re-training or adaptation of modified methodologies. For example, if a teacher is subjected to undergo further training and that teacher performance trend(current worth) is not assessed, then the teacher and his or her supervisor is likely to experience difficulty in conducting post-training impact of teachers productivity or the return on retraining investment. Likewise, the long term performance patterns sample for each teacher could be transcribed as parameter of a teachers promotion merit base and knowledge sharing formula among subject teachers in different schools. Strategic Advantage of EI over Intuitive Basis of Decision Making For schools to fully benefit from EI technology, the system must be setup in a robust nature. For robustness to be actualized, there is a need for a change in traditional educational philosophy: The African perception of todays education managers & teachers hover around the notion that low performances in continuous assessment and in examinations is largely caused by high level of un-seriousness of the student. As a cognitive researcher, we reject this philosophy. Arguably, using a pro-active scenario where class average scores of students is computed for 1st CA test per subject and then, the mean score is been used as the statistics to control the throughput cost of teaching methodologies at intervals and likewise to improve teaching approaches towards expectation of higher class average performance in the 2nd CA test conducted per subject per term. This procedure thus create steps for synchronization of methods used as input by the teacher to enhance the understanding & assimilation level for the students during terminal revision, to
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probably attain even higher examination grades per student. Furthermore, the desired increase in learning process for the teacher is paramount to boost information for the students through instant class average statistic for the basis of self-appraisal and need for seriousness, need for additional commitment to study and encouragement towards higher efforts. This experimentation see teaching & learning methods as the significant key input factors that can stimulate student interest for knowledge to produce better output. Therefore, the traditional education philosophy needs to be reviewed to help students at all level of learning. Consequent upon this, to achieve effective teaching evaluation, a teacher is prone to focus her sole attention on the strength of his/her top grade student(s) and the weaker students are often neglected. This instance and its continuous occurrences have demoralizing effect on the weaker students (slow learners) and often lead to segregation among peer-groups or classmates. This demoralizing tendency should be tagged as Noise to learning when it is administer by a teacher. In other words, EI as an approach to improvement in teaching does not imply that top grade student should be discouraged from flying higher; what EI framework proposed is that students with faster learning abilities (top grade) should be encouraged to increase personal interaction with the weaker students in the class. The implication of this type of noise for the teacher is that an over-reliance or focus on the highest grade of student marks per subject as statistic and judgment of performance growth is not objective, thus this statistic remain an extreme score which is far-apart from the class weighted average performance scores. Therefore, the usage of intuition or personal feeling without genuine facts in decision making by education managers in African schools should be re-examined to enhance procedural improvement and qualitative teaching delivery. Why? Because Education Intelligence technique provides a framework for diagnosing sources of educational problems and also help teachers or tutor to monitor personal progress achievement made in the teaching of specific subjects over a short, medium and long term carrier period.

It is noteworthy at this point to acknowledge that the investment made by government & private school owners towards classroom building project to enhance better learning environment and upgrade of the welfare of students
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serve as a positive support for school development. However, the geometric growth in the population of students attending public and private schools is a consequence of increased funding, and partly the positive attitude of parents quest for quality education and knowledge acquisition for their children. Therefore, of what value is the search for knowledge if what is thought in schools fails to query and re-engineer the human minds to think about process improvement or production? Problem of Unsustainable schooling Without continuous investment in dynamic research & development, Africans as a people, a continent, educational learners and trainers, businessmen, politicians, farmers, financial actors, families and even individuals, will remain in conflict and crisis. This is why the holy bible record through the book of proverb 4 verse 13, Always remember what you have learnt. Your education is your life guard it well. The crux of the sub-Saharan Africa educational system problem is therefore enveloped in this question: How can students remember what they have being taught in school when the teachers input & methods as a function of performance output of student are left unanalyzed? Perhaps, the school management & teachers are complacent with what they learnt in the past and the contents of what is been shared today, as evolutional knowledge to the students are rusty and out of date. Consequently, how can we explain the situation that parents now find it very difficult to discipline their children on the excessive usage of social networks & TV media program which share vital strata of students brain, causes divided mind attention & lesser time availability for study? Therefore, for nations, parents, educationist and students to gain direct benefit from the investment made in education; the existing schools & all educational institutions need to measure the value of the human capital through experimentation and lessons drawn from education intelligence techniques.
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Essentially, over reliance on physical classroom blocks as indicators of infrastructural development without integration of internal baseline architecture could account for reasons behind structural unemployment crisis, as well as the reduction of labour productivity in a nation. Although, basic physical infrastructural tools and teaching aids, though of paramount advantages, yet they will always remain behind on the scale of educational consequentiality because of the need for maintenance and improvement. As such, it is the lack or poor condition of these basic tools in schools that should be tagged as symptoms of low educational development and not the root cause of educational under-performance in itself. Role of Parents in schooling risk management In the continuous struggle of parents toward knowledge acquisition for their children, they must be well informed and reminded of the need for conscious actions to monitor, control and manage the usage rate of social networks technology and TV viewing by their children during school season and at holiday period. This is paramount in order to safeguard the life of children and young adult, because a wild or polluted mind will find it difficult to concentrate or allocate significant time for study and likewise, may not remember the lessons learnt. This is equally likely to yield low level of confidence at examination and inability to further contribute productively to their community after schooling. Role of Government, Regulatory Bodies & other Stakeholders For nations & government to experience the desired positive reward on its investment in public schools and institutions, the valuation of the human asset should undergo the process of robust research and development for legislative law and new regulatory policies, most especially in the education sector. This would enable school developers, administrators, managers, teachers & parents to re-think on what elements should constitute new methodology and technology for quality improvement in the education system. While a review of
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existing textbook content analysis would also be required under the auspices of regulatory bodies to enhance the relevancy of learning for productivity and deemphasize certificate driven interest of most citizens in the Nigerian economy and other sub-Saharan African Nations. The philosophy of three living economy This philosophy was drawn from the book of insight My child, when you stop learning, you will soon neglect what you already know. Proverb 19:27 In every activity on earth, the wisdom of the creator is often trampled upon by human desires, governmental policies & actions plan believed to be relevant for the survival of humanity and her environment. But what is unknown to the learned and the learner is that; peoples life is also affected through what leaders teach or fail to learn. More so, the kind of resources required toward improving the living standard of people is assumed to be inadequate. Contrary to this human assumption, the creator gave man the authority to manage the environment and the risk inherited on earth. This specific issue has been explained & understood using the insight of the living economy.
Exhibit 1.0: stage 1

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Keys: the Ice stands for Nature of human activities. Bowl = Habitat. Water = Kinds of resources

At about 12:05pm (3 minutes interval or implied as 3 years policy implementation) from the starting point (exhibit 1.0). The water condition was tested using human index finger & there was a transition of water from hot to warm status (economy II) while that of the normal water inside economy I had slightly become cold. Yet the melting stages of the three freeze economy were not revealed to the eyes in this short run. In second stage of observation_0922 which was exactly ten minutes interval or 10 years period from stage one (exhibit 1.1). The ice melting rate had intensify in economy II where the water condition is neither hot nor cold as compared to gradual experience of ice melting of economy I where water is now more cold. Likewise, economy III begins to experience ice melting, yet its drop of resources were insignificant for human utilization and survival.
Exhibit 1.1: stage 2

Contrary to events and human activities in previous observation and testing stage, economy II begins to experience drastic & severe ice melting of her
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activities and gradual melting process continued in economy I with severe coldness of resources utilized for human development. Though, melting intensifies in economy III, but her cold drops of water was largely supported through the creator influence (see exhibit 1.2). These accounts have evidences in stage 3 observation_0924 and 20 minutes interval (long run forecast) from stage one.
Exhibit 1.2: stage 3

