CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The menace of vices such as poor academic output and poor performance at work in the society has been a source of concern to all the stake holders in education, that is government, teachers, parents, religious bodies, law enforcement agents and society at large. The society cannot exist without making mention of the school which is the major agent of change. It is based on this that the researcher wish to investigate the causes and effect of juvenile delinquency among primary school pupils with a particular reference to Oredo Local Government Area of Edo State Nigeria. Currently, Edo State is passing through social economic and political stress. This has virtually affected the whole system of government, commerce, industry, judiciary and of course the educational system. It is obvious that individuals (students inclusive) who are subjected to such stress are bound to exhibit low and negative amount, which in essence may reflect in their output quality. The various programme is aimed at addressing the problem of delinquency among children of primary school age and the various education programme aimed at addressing the problems of quality education which has been continually alleged to be failing.
Other aspect of education like the management of education environment and human material for an output quality has been neglected and it is the gap that this paper wants to fill. In Nigeria, primary education is a ladder to secondary and other higher education it is the education given to children from aged 6 to 11 plus. Since the rest of the education is built upon it, the primary level is the key to the success or failure of the whole system. Primary school serve as a major source of recruitment into secondary and other higher institutions of learning. Therefore, the national common entrance examination for entrance into secondary school and the joint matriculation examination (which is the qualifying examination for entrance into university, polytechnics, monotechnics and colleges of education) in Nigeria the school certificate examination have been the instrument and criteria by which performance of students are measured.
Nevertheless, the main goals and objectives of primary education in Nigeria as contained in the national policy on education are as follows;
Inculcate permanent literacy and numeracy, and ability to communicate effectively. Lay a sound basis for scientific and reflective thinking. Give citizenship education as a basis for effective participation in and contribution to the life of the society. Mould the character and develop sound attitude and morals in the child; Develop in the child’s changing environment. Give the child opportunities for developing manipulative skills that will enable the child function effectively in the society within the limits of the child’s capacity. Provide the child with basic tools for further educational advancement, including preparation for trade and crafts of the locality.
These goals will form the basis of primary education in all the state of the federation. However, our educational system (primary schools) have failed in the areas of character molding, morals behaviour and academic output various stories abound of students and young people vices of vandalization, robbery pick pocketing, tuggary, cultism etc furthermore, there is elders and for those in position of authority and for the work that the products of our school system exhibit. All theses negative vices point to the fact that the area or moral and socialization in the school system has failed. As reported by Obemeata (1995) numerous studies have shown that there has been a sharp decline in the academic performance of various levels of our educational system in Nigeria and the decline has been attributed largely to the poor condition in educational institutions in the country. Worse still there has been a upsurge in the number of both community and privately owned primary schools, accompanied with a gross lack of modern instructional technologies, poor physical classroom condition and lack of adequate training programme for teachers and the non-involvement and consultation of school counsellor for proper counselling.