ASSESSMENT OF THE RESOURCES PROVISION FOR
IMPLEMENTATION OF UBE IN IKPOBA-OKHA LOCAL GOVERNMENT AREA, EDO STATE
ABSTRACT
This study examined the assessment of
the resources provision for the implementation of the universal basic education
programme in Ikpoba-Okha local government area of Edo State
The study also revealed that school environment in the private
school to be grossly under estimate mainly because government statistics
exclude and unregistered and unrecognized private schools. The pupil teacher
ratio in unrecognized/ unregistered private school were recorded to be usually
about half those in government (public schools) it was also shown that there
was a high level of teaching going on in the private school.
TABLE OF CONTENTS
Title
page i
Certification iii
Dedication iv
Acknowledgement v
Abstract vii
Table
of contents viii
CHAPTER ONE
INTRODUCTION
1.1 Background 1
1.2 Statement
of Problem 7
1.3 Research
Question 8
1.4 Purpose
of Study 9
1.5 Significance
of Study 10
1.6 Scope
of Study 10
1.7 Definition
of Terms 11
REVIEW OF RELATED LITERATURE
2.1 Concept
of Basic Education 12
2.2 Structure
of the UBE Programme 18
2.3 Management
of the UBE 20
2.4 The
major Component of the UBE Scheme 27
2.5 Policy
Implementation 30
2.6 Policy
Evaluation 33
2.7 Model
of School Effectiveness 35
2.8 Concept
of School Effectiveness 40
2.9 Summary 44
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research
Design 46
3.2 Population
of the Study 46
3.3 Sample
and Sampling Technique 47
3.4 Instrumentation
used for Data Collection 48
3.5 Method
of Data Collection 49
3.6 Method
of Data Analysis 50
CHAPTER FOUR
PRESENTATION
OF DATA, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Presentation
and Analysis of Data 51
4.2 Discussion
of Results 69
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary 77
5.2 Findings 78
5.3 Conclusion 79
5.4 Recommendations 80
5.5 Suggestion
for Further Research 81
References
Appendix
I
Appendix
II
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The
Universal Basic Education (U.B.E) programme was launched to give primary and
junior secondary education to Nigerian. The launching of the programme took
place in Sokoto during the 2000/2001 academic session.
To
give legal backing to the programme an act entitled “An act to provide for
compulsory, free universal basic education and connected purposes, 2004”, was
passed by the national assembly and accented to buy the President on May 20th,
2004. The act compels every Nigeria
Teaching
in public primary and junior secondary schools was to be provided free of
charge. The law also prescribed that persons who charge or receive fees in
respect of primary or junior secondary education in public schools will be punished.
The
universal basic education programme of the state and local government in the
provision of primary and junior secondary education, the law provides that the
federal government shall ensure uniformity in the quality output of the
programme throughout Nigeria
The
act established the universal basic education commission at Abuja
a.
Federal government that is 2% of
consolidated fund.
b.
Contribution from federal
government guarantee credits
c.
Donations from local and
international agencies and organizations. States were to benefit from the
programme by contributing not less than 50% of the total cost of the project.
This is commitment to the execution of the project being made through the state
universal basic education board.
The
management structure of universal basic education programme is a model which
involves all the (3) tiers of government and extending to the community level.
National Universal Basic
Education Commission
a.
Initiated and launched the
programme
b.
Provides general oversight and
monitoring
c.
Mobilize domestic and
international support for the programme
d.
Initiates and intervenes in
critical areas of needs for the success of U.B.E, e.g. payment of salary
arrears of primary school teachers, construction and finishing of additional
classroom blocks in school.
e.
Providing support for core
national institution for implementation of the key aspects of the programme.
Such as:
National
teacher Institute (NTI) for the pivoted teachers training programme (PTTP)
·
Nigerian education research and
development centre (NERDC) for curriculum development.
·
National Institute for educational
planning and administration (NIEPA) for capacity building of education
administrations and planners.
·
Federal inspectorate service (FIS) for
quality controls.
·
The national institute for Nigeria language (NINIAN) for training and
retraining of teachers in Nigeria
·
Establish and maintain universal
education boards and zonal agencies.
(State
Level)
a.
Formulate policies for UBE in
their states.
b.
See to the day-to-day running of
the programme in their state.
c.
Recruit, discipline and promote
teachers.
d.
Pay the salary/salaries of junior
secondary school teachers.
Local Government Area Level
Establishes and maintain local
government education authority in their area.
·
See to day to day operation of the
programme in their areas.
·
Recruit discipline and promote
teachers and others primary school level staff in their areas.
·
Pay the salaries of primary school
teachers in their area.
In
addition to the above outfits, a management team exists at the national level
which prescribes the minimum standards for basic education throughout the Nigeria
It enquires to and advice the federal
government on the funding and orderly development of basic education in Nigeria
·
Monitoring federal government inputs
into the implementation of the universal basic education.
The
state subsequently launched it first set of JSS products into senior secondary
school programme in January 1988. The first graduate of the new secondary
school system were produced in 1990 (nation policy on education 2004).
1.2 Statement of Problem
A
look at the universal basic education law including its structure shows that it
is clearly a focused and an ambitious programme. Unfortunately however, in the
Ikpoba-Okha local government area of Edo
State
In
the same vein, it appears parents and guardians of the children do not have
knowledge of the difference between the UBE programme and the old system.
1.3 Research Question
To
resolve the problem stated above, the following research questions were
formulated to guide the study.
1.
What are the facilities supplied
to the schools for the implementation of the UBE programme in Ikpoba-Okha local
government area, Edo
State
2.
Is there any difference in the
provision of facilities between the urban and rural schools in Ikpoba-Okha
local government area, Edo
State
3.
Are the pre-vocational and
non-vocational subjects included in the curriculum in schools in Ikpoba-Okha
local government area, Edo
State
4.
Are there enough qualified
teachers for the pre-vocational and non-vocational subjects in schools in
Ikpoba-Okha local government area, Edo
State
5.
Does any difference exist in the
qualifications of teachers in urban and rural schools in Ikpoba-Okha local
government area, Edo
State
6.
Is the teacher-student ratio
adequate in schools in Ikpoba-Okha local government area, Edo State
7.
Is there any difference between
the teacher-student ratio of urban and rural schools in Ikpoba-Okha local
government area, Edo
State
8.
Are sufficient guidance and
counseling services in the schools in Ikpoba-Okha local government area, Edo State
9.
What are the problems that have
affected the implementation of the JSS programme in the schools in Ikpoba-Okha
local government area, Edo
State
10. What
are the solutions to the problems affecting the JSS programme in the schools in
Ikpoba-Okha local government area, Edo
State
1.4 Purpose of Study
The
main purpose of this study is to find out the problems militating against the
successful implementation of universal basic education programme in Ikpoba-Okha
local government area of Edo
State
1.5 Significance of Study
This
significant for the following reasons.
1.
For the provision of relevance
information on the level of implementation of the programme that is universal
basic education in Ikpoba-Okha local government area as expected by government.
2.
To ensure whether the
implementation of U.B.E can encourage the children within the age bracket to
learn in the schools.
3.
Re-ascertain whether the
programme when fully in place is capable of developing in the entire citizenry
a strong consciousness for further education.
1.6 Scope of the Study
The
scope of the work is to find out the problems facing the implementation of the
universal basic education programme in the junior secondary schools in
Ikpoba-Okha local government area of Edo
State
1.7 Definitions of terms
Facilities:
These include classroom laboratories, libraries, workshops and other equipment
necessary to enhance the teaching learning process. (NERDC, 2004).