The leaders whom are indirectly teachers in economy II & III have privilege to visit the habitat of economy I whose leaders have envisage the possibility of this journey during the era of quest for natural resources which allocation was a unique plan of the creator in his wisdom. This third stage of economy development account that todays generation of leaders have different thinking, desires and policies concerning the purpose of creation, the past transgression and the lessons for future generations of leaders and followers. Therefore, observation_0926 which was the fourth stage (13 years with stage three as the base period) reveals a severe melting of human activities in economy II with gradual water coldness situation. We also found increased melting rate of
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economy III and low volume of water signals in her habitat (exhibit 1.3). But economy I still enjoy insignificant melting rate with extreme coldness of available resources which is largely owned by indigenous citizens who hold on to her insight with discipline, knowledge of the creator and human utilization of creative minds.
Exhibit 1.3: state 4

Additionally, the three living economy are sovereign entities which in human perception are believed to be independent. But in reality, they will always be inter-dependent, because international trade is inevitable in economy development and significantly; due to differences in economy factor & resources allocation and endowment. Human activity or trade has indeed affected the thinking of leaders and the people of economy II & III whom have stop learning and probably neglected what they already know or should experiment through innate gift of human mind designed by the creator. Evidences in stage 5 below show that economy II should expect continuous melting rate of her human activity which is likely to be financed through external borrowing or increased coldness of water (exhibit 1.4). Economy III will experience continuous melting rate, but with developmental funds (increased water level) required to boast her human activities. Economy I should expect a
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near static melting rate of activities which is under the influence of huge leverage (extreme coldness). This observation_0929 is a 13 years period with birth of another generation of humans whom will require greater discipline because of their exposure to physical resources (reaction through sight) and neglect of knowledge (pro-active through insight) in polices and decision towards human sustenance. The three economies which are led by adult, child and fetus syndrome are therefore acting in ignorance because they forget that the creator of the universe (the three habitats) began with wisdom by creating the light on the first day for transparency even before he created man. Exhibit 1.4: stage 5

The observation_0931 which x-ray the sixth stage with 7 years period (medium term forecast) reveals an imbalance events of the three living economy. There is a high likelihood of diminishing returns to be experienced in the human activities and resource based approach of economy II (slow melting rate & coldness decrease) while, economy I should expect diminishing returns in her human activities but with relative income balance which is a function of knowledge gained through continuous and internal experimentation or labour productivity (increased coldness). On the contrary, economy III should expect
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crisis in her human activities (increased melting rate) due to misguided leadership thinking (fetus syndrome or sight driven) but, will still enjoy significant cold water (developmental funds support) for utilization towards human survivals. The problem of this sixth stage (exhibit 1.5) is that the safety of human life and property will be at risk and more importantly, the children and youth tends to be the most vulnerable because the macroeconomic activities (the Ice) which plummet during this period thus, spillover to the family unit which bears the burden of diminishing returns and survival struggles. Exhibit 1.5: stage 6

In modern times, the creator of the universe in his wisdom has sent the true light to the three habitats in order to rescue his people and protect them from the laws and policies crafted by man. To this end, the true light and teacher was asked, Which is the greatest commandment in the law? and he answered, love the creator and love your neighbor as yourself (see Matthew 22: 36-40). Through insight, this was translated as primary and secondary purpose of creation. These purposes are now being carried out by people in the three habitats as mutually exclusive mission with the goal of achieving
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economic development. Therefore, for the three habitats to attain relative stability of macroeconomic activities; there is need for political & religious leaders (irrespective of her adult, child or fetus thinking drives) to redraft policies and laws to limit the excesses of humans activities which negate the purpose of creation. This is a prerequisite to reduce the risk of high melting activity rate in economy II & III, yet with tendencies of resources to plummet (water is neither cold nor warm) in economy II while, economy III should still enjoy cold resource(continuous cold water availability) support from neighbors (habitat I). Economy III requires more support because the people there are very poor and, they need food for healthy living. Likewise, for economy I to experience insignificant activity melting rate, her policies & laws must be restructured towards primary purpose of creation. This is the account of the seventh stage (exhibit 1.6) in observation_0933 and 25 years expectations. Finally, when I looked at the three economy, their leadership thinking, nature of human activities, habitats and the kind of resources utilized between each stages of economic development; then I asked, what impact have sub Saharan Africa policies achieved with physical infrastructural resources when the objective of learning has been forgone? Exhibit 1.6: stage 7

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Lesson learned from the three living economies

