The study examined land accessibility constraints among migrants in rural border settlements of Ogun State, Nigeria. It specifically examined dimensions, extent of importance of the constraints and their joint interactive influence on land accessibility. Data were collected through questionnaires on migrant household heads. A multi-stage sampling technique was used for the selection of 492 respondents for the study. Data collected were analysed using descriptive and inferential statistics (t-test, relative important index (RII) and correlation statistics). The study revealed that the majority of the sampled migrants were within an active and productive population (31-60 years). Also, the larger percentage of the respondents were male (64.8%), married (70%), farmers (67.2%) with no formal education (51.3%). Most of the migrants have stayed above 6 years (79.8%) in the study area. This is an indication that migrants would have detailed experience about their land accessibility constraints. Findings showed that the high cost of land was the major constraint to land accessibility and non-availability of land (scarcity) was the least constraint. The study further revealed that the high cost of land, inability to transfer land, difficulty in land transaction and insecure tenure jointly influenced migrants' access to land in the study area. The study therefore recommended the need for an efficient land administration and governance at local government level in order to accommodate the attendant needs of rural migrants in the study area.
Introduction: Peer learning is an important component of the postgraduate medical curriculum, and it is considered as an integral part of learning in some countries. The practice of peer learning among postgraduate trainees, especially the resident doctors, is an area that has not been explored in Nigeria and other third world countries. This study aims to examine the practice, perception, and drivers of peer-to-peer training in Nigeria.
Methodology: This study was a national multi-centre and multi-disciplinary cross-sectional survey, conducted among resident doctors in Nigeria. Semi-structured questionnaires were used to obtain respondents’ biodata, perception and practice on peer learning. Data were analysed using SPSS version 23 software. Results were presented as frequency table and proportion, means, and standard deviation. Inferential statistics such as bivariate analysis was performed.
Results: Majority, 287 (73.2%), considered the peer education programme as an appropriate learning practice, 173 (45.9%) considered peer education programme integrated part of the training, while 350/383 (88.2%) engaged in a peer education programme. Statistically, a significant association was found between those who considered peer training as appropriate (p = 0.038) and those who considered peer education as an integral part of postgraduate medical training curriculum (p =0.009).
Conclusion: Peer learning is popular among resident doctors in Nigeria. Concerted efforts are needed to re-structure the residency training curriculum in order to maximize the benefits of this learning approach for an effective training programme.