Pre-vocational
subject: These are the vocational subject offered at the J.S.S level. They
include; mental work mechanics and craft work. At the J.S.S level mental work,
wood work and electronics are grouped under Introduction Technology (NERDC,
2004)
Implementation:
This means the execution of a programme of scheme.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The
literature review in this chapter shall be discussed as follows:
2.1 Concept of Basic Education
A
sound basic education prepare the child for self reliance, apprenticeship in
his choice of life career. It also lays solid foundation for him to pursue his
learning. Apart from this individual gain, it has been ascertained that the
important element of development which contribute to economic development
namely; health, nutrition and education can only be achieved through sound
basic education among the citizens (Olubor 2000).
Basic
education has been described as fundamental education upon which every other
education whether formal, informal or non-formal can be built and without which
any educational structure created will not have chance of success (Nwana 2000).
In furtherance of its commitment to provide a sound education to the Nigerian
child as a lasting legacy, the federal government under the leadership of
President Olusegun Obasanjo launched the Universal Basic Education (UBE) scheme
on 30th September 1999 in Sokoto Nigeria
The
second aspect of the concept of universality implies that no sections of the
community is to be excluded. That is, all persons in all manners and condition
should benefit from it. This is in line with education for all (EFA) in the
year 2000 assessments, conducted in preparation for the joker forum. However,
the analysis of the data been accessing to all. The convention on economics,
social and cultural right states that primary education should be compulsory
and free to all. The education for all (EFA) target for primary school pupils
is a net enrolment of 100 percent by 2015. Gender difference in the state
should disappear by 2005 (UNESCO, 2000).
The
universalization of basic education is not new to Nigeria
a.
Free, compulsory and universal
education
b.
Free secondary education
c.
Free university education and
d.
Free adult literacy programme
The
following features, which have been widely advertised form the major policy
provisions of 1999 constitution. It also form the basis for universal basic
education mobilization for full community involvement, data collection and
analysis, planning, monitoring, evaluation; teachers: their recruitment, education,
training, retraining and motivation, infrastructural facilities, enriched
curricula; textbooks and instructional materials, improved funding and
management of the entire process.
Accordingly
we assume that UBE started well taking into cognizance the UPE mistakes. The
aims and objectives mentioned earlier are in line with the provisions national
policy on education and constitution of the federal republic of Nigeria
The
concept of universality and basic education are both encompassed in one
statement or the other in the national policy on education. According to the
implantation guidelines for the UBE programme, (2010), the five objectives are:
1.
Development in the entire
citizenry a strong consciousness for education and a strong commitment to its
vigorous promotion.
2.
The provision of free universal
basic education for every Nigerian child of school-going age;
3.
Reducing drastically the
incidence of drop-out from the formal school system (through improved relevance
quality and efficiency).
4.
Catering for the learning needs
of going persons who for one reason or another have had to interrupt their
schooling through appropriate forms of complementary approaches to the
provision and promotion of basic education; and
5.
Ensuring the acquisition of the
appropriate levels of literacy numeracy manipulate, communicative and life
skills well as the ethical, moral and civic values needed for laying a solid
foundation for life long learning.
Free
compulsory education in Nigeria
The
OAU decade of education in Africa (1991-2006)
an inter-African co-operation on education with a strong emphasis on the
vigorous pursuit of basic education.
2.2 Structure of the UBE Programme
All
the three tiers of government and the various communities are involved in the
programme. The federal government initiated and launched the programme and it
provided minimum standard and guidelines. In addition to other things, the
federal government does mobilizes domestic and international support for the
programme. It pays salary arrears of primary school teachers and support
institution that are involved in the implementation of the programme. For
example, national teacher institute for the provision of teacher training
programme. (PTTP). The federal government also involved in the construction and
furnishing of additional classroom blocks in schools.
The
state government formulate policies for UBE in their state and see to the daily
activities of the programme in their states. They recruit, discipline, and
promote teachers on grade 7 and above. The state government pays the salaries
of junior secondary school teachers. They also establish and maintain state
primary education boards and other state level UBE agencies. The local governments
are not left out in the whole exercise. They establish and maintain local
government education authorities in their areas. They recruit, discipline and
promote teachers and other primary school level staff in their areas. Salaries
of the primary schools are paid by the local governments.
2.3 Management of the UBE
A
management team headed by the UBE National Coordinators, the managers of the
programme has the following six departmental structures: planning, research and
statistics, monitoring and evaluation, teacher training and curriculum
development, social mobilization, administration and supplies and finance and
accounts. There are also some units in the national co-ordinators office that
complements the departments. They are special projects, internal audit, public
relation and protocol, and legal.
Apart
from the six department, there are also twelve (12) UBE zonal office to ensure
proper and effective monitoring of the UBE programme in the states and local
government. The zonal office are located in Ibadan ,
Ado-Ekiti , Benin ,
Uyo, Owerri, Enugu , Makurdi, Illorin, Bauchi,
Yola, Kano
The
national council on UBE is made up of thirty-six (36) state governments and the
minister of education. The vice-president is the chairman of the council which
is the apex policy making organ of the programme. The national council on UBE
was establish in July 2001. It has been meeting regularly to examine general
issues affecting the UBE programme.
Nnadodozie
(2000) explains the term UBE from two perspectives: universal education and basic
education. From the title, universal basic education is one that is meant for
all the rich special and education for the handicapped and gifted programmes
for the children of the nomads, and migrant fishermen, and salvage programmes
for school drop-outs and those whose education were interrupted during
childhood.
The
understanding of the purpose or objectives of UBE is important for an
appreciation of the role. It is likely to play in the achievement of the
educational goal of the nation. The proposed implantation blueprint for the
scheme spelt out three major goals of the scheme which are to (a) universalize
access to basic education.
Nnadozie
(2001) explains the term used from two perspective; universal education and
basic education.
From
the title, universal basic education is one that is meant for all the rich and
poor, the intelligent and the dull, male and female e.t.c. it is meant for
everybody irrespective of sex, social-economic status, or any other
consideration. Basic education is the education that prepares the individual
for life. Basic education in effect covers the development of literacy and
numeracy.
Based
on the Jomtien (1990) goals Obanya (2000) gives the following clarification on
the features of basic education:
i.
It is not a package of information
or material to be learnt but a process of learning itself.
ii.
It is not a question of years of
formal education to be complete but a question of skill acquired.
iii. It
is not even formal education per se but education in its broadest sense.
iv.
It is that foundation level
education that emphasis literacy numeracy basic like skills and most
importantly learning to learn skills; hence it is foundation of life long
learning;
v.
It is education that de-emphasis
repetition and drop-outs while emphasizing learning in its most general sense;
and
vi.
Gives the child opportunities for
developing manipulative skills that will enable him to function effectively in
the society within the limits of his capacity.
vii. Promote
the child with basic troll for future education advancement, including
preparation for trades and crafty of the locality (national policy on education
(1998:13).
It
also stated in the national policy an education that primary education shall be
free, universal and compulsory. Special effort shall be made by all appropriate
agencies to encourage parent to send their daughters to school. Everything
possible shall be done to discourage the incidence of dropping out at primary
level of dropping. It is stated further that if there is incidence of dropping
out provision shall be made in the context of adult and non-formal education to
enable such early leavers to continue with their education. All these noble
ideas are embedded in the universal basic education programme.
The
universal basic education (UBE) programme is a matter of fact response to the
universal declaration of human right (1948) which stipulates the right of every
citizen to education. Nigeria
was a signatory to this declaration there is a long list of international
education covenants on basic education to which Nigeria
They
include;
1.
The Jotien (1990) declaration and
framework for action on basic education for all.
2.