For any nation to accomplish her dreams of sustainable human development for the present and likewise for the future, she must have or produce leaders who are determine to reshape policies and laws towards having a transparent form of habitat such as in economy I, yet with greater commitment to serve the people and his creator rather than serving any kind of resources which is the likelihood practices of opaque habitats in economy II & III. This lesson is required because, leadership by example is a virtue that could increase peoples understanding of macroeconomic decisions; policy measures are fundamental knowledge to limit the failure rate of microeconomic policies and actions. The adult thinking (insight syndrome), child thinking (sight syndrome) and fetus thinking (sight syndrome) are not in any way peculiar to continuous leadership approach as could be seen in stage 1 model of the three living economy. But each syndrome is a means to observe & map the pattern and directions upon which the policies of every political and religious leaders dispensation are based. If the leaders reform must draw the attention and initiatives from
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various institutions to offer better advice to governments the consequences of adopting a particular law that pose a severe risk on beliefs, culture and activities of the people should not be neglected. This is because of hot resources utilize in economy II which are mostly instances of continuous extraction of mineral deposits, energy resources couple with budgetary increase in government expenditure with plans to meet goals of physical infrastructures and less determined process towards humans productivity to sustain planned projects. Physical infrastructural resource is therefore a finance driven infrastructural project with negligence of managerial antecedents as critical requirement for awarding government contracts. For example, when a hydroelectric power generation firm whose operations are still at the formative stage, yet allowed to bid for a multi-billion dollar power plant project because of the financial capability of the investor & certainty of expected return on investment; if the firm win the contract on known premise then the managerial competence should not be hidden before signing of Memorandum of understanding. A leader that utilizes more of sight than insight is fraternizing with management inept. This ineptitude is a flame that often spread during project implementation to the whole pyramid structure of the government the firm & investor and finally, to the host communities whom are beneficiary & most vulnerable if the project fails. Likewise, due to the hotness of the policies made by leaders in economy II, they become national prey to contactors with secret information and victim of other habitats led through insight. The context of dry resources includes unidentified natural resource and desert habitual lands which serves as critical constraint to human livelihood. Cold resources are means directed using artificial intelligence as subsets of control to natural human activities optimization, technology advancement and sustenance of productivity in human race. The instances of observed melting rate at various stages are also sign of social conflict ahead. These conflicts have been a byproduct of the excesses that form errors in policies and law formulation. For example, the sub-Saharan Africa leaders should be careful with using sight tailored laws such as the immunities awarded to serving political and public office holders. This no doubt is a barrier to transparency, effective governance system and a virus affecting fellowship thinking. Taking Nigeria decentralized democratic system as case scenario where the federal, state and local government leaders have more policies focus on infrastructural development goals, as against processes (learning stages) towards development drives; these leadership decisions could be rated as sight driven and resource based (budget focus) which uncontrolled implementation leads to continuous neglect of domestic human activities, the environment and an impaired human standard of living of her citizens. In other words, every nation in this global world should
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continuously strive for human development through more insightful thinking as a means of productivity and conscious learning of actions and decisions that will be instrumental to todays humans livelihood and a stepping stone for next generation development. This philosophy is therefore a search light to identify spots of leaky foundation in macroeconomic decisions and issues of conscious learning for leaders or teachers of human races at all levels. Not forgetting the significant forces of the sun, air, animals and other living things that were provided by the creator as benefits to human existences and survival of the three living economy. Sensitivity to lack of knowledge In November 1961 after Nigeria had received her freedom from the colonial masters (Britain), the minister for economic development, Alhaji Waziri Ibrahim called on the government to demarcate zone of activity for foreign and domestic entrepreneurs. He argued that foreign firms should go into industry and that the simple wholesale and retail trade. should be left to our people. (Sonni Gwanle Tyoden 1989) This was the issue of political economy and foreign policy measure of the founding leaders of Nigeria. His intension was to encourage indigenous participation in economic development. But his vision is likely to have placed limits on the quest for technical knowledge and domestic competency of her people. The issue is that government & institutional budgets tend to be focused on foreign capacity while indigenous human capital development tends to be neglected, sometimes designed and programmed to execute only purchase decisions. The generation of leaders and her labour force available within this period (generation X) and the next (early 1980 2000) could have been seriously affected through this policy focus which had impaired the domestic learning process due to ignorance of a Make or Buy decision (The concept of cost & management accounting). The lesson learned in this 21st century is, that African leaders and Nigeria in particular should strive and focus more policies and actions towards a make decisions whose tactics requires internal experimentation through scientific management methodology to improve her human capabilities as foundation of sustainable development. Similarly, at institutional level in the sub-Saharan Africa region, the public & private universities or higher institutions of learning have been planned to drive human & technological development towards achieving knowledge based economy. Through observation, the investments (time and efforts) directed towards research & development (R&D) by human capital from lecturers & students in Nigeria tertiary institution is relatively low. This is probably because management of existing universities, poly-technics, mono-technics
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and colleges of education are often likely to blame the leaders for inadequate funding of research work. The incidences of such blames are new knowledge drought for human development (insufficient productive thinking towards R&D) or crowded instances of traditional knowledge (reproductive thinking & recycling of known literatures without new discoveries). These events are most likely to occur as psychological risk to human development. The lesson learned is, that universities as a center of learning & knowledge is never complete without affiliation to Research & Development centers as unique entity of sustainable development of every nation. 2001, in a public secondary school situated in Lokoja, the state capital of Kogi (North-Central Nigeria), about 140 student group sat for the May/June West Africa Senior Secondary Certificate Examination (WASSCE), an external exams in preparatory towards qualification for admission into Nigerian tertiary institution of learning. It was observed and found that 16.4% representing 23 students had credits (grades of C or higher) in five subjects or more, from the nine subjects seated for per candidate, while 67.14% representing 94 candidates had fewer than five credits in the nine subjects and, more with two credits in nine subjects. The remaining 23 candidates or 16.4% had failed (F9 grades) the entire nine subjects seated for in the exams. In comparison with the benchmarks requirement for admission into Nigerian universities, a minimum of five credits in five subjects including mathematics and English language is required for applicants to attain eligibility. This standard was designed with options to combine credits of result in, at most, two seating for candidates. The judgment from the perception of the management of this public secondary school, on receiving this horrible performance report released by WASSCE council, decide to brief other students who were yet to graduate. At the assembly ground in the morning of the next day, the vice principal administration made the announcement and then took an intuitive decision by declaring prayers & fasting to be observed till the hours of noon. The management, staff and student were told to pray for the new final year students preparing for the next WASSCE and the entire school students in order to prevent or avert the reoccurrence of such poor performance of student in the future. Though, this decision was very important. The lesson learned was, the vice principal academics ought to have acted further by seeking for help from a data analyst to conduct specific investigation of teachers input and methodology using intelligence tools to measure performance of students in various subjects for junior and senior class level. This would enhance the insight and actions taking by school management to control the risk of psychic effect on the existing students due to negative information that increases the
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fear of failure. This sensitivity could be likened to interpretation of the Holy book from James Chapter 2 Verse 26 so then, as the body without the spirit is dead, also faith without actions is dead. In 2012, there was a placement for job adverts by Dangote Group Nigeria. The vacant positions were for graduate top drivers, with 100 positions for truck drivers. Through a public information from the media and based on the report giving by the company, it was revealed that applications were received from thirteen thousand (13,000) job applicants (Graduates) from Nigeria. On analytical report, the chairman of the company confirmed the statistic captured by the database of Dangote group. He further stated that six (6) PhD holders, 704 masters degree holders, 8,460 B.Sc. degree holders and over 3,000 persons with lower certificates applied for the 100 positions. Though, the chairman promised to assist applicants with PhD qualification with higher positions in the company, the lesson learned is: Nigerian educational system is far losing its value of knowledge impartation in areas of specific skills, entrepreneurship and problem-solving initiative for undergraduate and postgraduate programs. Meanwhile, because of the un-measurable and high rate of unemployment of the youths in Nigeria, the standard of living of this future leaders will continuously deteriorate and spillover in poverty at the individual and family unit of human development.

Research methodology
The study have been structured to measure quality assurance in education, 6knowledge deficiency risk and events within the scope of investigating the effects of unsustainable schooling system which had placed limit to problemsolving initiatives and creativity of children & youth, thereby causing psychological risk on human development within sub-Saharan Africa region. The methodology of this study was therefore drawn from definition of sustainable human development Development that meets needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Report, WCED, 1987, p.43).
Knowledge deficiency risk is a psychological risk which deals with low or high impaired understanding in subject learned by students, owing to known lapses in teaching methodology utilized by the tutor.
6

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Design and Sampling procedures: The researcher employed an experimental design which commence in August 2011 with pre-test data gathering of continuous assessment and examination score of students in chemistry subject with class size of twenty seven (27) students in senior secondary level II (SS2) group from a private school in Umuahia North of Abia state, Nigeria (see appendix A, Model E). A Pairwise comparison of analyzed output with the manual output of the teacher was conducted, to measure processing error at cycle time, grading and performance assessment. The pre-test stage was the seed towards the system requirements analysis through informal meetings with school examination officers. After series of continuous iteration & developments, a formal request for access to raw data of student scores was addressed to the principal of Bishop Delisele College Lokoja, Kogi State, Nigeria on 10th January, 2013. Bishop Delisele College is a public secondary school that had academic operations since 1979 and is situated in a small city which happens to be the first capital city of Northern Nigeria during Lord Lugard colonial administration in ancient history. Approval was granted to sample manual summary scores of student academic records and, we extracted actual data availability for eleven subjects out of thirteen subjects plan for student intake at foundation level. The data entry phase was a pilot study of 160 student records in junior secondary level I (JSSI) during 2010/2011 third term academic sessions. Additional data captured includes records in 2011/2012 academic session for 225 students in junior level II (JSS2), as this was a 40.63% increase of school enrollment to junior level II. Only five (5) subjects were sampled at the junior level II class group. The intention was to measure the stability of student performances and improvement in teaching methods for first, second and third term session. Data record of 149 students in senior secondary level I (SS1) for third term 2011/2012 was captured as part of the scope of the case study. There was a contraction in student enrollment data of 106 sampling in second term 2011/2012 academic session for senior level II (SS2) students in Bishop Delisele College and a significant reduction in class size of 59 students in final year students (SS3) for 2012/2013 first term academic session. The research was extended to data collection of Human Development Index statistic of life expectancy at birth, education and income indices sourced from United Nations Development Programme Report (20032011) though, with a missing data in 2007, 2008 and 2009 respectively.

