ABSTRACT
The researcher choose the topic that is titled “the effect of political instability on the implementation of the Nigeria policy on secondary school education, which is aimed at identifying the effect of political crisis in education.
Five research questions were generated from the research topic which sought to find out the following:
– To what extent does political instability affects the educational policy in Nigeria.
– To what extent does political instability cause teachers disruption in academic calendar.
– To what extent does political instability affects teachers’ productivity in Nigeria.
– To what extent does political instability leads to indiscipline and examination malpractice among students.
The researcher decided to use one set of research questionnaires which was designed and administered to principals and teachers of ten (10) selected secondary schools. The information obtained from the respondents were analyzed in chapter four using the simple percentage method which is best convenient to the researcher. The result of the findings revealed that political instability has advance effect on the implementation of the Nigeria policy on the secondary school education. In chapter five, the researcher summarizes the major findings, conclusion as well as recommendation for further studies. One of the recommendations was that education should be separated from politics.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
According to Onwubiko (2009) Beecroft intervention in Lagos was the first important step towards the subsequent colonization of Nigeria by British government, on the conquest of Lagos the British government sought to establish and maintain a colonial state in Nigeria. With the introduction of British rule, western education followed suit.
Nigeria came into being in its present status in 1914, when the two protectorates of northern and southern Nigeria were amalgamated by Sir Fredrick Lugard. As reported by Akowa (2008). Florashaw, the wife of lord Lugard suggested in an article ‘the time” of London that the several British protectorates on the Niger are known collectively as Nigeria. In 1942 the British colonial government divided the country into three regions, the northern, the eastern and the western regions. Each region had its own legislative at the centre (Onwubiko, 2009) in 1951 the regions were granted internal self –government and in 1960 Nigeria gained her independence from British government. (Akowa, 2008).
When Nigeria got her independence in 1960 there was consideration about Nigeria’s unity as independence was so sudden and included widely different groups of people that the British created, while the citizens themselves had doubted whether it could survive as a political entity (Onwubiko, 2009).
The three government parties in the region were the northern, people congress (NPC) in the north. The nation council of Nigeria citizens (NCNC) in the east and action Group (AG) in the west. All these inherited and adopted the western style of parliamentary democracy and educational system. Unlike most African states, Nigeria had viable and diversified economy with great potentials for development, giving the size of its net and substantial resources. Ajofa (2016) maintained that Nigeria appeared in its first year of tranquility “yet within less than seven years of sovereignty, Nigeria was plunged into a thirty months civil war. Fifty-eight years after independence Nigeria is yet to articulate the most effective, peaceful and acceptable method of changing its leadership. Over the years election results in the country were usually greeted with protest and politicians often carry the hangovers of their political misfortune into the corridor of governance. The unconstructive criticism of government in power made it impossible to achieve the national objective. (Onwubiko, 2009).
Within the period, government has promulgated a number of laws, decree and edicts to guide the operations of education. Ordinances continue to be used as law and executive rules in the operation in the country. The end of civil war in 1970 and the takeover of schools by various states government brought with it the introduction of decrees and edicts as laws guiding the operation of the schools. (Akpan 2010)
The east central states (ECS) inevitably took the lead by promulgating its public education edicts, the other states in time made one amendment or another as the need arose. The edict of the east and Midwestern states replaced completely the old laws but had some common features namely a unified teaching services. (Ukeje 2006)
In another development, the federal government, in 1979 constitution placed education on serious list because of its dividing resources. (Ukeje 2006) The constitution spelt out that education was the full responsibility of the federal states and local government. It also empowered the federal ministry of education to control and monitor education. Similarly, in 1985, a committee was appointed to advice the government. (Ukeje 2006) Following the report of the committee the government established the national primary education to affect the new policy of managing and funding primary education. The decree spelt out the statutory allocation by the three tiers thus federal. 65%, state 20% and local government 15%. All states of the federation enacted relevant edicts to reflect the current trend. Each state has its own state primary education Board. (Ukeje 2006)
The growing politicization of education is a factor for state control and planning of education in most nations of the world. In Nigeria and many other developing countries, educational institutions (schools) are witnessing more and more government interest and control as well as increasing intervention by the legislatures and courts (Federal Government of Nigeria, 1999). Furthermore, in recent years parents and the general public made serious agitations and demands that educational system should make good its promise to produce successful citizens by way of product accountabilities, (Okunamuri & Ajoku, 2008). Also, determination of input sources, appointment of heads of institution education institution and resources use have become issues of political or public concern; to justify their continued funding by government.
The position of this paper is on the issue of a close relationship between education and political instability and implies that many of the issues and problems of public education in Nigeria have strong political implications. For instance, the fundamental question of why political issues in education in Nigeria via Delta State originated from the very constitutional provision which according to Chapter 11, Article 18 of the 1999 constitution reads.
- Government shall direct it policy towards ensuring that there are equal and adequate education opportunities at all levels.
- Government shall promote science and technology.
- Government shall strive to eradicate illiteracy; and to this end Government shall as and when practicable provide
- Free compulsory and Universal primary;
- Free secondary education;
- Free university education and
- Free adult literacy (Federal Government of Nigeria, 1999, P-10)
Therefore, the issue of political instability in educational policies implementation on a focus of secondary education in Delta State was the main problem that captured the attention of the researcher to embark on this investigation. This paper mainly focuses on the education politics
and policies of education, impact of political instability on the implementation of educational policies in Nigeria, issues that cause political influence on education in Nigeria, secondary education programme implementation in Delta State and political factors affecting secondary education implementation.