The New Delhi
(1991) declaration on the E9 countries (i.e. the nine countries with the
largest countries of illiterates of which Nigeria
3.
The Ouagadougu (1992) Pan African
declaration on the education of girls and women.
4.
The Amman
5.
The Duban (1998) statement of
commitment to the promotion of education for all.
6.
Engender a conductive learning
environment.
7.
Eradicate illiteracy in Nigeria
The
proposed implementation blueprint for the UBE again points out basic education
generally aims at equipping individual with such knowledge, skills and
attitudes that will enable them:
i.
Live meaningful and fulfilling
lives
ii.
Contribute to the development of
the society
iii. Derive
maximum social; and
iv.
Discharge their civil obligations
competently (IME 2001:1)
These
general aims were further developed into more specific objectives as follows;
a.
Develop in the entire citizenry a
strong consciousness of education and a strong commitment to its vigorous
promotion.
b.
Provide free, compulsory
universal basic education for every Nigeria
c.
Reduce drastically, drop-out rate
the formal school system through improved relevance and efficiency.
2.4 The Major Component of the UBE
Scheme
The
point has already been made that UBE is not merely the provision of education
that would enable the recipient acquire literacy and numeracy skills. UBE gives
far beyond the provision of formal education to incorporate all the other
aspect of education. Ukeje (2100:0) outline the strategic components of basic
education to include not only the acquisition of literacy and numeracy skills
but also such other elements as;
·
Education for personal and social
development.
·
Education for national unity and
political integration.
·
Education for civic responsibility and
·
Education for good citizenship
According
to him, since schools exist not only to produce scholars but more importantly
to produce good citizen, basic education should incorporate the production of
good citizen that is, citizens who are honest, who have regards for others,
have sense of justice and fair play, discipline, have the rigid attitude to
work are courage, productive, dependable and patriotic, and know their right
and responsibilities as members of democratic society (Ukeje, 2000: 11). There
is no gain saying that if basic education can instill these virtues or prepare
children who can live up to the above ideals, then Nigeria
The
proposed implementation blueprint for UBE identifies the major component of the
science to include:
a.
Formal basic education
encompassing the first nine years of schooling (primary and junior secondary
education) for all children.
b.
Nomadic education for school-age
children of pastoral nomads and migrate fishermen; and,
c.
Literacy and non-formal education
for out-of-school children, illiterate adults.
These
components highlight and reflect what has already been said about the
inclusiveness and comprehensiveness of the scheme provides for a free,
universal education up to junior secondary school level but that it provides
for the education of the children of nomads, migrate fisher and even those who
dropped out of school or did not benefit from schooling at all during
childhood. The UBE is at its rudimentary stage, the primary level.
The
role of primary education cannot be underestimated. This might have prompted
Fafunwa (2000) to warn that any education system that neglects primary
education, which is the very foundation of entire education system, which have
neither secondary education nor good universities education and neither its
economy nor its people will progress. Having examined the UBE policy per se, it
is pertinent at time this junction to discuss the policy implementation.
2.5 Policy Implementation
Aibueku
(2003:2) has discussed the above topic copiously when he states that policy
implementation is the process of translation policy mandate into action,
precisions into result and goals into reality. It has to do with the process
and activities involved in the application, effectuation and administering of a
policy. Horn and Meter (1975) defined implementation as those actions that are
directed to the achievement of objectives set forth in decision. Sharr Kansky
and Meter in Aibueku (1975) on the other hand defines it in terms of the entire
process of converting general policies into concrete, tangible and meaningful
public policies. It is the view of researchers in policy study that
implementation is the major explanation for the failure or success of public
policies (1992) noted the difficulties of administration rather than the nature
of the programme which have been the main problem to public policies. The
implementation stage is therefore very important in the policy process. It
determines whether policies become tangible or concrete. It is the stage where
the policy idea may realize of aborted. It involves the committal of funds, the
establishment of structures and methods of hiring of personnel, the
administering or executing of activities and the security of policy good,
services and other intended outcomes. Shehu (1995) sees implementation as the
transformation of policies and programmes into tangible outputs. Dolas (1980)
carried out a study on policy typology and policy implementation model and
observed that despite the emergence of massive administrative and service
bureaucracies the development of sophisticated information management system
and a wide range of coercive mechanism available to government is all over the
world, there is a widening gap between the promise of formal goals of public
policies and their actual outcomes. This view is also held by Idemudia (1995)
who in his analysis of the role of Directorate for foods, roads and rural
infrastructure (DFRRI) in Edo State, noted that policies and programmes passes
through given stage or growth but that is not uncommon that some policies and
programmes experience still birth having merely received prescription or
codification without any attempt at implementing them. Shehu (1995) reports
that many policies may be characterized as placebo which in the view of
Gefferson and Richardson (1980) are designed not to solve problems in the society
but are introduced as a means of managing the political agenda.
2.6 Policy Evaluation
Effort
at policy implementation had thrown up fresh challenge to administrators which
is an important way justified the need for evaluation of public policies. This
challenge according to UNESCO (1980) is rooted in the realization that
development programmes regardless of geographical location and sponsorship have
been misguided, misconceived, badly implemented and ineffective. Evaluation
therefore is a process of asking questions and making judgment based on current
answers. Incomplete or tentative to those questions. Vannier, Foster and
Galahue (1975) are of the views that evaluation and assessment are means of
continually assessing an individual progress in skill tests. Written works,
observation, checklists interviews, case studies, self and group appraisal and
all other aspects which will determine the totality of the individual
performance at the end of a given period it is felt generally that this will
help the administration to plan better towards guiding the child, re-organizing
the methods of instruction in specific case of teaching and learning and then
adjusting the programme as the needs arises.
Knapp
(1968) while receiving the importance of evaluation as an essential part of
teaching states as follows:
·
Evaluation is inherent in the teaching
·
Learning process as learning
progresses.
·
Evaluation proves both desirable and
inevitable.
·
Knowledge of progress provides basic
motivation.
·
Force for thus teacher should help
student see their
·
Progress in the light of the
attainment of goals as well as sub-goals.
Since
policies are formulated in other to ensue that certain objectives are achieved,
the focus for implementation is to realize policy goals while evaluation of
outcomes serves as a control and feedback mechanism and as renewable input of
policy formation. Conclusively therefore, without an assessment of impacts (in
terms of effective and efficiency) the policy cycle cannot be fruitfully
completed (Ikelegbe 1995; Lasell 1975; Hansen 1983).
2.7 Model of School Effectiveness
At
this stage, let us examine the school as an organization and the concept of
effectiveness as it is applied to school. In many cases, people have defined
school effectiveness in relation to the input, output model. Several
organization models have evolved and no single one model of these models
completely explains the situation in the school system.
Some
of the organizational model of scenarios effectiveness are summarized below:
i.
The economics rationality model
assumes that organization function rationale special goals. In this model,
effectiveness is derived as the productivity of an organization the context of
the school effectiveness is needed is measured in terms of pupils achievement.
His emphasis is on output.
ii.
The organic model is based on the
belief that human organizations behave like biological system which adapt to
their environment. According to this model, flexibility and adaptation are
important for the effectiveness may therefore be measured in terms intake
through meaningful interaction with the community the emphasis is on the
inputs.
iii. The
human relations model stress well-being of the individual within an
organization and the importance of consensus, interpersonal relationship,
motivation and human resources development. Worker’s job satisfaction and their
involvement within the organization are regarded as effectiveness criteria.
iv.
The bureaucracy model is the type
of organization where there is a formal structure for the smooth running of the
organization and in order to guarantee certainty and continuity which
constitute the effectiveness criteria. This applies most to organization that
have semi-autonomous units.
v.