Development process and Techniques: The structure database program design and development were conducted using relation algebra, set theorem and visual analytical feedback model. The focus of the sub-program design was an online analytical processing (OLAP) database type which helps to consolidate the scores for use in planning, speeding up the query procedures for information reporting and decision support. Structured query language (SQL) form the basis of algorithm used to pool unique dataset of scores in all subjects studied by the class group in JSS1, using practical application of
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Cartesian product for mathematical optimization. The education intelligence models capture the performance distribution chart, performance weight, student count; class averages scores and pairwise data comparison on term basis per school session. The junior class average performance per subjects was computed & produced using query procedures from the sub-program database. The internal baseline architectures or models have been customized as templates for schools utilization by leveraging Microsoft technology. Data were copied into predictive analytic software (PASW) for additional descriptive analysis, while open source statistical R software was further applied in conducting numerical taxonomy of human development value of sub-Saharan Africa proxy by Nigerian economy from 2003-2011 with intention to detect the economic policy periods with similar patterns, unique index and needs for disaster recovery. Both hierarchical agglomerative procedures focused on wards method and k-means clustering were used to verify stability of proposed recommendations for sustainable policy measures towards human development.

Models and Risk Management

With reference to the four basic assumptions of proposed education intelligence framework contained in the literature review, it is expected that sub-Saharan Africa educational regulators including United Nations Educational, Scientific and Cultural Organization (UNESCO) will reappraise the existing parameter of students performance metrics. For example, the Nigeria schooling system utilizes a classification metric for: failed student (scoring 0-39 marks), student with a pass mark (40-49 score) and credit mark (score of 50 or above). We believe that while this metric is adequate in the 20th century characterized with lesser social distraction in the environment that Africans lived in, the same metric should be used in the short run (3 years period from now) as student perception of performance. Contemporary living have more exposures of 21st century students to greater social distractions like social networks and sexual related program contents from satellites stations, internet & TV which now share an unknown proportion of student brain and minds; we therefore pose a query: Do we need to set higher benchmark of performance tolerance level for tutor and teachers to improve quality of education? If the proposition is tenable, regulator should therefore set higher performance limits where scores of 0-39 & 40-49 marks are pegged as higher risk of knowledge deficiency with lower understanding level of students. While score of 50 & above should be rated as low risk of knowledge deficiency with higher understanding level of students in subject matter. This argument is further explained using internal baseline architecture of model A below.

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Model A: 2010/2011 Subjects Performance measurement & Risk identification Index for Junior Secondary student level 1
Physical Edu Agric Science Mathematics Home Economics Integrated science English Language CRK Actual weighted Average Business studies French IRK Social Studies Expected weighted Average 0 20 28.53 30.88 33.62 35.4 36.76 38.64 39.51 41.22 43.72 48.81 49.44 68.08 100
< 50 = high risk

40

60

50 = low risk

80

100

Class Avg

The evidences from model A, reveals a significant difference between the clusters of subjects group within the undesirable region of performance ( <50 = high risk), while only the class average (68.08) scores of students in social study subject was able to crossover to the desired performance tolerance region ( 50 = low risk) due to shared knowledge of the teacher and student observations from the environment. In other words, out of the eleven subjects intake by 160 students in this foundation class level during 2010/2011 third term promotion session, ten of the subjects learned had a lower class average below tolerance level to enhance student assimilation towards knowledge gain for future benefits. This evidence can thus be utilized in explaining the third basic assumption to education intelligence: the expected benchmark is that quality of education output tends to increase with increasing rate of student performance growth. The risk index of 0.4122 is a computation evidence of low rate of teacher/students productivity and high likelihood of student failure prevalence. Consequently, the school management, teachers and educational regulators would require risk index and additional information availability as decision support to be able to monitor education quality assurance and effectiveness of 21st century schooling activities within the Sub-Saharan Africa development.

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The researcher made further investigation into issues of quality assurance in education and it was found that more than half of the 160 students of the case study have indeed failed at this foundation stage in junior secondary schooling process. The students failure rate on overall average point basis was 52.5% persons in 2010/2011 academic session. The evidence is contained in Model B of internal baseline architecture for school risk management. Model B: 2010/2011 Schooling risk event by student frequency for Junior secondary level 1
Student frequency in Class group Repeater 39 100 80 60 40 20 0 39 84
ReTain these students

Probation 49 Promoted 100 50 26

Try the students Transfer these students

Remark:
Avg point '0-39 = failed Avg point '39-49= low pass Avg point '49-100= passed

49

100

Repeater Probation Promoted Risk Event to be managed

In Model B, we found a clear representation of the risk events that should be managed by school management aligned with expected decisions that must be authorized by senior academic principals of the school to meet international best practices of transparency and accountability of school governance system. An approval document will be required to verify decisions and delegation of powers from top management to the respective class teachers whom are likely to take a contrary measures beyond decision to retain these 84 students as repeaters, to test further the 26 students as probation or trial in next class and finally to transfer these 50 students as eligible of being promoted to higher class level. Furthermore, it is also important to correct the traditional orientation and perception of most parents thinking that when a student has been awarded a promotion to next class, then such student is certified ok. This nature of thought lacks adequate proof because of specific investigations that, out of the 50 students with promotion awards; 11 of them failed English subject, 11 also failed lesson in physical education, 9 failed Agricultural science and only 4 of these promoted group failed Christian religious knowledge. The specific probing was done using unique identification number
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of the students from the sub-program database to check the efficiency and reliability of planned decisions. Looking at the severity of students failure rate from the dashboard representation in Model B, the researcher expected a combined total of 76 students (26 +50) to have being allowed entry into junior level II (JSS2) classes as returning students. In contrast, a total of 205 students record was found in the summary booklet of JSS2 in 2011/2012 first term academic session. Impliedly, about 129 new students (205-76) were admitted into JSS2 for 2011/2012 school session. This number of enrollment was perceived by the investigator as outrageous within closed intervals. As such, a problem was detected and the likelihood of the school management to have Rock the Boat. The identified problem: Academic fraud or risk event was found to have occurred, as large frequency of expected student repeaters of JSS1 were being promoted to the next stage of schooling process without fulfilling entry requirement into JSS2 class. Issues: It was also found that there were biases in the computation processes of the promotion records. The data summary shows student score for third term performance only. This data ought to have been an average score of first, second and third term aggregate for 2010/2011 respectively. The average score would have revealed a chronic disaster in the student performance records. Secondly, the school system had divided JSS1 into stream A, Stream B and Stream C class groups for easy identification. On a deeper investigation using student_id for analysis, Stream A had 31 students classified as failed group, 6 students classified as probation group and 17 students entered the promoted group. Contrary to this finding, the class teacher of Stream A had prepared report with records in the school summary booklet showing forty nine (49) students promoted to next class level II and five (5) students been advised to be withdrawn from school. This was the class teacher decision in stream A Junior Level I which comprised student_id of BDC001-BDC054. This event is a clear evidence of academic fraud in educational system. This is a fraud because only 23 students (17 + 6) of the 49 awarded promotions by the teacher had eligibility for transfer and trail in the next class stage. While the remaining 26 students (31 5) with non-eligibility status whom were also promoted illegally, ought to have been retained in level I as repeaters. The class teacher of these 54 students foundation level did act irresponsibly with decision taking against educational rules & policies both locally and against international best practice. Consequently, this judgments should not be over-ruled because this
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fraud was equally likely to have been committed by class teachers of stream B & stream C level I respectively. Through the evidences of schooling risk event found in model B where eighty four (84) student frequency was expected as repeaters in 2010/2011 academic session, this statistic is about 13/4 times above the failure frequency (84-31 =53) of students in stream A class group. This implies that left over failure frequency of student were distributed or spread for vulnerability of students in stream B & C, comprising BDC055BDC105 & BDC106-BDC160 identification numbers respectively. The likely causes of this schooling risk and academic fraud includes, but not limited to these: Fear of whistle blowing by the class teachers due to significant proportion (52.5%) or severity of student failure at foundation level. Abnormal pressures from parents to teachers concerning issues of student promotion metrics Monetary inducement of some teachers by parents whose goals for their children is centered on promotion based on whatever it take attitude, rather than learning process of schooling. The traditional perception of a teacher that high failure rate is attributed to lack of seriousness or commitment to study by students; this make teacher to be less concern on effects of their decisions in the long run. Insensitivity of school administrators concerning value of information required to be sourced from student assessment reports. The negligences of school management over severity of risk in performances evaluation, for a teacher per students group. Inadequate monitoring and evaluation tools used by external regulatory personnels from local & international educational institutions saddle with responsibility to set control standards for quality assurance in teachers methodology.

