THE IMPACT OF NATIONAL POLICY ON EDUCATION ON SECONDARY SCHOOL ADMINSRATOR

ECONOMICS EDUCATION PROJECT 400L (THE IMPACT OF NATIONAL POLICY ON EDUCATION ON SECONDARY SCHOOL ADMINSRATOR

CHAPTER ONE

INTRODUCTION

Background of the Study

          There is no gain saying the fact that education plays an important role in the life of individual, community and the nation, our daily life activities cannot be isolated from education. It is believed that anything one does without sound education can never be done well.

Many scholars have attempted to define education. On a starting point, the researchers will like to view education from it source. It is believed that education is derived from two Latin words “EDUCERE” and “EDUCARE”.

          EDUCERE means to draw or lead out; that is, leading all the potentials of an individual while EDUCARE simply means nourish or to bring up or to rise, that is the process of nourishing individuals to live his fullest life. From the above analysis, one can say that education is seen as the process of raising each individual to live his fullest live he is capable of living. 

According to Merriam – Webster (2008), Education is the action or process of educating or being educated. Being educated is giving evidence of training or practice. Therefore, having evident of training practices, the one is being educated.

- Education is acquisition of knowledge. It is taking ownership of the information given to you whether through formal education or through life skills. Education is living. Education begins from the time you were born until your death. These are basic truths of education. The whole object of education is to develop the mind. The mind should be a thing that works (Sherwood Anderson 2010).

Education has life skills. These skills will teach you how to treat other people, how to behave in social setting and how to take care of yourself. One is educated on many different aspects of life. Receiving a financial education is able to teach you how to invest, save your money or even enhance your check book. A social education teaches you how to act around other people whether in personal professional setting. A solid social education helps to improve once financial status. Being morally educated is being learnt from the time you were born. Your moral education is based on your parent’s beliefs in the beginning but as you grow in age your own belief system will evolve. (Sherwood Anderson 2012).

- Education is not just information you learn in school whether primary school, secondary school, trade school or apprenticeships. It is important not to limit yourself by believing that education only comes to you through formal schooling. Education is all around us and comes to us through all of life experiences. (RR DONN ELLEY 2012 – 2013).

Education is a life-long socialization or interaction process (Igbo 2003; Schaefer, 2007) through which social norms, values and cultures are learned, shared and transmitted from generation to generation. As explained by Haralambos and Heald (2006), social norms are guideline which defines accepted and appropriate conduct or behavior (Safety regulations, hygiene, dress code etc.) in particular situation while values define what is good and desirable, as well as what is important, worthwhile and worth striving for (achievement, honesty, etc.) Culture is the way of life of a society and its members including ideas, habits and way of life of the society. Educationists however divided education into three (3) broad areas which are: Formal Education, Informal Education, and Non – Formal Education. Formal education is an organized, comprehensive and curriculum- based education give to beneficiaries in an institutional setting.

Non- formal education is seen as related to the concept of recurrent and lifelong learning. Tight (1996) suggests that whereas the latter concepts have to do with the extension of education and learning throughout life, non-formal education is about acknowledging the importance of education, learning and training which takes place outside recognized educational institutions.

Fordam (1993) suggests that in the 1970s, four characteristics can be associated with non-formal education,

• Relevance to the needs of disadvantaged groups.

• Concern with specific categories of person.

• A focus on clearly defined purposes

• Flexibility in organization and methods

As he relates, in 1967 at an international conference in Williamsburg USA, ideas were set out for what was to become a widely read analysis of the growing world educational crisis (Combs, 1968). There was concern about unsuitable curricular; a realization that educational growth and economic growth were not necessarily in step and that jobs did not emerge directly as a result of educational inputs.

Formal education, the hierarchically structured, chronologically graded educational system; running from primary school through the university and including in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical professional training. Non-formal education; any organized educational activity outside the established formal system –whether operating separately or as an important feature of some broader activity  that is intended to serve identifiable learning clientless and learning objectives.

The distinction made is largely administrative; formal education is linked with schools and training institutions, non-formal with community groups and other organizations and informal covers what is left e.g. interactions with friends family and work colleagues (Combs and Ahmed 2000). According to Forham 1993, these definitions do not imply hard and fast categories. As Graham Brown (1991) says, dividing formal education from out of school education or so-called non-formal education is artificial in many ways.

The range of incentives and programs that have adopted the title; non-formal are many and various. They include literacy and basic education for adults and young people, political and trade union education for adults and young people, political and trade union education, catching–up programmes for school drop outs, pre-school education for young children, political and trade union education and various kinds of educational work linked with development initiatives including agricultural extension and training programmes and health education. The (McGivney and Murray (1992) collection, Adult education in Development gives a good feel of the sorts of initiatives this might include. They look particularly at health education, literacy, rural development and the role of women in development.

Simkins (1976) analyzed non-formal education programme in terms of purposes, timing, content delivery systems and control and contrasted these with formal educational programmes. The resulting ideal types provide a useful framework and to which non-former education initiatives while emphasizing flexibility localness and responsiveness remain located within a curricular form of education (in contrast with those forms when driven by conversation).

