Human resource management in education is very important and toy with it would result in jeopardy. This is because education personnel’s are the major instrument for achieving educational goals and consequently, national development. Human resources are the key to rapid socio-economic development and efficient service delivery. That’s why this paper stressed that without an adequate, skilled and well-motivated workforce operating within a sound human resource management programme, development is not possible. Every educational system at every level depends heavily on the human resources for execution of its programme. The function of human resource management in education includes staff maintenance, staff relations,staff development, procurement of staff and job performance reward. The challenges of human resource management include poor working condition, problem of staffing, funding, incessant transfer of teacher among others. To address the identified challenges, the following recommendations were made. Education should be made attractive by creating a conducive atmosphere for teachers. More government attention is needed for education sector through improved function as education remains the basis for the progress of all other sectors of the society. A united salary structure should be made for all categories of teachers within the education sectors. The paper equally recommended that standard of education in Nigeria should be up dated to meet the rapid social changes in our present Nigeria society.
The Saudi Arabian context presents a difficult situation for integration of information technology, especially in girls’ classrooms. Saudi Arabia is a country characterized by Islamic culture and beliefs, and the educational concepts are deeply rooted in Islamic teachings and beliefs. Alenezi (2014) alleges that the challenge of integrating ICT in education for girls, while at the same time, considering Islamic values is a leading hurdle to the implementation of ICT policies in girls’ classrooms. Besides the culture, other factors are in play, in hindering the implementation of ICT in girls’ classrooms in the region. Alharbi (2013) observes that, although the government and other stakeholders have tried their best to incorporate and enhance ICT in Saudi Arabian classrooms, teacher attitudes and low levels of teacher training in ICT remain nagging challenges. Alshehri (2014) emphasizes that, weak preparation training for teachers in the field of ICT is a big hindrance to the incorporation of technology in classrooms. Since technology is transforming every aspect of human life, there is a need to integrate it effectively in the Saudi Arabian classrooms for girls, in order to enable them to keep at par with the global demands. For successful integration of ICT in girls’ classrooms, there is need to review and understand the challenges facing the integration, in order to devise the best action plan for dealing with the challenges. As observed by Alenezi (2014), the Saudi state agencies have been in the forefront to integrate technologies in classrooms, but with few gains. This current research paper will delve into the integration of technology in education for girls in Saudi Arabia, including the challenges and benefits of implementing the system.