Download complete project topic on Perceptions Of Stakeholders On The Management Of Primary Schools In Nigeria from chapter one to five.
CHAPTER ONE
PASS 2024 UTME WITHOUT STRESS:- 👉 DOWNLOAD and PRACTICE with 2023 UTME CBT APP 📱👈
CLICK to DOWNLOAD NOW.:- 👉 PASS Your POST UTME by Downloading Your School's Post UTME Past Questions and Answers 📱👈
INTRODUCTION
Background to the Study
Education is the vital instrument for social and economic mobility at the personal level and an instrument for transformation of society at the national level.
Apart from home as the first agent of socialization, primary school is the first place that introduces formal education or literacy to the children. In other words, primary school education is a foundation upon which all other levels of education are built.
Primary education is a foundational level of education that needs to be well funded, controlled and managed. Adequate provisions of education to the citizens contribute greatly to the socioeconomic development of the country.
Therefore good management of primary level of education is required to foster national growth and development. It is therefore observed that the management of this level of education has passed through different stages and different authorities exercised its control from time to time.
It is being faced with many problems ranging from acute shortage of classroom spaces or over-crowded classrooms, shortage of teachers and equipment to under-funding.
Primary education is the foundation of formal education. It is an essential component in the echelon of educational system of every nation. In order to qualify for other levels of education one must first pass through primary schools, as such it is an institution upon which all other levels of education and educational achievements are built.
It prepares the mind and trains the child for higher and tougher academic pursuits. It provides young learners with the fundamentals of reading, writing, skill acquisition, information and attitudes necessary for proper adjustment into the society. Unfortunately, though not all recipients of primary education get to other levels.
Investment in primary or basic education is considered by the United Nations Development Programme (UNDP) as a means to foster gender equality and sustained economic growth and reduce poverty.
As such in September 2000, eight goals known as Millennium Development Goals (MDGs) aimed at meeting the needs of the world’s poorest people was reached (UNDP, 2005). The eight goals, which are to be met in partnership with the world’s leading development institutions by the target date of 2015, are to:
- Eradicate extreme hunger and poverty.
- Achieve universal primary education.
- Promote gender equality and empower women.
- Reduce child mortality.
- Improve maternal health.
- Combat HIV/AIDS, malaria and other diseases.
- Ensure environmental sustainability.
- Develop a global partnership for development
The inclusion of universal primary education emphasizes the importance of primary education in the development process of every nation. There is no doubt that primary education is a panacea for solving problems such as ignorance, illiteracy, religious violence, insecurity and political servitude. An educated Nigerian is capable of making a more stable, peaceful, and prosperous country possible.
Plausibly, the Nigerian government has for long known the importance of primary education to national development. The realization of this, among other facts, motivated different governments at different points in a little more than half a century to make primary education free and declare it universal and compulsory.
However, the strength of primary education lies essentially on what is usually termed basic education with the sole objectives of equipping young people with the tools needed to investigate and inquire, to think, conclude and understand events around them.
Therefore, understanding some basic issues in primary education delivery in Nigeria is essential and of great importance to stakeholders.
The management of primary education in Nigeria has been assigned to various tiers of Governments and commissions.
In other words, it has gone through different experimentation’s. The management of primary education involves proper planning, staffing, organization, provision of facilities for teaching and learning, curriculum implementation, quality assurance supervision, funding, staff development and motivation of teachers.
The management of primary education in Nigeria passed through different stages and different authorities exercised its control from time to time. Ab initio, the church missionaries who introduced Western or Formal Education to Nigeria in 1842 handled the management of primary education system.
After much criticism from different quarters about the crude and lack of proper coordination of the system by these missionaries, the British government intervened through establishment of various Education Ordinances and Codes.
It is worth mentioning that the colonial government in Lagos made intermittent attempts to assist some of the missions in the management of schools between 1870 and 1876. While a bill was passed as an ordinance (first of its kind) for the promotion and assistance of education and it covered the West African territories of Lagos, Gambia, Gold coast and Sierra Leone.
In 1887, there was the enactment of the first purely Nigerian education ordinance as a result of separation of Lagos from Gold Coast in which it became the Colony and Protectorate of Lagos. This ordinance was promulgated to increase the betterment of education administration. In one word, the British government had no clearly defined policy on education for its African colonies during this time till 1925.
It was Phelps-Strokes’ report that forced the British Colonial Government to demonstrate its interest in African education. So, the principles in which the educational systems of the colonized countries should be based set out by the 1925 Memorandum on education.