National policy on education is a government white paper which may also be called government blue print stating its plan and the envisaged means of achieving those aspects of its national objectives that have to rely on the use of education as a tool. The national policy on education in Nigeria was published in March 1977. The orientation of the policy is geared towards self-realization, individuals and national efficiency, national unity e.t.c aimed at achieving social, cultural, economic, political, scientific and technological development. In 1985, include free primary education among others. As noted by Anyanwu et al. (1999), this policy has been reviewed from time to time; it was revised in 1981, 1982 and later revised in 2004. The national policy on education is associated with the structure of Nigeria educational system with a numerical formular 6-3-3-4 which represented the number of years a child is expected to spend at various levels of education. The first 6 stand for six years of primary schools, followed by 3 years at the junior secondary school and 3 years at senior secondary school and 4 years of tertiary education level. This is called the 6-3-3-4 system (Anyanwu et al, 1999). The 49 pages document is presented in thirteen sections apart from introduction. The document begins with the general and specific statement of orientation and philosophy of Nigeria educational system. It therefore examined the various section of formal education system starting from the pre-primary, primary, secondary, higher education including professional educational system, technical education, adult education and non-formal education, special education, teacher education, educational services, administration and planning and financing of education. It can thus be seen that the policy is a comprehensive one touching every facet of our educational system. The major contribution of the 6-3-3-4 system of education is in the secondary education. The document provides a break away from British oriented literacy and academic secondary education and replace it with a more comprehensive type that aims at reliance which if well implemented surely promotes a revolution in our educational system. The broad aims of secondary education were two but others are expressed clearly in chapter two of this project:

* Preparation for useful living within the society.

* Preparation for higher education.

The curriculum for junior secondary school will be made up of:

I. Core subject: these include Mathematics, English language two languages, sciences, social studies, art and music, practical agriculture, Religious  and moral instruction, physical education and two pre-vocational subject

II. Pre-vocational subject (i.e. woodwork, mental work, electronics, mechanics, local crafts, home economics and business studies, G.E. Ifenkwe.

III. Non-vocation elective (i.e. Arabic studies and French). On completion of three year junior secondary, a student may proceed to senior secondary (if he/she is academically inclined) or on the alternative go into an apprenticeship system or some other scheme for out of school vocational training.

Education therefore, developed from route learning which was characterized by the old system of 6-5-2-3 to practical skills which lead to specialization with the new 6-3-3-4 system. This brings about inclusion of a wide range of subject which are intended to make recipients self-reliant. The system as also increased student enrolment and resulted in increased output. The system as also increase the quality of teachers as the least qualification for teaching is now NCE for those to teach in either senior primary or junior secondary schools. On the contrary, the system has failed to make adequate provisions for science and technology as it emphasized. Though huge amount of money was invested on the importation of machine and other tools, these were not put into use.

Statement of the Problem

         Having considered the National Policy on Education, there is need to consider whether there is negative or positive impact of national policy on education on secondary schools administration in Akoko south west local government area of Ondo state as performance of student, output, subject areas leadership system of the secondary school administration and the reliability of secondary schools output. To find out an avenue by which the public will be enlightened about its administrative duties, carried out certain function which if properly carried out will aid the successful implementation of the two tier system.

Purpose of the Study

The purpose of the study is to:

i. Look at how far the objective of the system has been achieved.  

ii. Also look at the problem areas of the system and suggest possible solution.

iii. Examine the extent to which the operational area in secondary administration influences the implementation of the two tier system in Akoko south west local government.

Research questions

i. What is the impact of national policy on education on the Administration of Secondary Schools in Akoko South West Local Government Area of Ondo State?

ii. Is there any difference between the 9-3-4 U.B.E system of education and the 6-3-3-4 system of education?

iii. Is there any difference between the 9-3-4 U.B.E system of education and 6-3-3-4 system in terms of science and technology curriculum?

iv. Is there any difference between the administration of 6-3-3-4 system of education and 9-3-4 U.B.E system of education?

v. Is there difference in the perception of school administrators on 9-3-4 U.B.E system of education and 6-3-3-4 system of education?

Research Hypothesis

            The following research hypotheses proposed for testing after considering the background of the study and the expected literature review 

H1: The national policy on education has no significant impact on administration of secondary schools in Akoko South West Local Government Area of Ondo State.

H2: There is no significant difference between the 9-3-4 U.B.E system of education and the 6-3-3-4 system of education.

H3: There is no significant difference between the 9-3-4 U.B.E system of education and 6-3-3-4 system in terms of science and technology curriculum.

H4: There is no significant difference between the administration of 6-3-3-4 system and 9-3-4 U.B.E system of education.

H5: There is no significant difference between the perception of school administrators on 9-3-4 U.B.E system of education and 6-3-3-4 system of education.

Significance of the study

           This study will help the researcher to show the impact of the national policy on education on secondary school administration in Akoko South West Local Government Area of Ondo state. It will highlight the success or failure of the policy, its problem and usefulness to educational planners, administrators, researchers, policy makers and secondary school teacher who deals directly with the recipients of school (secondary education). It will help them to know if the system is productive.

Delimitation of the Study

The scope of the study is restricted to the impact of national policy on education on secondary school administration in Akoko South West Local Government area of Ondo state .

Definition of Terms

Policy: This is a principle or rule that guide decisions and achieve rational outcomes. A policy is also a statement of intent, and is implemented as a procedure or protocol.

Education: This is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research.

Curriculum: Is the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.

National Policy on Education: This is the official document that contains the rules and regulation which guide the educational system in Nigeria.

Secondary School: This is the form of education which an individual receive after primary education and before tertiary education.

Administration: This is the process or systematic arrangement of human and material resources for the achievement of organizational goals.

Universal Basic Education (U.B.E): Is a policy reform measure of the federal government of Nigeria, aimed at rectifying  distortion in the basic education.UBE is conceived to embrace formal education up to age 15,as well as adult and non-formal education including education of the marginalized groups within the Nigerian society.

Basic Education: this is a type of education comprising 6years of primary education and three years of junior secondary school .The policy stipulate that education shall be free and compulsory.

                   

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