CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The possibility of Nigeria to realize her vision of becoming one of the largest economies in the world by the year 2020 is largely dependent on the capacity to transform her population into adequately literate and competent citizens capable of competing globally with her contemporaries. The education sector is consequently crucial to the realization of the present national and global policy objectives. Nigeria aims to use education as a tool for enshrining development of all Nigeria’s citizens to their full potentials in the promotion of a vibrant, democratic, egalitarian, prosperous, indivisible nation. The broad objectives of secondary schools are to eectively prepare the individuals for useful living with the society and themselves and for higher education (NPE, 2004). Public secondary schools in Nigeria alone cannot meet the educational yearnings of the ever increasing population of the country. This is because most public secondary schools in Nigeria are characterized by inadequacy of infrastructure and personnel, declining standard and poor administration. To achieve the aims of secondary school education as highlighted in National Policy on Education (2004), government recognized that education is an expensive social service that requires adequate financial provisions from not only the government but the private sector, thus the establishment of private secondary schools to meet up with the this deficiency. Secondary Education in Nigeria is aimed at promoting a progressive and united Nigeria. It is expected to function as a preparation for life and for tertiary education.

Secondary education in Nigeria is one of the levels of education for the achievement of the philosophy and aims of Nigerian Education as highlighted in the National Policy in Education (2004). The policy is not only confident that education is a powerful force that can bring about redress in these areas but also, the most potent investment that any nation can make for quick development of its economic, political, sociological and human resources. Unfortunately, there seem to be a persistent and general loss of confidence in public educational institutions in Nigeria. As Ajayi (2000) posited, it is still observed that public education today has been faced with diverse challenges ranging from mismanagement of allocated resources, to falling academic standards. Other important reasons for loss of confidence in our educational system include poor planning and consistent lack of investment in the education system by successive governments.

Therefore, given the level of decay and the pervasive conditions of ineptitude and lack of professionalism in the public secondary schools, many parents feel dejected; but they cannot give up their dream of giving their children the best in terms of education. This is where the private educational institutions comprising of both primary and secondary schools come in. According to Adebayo (2009): “Since the early 1900s, private ownership and control of schools is becoming (or has become) very popular. Privately run schools are now being looked upon to correct the ineptude by the long years of government involvement in running of schools, we are now witnessing a situation whereby, faith-based or missionary schools that were wrested from their founders by government are now being returned to their former owners; and some schools that were established by government are even to be concession out to private people for management. Education should saddle one with the appropriate skills, abilities, competence and above all, the right mind to use one’s resources to contribute to the development of one’s society. These aims and objectives of private secondary schools when critically studied will show the intention of the policy on self-reliant tendency of the individual either on a sole proprietor or corporate basic for the betterment of himself, on the one hand and that of the larger society on the other hand. There is the need to make education more functional, qualitative as well as quantitative so that more people could have access to it. The management of these private secondary schools in Nigeria is dictated by a lot of factors perculiar to each school depending on their core mandate and objectives as no organization has no problems or challenges. National Policy on Education (2013) emphasized eective teaching and learning in the management of secondary education in Nigeria so as to realize the goals of secondary schools.

STATEMENT OF THE GENERAL PROBLEM

In the 1970’s Nigeria educational system was ranked among the best in the world. But unfortunately in recent years as posited by Dare (2012) there is a general cry on the state of education in Nigeria which is an indicative of a drastic erosion of the quality of our educational system. There is no doubt that the sector has suered a lot of set back over the years. These associated problems are visible in the area of overpopulation with over-pupil teacher ratio, inadequacy of teaching learning facilities, inadequate funds, inaccurate data for planning, poor implementation strategies, shortage of competent teachers, policy inconsistencies and lack of commitment of personnel among others, were and are still the challenges facing secondary education from inception up to date. For eicient and eective management in the secondary schools, there must be well trained teachers, well stock libraries, facilities, manpower, accurate data for planning, good implementation of educational programmes and others. Dare (2012) argued that, teaching and learning cannot be achieved if schools were faced with problems of management, indiscipline, lack of funds, lack of competent teachers, and poor and unattractive conditions of service for teachers among others. The challenges of Secondary Education in Southern Kaduna Senatorial zone, are common to the challenges of most others states in Nigeria that is why the budgetary allocation in the past years has been far short of the (UNESCO) recommendation of 26% and the general lack of transparency in the managements of the little finances provided has engendered shortages of instructional materials, facilities and equipment thereby making the administrative system short of adequate facilities need for eective and eicient management of secondary schools. Most school buildings in the management of secondary schools in Southern Kaduna Senatorial zone are disgusting and in serious states of dilapidation making them unsafe for students and teachers alike.

In other words, Caudil (1954) in Udoh and Akpa (2004) maintains that the school plants planning starts and ends with the children and that the buildings are to be designed to satisfy the children’s physical and emotional needs. In order to meet the physical needs of the children a safe structure, adequate sanitary facilities, a balanced visual environment, an appropriate thermal environment and sufficient shelter, space for work and play should be provided. The children will learn more and work harder when facilities are adequate but in the absence of the essential facilities the children and the staff will always be anxious, not feeling at ease to carry on with the teaching /learning process. The anxiety productivity thus affects their productivity. On their part, teachers are demoralized and reluctant to accept posting to rural areas or villages which lack social amenities. Igunnu (2012) observed that, this scenario spread round the bad image arising from non inspection and supervision of secondary schools. Inspection and supervision which is considered as an important cornerstone for good management of secondary schools suffered from lack of evaluation system, in sufficient staffing/shortages of inspectors, negative attitude towards supervision and supervisors, corruption that is, societal ills injected into the school system among others. Moreso, low level of administrative supervision by the school administrators and subject inspectors contributed to poor evaluation of teachers especially in the area of lesson plans, and lack of concern for outstanding performance demonstrated by teachers in their various stations.