Effects of risk event and vulnerability of students. The Students psychology is negatively affected. The learning processes & relative skills acquired by student are inadequate to solve community problems. Teachers tend to develop a perception that failure in school is normal, and their quest for new knowledge, plummet. Affected Student of today that becomes tomorrow teachers, tends to spread risk to next generation The fear of failing is likely to increase in the mind of the students

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Meanwhile, if we have to go back to the education intelligence assumption, the first was that productive thinking approaches adapted by a classroom teacher will determine the degree of interest formed in the human mind on a specific subject matter. And the second in relation to the former: Without positive formation of interest, no knowledge can be gained and acquired by students. Therefore, we can proffer relative answers to research question on how students can remember what they have being taught in school by analyzing the teacher input & methods as a function of performance output of students within specific timeframe. This requirement is explained in Model C below.

Model C: 2011/2012 Sampling of subjects marks for stability evaluation in Class level II per session
Class_Avg_2nd term M a r k s 38.72 49.69 24.73 48.46 42.48 56.43 44.39 40.08 40.75 52.14 Class_Avg_Ist term Class_Avg_3rd term

40.87

47.99

43.51

39.68 24.62

It obvious from the component model C, that the degree of interest formed in the mind of students in level II is relatively weak around knowledge area of integrated science and mathematics. There was an improvement in students knowledge area of English language (class_Avg= 56.43) in first term. The English teacher reproductive thinking approach lead students towards a decline in performance ( = 38.72) in second term, while student performance in third term remain within the knowledge deficiency at high risk ( = 42.48 < 50) of non-conformance to expected benchmarks of quality assurance in education for children and youth in the 21st century. Similarly, if we recall the
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evidence in Model A where student knowledge area in social study at junior level I was = 68.08, this statistic have also decline significantly in level II ( = 39.68) due to illegal decision where expected repeaters in JSS1 were transferred to JSS2 without meeting expected entry requirements (instances of non-conformance to requirement (Crosby theory). On an overall knowledge area appraisal in level II per session, the teachers/students performance assessment were relative weak in first term, erratic in second term and relative stability with high risk ( < 50) of knowledge deficiency in third term if observation & measurement is done using horizontal gridlines in the Model C above. Thus, the researcher expect an improvement in decision making towards quality assurance in education, if this internal baseline architecture can be leveraged by educationist in order to control the problem of false negative error of teachers recruitment process. A human resource issue has occurred where a teacher with long years of teaching experience and adequate certificate qualification is later found of incapable to deliver quality services to students in the class room. Just like the figure of speech in book of Mathew 12 verse 33: to have good fruit you must have a healthy tree; if you have a poor tree, you will have a bad fruit. In like terms, to control the risk and likelihood of existing educational system from functioning as negative agent of socialization, the management of schools, teachers and regulators need to re-think on new paradigm to drive quality in education. This will be required because, if todays children and youth in the sub-Saharan Africa region are left with continuous exposures to education without knowledge gain, then the future value of these human capacity to their economy would be transform as human liability, as against being an 7human asset of development. Our arguments continue further through explanation of the fourth assumption leading to education intelligence framework: Understanding of lessons learnt by students is a factor which triggers higher performances as metric of qualitative delivery of a teacher. The assumption will help to demystify issues with class size differences as contained in the internal baseline architecture Model D.

Human asset: is the stock of competencies, knowledge, social and personality attributes, including creativity, embodied in the ability to perform labour so as to produce economic value. (From Wikipedia, the free encyclopedia)
7

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Model D: Visual feedback & performance transition model for Junior secondary students in English subjet per Class size 0.6 120 0.5
performance proportion_left scale

100 80

High

0.4 0.3 0.2

Student Count_JS1_ = 38.64_N = 160_right scale_2010/2011 student count_JS2_ = 42.48_N = 200_right scale_2011/2012

60 40 20 0

Low
0.1 0

Unconscious learning impaired understanding

Mark Limits Conscious learning

< 50

increased understanding 50

In conformance to quality, we expected a normal distribution (bell shape). In contrast, we found a skewed performance distribution. The issue is, that English teachers should not claim a mean difference of 3.84 ( = 42.48 - 38.64) is attributed to class size difference 40 (n = 200 160) in level II 2011/2012 session. A teacher that have similar output experience should note that, the weighted bar in performance proportion is the unique parameter of knowledge area transition and not the class size gap. As such, the high failure rate in English subject which is about 54% (mark of 0-39) of JSS1 student in 2010/2011 is compared to failure rate transition of 48% for JS2 students in 2011/2012 academic performance. These teaching challenges could be propelled by unconscious learning of the English teacher leading to impaired understanding of students. Likewise, the small changes in mean score difference is now been clustered around student marks between 49-69 score, though at a low performance proportion of about 10% above the weighted bar observation. The researcher therefore, advised that irrespective of knowledge area, teachers with large & positive skewed distribution in the performance of students should be required to undergo further training using improved methodology to enhance teachers consciousness in learning to achieve increased understanding of lessons learnt by students for knowledge to be stored in their mind. We also hope that model D will serve as decision support to measure the impact of training and retraining of teachers in the 21st century schooling system.
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Empirical Results and Discussions