The political model tends to
emphasize the effectiveness of the part rather than of the organizations as a
whole contacts with outside bodies (parents, school, boards, e.t.c.) are
regarded as important for the standing of their individual department, units or
of themselves emphasis is on effectiveness of the parts rather than the whole
(UBE undated: 3-4).
2. Display area (pin board)
1. A desk/table and chair
2. A dictionary
3. A syllabus and teacher’s guide for
each subject taught.
Staff
Current levels of qualification to be
maintained
1.
One teacher per class
2.
Head teach to meet with their
zonal education officer (ZEO) and their
3.
Education officer (EO) at least
one per term.
Staff
development entitlement for teacher to be at least:
1.
One hour per week school based
2.
2-hours per term zonaly
3.
2 hours per term a circuit level
for two teacher per school
4.
Head teacher to have 2 hour per
term.
Learning
1.
Each child’s progress to be
evaluated at least one per fortnight.
2.
At least 50% pupil time to be in
interactive learning (independent study, discussion, project work, problem
solving)
3.
At least 50% pupil written work
to be original work by pupil.
Each Child to Work At Least
1.
One exercise per week in each
language area and content subject
2.
One exercise per day in language
(English, Yoruba, Igbo, Hausa or local language)
2.8 Concept of School Effectiveness
Effectiveness to the degree to which set
goals and objectives are accomplished. In the school context, this can be
measured in relation to the quality equity or equity of education instrument.
Effectiveness may be defined as a multi-disciplinary and multi-level activity,
where productivity in terms of quantity and quality of school productivity seen
as the ultimate criterion and all other criteria are seen as pre-conditions and
means. In discussing effectiveness, terms like quality, improvement, development,
evaluation, monitoring and reviewing accountability performance etc are
constantly used (UBE: 4).
Indicators of Effective UBE
Implementation
Ajayi (2001: 30-32) suggested that
indicators of effective UBE implementation in Nigeria
Building:
1.
One class-room for each class and
with pupil not more than 30.
2.
A head teacher’s office, complete
with strong room safe and storage room.
3.
A staffroom at least one
classroom in size.
4.
A store room or cupboard for each
classroom.
5.
A collection of teacher reference
books.
6.
Teachers housing as per
government regulation
7.
Clear water supply within 500
meters of school
Resources:
Pupils should have
1.
A desk space and seat each.
2.
One textbook between two
children.
3.
Exercise books at the rate of one
per subject per child.
4.
Stationary (one pen, pencil,
ruler. Per child).
Each
classroom should have:
1. A chalkboard with ruler, chalk and
duster.
Management:
Regional supervision to handle
satisfactory visit as follows
1.
Zonal education Officer (ZEO) to
each school at least once annually.
2.
Education Officer (EO) at least 5
school per circuit per year.
Head
teacher at each school would effectively manage the school by:
1.
Ensuring the school conforms to
government standards relating to the curriculum.
2.
Ensuring the organization of
learning activities through:
·
Professional audit each term
·
Correct time tabling and development
of staff weekly inspect.
·
Weekly inspection of registers.
·
Staff’s regular meeting (before terms
tarts, mid-term and end of term).
The Community:
A school development council with
composition, committees and regularity of meetings as per government
regulations. Each school to hold an annual open day, each and prize given day
and a consultation day. A parent teacher consultation in each class once per
term.
These indicators will be useful in
evaluating how effective the UBE programme is being implemented. However, it is
important to see how much that has been achieved at the school level.
Borisha (2001), former minister of
education, said that at the school level, attention was being drawn to the
environment in which teaching and learning takes place. The construction of
3,096 additional classroom blocks at various stages of completion in all 774
local government councils in the country with each local government area
getting four additional classroom blocks.
2.9 Summary
The
research of this study has examined among others the concept of basic
education, the components and structure of the universal basic education. The
grass-root agency is adopted the levels of the state government. The research
seems to agree with Omoregie’s suggestion that the government should use
government education agency (GEA) to operate the schools.
From the school carried in the UBE Kwara State , Uyo, Akwa-Ibom, Enugu ,
Imo and Kaduna States Edo State
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
The research design and methodology are
dealt with in this chapter as follows:
3.1 Design Study
3.2 Population of the study
3.3 Sample and sampling technique
3.4 Instrumentation used for data
collection
3.5 Method of data collection
3.6 Method of data analysis
3.1 Research Design
In this research work, the descriptive
survey was adopted. This is because in descriptive survey, the subjects which
data are collected exist as they were.
3.2 Population of the Study
The forty one secondary school in
Ikpoba-Okha local government area made up the population of this study as shown
below.
Table
1: Distribution of secondary school in Ikpoba-Okha local government area of Edo State
Location
|
Girls
|
Boys
|
Mixed
|
Total
|
Rural
|
-
|
-
|
9
|
9
|
Urban
|
10
|
6
|
16
|
32
|
Total
|
10
|
6
|
25
|
41
|
Source:
Universal Basic Education Board Planning Research and Statistics Department , Benin
3.3 Sample and Sampling Techniques
The sample used for the study was the
schools in the area. While the sampling technique used for the selection of the
21 schools was the stratified random sampling technique based on sex and
location.
The sex criteria was used to stratify
the population into boys, girls and mixed schools. Also different geographical
areas were represented using the criteria of urban and rural ones.
Table
II: Sample size.
Location
|
Girls
|
Boys
|
Mixed
|
Total
|
Rural
|
-
|
-
|
9
|
9
|
Urban
|
4
|
4
|
4
|
12
|
Total
|
4
|
4
|
13
|
21
|
A total of twelve schools were selected
from urban area comprising from girls schools, from boys schools and from mixed
schools. Nine schools were selected given the code number of 0121 as shown in
appendix 1: This will erase analysis of data.
3.4 Instrumentation
The questionnaire was used to collect
the relevant data for the study. It is divided into five parts. In section ‘A”
Background Information, while Section ‘B’, dealt with the JSS curriculum. In
Section ‘C’ the physical facilities were examined and Section ‘D’ dealt with
the agency of physical facilities. Section ‘E’ sought information on the
problem that have affected the implementation of the junior secondary school
programme and their solution.
3.5 Method of Data Collection
The questionnaire was distributed by
hand on the various schools by the researcher. They were also collected
immediately after they were filled. The distribution and collection of
questionnaire took place in two and half weeks.
The background information about the
school, the students enrolment, the number and quality of the teaching staff
were analyzed used frequency and percentage.
The standard established by the ministry
of education and the National Council on Education (N.C.E) were used as a guide
to determine the adequacy of the facilities the curriculum being offered in the
schools.
3.6 Method of Data Analysis
The data collected from the schools were
analyzed using mean. A comparison was made between that obtained in the school
and the guidelines set up by the ministry of education and the national council
on education to see if there was any deviation from the set standards.
The implementation of the JSS programmes
in the urban and rural areas was compared by using frequencies and ranking.
Similarly, frequencies and percentages were used in analyzing the identified
problems facing the JSS programmes and suggested solutions.