As from 1946, Nigerians were deeply involved in the administration of their educational system as a result of Arthur Richard’s Constitution, which created Regional Government – Northern, Eastern, and Western regions. It must be stated that during this era, the colonial overlords were still supervising Nigeria’s educational affair and partly funding it.
The missionaries and voluntary agencies were also with the control of staff recruitment, supervision of staff, and the funding of their own schools only with grant-in-aid as subvention from the government.
Some years prior to Nigeria’s independent, the primary education started developing at different rates in different parts of Nigeria. The Universal Primary Education (UPE) was introduced as first of its kind in January 1955 at the then Western Region followed by Eastern Region in 1956 and later by Federal Government in September 1976.
This programme indicated the government dynamic policy to favor the education of the masses on the basis that every Nigeria child has an inalienable right to a minimum of six years of education if he is to function effectively as a citizen of Nigeria that is free and democratic, just and egalitarian, united and self-reliant, with full opportunities (Fafunwa in David and Olabanji, 2008).
After Nigeria has gotten independence in 1960, there was increase clamor for government take-over of schools from the missionaries and voluntary agencies, at least, to be able to revert the old system and to tailor it to meet the needs of the new nation.
Adesina in David and Olabanji (2008) reported that it was contended that absolute take-over of schools would improve their curriculum, teacher quality and centralized provision of instructional resources, minimize inequalities and provide a dynamic center of leadership for educational innovation. So, there was government take-over of schools in 1970.
At the end of the Nigerian Civil War in 1970, a new dimension in public administration and funding of education emerged. That was the government take- over of primary and secondary schools from the voluntary agencies.
The trend was started by the then East Central State in 1971 and by the end of that decade most states of the federation especially the Southern states had followed suit. This greatly increased the government burden in education finance.
The government was able to expand its activities in education sector during 1970s due to increased revenue from oil. With this, the government felt capable of embarking o the Universal Primary Education (UPE) in 1976. At that time, the government assumed full financial responsibility of the scheme.
This scheme radically expanded public involvement in education financing and administration. With the inception of the second republic in 1979, the Federal government withdrew its direct subsidy for primary education and transferred the responsibility to local governments. This effectively marked the end of Universal Primary Education (UPE) in most states of the federation.
During this period, most states quickly introduced fees and levies at all levels of education. The military take-over in 1984 helped make this state of affairs nationwide. The states out of party policy doggedly struck to UPE albeit in the name of feeling free to introduce fees.
In 1986, the Federal Government again abolished tuition fees in primary schools nationwide. As a result of this, it started making direct grants to local government for primary education. In 1989, this grant included funds for part payment of salaries for primary school teachers.
In 1976, the management of primary was taken over by the Federal Government while the administration and funding was transferred to the state and Local Governments in 1979. As a result, different management and funding arrangements were made by different states during this period.
In 1988, the National Primary Education Commission (NPEC) was established with Decree 31 of Federal Republic of Nigeria 1988 to manage the affair of primary education. It was later scrapped by the Federal Government under the provision of Decrees 2 and 3 of 1991, which vested the full responsibility of the administration of primary education in the hand of Local Government.
With the Decree No. 96 of 25th August 1993, the National Primary Education Commission was re-established with State Primary Education Board (SPEB) and Local Government Education Authority (LGEA) and they were once again in control of primary education in Nigeria.
The Local Government Education Authority (LGEA) was assigned to day-to-day administration of primary schools in its area of jurisdiction. While, the State Primary Education Board (SPEB) was charged with administration of primary schools in the state. The Local Government Councils appoint Education Secretaries who then report directly to the SPEBs.
These arrangements have resulted in general conflicting pressures on the Education Secretaries due to the different roles played by the SPEB’s and the Local Government Councils (LGC’s). There are also areas of overlap in the functions of different levels of management, which need to be addressed. The National Primary Education Commission was the overseer to the State Primary Education Board (SPEB) of all the states of the Federation.
But the Federal Government supervised this commission. From this arrangement, it is obvious that the management of primary education is no more one government affair; it involves all tiers of government. According to the provision of this decree, “the National Primary Education Commission receives the National Primary Education Fund as established by this decree from the Primary Education Board of each state and the Federal Capital Government Sponsored Special Primary Education Projects in accordance with the formula prescribed in this decree as the Transitional Council, from time-to-time prescribe”.
