Contemporary Journal of Education and Development

BALANCING CONTROL AND AUTONOMY: POLICY IMPLICATIONS OF TIGHT AND LOOSE COUPLING IN EDUCATION SYSTEMS

Femi Aladetan — Tue, 21 Apr 2026 00:00:00 +0000

Contemporary education systems are increasingly confronted with the challenge of reconciling centralized control with institutional autonomy. This tension reflects the broader organizational dynamics captured in the theory of tight and loose coupling, which explains how systems maintain both coherence and flexibility. This paper advances the position that effective education systems cannot rely exclusively on either tightly coupled structures characterized by standardization and control or loosely coupled arrangements defined by autonomy and flexibility. The paper critically examines how policy frameworks shape coupling dynamics across different levels of education systems. It argues that while tight coupling enhances accountability, alignment, and system-wide coherence, loose coupling enables innovation, contextual responsiveness, and professional agency. However, both extremes present limitations when applied in isolation. The paper proposes a hybrid policy model that combines tight control at the level of goals and standards with loose coupling in implementation processes. This “tight–loose” configuration is presented as a pragmatic approach for achieving sustainable educational effectiveness in diverse and rapidly evolving global environments.

FACTORS INFLUENCING MENTAL ILLNESS ON OLDER ADULTS

Chidiebere Nneka Martins, Ph.D, Gbubemi Rita Dore, Ph.D — Tue, 28 Apr 2026 00:00:00 +0000

Mental illness among older adults has become a growing public health concern due to the increasing aging population worldwide. This paper examined the factors influencing mental illness among older adults, common mental health disorders experienced in later life and possible preventive and management strategies. Aging is often associated with challenges such as social isolation, loss of meaningful roles, bereavement, chronic illness, reduced mobility and cognitive decline, all of which may contribute to poor mental health outcomes. Evidence indicates that depression, anxiety disorders, dementia and psychosis are among the most common psychiatric conditions affecting older persons. Additional risk factors include poor nutrition, medication interactions, substance abuse, financial difficulties, loneliness, and lack of adequate family or community support. The paper also highlighted early warning signs such as persistent sadness, confusion, memory loss, withdrawal from social activities, sleep disturbances and unexplained fatigue. Findings revealed that mental illness in old age is often underdiagnosed or untreated because symptoms are wrongly considered a normal part of aging. Effective prevention and management require early detection, social support systems, healthy lifestyles, professional mental health services, and policies that prioritize the wellbeing of older adults. It was concluded that promoting mental health among the elderly is essential for improving their quality of life, independence and overall contribution to society.

TEACHERS’ OPINION ON ACADEMIC ACHIEVEMENT, CHILD-CENTERED TEACHING, AND EMOTIONAL INTELLIGENCE IN THE CARE OF LEARNING-DISABLED PRIMARY SCHOOL PUPILS IN OBIO-AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE, NIGERIA

Gbubemi Rita Dore, Ph.D , Chidiebere Nneka Martins, Ph.D — Tue, 28 Apr 2026 00:00:00 +0000

This research work was conducted to ascertain the opinion of teachers on academic achievement analysis, child-centered teaching and emotional intelligence for the care of learning disabled primary school children in Obio-Akpor Local Government Area of River State. The study was instrument used for data collection was titled “Child-Centered Teaching Strategies and Emotional Intelligence Inventory (CCTSEII) which was validated by experts. Reliability of the instrument using Cronbach alpha technique yielded a value of 0.79 which suggest that the instrument possessed suitable level of reliability. Mean and standard deviation were used to answer the research questions. Result from the study showed that learning disabilities had a negative impact on the academic achievement of primary school pupils in Obio-Akpor Local Governmental Area of Rivers State. The result further showed that children –centered practices such as questions sand tasks that stimulate learners’ thinking beyond note memorization, as well as integration of emotional intelligence in the teaching and learning process can significantly improve the academic achievement of pupils with learning disabilities, especially dyslexia