Barely less than two years to the completion of the Millennium developments goals which world leaders envision would cut the incidence of poverty by half in 2015, and we still experience low quality assurance in education within the sub-Saharan Africa region. There are dilemmas in the mind of children and youth concerning the value of education and knowledge area that is of relevance to individual career in life. There are high risk of knowledge deficiency in the mind of present generation of children & youth, even in this 21st century. Education without knowledge gain is a syndrome that might have affected large proportion of generation X teachers, including people born between 1980 and the end of 20th century within the African region. Due to lack of knowledge and excessive concentration to income indices as single component of human development before 1990, humans have therefore suffered long setbacks and negligence, this has manifested in the havoc done to the human mind. Most African decision makers have also placed concentration on physical infrastructure to meet the millennium goals but they may have as well neglected quality requirements needed for these projects to positively affect human standards of living. This negligence of quality in project, education and human health may give rise to issue of rework in existing public projects, public & private education structures and health restructuring. Regardless of these rework, the main issue in relation to educational quality is largely due to poor control mechanisms and over-reliance on market forces decisions. We found that so many institutions including international educational regulatory commissions and even the employers of labour have wide acceptance that quality assurance in education is important, but quite a few number of these social group are determine to make explicit input to achieve the task. While many non-governmental organizations believe that a state of emergency should be declared by government for education subsector, taking the case of Nigeria; quality assurance requirements in education is a little daunting. Though, the challenge is not peculiar to sub-Saharan Africa society alone, it cut across all nations of the world. We therefore hold the notion that investment in terms of human efforts & time should be added up into financial needs equation to achieve the desired quality. It is paramount to remind Worlds leaders that great leadership produces great teacher. As such, broad-based policies and budgetary provisions should be restructured to monitor existing educational curriculum contents, teachers methodologies, framework and the learning philosophy through which
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knowledge is been planned and shared to children and youth towards correcting young mind and talents needed (see Model A.1) for future problemsolving and sustainable development. The education of children and youth in term of gender differences is also very important, but it is outside the scope of this study. Greater effort and commitments of leaders, teachers and regulatory institutions will also be required to control the number of subject intake (Knowledge area) for school participants. The evidences drawn from Model A.1 already contained support towards needs for knowledge area prioritization. At the senior secondary classes, we found that sixteen subjects comprising both science & art knowledge area was an issue for the human mind at foundation level one stage. Among the sixteen knowledge area been tested, only two subjects (Home management & IRK) had a low risk of knowledge deficiency in the mind of the students measure in 2 class stream. When eight science subjects where tested for student in senior level II with 2 class stream, three subjects comprising Physics, Agriculture science & knowledge in geography were better understood by students. In an art class level III with 2 class stream, where nine subjects had been tested, the entire nine lessons had lower understanding and found within high risk of knowledge deficiency in the mind. The significance of these finding are, that increasing the number of subjects intake for student does not translate to quality of knowledge contents and methodology impact of teachers input to student output & understanding. High risk of deficiency in student knowledge is a factor of education without knowledge gain which has an important bearing on human development. It is worthy of note at this juncture to call for rehabilitation of juvenile mind, because the level III class average performance index of 0.3183, represent an early warning signs of expected poor performance in this year may/June 2013 West African certificate examination (WACE) which the level III group are already in preparatory towards seating for the external exams as requirement for qualification to entry into Nigeria university & other higher institution of learning.

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If the government become aware on how we manipulate data and figures, just to generate student transcripts and continuous assessment scores, which we often sent on annual basis to West Africa examination council. They would have sanctioned our management or even close down some school out-rightly. These are words spoken by a private school examination officer in Abuja Nigeria. The evidences contained in these report are clear indication of system failures in educational activities within the sub-Saharan Africa region proxy by Nigeria public school system which requires quality knowledge improvement &
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new standard of teacher activity monitoring and evaluations. These arguments validate goal-setting theory of motivation: Specific & clear goals along with feedback quality increases task performance. While the acceptability of challenging goals lead to higher performance than easy, general & vague goals (Edwin Locke, 1960). Reviewing educational decisions and requirements is fundamental in the 21st century towards quality attainment in learning for every nation irrespective of development classification. Curriculum redesign tailored towards domestic economic and strategic thinking can help to motivate educationist to seek new knowledge rather than conserving knowledge. Although, the proposed framework intention is not to abolish existing curriculum structures but to broaden horizon and productivity of teachers within the scope of environmental and social change that induce the demand for educational re-think. As a reminder, of what value is the search for knowledge if what is thought in schools fails to query and re-engineer the human mind to think about process improvement or production? If the people of sub-Saharan Africa have low skills and low labour productivity, are sight driven, vulnerable to high risk of knowledge deficiency, utilizes manual file base system as tools for transparency and accountability, declare false date of birth, payroll phantom (ghost) workers, inflate contract cost or even award contracts to fictitious company; yet complain of inadequate funding of projects. These are direct attributes of lack of knowledge which can be corrected through understanding & interpretation of the parable of the three servants contained in Matthew 25: 14-30 which demystify the use of innate talent and human mind. Leaders rethinking on new leadership policies and vision would be a prerequisite to achieve these directions. The direction in question made the researcher to intensify investigation and revealed issues on resource based and knowledge based decisions of African leadership.

We begin this second case with an argument over resources utilization & knowledge driven approach to stimulate human development in the subSaharan Africa region. We further argue that for a nation to improve on its human standard of living, such nation should diagnose her developmental plans or reforms committed towards human development and not on gross national income. This should be integrated with utilization of her human development index to explore policy measures which pose as hazards to her present macroeconomic activities and effective participation in governance.
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Since human development is about the peoples choices and decision concerning life improvement at the present, and more importantly towards sustainability, we therefore hold the notion that it is not out of place to classify a nation economic development plans through diagnosis of instability in policy patterns and to evaluate, if such policy directions had significant impact on human development (see Figure A below) during its periodic application, in order to sustain economic stability or need for policy disaster recovery by the planners of a nation.

Visual observation of the hierarchical cluster analysis (HDI Dendogram) of Nigeria development plans indicate notable gap & distance between the leadership style and reforms put in place to drive economic development over the medium term period. The leadership reform 2003-2007 was centered on a national economic empowerment development strategy (NEEDS) and focused on four main goals (Wealth creation, employment generation, poverty reduction & value reorientation). Though, the NEEDS reform did not achieve its desired targets, there are vivid evidence of cluster distance (height) among economic plans of 2003-2005, which has significant difference compared to development change in plan for 2006 period. The Agglomerative coefficient of 0.67 justify the distance between development clusters but did not explain the group with better policy direction toward human development to enhance problem-solving
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initiative for future policy makers leverage. On the left side of the agglomerative schedule, there happens to be a clear sharp jump in distance between 20102011 grouping and the earlier NEEDS reform periods. Nigeria developmental plan in 2010 was another leadership style which extended towards Transformation agenda or plans for 2011-2015 medium term development. The Transformation reform has policy targets on security, infrastructure (including power), Agriculture, manufacturing, housing & construction, entertainment, education, health and information communication technology (ICT). Due to the daunting task of translating leadership policies into reality of improvement in standard of living, it is imperative to control policy measures (See Figure B below) adopted by various policy planners and the institutions of government at all level of policy implementation for internal & external projects decisions.

In the non-hierarchical cluster analysis (K Means) approach, three unique cluster grouping of Nigeria policy measures was explored from 2003-2011 economic periods. The policy model in figure B reveals a 97% point variability of clusters and efficiency of the K Means model in explaining policy measures
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that are equally likely to form potential threat to cutting poverty by half in 2015. When developmental reforms & measures are crafted by economic and political leaders, there should be shared visions between the tiers of governments and her existing institutions where humans work to earn a better living and contribute to sustainable community development through participation in governance. Sustainable vision requires a nation interest in human development which demands a knowledge centric policy in explaining the leaders vision to the people. Therefore, we propose a methodology to draw a margin of safety towards the Eigenvalue (sum of variance in variables explained by component 2) of 0.5 or more as metric of expected policy measure that is high in knowledge centric implementation towards human development. While an Eigenvalue less than 0.5 or negative in value are leadership direction or measure high in resource centric (Budget or income approach) implementation towards economic growth with lesser regard for human development. Furthermore, the classified group 2 with 2003, 2004 & 2005 policy directions tends to contribute significantly to reduction in poverty (using principal component score of +1) when leaders policies is explicit & understood by the people. The 2006 policy measures been classified as group 1 had direction on human capital development, yet with more income centric approaches and positive influence on poverty reduction (principal component score of +2). Whereas, the third category of group (2010 & 2011) is found to be a region with insignificant principal component score (-2 & -1 score), observed as potential indicator of long run policy disaster which requires urgent local & global researchers and leaders attention to prevent the people livelihood from been more at risk of poverty. In other to further support this arguments, we have made close observation of specific events within this reforms which plans to transform all sub-sector of the economy in 2011-2015. For example, there was an early warning signal in the second quarter of 2012 for Nigeria economic planners to adjust it policy direction. The issue concerns the 2012 budget implementation and allocation of the executives tiers of government on planned projects. The Nigeria legislative arm of government argued & queried that insignificant proportion of the budget were still pending; while the executive team, champion by the finance minister, affirmed that significant funds of the 2012 budget have been disbursed and implemented. The event led to quick preparation and submission of 2013 budget due to inability to meet up with pubic projects plan of the government. The lesson learnt was, that the
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massive focus on foreign direct investment coupled with significant inequality in naira currency value to Dollar(US$) is likely to contribute to issue experience with inflated contract pricing, while the major factor could be traced back to over ambitious policy plans to transform all sub-sector within four year period of one political administration. Fundamentally, education without knowledge gain should not be perceived as a syndrome peculiar to teachers in the classroom or vocation resource persons in various disciplines for learning. However, this syndrome exists in the mind of people irrespective of educational level or social status in life. If the effects of the syndrome on human minds are not properly managed by global leaders in 21st century, the increase in vulnerability of children and youth of present generation and the next would adversely impact human development in the future. How can we visualize and control the unexpected data redundancy rate embedded in measuring education index component of human development value?