These was the condition of primary education funding and administration since 1993 to the time when the newly democratic government came into power in May 29, 1999. In replacement of Universal Primary Education (UPE) is the currently introduced Universal Basic Education (UBE), which was launched on 30 September 1999 in Sokoto.
It is also free and universal in nature like before but now in addition, it is compulsorily accommodating children from primary school through Junior Secondary School. Various responsibilities are assigned to all levels of government (federal, state, and local), which is not much different from what was in existence before now.
Statement of the Problem
There is no doubt that primary school system in Nigeria is facing serious problems despite this huge number of pupils it has to cater for. Not quite long, the Federal Military government vested the responsibility for primary school administration in the hand of local governments. This same government later reclaim the responsibility when primary school system was about to collapse.
These problems are talking about culminate in acute shortage of infrastructural facilities, overcrowded curriculum, finance, learning facilities, poor policy and policy implementation, inadequacy of teachers. Some primary schools have no enough classrooms and furniture to the extent that classes are held under shades of trees, some pupils carry-home their benches and desks and bring them to school every morning.
The instructional materials needed to aid teaching-learning activities are not available. The teachers also are no longer committed to their jobs because they are not well paid. It is obvious that unless these teachers are provided with the drive that would energize them or the tools needed, that is proper inputs, their best could not be tapped or attained and the accomplishment of educational goals would be difficult.
For instance, a car without fuel could not move anywhere that is the reason educational sector experiences strike today and tomorrow.
The introduction of the Universal Primary Education (UPE) in Nigeria, the transfer of primary education from residual to the concurrent legislative list, the re-establishment of the National Primary Education Commission (NPEC) and State Primary Education Board (SPEB) and this currently introduced programme, Universal Basic Education (UBE) are the moves of the Federal Government of Nigeria in accepting views and its commitment to provide educational opportunities at this level of education.
It is stated in the Nigerian Constitution under the Fundamental Objectives and Directive Principles of State policy, Nigerian Constitution 1989 section 19 on further elaboration of educational objectives thus:
(i) Government shall direct its policy towards ensuring that there are equal and adequate opportunities at all levels;
(ii) Government shall promote science and technology;
(iii) Government shall strive to eradicate illiteracy and to this end, government shall as and when practicable provide: Free, compulsory and universal primary education; and
(iv) Government shall promote the learning of indigenous languages;
It further expatiates on these above objectives that:
1. There will be equal opportunities in primary schools;
2. There will be adequate education opportunities in primary schools; and others as stated in this provision of Nigeria constitution; and
3. Some of these usually reflect in the planning and administration of primary school education in Nigeria.
Objectives of the Study
The study is set to achieve the following objectives:
1. Determine planning of primary schools in North-West Geo-Political Zone, Nigeria.
2. Examine the staffing situation in primary schools in North-West Geo-Political Zone, Nigeria.
3. Ascertain the provision of facilities for teaching and learning in primary schools in North-West Geo-Political Zone, Nigeria.
4. Find out interpersonal relationships in primary schools in North-West Geo-Political Zone, Nigeria.
5. Determine funding of primary schools in North-West Geo-Political Zone, Nigeria.
6. Find out the decision making process in primary schools in North-West Geo-Political Zone, Nigeria.
7. Assess staff development in primary schools in North-West Geo-Political Zone, Nigeria.
8. Find out curriculum implementation in primary schools in North-West Geo-Political Zone, Nigeria.
9. Ascertain quality control in primary schools in North-West Geo-Political Zone, Nigeria.
10. Assess communication in primary schools in North-West Geo-Political Zone, Nigeria.
Research Questions
The following research questions are formulated based on the objectives of the study.
1. What are the planning challenges in primary schools in North-West Geo-Political Zone, Nigeria?
2. What is the staff situation in primary schools in North-West Geo-Political Zone, Nigeria?
3. How are facilities for teaching and learning provided in primary schools in North-West Geo-Political Zone, Nigeria?
4. What are the impacts of interpersonal relationships in primary schools in North-West Geo-Political Zone, Nigeria?
5. How is funding done in primary schools in North-West Geo-Political Zone, Nigeria?
6. How does decision making process impacts on primary schools in North-West Geo-Political Zone, Nigeria?
7. What are the roles of staff development in primary schools in North-West Geo-Political Zone, Nigeria?
8. How is curriculum implemented in primary schools in North-West Geo-Political Zone, Nigeria?
9. How is quality control done in primary schools in North-West Geo-Political Zone, Nigeria?
10. What are roles of communication in primary schools in North-West Geo-Political Zone, Nigeria?
Research Hypotheses
The following hypotheses will be used for the purpose of this study.