CHAPTER FOUR
PRESENTATION OF DATA, ANALYSIS
AND DISCUSSION OF FINDINGS
4.1 Presentation and Analysis of Data
Research Question One: What are the
facilities supplied to the schools for the implementation of the UBE in
Ikpoba-Okha Local government area, Edo
State
Table
1: Facilities supplied to schools for the implementation of the UBE programme
in Ikpoba-Okha Local Government Area, Edo State
School facilities
|
No of schools
|
No of available facilities
|
Total
|
Average enrolment
|
Ratio of student to
facilities
|
Classroom
|
21 (100)
|
497
|
33,771
|
1,608
|
68
|
Introductory technology
workshop
|
16 (76)
|
18
|
32,904
|
2,057
|
1,828
|
Art and craft workshop
|
7 (33)
|
7
|
18,982
|
1,997
|
1,997
|
Home economics rooms
|
15 (17)
|
15
|
29,737
|
1,982
|
1,982
|
Library
|
18 (86)
|
18
|
32,642
|
1,813
|
1,813
|
Typing pool
|
1 (5)
|
1
|
1,329
|
1,329
|
1,329
|
Practical agric and
|
17 (81)
|
Hectares
|
25,708
|
1,512
|
1,028
|
Sports field
|
19 (9)
|
40
|
31,218
|
1,643
|
679
|
Electricity supply
|
15 (71)
|
||||
Water supply
|
16 (76
|
Percentages
are shown in parentheses Source:
Table
III above shows that the twenty-one schools studied presenting hundred (100)
have (497) classroom. The average number student accommodated in these classes
is sixty-eight (68).
Sixteen schools representing seventy
percent (70) have introductory technology workshops with an average
accommodation of 829 students.
Seven schools have arts and craft
workshops. This gives percentages of thirty-three (33). The average accommodation
here is 1,977. Home economics room is available in fifteen school representing
seventy-one percent (71) with an average accommodation of 1,982 students of the
twenty-one schools studied. Eighteen has libraries. Representing eighty-six
(86) the average number of students accommodated in the libraries is 1,813.
Only one school has a typing pool. This
represents five percentages (5%). The average number of students accommodated
is 1,329. A total land area of twenty-five hectares is available for practical Agriculture
in seventeen schools.
This represents eighty-one percent (81%)
nineteen schools representing ninety percent (90%) have provision for sport
fields electricity supply is available in seventy-one percent (71%) of the
schools have water supply. This comprises of seventy-six percent (76%).
Research Question II
Is there any difference in the provision
of physical facilities between urban and rural schools in Ikpoba-Okha local
government area, Edo
State
Table
II: Provision of facilities in Urban and Rural Schools
School facilities
|
Schools with facilities
|
No of facilities
|
Average no of facilities per school
|
Schools with facilities
|
No of facilities
|
Average no of facilities per school
|
Classrooms
|
9 (100)
|
50
|
6
|
12 (100)
|
477
|
37
|
Introductory
technology
|
4 (44)
|
4
|
1
|
12 (100)
|
14
|
1
|
Art and
craft workshop
|
1 (11)
|
1
|
1
|
6 (50)
|
6
|
1
|
Home
economics room
|
3 (33)
|
3
|
1
|
11 (92)
|
11
|
1
|
Library
|
6 (67)
|
6
|
1
|
12 (100)
|
12
|
1
|
Typing
pool
|
0 (0)
|
0
|
0
|
1 (18)
|
1
|
1
|
Practical
agric Land
|
8 (89)
|
9.5
hectares
|
12
hectares
|
9 (75)
|
15.5
hectares
|
2
heactares
|
Sports
field
|
8 (89)
|
15
|
2
|
11 (92)
|
36
|
3
|
Electricity
supply
|
3 (33)
|
11 (92)
|
6
|
|||
Water
supply
|
4 (44)
|
32
|
12 (100)
|
Percentages
are shown in brackets source.
Table 11 above shows that nine rural
schools studied have a total classrooms number of fifty (50) and an average
number of six (6). The twelve urban schools studied have 447 classrooms. With
an average of thirty-seven classrooms (37).
Four of the rural schools have a
workshop each for introductory technology. This represents forty-four percent
(44%). The twelve urban schools studied representing 100% have fourteen
introductory technology workshops. Both urban got one workshop each. Only the
school in the rural has Art and craft workshop. This represents eleven percent
(11%) six schools represent fifty percent (50%) have Art and Craft workshops in
the urban area.
Three rural schools have Home Economics
rooms. This represent thirty-three percent (33%), Eleven urban schools
representing ninety-two percent (92%) have home economics rooms, sixty-seven
percent (67%) of the rural schools has a library each while 100% of the urban
schools have libraries.
No rural school has a typing pool. Only
one urban school representing eight percent (8%) has a typing pool. Eight rural
schools have a total of 9.5 hectares as land for practical Agricultural Science
fifteen and a half 15/2 hectares area of land are available in the urban school
for practical agriculture. Thus a total of eighty-nine percent (89%) of the
urban school has Practical Agricultural land respectively. Sports field is
available in eighty-nine percent (89%) and ninety-two percent (92%) of rural
and urban schools respectively. Three rural schools representing thirty-three
percent (33%) have electricity supply ninety-two percent (92%) of urban schools
representing 100% have water supply.
Research Question III
Are
the pre-vocational and non-vocational subjects included in the curriculum in
Ikpoba-Okha local government area, Edo
State
Table
V: Subjects Taught in the schools.
Subjects
|
Numbers of schools teaching the
subject
|
Mathematics
|
21 (100)
|
English
|
21 (100)
|
Local language
|
21 (100)
|
Major Nigeria language (Hausa, Igbo
and Yoruba)
|
6 (29)
|
Social studies
|
21 (100)
|
Integrated science
|
21 (100)
|
Art
|
20 (100)
|
Music
|
15 (100)
|
Practical agricultural science
|
21 (100)
|
Arabic studies
|
0 (0)
|
Christian Religious Studies
|
21 (100)
|
Physical education
|
19 (90)
|
French
|
9 (43)
|
Local craft
|
4 (19)
|
Home Economics
|
21 (100)
|
Introductory technology
|
17 (81)
|
Business studies
|
20 (95)
|
Percentages
are shown in parentheses. Source
Table III indicates that 100% to the
schools studied, have mathematics, English language, integrated science,
practical agricultural science, Christian religion studies and home economics
in their curriculum.
Only six schools representing twenty
nine percent (29%) study a major Nigeria language (Hausa, Igbo, and Yoruba)
twenty schools representing ninety-five percent (95%) include Art and Business
studies on their curriculum.
Music is studied in fifteen schools.
This represents seventy-one (71%). Arabic studies is not included in any of the
school curriculum ninety percent (90%) of the schools comprising nineteen
schools offer physical education. French is offered in nine schools comprising
nineteen percent (19%) while introductory technology is offered in seventeen
schools comprising eighty-one percent (81%).
Research Question IV
Are there enough qualified teachers for
the pre-vocational and non-vocational subject in Ikpoba-Okha Local government
area, Edo State
Table
IV: Teachers Qualification and area of Specialization
Qualification
|
Number
|
Non-vocational
|
Pre-vocational
|
M.ED
|
3
|
3 (100)
|
0 (0)
|
M.SC
|
2
|
2 (100)
|
0 (0)
|
M.A
|
1
|
1 (100)
|
0 (0)
|
B.ED
|
79
|
79 (100)
|
0 (0)
|
B.SC
|
52
|
52 (100)
|
0 (0)
|
B.A
|
0
|
0 (0)
|
0 (0)
|
N.C.E
|
786
|
592 (75)
|
194 (25)
|
H.N.D
|
24
|
0 (0)
|
24 (100)
|
O.N.D
|
3
|
0 (0)
|
3 (100)
|
Diploma in Education
|
2
|
0 (0)
|
2 (100
|
Total
|
952
|
729 (77)
|
233 (23
|
Percentage
is shown in Parenthesis sources
The above table iv shows that 100% of
teachers with M.ED, M.A., M.SC degree specialize in non-vocational subjects.
Also the table indicates that 100% of the teachers with N.D, O.N.D and Diploma
in Education Specialize in the Pre-vocational subjects
Out of the 786 N.C.E holder, 592
specialized in the non-vocational subjects. On the whole, seventy-five percent
(75%) and twenty-five percent of teachers specialize in the non-vocational and
pre-vocational subjects respectively.