The research to this report shows (see Figure C) that achievement in Nigeria education system (measured using index in backward reading approach) was improved during 2003 but insignificantly dropped in 2004. There was a redundant (duplicated index) progress found in 2005 and 2006 which could have improved if issues of un-updated manual data processing system in subSaharan Africa education institutions can be addressed through public policies
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framework and legislative support. While the progress made since 2006 have plummet significantly by 34.37% between 2010 and 2011, the human development component of education is yet to address risk & issues with respect to quality assurances standard for human security in knowledge acquisition towards problem-solving initiatives. The flip-side of this periodic human development statistic is that, the situation of life expectancy at birth in 2003-2004 was also a redundant progress in Nigeria. These have policy implication for developing governments, because the 42.22% improvement in human health (life expectancy at birth index) in Nigeria between 2006-2011 were slightly above single component index (right scale of 0 .5) that is globally accepted & classified by United Nation development programme (UNDP) as medium achievement. The equally likely incidences of these challenges on developing nations are that eroding value in education couple with weak human health of her labour force would require greater policy restructuring to safeguard the risk of a downturn in multiplier effect on gross domestic income (take the lesson from Nigeria where 9.71% downturn in GDP index was the experience between 2006-2011 economic period). Though, the scope of this research did not cover human health challenges8, but we have made emphasis to health area for understanding & further interpretations linked to education without knowledge gain. For example, there was a real life health related illness encountered by a young Nigeria and shared by the patient who is now privileged to contribute to this report. In the second quarter of 2005, I felt a continuous pain & hotness around a portion of my head & upper-back region of my body. I went to a federal medical hospital to see the doctor. After explaining my feeling to him, he referred me to go for laboratory test. After the private lab technician had conducted the test & issued the report to me, I went back to see the doctor who told me that they found a symptom of typhoid. The doctor then prescribes two different drugs which cost about N2500 which I had taken & was to report back to him after 2 weeks for reexamination. I revisited him after the dosage of the drugs taking was complete and informed him of the continuous pains & hotness. He then prescribed another set of drugs for trial in another 2 weeks period. These went on for four months interval and my health was deteriorating. He further advised me to go for second test and the reports remain the same. My parents were not happy with my continuous ill health, so they took me to a small private clinic to see another doctor. On seeing this
8

www.youtube.com/watch?v=rejvL_wL0zc see slide 16, for health issues in area of HIV/AIDS

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older doctor, he asked me to explain my feeling from the day I started experiencing the pain & hotness and the previous drugs been administered for treatment. He then examine my eyes and informed me that stress was the problem and not typhoid. The elderly doctor also called another young doctor who works for him to reexamine me, and the doctor also look at my eyes and said it was stress. The older doctor now gave me a drug and administered an injection priced at N500. He further advised me to practice regular exercise in the morning & evening hour daily and to report back to him after a month interval. Before going back to the older doctor, pains & hotness had already gone and my health was restored. The reason why we use these health related story is because of the lesson gained. The case was between illness symptoms and problem-root cause. The initial doctor was prescribing drugs to tackle the symptoms and ignorantly neglecting the problem. While the second doctor had knowledge & insight to invite a younger doctor to reexamine his patient by requesting shared knowledge. This type of event is similar to the syndrome of education without knowledge gain, exhibited by the initial doctor putting the health of the patient at risk. Finally, in accordance with United Nation development programme report on human development ranking of nations which can be drawn from evidences in Figure C above, Nigeria is better ranked in Human development index (HDI) achievements for 2003 & 2005. In contrast, 2004 and 2006-2011 were achievement period ranked in gross nation income (GNI). These ranking should be aligned with the value of information revealed in Figure B in this report, which argued in favour of knowledge centric against resources driven policy direction of sub-Saharan Africa leadership styles of administration.

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Conclusion
Education without knowledge gain is indeed a juvenile case for the 21st century schooling system. This case requires urgent attention of parents, institutions, regulators, governments and psychologist, irrespective of the continent human resides. Although, it may not be a case meant to be argued in the court room but, for leaders and teachers who have develop real quest towards new knowledge and human development; we believe a juvenile case should never be kept hidden under the school carpet as an unimportant document. If the world has ever cared for children and youth stages of development, then one might wish to know why some children develop cheating behavior through writing on their palms & thighs in a bid to pass exams and even why some undergraduates stay back in school to engage in an inimical act which they tag student runs. The bottom line is that education which is a component part of measuring human development value and as a means to reduce poverty is not without its inherent risk of knowledge deficiency in juvenile group. The researcher has indicated how schooling risk can be identified using performance tolerance level and index. Academic fraud assessment through monitoring risk events practices of class teacher induced largely by professional negligence of academic vice principal in schools. A decision towards knowledge deficiency management through education intelligence framework9 linked with internal baseline architecture as methodology to improve decisions and effectiveness of teaching method to enhance students understanding concerning subject matter relevancy to problem-solving & community development after schooling period. We have also put forward a number of arguments to support the increase in yearly student enrollment, but quality assurance is a more improved measure to fast track knowledge acquisition towards preventing the poor from being poorer in the long run. Consequently, the researcher was also privileged & opportune to utilize his innate talent by passing through an envisioning stage, before the second case of the investigation was presented to control macroeconomic decisions and excessive policy measures on resource based and sight driven reforms, which
The pilot trial of education intelligence technology for ss3, ss2 & ss1 classes was implemented on 1st November 2013 @ Bishop Delisle college lokoja Kogi state Nigeria, as a feasibility study of school growth database to justify accountability in research. The trial commenced with Teachers in ss3 as users, while challenges still occurred due to the fact that some teachers were yet to record students scores inside subject mark book, before data entry into the computer. This school also has just one computer system that meets the database installation requirements; lack of interest from the teachers was another issue to deal with. New educational policy and framework is therefore needed to achieve a success story. See appendix A section to preview the printable report proposed for students and teacher utilization.
9

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negate knowledge based and gift of insight that develop through the human mind for entrepreneurship and creation of more jobs towards sustainable human development. The investigator have revealed specific issues and lessons learned for sub-Saharan Africa development among which, low level of problem-solving initiative led to her leaders thinking towards massive foreign direct investment as a quick fix approach to infrastructural development. Inefficiency of human capital development of teachers & health specialist has further limits on African human capability. Poor risk management technology in education, neglect of agriculture works and other economic subsector have made the safety of people to be more at risk, even when some African constitution still allows immunity of public office holder in the 21st century governance system. Philosophical approach was used by the researcher to explain the nature of human activities and need for appropriateness in leadership thinking and vision towards the future, not by mere words but through domestic policies & actions that may be understood leveraging the philosophy of the three living economy and sensitivity to lack of knowledge in todays laws which might endanger the lives of the next generations. Finally, we therefore believe that the major issue in sub-Saharan Africa proxy by Nigeria economy should not be perceived from angle of inadequate funding of projects rather, her root-cause of problems is embedded in her lack of knowledge on development phase & management techniques required to increase her human level of labour productivity for sustainable human development.

