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Parents' contentment with their child's education is the subject of a modest but increasing corpus of research. However, little has been done to identify specific school services that attract parents' attention. This study assessed institutional variables and how they influence parental satisfaction with the quality of teaching, care for pupils, and safety. A random sample of parents (n = 1,413) participated in the study. Data were collected using questionnaires, admission registers and staff disposition lists. The instruments passed through validity and reliability processes. Cronbach alpha estimates ranging from .81 to .84 provided evidence of internal consistency. Independent t-test and one-way ANOVA were used for analysis after data collection. Significant mean differences were found in parental contentment with the quality of teaching, care for pupils and pupils' safety based on schools' security, size, proximity and environmental attributes. Parents were more content with schools that provided safety, low teacher-pupil ratio, home proximity, and a learning-friendly environment. This study proved that school attributes are essential in determining parents' contentment with public primary school services. Parents become dissatisfied when their children are not receiving good services and may react by withdrawing them to other schools in search of greener pastures. This implies that parents' continued discontent with services will lead to a decline in future enrolment figures in public primary schools unless something is done promptly. Therefore, the government should provide school facilities for effective teaching and learning to improve public perception and contentment.

In the 21st century, there is tremendous need for change in the way special needs learners are assessed. The system of higher education in Nigeria does not give room for special considerations in the assessment strategies that go with the needs of special students. Incidentally, both specialists and non-specialists teachers carry out assessment of exceptional and regular students alike, a strategy that hardly permits full maximization of desirable outcomes of the learners' behavior. Assessment is meant to systematically determine the extent to which students meet instructional objectives. The role the teachers play in using differential techniques in the assessment of students with special needs is critical in achieving the objectives of assessment for (formative) and assessment of (summative) learning among these students. This study investigated teachers' knowledge and application of differential assessment techniques in all inclusive classrooms in universities in south-south geo-political zone, Nigeria. The design adopted for the study was descriptive survey. The population for the study comprised (40) special teachers and sixty (60) non specialists. The sample constituted 20(50%) of specialist teachers and 30 (50%) of the non-specialists. Two research questions guided the study and the instrument adopted for data collection was the Focused Structured Group Interview (FSGI). The FSGI was validated by three experts, in measurement, special education and research/statistics. The reliability of the instrument was deduced through the use of Cronbach alpha with a coefficient of .81. The analysis of the qualitative data was carried out using descriptive statistics. The findings of the study among others, showed that the non- specialist teachers neither have the knowledge nor the application of assessment techniques in all-inclusive classrooms, while the specialist teachers exhibited adequate knowledge of assessment techniques. However, little application of differential assessment techniques was displayed. It was recommended among others, that the non-specialists should be exposed to adequate orientations through training on the knowledge and techniques of assessment for and of inclusive learning. It was also recommended that special teachers be provided with adequate facilities and equipment for assessments in all-inclusive classrooms.

[...]the education sector is pivotal to the actualization of our current national and global government policy and objectives (Opeyemi, 2013). School location and class size of the schools are two aspects of school variables that could affect the quality of education received by students in any school system. [...]Meremikwu (2008) conducted a study to assess the achievement and retention level of rural, semi-rural and urban students in Mathematics. [...]Oladunjoye (2011) reported the impact of available schools and classroom on the improvement and sustenance of UBE in Nigeria.