1. There is no significant difference in the opinions of stakeholders on planning in primary schools in North-West Geo-Political Zone, Nigeria.
2. There is no significant difference in the opinions of stakeholders on staff situation in primary schools in North-West Geo-Political Zone, Nigeria.
3. There is no significant difference in the opinions of stakeholders on provision of facilities for teaching and learning in primary schools in North-West Geo-Political Zone, Nigeria.
4. There is no significant difference in the opinions of stakeholders on interpersonal relationships in primary schools in North-West Geo-Political Zone, Nigeria.
5. There is no significant difference in the opinions of stakeholders on funding in primary schools in North-West Geo-Political Zone, Nigeria.
6. There is no significant difference in the opinions of stakeholders on decision making process in primary schools in North-West Geo-Political Zone, Nigeria.
7. There is no significant difference in the opinions of stakeholders on staff development in primary schools in North-West Geo-Political Zone, Nigeria.
8. There is no significant difference in the opinions of stakeholders on curriculum implementation in primary schools in North-West Geo-Political Zone, Nigeria.
9. There is no significant difference in the opinions of stakeholders on quality control in primary schools in North-West Geo-Political Zone, Nigeria.
10. There is no significant difference in the opinions of stakeholders on communication in primary schools in North-West Geo-Political Zone, Nigeria.
Basic Assumptions
This research is based on the assumptions that:
1. Proper planning will enhance effective and efficient primary schools in North-West Geo-Political Zone, Nigeria.
2. Appropriate staffing situation will enhance better primary schools in North-West Geo-Political Zone, Nigeria.
3. Adequate provision of facilities for teaching and learning will ensure better primary schools in North-West Geo-Political Zone, Nigeria.
4. Good interpersonal relationships will make better primary schools in North-West Geo-Political Zone, Nigeria.
5. Inadequate funding will cripple primary education in North-West Geo-Political Zone, Nigeria.
6. Efficient decision making process will make better primary schools in North-West Geo-Political Zone, Nigeria.
7. Staff development programs will ensure effective primary schools in North-West Geo-Political Zone, Nigeria.
8. Where effective processes are put in place curriculum implementation will be efficient in primary schools in North-West Geo-Political Zone, Nigeria.
9. Quality control enhances better primary schools in North-West Geo-Political Zone, Nigeria.
10. Effective communication enhances effective primary schools in North-West Geo-Political Zone, Nigeria.
Significance of the Study
This research dissertation will be of immense significance to the Universal Basic Education Commission (UBEC) in its quest to making primary education universal and free for all Nigerian children who are of school age irrespective of any differences. Educational Planners and administrators will also find this research work useful in putting up policies for effective planning and management of Basic Education in Nigeria.
The academia will also benefit from the findings of this research work and finds it a useful companion as source of literature in subsequent studies that have relationship with this topic. The findings from this research work will equally benefit curriculum designers, reviewers and experts towards drawing up contents that will make primary education of high standard.
Human resource development departments in various organizations (both public and private), institutions, ministries, parastatals and other agencies will benefit from the findings and recommendations of this research work.
The employers of labor in both private and public enterprises will need the recommendations that will come out this study in order to know the best way to manage their organizations, tackle problems of their employees to elicit maximum productivity from them.
Scope of the Study
The study on Perceptions of Stakeholders on the Management of Primary Schools in North-West Geo-Political Zone, Nigeria, attempt to find out whether proper management has any impact on effective implementation of primary Education in Nigeria.
Thus a study of this nature should cover the entire country but the researcher limits the coverage to North West zone of the country.
The study will involve Head teachers, Teachers and state universal basic education board officials who are the major stakeholders in the management of primary education in Nigeria.
SEE >> HOW TO DOWNLOAD THE COMPLETE PROJECT (CHAPTER 1-5) NOW
>GUARANTTEE|:| Score 280 Above in 2024 UTME👉 DOWNLOAD FREE JAMB CBT APP HERE:.: GURRANTTEE Score 280 Above in 2022 UTME👉 DOWNLOAD FREE JAMB CBT APP HERE 📱👈
WISH TO STUDY & LIVE in UK?:- STUDY, WORK AND LIVE IN the UK Application Form NOW OUT. Call 08030447894