Research Question V
Does any difference exist in the quality
of teachers in urban and rural schools in Ikpoba-Okha local government area, Edo State
Table
v: Quality of teachers in Urban and rural schools
Qualification
|
Number
|
Urban schools number
|
Rural schools number
|
M.ED
|
3
|
1 (33)
|
2 (67)
|
M.SC
|
2
|
0 (0)
|
2 (100)
|
M.A
|
1
|
1 (100)
|
0 (0)
|
B.ED
|
79
|
69 (77)
|
18 (23)
|
B.SC
|
52
|
77 (40)
|
12 (23)
|
B.A
|
0
|
0 (0)
|
0 (0)
|
N.C.E
|
786
|
628 (87)
|
104 (13)
|
H.N.D
|
24
|
17 (17)
|
7 (29)
|
O.N.D
|
3
|
2 (67)
|
1 (33)
|
Diploma in Education
|
2
|
2 (100)
|
0 (0)
|
Percentage
are shown in parenthesis Sources.
According to table v, the teachers have
M.ED degree of this number, one is an urban school while two teachers are in
the rural schools this represents thirty-three percent (33%) and sixty-seven
percent (67%) respectively. The two M.SC degree holders are in the rural
schools. This comprises 100%. The only M.A, B.S.C degrees are in the rural
schools while seventy-seven percent of them are in the urban schools of the 786
N.C.E teachers, 682 are in urban schools while 104 are in rural schools.
Seventeen of the teachers with H.N.D are
in the urban schools, while seven of them are in the rural schools this
comprises seventy-one percent (71%) and twenty-nine percent (29%) respectively.
The two teachers with Diploma in
Education are in the urban schools. This represents 100%.
Research Question vi
Is the teacher-student ratio adequate at
Ikpoba-Okha local government area, Edo
State
Table
vi: Teacher-student ratio adequate in Ikpoba-Okha local government area, Edo State
School code number
|
No of teachers
|
Students enrolled
|
Teacher-student ratio
|
01
|
15
|
102
|
1:7
|
02
|
9
|
185
|
1:21
|
03
|
24
|
765
|
1:32
|
04
|
12
|
100
|
1:8
|
05
|
8
|
142
|
1:18
|
06
|
18
|
164
|
1:15
|
07
|
28
|
600
|
1:21
|
08
|
16
|
111
|
1:7
|
09
|
16
|
259
|
1:16
|
10
|
96
|
4196
|
1:44
|
11
|
77
|
3740
|
1:49
|
12
|
45
|
3167
|
1:70
|
13
|
85
|
2900
|
1:34
|
14
|
58
|
1712
|
1:30
|
15
|
59
|
2300
|
1:39
|
16
|
54
|
1423
|
1:26
|
17
|
75
|
1329
|
1:18
|
18
|
90
|
3522
|
1:39
|
19
|
43
|
1000
|
1:23
|
20
|
50
|
3424
|
1:68
|
21
|
74
|
1810
|
1:24
|
Total
|
955
|
33051
|
1:35
|
The above table indicates that a teacher
ratio of 1:7, 1:8 and 1:39 occurred in two schools each. While the remaining
thirteen schools have teachers-student ratio of 1:32, 1:8, 1:16, 1:44, 1:49,
1:70, 1:34, 1:30, 1:26, 1:23, 1:69 and 1:24 respectively.
The total number of teacher is 952. The
total students enrolled is 33,051. The average teacher-student ratio is 1:35.
Research
Question vii: Is there any difference between the teacher-student ratio of
urban and rural schools.
Table
vii: Teacher-Student ratio of urban and rural schools in Ikpoba-Okha local
government area, Edo
State
Rural
Schools
|
Urban
Schools
|
||||||
School
code no
|
No of
teachers
|
Student
enrolment
|
Student-teacher
enrolment
|
School
code no
|
No of
teachers
|
Student
enrolment
|
Teacher
pupil ratio
|
01
|
15
|
102
|
1:7
|
10
|
96
|
4196
|
1:44
|
02
|
9
|
185
|
1:21
|
11
|
77
|
3740
|
1:47
|
03
|
24
|
765
|
1:21
|
12
|
45
|
3167
|
1:70
|
04
|
12
|
100
|
1:8
|
13
|
85
|
2900
|
1:34
|
05
|
8
|
142
|
1:18
|
14
|
58
|
1712
|
1:30
|
06
|
18
|
264
|
1:15
|
15
|
59
|
2300
|
1:39
|
07
|
28
|
600
|
1:21
|
6
|
54
|
1425
|
1:26
|
08
|
16
|
111
|
1:7
|
17
|
75
|
1329
|
1:18
|
09
|
16
|
259
|
1:16
|
18
|
90
|
3522
|
1:39
|
10
|
……..
|
…….
|
……..
|
19
|
43
|
1000
|
1:23
|
11
|
………
|
…….
|
………
|
20
|
50
|
3424
|
1:68
|
12
|
………
|
……
|
……..
|
21
|
74
|
1810
|
1:24
|
Total
|
146
|
2528
|
1:17
|
…….
|
806
|
30,523
|
1:38
|
According to table viii, the teacher-student
ratio of 1:7 and 1:21 occurred in two schools, the remounting rural schools.
The remaining rural schools have teacher-student ratio of 1:32, 1:8, 1:15,
1:16, 1:17 respectively.
A teacher-student ratio of 1:39 occurred
in two urban schools, the others have teacher student ratio of 1:44, 1:48,
1:70, 1:34, 1:30, 1:26, 1:18, 1:23, 1:68, 1:24 and 1:38 respectively.
In the rural schools, the total number
of teachers is 146 with a student enrolment of 2,528 while in the urban
schools, the total of teacher’s stands at 806, with the student enrolment of
30,523. The average teacher student ratios are 1:17 and 1:38 for the rural and
urban schools respectively.
Research Question Viii
Are sufficient guidance and counseling
service available in the schools?
Table
viii: Guidance and counseling service available in the schools.
School code number
|
Number of Guidance and Counselors
|
01
|
0
|
02
|
0
|
03
|
0
|
04
|
0
|
05
|
0
|
06
|
1
|
07
|
0
|
08
|
2
|
09
|
1
|
10
|
0
|
11
|
2
|
12
|
1
|
13
|
2
|
14
|
2
|
15
|
0
|
16
|
0
|
17
|
1
|
18
|
2
|
19
|
1
|
20
|
0
|
21
|
1
|
Table viii, shows that there are sixteen
guidance and counselors in eleven of the twenty-one schools studied. This gives
a total of 52% of schools that have guidance counselors.
Research Question ix
What are the problems that have affected
the implementation of the JSS program in the schools?
Table
ix: Problems affecting the JSS program in the schools.
Identified problems
|
Number of schools
|
Lack of teachers
|
19 (90)
|
Lack of facilities
|
19 (90)
|
Shortage of funds
|
5 (24)
|
Absence of electricity
|
1 (5)
|
Power supply
|
The above table indicates that nineteen
schools representing ninety percent (90%) have identified lack of teachers and
facilities as problems facing the successful implementation of the JSS program.
Five schools representing twenty-five percent (25%) identified shortage of
funds as one of the problems, while one school representing five percent (5%)
identified absence of electric power supply in rural schools as a problem.
Research Question x
What are the solutions to the problems
affecting the JSS program in school.