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Recommendations If the foundations be destroyed, what can the righteous do? (Psalms 11:3) At the introductory segment of this report, you will recall the Yoruba proverb that we adopted to divide the research work into unique half: education without hoe and cutlass is never complete he who fails to work shall end up stealing. People will continuously experience temptation of fanciful school building & increase in enrollment to value good education, but how long will the children & youth wait before leaders go internal. Every nation of the world in the 21st century needs to be conscious of how delicate the human mind is as a tool of development. Therefore, strategic policy formulation by governments & institutions of learning is required to drive human value reorientation towards tasking minds for greater input, continuous learning and problem-solving initiatives for quality assurance in education development. The impact of teachers training & retraining on student output performances should be measured using education intelligence framework as component instrument and decision support model for school administrators and educational regulatory commissions. Subject teachers knowledge should also be broaden through some generalized training which serves as linkage between specific theories and real world experimentation. The goal is to manage risk of student knowledge deficiency in the long run. Nigeria leaders have vision to become one of the largest twenty economies of the world by year 2020 (Vision 20:2020). Such a vision might be too broad and difficult for the people including teachers to understand. The goals should be made specific, like, aiming to become one among the largest twenty economy developers of automobiles, sewage plant, and application software programs or largest producer of food to feed sub-Saharan African people. These are goals that are required to make adjustment to school curriculum and redirection of teachers thinking and institutional policies for economic development. Because human generation and activities have a life cycle, continuous learning & process improvement should form basis of scientific management technique to increase labour productivity of workers with low skills, low selfesteem and sole interest in salaries which are dysfunctional attitude towards government provision of essential services within Africa sub-region.
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New educational regulatory standards should be set to enhance transparency and accountability in education system in order to control events of academic fraud and its consequences on children and youth vulnerability with high prevalence in Nigeria. The battle against indiscipline in all nations of the world should be relaunched with constitutional amendments to rescind laws which might serve a safety net for corrupt minds. The policy measures & intervention requires more preventive techniques (information program network) than inspection approaches (human judgments). These would enable sub-Saharan Africa people to reap benefits of true democracy and freedom of information act (FOIA). Infrastructure is very essential for every human development. But it is the quality (preventing rework) of projects, developmental phase linked with learning for humans and maintenance policy framework that yields national leverage towards sustainable development and improvement in standard of living for African people. As such, resource focus should not be placed above knowledge centric approach for long run developmental thinking by African leadership visions. To achieve a positive direction for human development in Africa, there must be a turnaround and change in philosophy of leaders and teachers including parents. We recommend the use of minds and insight in leadership and teaching as a productive approach to problem-solving initiatives, capability turnaround of juvenile talents and community developments to attain a better life in the nearest future. Finally, Nigeria has the largest population in the whole of Africa continent. Her size of population is expected as positive indicator of better possibility for achieving marginal productivity of labour towards accomplishment of inclusive growth. To achieve this growth, there is a need for introduction of redenomination of naira currency10 through removal of zeros and not through continuous addition of zeros, as common practice of the central bank of Nigeria monetary policy framework.

See slide 14 @ www.youtube.com/watch?v=rejvL_wL0zc, or exhibit 1 of appendix A for supportive evidence concerning redenomination of the Nigeria currency.
10

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Reference
Ali Samad-Kan (2008). ENTERPRISE RISK MANAGEMENT. Modern operational Risk management. Jack L.King(1998) ALGO Research Quarterly Volume 1, No 2 December 1998. Defining Operational Risk. Jeromy Anglim (2007) Cluster Analysis and Factor Analysis. Research method 325-711 Moses F.Otu and Ade O.Adenuga.(2006)Economic Growth and Human Capital Development:the case of Nigeria.Economic and financial Review. Volume 44 september 2006 number 3. CBN ISSN 1957-2968 Mosley, L. (2005): Dropping Zeros, Gaining Credibility? Currency Redenomination in Developing Nations, available at http://www.dtic.mil/dtic/tr/fulltext/u2/a256399.pdf National Economic Empowerment and Development National planning Commission Abuja Nigeria, 2004. Strategy (NEEDS).

Ngozi, Okonjo-Iweala (2007). Nigerias Economic Reforms: Progress and Challenges. The Brookings Institution. Sonni Gwanle Tyoden (1989). Nigeria economy and foreign policy 1960-1983. Published by University of Jos press Ltd. Pp 30 Transformation Agenda (2011-2015). Summary of federal governments key priority policies programmes and projects. National planning commission Abuja Nigeria.
Intelligent Tutoring Systems, Chapter 37 / Corbett, Koedinger & Anderson / Chapter 37 (Original pp 849-874) 14 retrieved May 21, 2012 from http://actr.psy.cmu.edu/papers/173/Chapter_37_Intelligent_Tutoring_Systems.pdf Anderson, J.R.; Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). "Cognitive tutors: Lessons learned". The Journal of the Learning Sciences 4: 167207. Asset management Corporation of Nigeria (2010)http://amcon.com.ng/about_us.aspx EFCChttp://en.wikipedia.org/wiki/Economic_and_Financial_Crimes_Commission

http://en.wikipedia.org/wiki/Intelligent_tutoring_system

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http://en.wikipedia.org/wiki/Knowledge_transfer http://en.wikipedia.org/wiki/Mathematical_optimization http://en.wikipedia.org/wiki/Process_optimization http://www.ncbi.nlm.nih.gov/pubmed/23064174

Human Development Index. http://en.wikipedia.org/wiki/Human_Development_Index Human Development Report. http://hdr.undp.org/en/media/HDR06-complete.pdf Human Development Report.http://hdr.undp.org/en/media/HDI_2008_EN_Tables.pdf Human Development Report.http://hdr.undp.org/en/media/HDR_2009_EN_Complete.pdf Human Development Report.http://hdr.undp.org/en/media/HDR_2011_EN_Table1.pdf Human developmenthttp://hdr.undp.org/en/media/HDR_20072008_EN_Indicator_tables.pdf Human developmenthttp://hdr.undp.org/en/media/HDR_2010_EN_Table1_reprint.pdf

Max Wertheimer (1943). http://en.wikipedia.org/wiki/Gestalt_psychology

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Appendix A:
a Coeffi ci ents

Model 1

(Constant) Capit al-Labour ratio per-capita expenditure on Human inv estment(Naira equiv alent) phy sical capit al stock (Naira equiv alent)

Unstandardized Coef f icients B St d. Error 59927.113 7016.094 7.266 2.380 -.061 5.591 .695 1.552

St andardized Coef f icients Beta .911 -.026 .339

t 8.541 3.053 -.088 3.602

Sig. .000 .005 .931 .001

a. Dependent Variable: Real Gross domest ic product

Data source: Timeline Result for Naira Dollar Exchange rate & International Monetary Fund - 2011 World
Economic Outlook.

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