Suggested Questions
|
Number of Schools
|
Provision of qualified teachers
|
17 (18)
|
Provision of more facilities
|
17 (18)
|
Supply of electricity in rural
schools
|
1 (15)
|
Provision of sufficient funds
|
6 (29)
|
Percentage
are shown in parenthesis
In the table above, eighty-one percent
(81%) of the schools representing seventeen schools have identified adequate
provision of qualified teachers and facilities as solution to the problem
affecting the JSS program.
Provision of electric power supply in
rural schools have been given as a solution by five percent (5%) of the
schools, while twenty-nine percent (29%). Suggested that sufficient funds
should be provided.
4.2 Discussion of Results
It is cleared from the analysis of the
data that the physical facilities available in the schools are inadequate.
These physical facilities include classrooms, art and craft workshop
laboratories, libraries, home economics rooms, guidance and counseling offices,
typing pools and introductory technology workshops. For instance, the numbers
of classrooms recommended by the national council on education for the junior
secondary school with an enrolment of 1000 student is the thirty. But in the
school studied, the average number of classrooms per school in twenty-four.
Thus there is a short full of the standard recommended by the education law as
regards the number of classrooms in the schools student. This finding agrees
with Ehiametalors (2000) view which states that physical facilities are in
short supply in schools the analysis of data also shows a wide variation on the
provision of the classrooms between urban and rural schools, where as, in the
urban schools the average number of classrooms is thirty-seven in the rural
schools studied. This finding agrees with Raynor and Hardens (2000) opinion which
states that the provision of physical facilities varies widely between urban
and rural schools and this has affected the education of the children in the
schools.
The government’s regulation stipulates
that there should be forty pupils in a class. In the schools studied, the
average class size is sixty-eight. This number far exceeds that stipulated by
the education law. Whereas, the national council on education regulation states
that two blocks should be provided for workshops, one containing three rooms of
woodwork, metal work and technical drawing respectively and the other blocks
containing two rooms for electronics and auto-mechanics, the schools studied
have provision of just one room for introductory technology was also noted that
only seventy-six percent (76%) of the schools have introductory technology
workshop, likewise only thirty-three percent (33%) of the schools have art and
craft workshop.
The education law state that only twenty
students should be accommodated in the workshops for the pre-vocational
subjects. It was noted in the schools studied that as much as 1824 students are
accommodated in the technology (intro-tech) workshop, while an average of 1997
students are accommodated in the art and craft workshop. These adequately have
grossly affected the implementations of the junior secondary school program.
This findings agrees with Ehiametalor’s
(2000) view who asserted that due to shortage of facilities the students are
taught only the theoretical aspect of these pre-vocational subjects, whereas,
the national council on education recommend a library each for the junior
secondary schools. Only eighty-six (86%) of the schools studied have libraries,
since libraries are basic necessities in the dissemination of knowledge in
schools, the absence of this facility is twenty-four percent (24%) of the JSS
program.
The pre-vocational and non-vocational
subjects are included in the curriculum of the schools as stipulated by the
national policy on education, 2004. The major Nigerian language (Hausa and
Igbo, Yoruba). However, one taught in only twenty-nine percent (29%) the
schools, this could be traced to the death of teachers in the field, likewise
in most emphasis on practical work. This is a negation of the purpose of
vocational education which should make the student to be self-reliant and also
have the flame for science and technology.
This result shows that there are not
enough qualified teachers for the non-vocational and pre-vocational subjects.
The teachers that have first and second degree are relatively fewer than those
with N.C.E (National Certificate of Education) and other qualifications. This
findings agrees with Ukeje’s view, which states that the core of educational
problems in Nigeria
Also there are more teachers in the
non-vocational subjects than there are in the pre-vocational subjects.
This is out of variance with the
national policy of education, (2004) which states that emergency programs will
be mounted to produce a large number of teachers in the science, commercial and
technical subjects. The above findings agrees with the work done by Gang and
Enisi (2000) which states that teacher shortage exist in the pre-vocational and
technical subjects.
The analysis of data indicated that
there are more qualified teachers in the urban schools than there are in the
rural schools. Rural education is faced with the problem of getting enough
qualified teachers to teach in the rural schools since life holds little
apteral for teachers. These results in the low quality of education received by
children attending rural schools. This findings agrees with the work done by
Combs Elliot and Ritter Band (2000) which states that the rural schools are
understaffed of qualified teachers. Thus the education of the rural youth is
left in the hands of less qualified teachers.
However, the national policy on
education stipulated that a teacher student ratio of 1:40, the analysis of data
reveals that the teacher student ratio varies from school to school. Fourteen
percent (14%) of student teacher in the school. Its ratio is less than 1:10,
while in ten percent (10%) of the school it is between 1:68 and 1:70.
The analysis of data also shows that
great variation exists in the teacher student ratio of rural schools is
relatively low when compounded to that of urban schools.
Although, the national policy of
education stipulates that guidance and counseling services should be carried
out in the schools. The data analysis shows that only fifty-two percent (52%)
of the school have guidance counselors.
The analysis of data also shows that
lack of qualified teachers and shortage of schools facilities had been
identified as the major problem facing the implementation of the JSS program. A
good number of schools are yet to equip their workshops while others do not
have a workshop yet. Also inadequate findings and the absence of electric power
supply has been identified as a problem facing the successful implementation of
the JSS program.
The analysis of the data shows that the
problem facing the implementation of the JSS program in schools can be solved
by adequate provision of school facilities, supply of electricity to rural
schools, the provision of sufficient funds and adequate availability of
teachers.
If Nigeria
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary
The
purpose of this study is to evaluate the implementation of the JSS program in
Ikpoba-Okha local government area. Specifically ten questions were raised to
guide this study.
The
forty-one secondary schools in Ikpoba-Okha local government area make up the
population of this study of the twenty-one schools selected using the
stratified random sampling technique.
This
questionnaire was used to get relevant data for this study. The questionnaire
were distributed by hand and were collected immediately after completion. There
was 100% response. Frequency rank order table and percentage were also used to
analyze the data collected.
5.2 Findings
After
data analysis, a number of findings emerged as follows:
1.
Most of the schools lack
facilities, for example, classrooms, workshops, laboratories, home economics
room and typing pools.
2.
Variation exists in the provision
of physical facilities between urban and rural schools. Urban schools have more
facilities than schools situated in the rural areas.
3.
The pre-vocational subjects are
included in the curriculum. However, the pre-vocational subjects are taught
theoretically. The students are not exposed to practical works.
4.
Although, there are more teachers
in the non-vocational subjects than they are in the pre-vocational subjects,
shortage of teachers exists in all the areas.
5.
There are more qualified teachers
in the urban schools than there are in the schools.
6.
The teacher-student ratio is
inadequate. It is extremely high is some schools and low in others. The
teacher-student ratio of rural schools is relatively lower than that of the
urban schools.
7.
Guidance and counseling services
are not sufficiently carried out in the schools.
8.
The major problem facing the
successful implementation of the JSS program is the lack of teachers,
facilities, and shortage of funds.
9.
The major problem facing the JSS
program can be solved if more qualified teachers are employed and if more
facilities and funds are provided.
5.3 Conclusion
The
following conclusion has been made on the above findings; the physical
facilities available in junior secondary school in Ikpoba-Okha local government
area are grossly inadequate. Hence, the pre-vocational subjects are relatively
fewer than those qualified to teach the non-vocational subjects. Qualified
teachers are in short supply in the rural schools. Likewise, variation exists
in the teacher-student ratio of urban and rural schools. The urban schools have
higher teacher-student ratios, also, there are no enough professional guidance
counselors in the schools. The above factors have hindered the implementation
of the JSS program in Ikpoba-Okha local government areas.
5.4 Recommendations
The
following recommendations are made with the above findings and conclusion as
basic:
1.
More learning facilities should
be provided in the schools.
2.
Emphasis should be laid on the
training of specialist teachers in the pre-vocational subjects.
3.
Incentives such as special
allowance should be paid to teachers deployed to teach in the rural areas. This
will attract teachers to the rural areas.
4.
The training of guidance counselors
should be given priority and these should be deployed to all schools.
5.
More funds should be provided to
run the JSS program.
5.5 Suggestion for Further Research
1. The wastage rate of
the JSS program in Ikpoba-Okha Local government area.
2. An appraisal of the implementation of
secondary education in Edo
State
REFERENCES
Adesina .S. (2000) “Education Management. Edo : Fourth Dimension Public Co. Ltd p. 19.
Agbo, A. and Uyo, S. (2000) Education and Social
change in Ghana London : Oxford University
Aghenta. J. (2001) “Accommodation product of the
program in the world work in Nigeria Benin
Combs P.H. (2003) “The World Education Crisis. A
System Analysis London Oxford University
Durojaiye, M.O.A (2002) “An Introduction to
Counseling and Guidance for Nigerian Teachers” “Psychological Guidance of the
School Child”. London
Ehiametalor, E. (2000) “Vocational Education at
the Secondary School Level”. Implementation of National Policy on Education Benin
Ighata .J. (2005) “The Economics of teacher-student
Education. A case of the B.ED. Degree in Nigeria Benin
Ibimisi .H. (2000) “Teacher Education in Post
Independent Nigeria. Nigerian Journal Education, vol. 112.
Jesta .A. (2000). An Investigation of utilization
of community resources in elementary
school of Ethiopia
Jurstall .C. (2000) “Time to Amend the Nets”,
Trends in Education vol. 3.3.
O. et al (2007) Reading Benin
Paliot .J. et al (2002): Staffing, Zambia
Secondary Schools “Education in Developing Countries of the Common Wealth:
Reports of Research in Education, London
Stella E. (2007) “Trends in history of Education
in Nigeria
Zango, B.B. (2003): “Crises and Delima in Liberia
Education” “The Julius .C. Stevens Annual Lectures on Education. Monrovia University
of Liberia
APPENDIX 1
Sample and code numbers of schools used
in the study (Ikpoba-Okha local government area).
S/N
|
NAME OF SCHOOL
|
LOCATION
|
TYPE
|
1.
|
Oka Secondary i. School
|
Urban
|
Female
|
2.
|
“ “ ii.
“ “
|
“
|
“
|
3.
|
“ “ iii. “ “
|
“
|
“
|
4.
|
“ “
iv. “ “
|
“
|
“
|
5.
|
“ “ v.
“ “
|
“
|
“
|
6.
|
“ “ vi. “ “
|
“
|
“
|
7.
|
“ “ vii. “ “
|
“
|
“
|
8
|
“
|
“
|
|
9
|
i.
|
“
|
“
|
10.
|
ii.
|
“
|
“
|
11.
|
iii.
|
“
|
“
|
12.
|
“
|
“
|
|
13
|
ii.
|
“
|
“
|
14
|
iii.
|
“
|
“
|
15
|
iv.
|
“
|
“
|
16
|
“
|
“
|
|
17
|
ii.
|
“
|
“
|
18.
|
iii.
|
“
|
“
|
S/N
|
Qualification
|
Total Number
|
Area of Specialization
|
Number assigned to the JSS
Classes
|
1
|
M.ED
|
|||
2
|
M.A
|
|||
3
|
M.SC
|
|||
4
|
B.ED
|
|||
5
|
B.A
|
|||
6
|
B.SC
|
|||
7
|
N.C.E
|
|||
8
|
HND
|
|||
9
|
OND
|
|||
10
|
Diploma in Education
|
|||
11
|
Guidance Counselors
|
SECTION B: JSS CURRICULUM
The list of subjects recommended to be
taught in JSS program is given below please tick (√) in the appropriate
columns.
S/N
|
Subjects
|
Not taught
|
Taught
|
If subject is not taught,
please give reason by ticking the appropriate column. Lack of teachers, lack
of facilities/both
|
1
|
Mathematics
|
|||
2
|
English language
|
|||
3
|
Special study
|
|||
4
|
Major Nig. Languages
|
|||
5
|
Art
|
|||
6
|
Music
|
|||
7
|
Practical Agric science
|
|||
8
|
Religious studies
|
|||
9
|
Practical education
|
|||
10
|
Arabic studies/French
|
|||
11
|
Local crafts
|
|||
12
|
Introductory technology wood
e.t.c.
|
APPENDIX II
QUESTIONNAIRE
ON IMCPLEMENTATION OF THE JSS PROGRAM IN IKPOBA-OKHA LOCAL GOVERNMENT SECONDARY
SCHOOLS.
This questionnaire is designed to assess
the implementation of JSS programme in secondary schools in Ikpoba-Okha local
government area. You are required to fill all sections of the questionnaire
sincerely. All information given will be treated confidentially. Your
co-operation will be highly appreciated.
Section A- General Information
1.
Name of School
2.
Town
3.
Local Government Area
4.
Types of school. Tick (√) only
one (a) Boys ( ) (b) Girls ( )
(c) Mixed ( )
5.
Location of School
6.
Total enrolment of students in
the school.
7.
Enrolment of students into JSS
class.
Section B.
Class
|
Number of Arms
|
Total numbers of students enrolment
|
JSSI
|
||
JSSII
|
||
JSSIII
|
||
Total
|
Teachers
Qualification and Area of Specification.
The table shows that 30 respondent
representing 67% are of the view that there are principles underlying
discipline and class-room control while 15 respondent representing 33% agreed
that there is no principle underlying discipline and classroom control.
Research Question 8
To what extent do you agree that
hard-working students need to be rewarded?
Table
8
RESPONSES
|
PERCENTAGES
|
|
STRONGLY AGREE
|
30
|
67
|
AGREE
|
10
|
22
|
STRONGLY DISAGREE
|
-
|
-
|
DISAGREE
|
-
|
-
|
UNDECIDED
|
5
|
11
|
TOTAL
|
45
|
100
|
Source:
Questionnaire administered.
From the above table, 30 respondent
represent 67% strongly agree that hard working students need to be rewarded,
while 5 respondents representing 11% has not undecided.
Research Question 9
To what extent do you agree that
students that show indiscipline in school should be punished?
Table
9
RESPONSES
|
%
|
|
STRONGLY AGREE
|
15
|
33
|
AGREE
|
15
|
33
|
STRONGLY DISAGREE
|
-
|
-
|
DISAGREE
|
10
|
22
|
UNDECIDED
|
5
|
11
|
TOTAL
|
45
|
100
|
Section
C- Facilities
This section is concerned with the
available of facilities in your school for the JSSS, provide the relevant
answers.
S/N
|
Facilities
|
No
|
No of students that can be
accommodated
|
No of student presented
accommodated
|
Tick (√) not available
|
Classroom
JSSI
|
|||||
Classroom
JSSII
|
|||||
Classroom
JSSIII
|
|||||
Biology
laboratory
|
|||||
Physics
laboratory
|
|||||
Chemistry
laboratory
|
|||||
Introductory
technology
|
|||||
(a) metal
(b) wood
|
|||||
(c) electrical laboratory
|
|||||
(d) Mechanical laboratory
|
|||||
Arts and
crafts
|
|||||
Home
economics laboratory
|
|||||
(a) Foods and nutrition lab
|
|||||
(b) Clothing and textile workshop
|
SECTION D: Identify the problems which you think
have affected implementation of the JSS program in your school. How
can these problems be solved.
No comments:
Post a Comment