Federal Republic of Nigeria FRN, (2004) in Ajaino (2012) calls education “the most important instrument of change as any fundamental change in the intellectual and social outlook of any society has to be preceded by an educational revolution. Federal Republic of Nigeria while acknowledging the important of education in the National Policy on education (2012), stated that education is the greatest investment any nation can make. Education is a process of teaching, training and learning in schools, colleges and tertiary institution for the purpose of imparting, improving, developing skills and, values for general improvement of the society.
Politics to different groups have many connotations. But Uchendu (2004) sees politics as dealing with power. That is, how power is structured, pursued, captured, retained and lost. The mission of power is the right of the politician who is empowered by society to make public policies (based on the political ideology of its party) and in the context of this paper, educational policy.
According to Okunamiri (2009) politics of education could be referred to as the social and political contexts of education, aimed at identifying the various social and political factors, influences, issues and problems which affect education production process. Uchendu (2004) noted that politics of education involves a complex inter relationship among interest groups, politicians and bureaucracy. He added that considering the whole educational structure the politicians wants schools to serve particular goals and needs of political party in power.
In Nigeria, educational development has been guided by politics, for instance in the area of social demand for education, takeover of schools from missions by governments, the boarding or day schools (The Federal Government Colleges) and location of new schools as well as content of the curriculum and manner of transmission are all politically determined. There is always political or social purpose behind and educational policy which is contingent upon the ideology of the government or party in power (Mu’azu, 2013).
Basically, in Nigeria and Delta State the efficiency of education and its administration are influenced by the realities of political power. For instance, policies and programme on nomadic education, Universal Basic Education and (UBE), Unity schools, and Private universities have political undertones. The post civil war experience brought a lot of changes to the education and more direct involvement of the Federal Government at all levels of education (Adesola, 2002).
Analysis of Government influence on educational development showed; introduction of the Universal Primary Education (UPE) in 1976 by the Military Government of Obasanjo to bridge the educational gap between the Northern Nigeria and the Southern Nigeria.
The same UPE can be traced to 1955 when the government of Western Nigeria led by Obafemi Awolowo stated it UPE Scheme of free and compulsory primary education for all children of school going age. The government of Eastern region also launched the UPE in 1957. However, the Scheme recorded great failure consequent upon inadequate planning and poor implementation by the political class.
In 1999 the then civilian government under the leadership of Obasanjo launched the Universal Basic Education (UBE) to give free and compulsory education to Nigerian children. The Federal Government’s involvement in the organization of UBE Scheme was necessary if the set objectives were to be achieved. The desire to inculcate in children the knowledge of literacy, numeracy and the ability to communicate made UBE Scheme worthwhile venture. Through the UBE, Government wanted to use education to lay sound foundation for scientific and reflective thinking, character and moral training and development of sound attitude.
1.2 Statement of the Problem
According to the national policy on education (2001) “education in Nigeria is not a private enterprises, it is a huge government venture that has witnessed a progressive evolution”. In the Ajala (2009) citing newswatch editorial states that Nigeria funded about thirty four thousand, two hundred and forty (34, 240) primary schools with an enrolment of eleven million, five hundred and forty thousand one hundred and seventy eight (11,540, 178) pupils and has 3, 105, 239 secondary school student and fifty (50) Tertiary institution. Even at this, we cannot pretend that it is well with our educational system. This is because political instability has hindered effective implementation of the national policy on education by inadequate provision of resources. There is lack of funds, personnel equipment and infrastructure almost in all secondary school in particular and other higher institutions in general especially in the south. The effect of this is the massive production of students who cannot think critically to solve problems in their immediate environment, scientist who has never been to a laboratory and graduates that cannot solve problems of themselves and their immediate environment.
Until education is rescued from politics, the glaring education crisis in terms of infrastructural decay, funds mismanagement and low quality education will continue to stare at the nation straight at the face. Hence this research will look into the effect of political instability on the implementation of the national policy on education, as it relates Ethiope west LGA in Delta State, Nigeria. Because the question staring at us is, if this marauding issue of political instability is not treated will education ever meet its desired target in Nigeria?
1.3 Purpose of the Study
The purpose of this study is to highlight the effects of political instability on implementation of Nigeria policy on education. The study will specifically find out the effect of Political instability on the educational policies in Nigeria with particular reference to Ethiope West Local Government.
- Political instability production of teachers in Nigeria
- The impact of political instability on implementation of the national policy on education.
- The impact of political instability on student general performance
- The impact of political instability on examination malpractice
1.4 Significance of the Study
Ukeje (2002) said; education is our future; He described education as the “strong base, which can carry any nation to her development” centre of this development is education as an instrument which various nations have devised for their progress. The results of
this study will be of immense value to educational practitioners and politicians (both civilian and military regimes) because it will help them identify the problems that hinder the successful implementation of the national policy of education. It will make the government find a better way and means to manage resources, and to draw up and implement integrated programme aimed at a good education without detriment to quality provision of education service The study will help Ethiope West local government and others to tent itself to the solution and adequate supply of equipment facilities and infrastructures in our secondary schools. The problems of shortage of staff personnel in our schools, particularly secondary schools will receive priority attention by government.
This study will be of immense importance to curriculum planners because history well known will create a good prediction of the future. Having known what brought us to this education conundrum, curriculum planners can now plan better curriculum to help attain the much needed education reform to maximize students’ potential.
1.5 Scope and Delimitation of the Study
The study covers impact political instability on implementation of the national policy on education in secondary school. The study is limited to some selected secondary schools in Ethiope West local government especially some of the issues and policies that tend to cause instability since independence. The study will look at how political instability has affected secondary education implementation and suggestions on how to solve such problems.
1.6 Research Questions
In order to elicit necessary information for the study the following research question were asked:
- Does political instability affect educational policies in Ethiope West local Government Area.
- Does political instability affect teacher’s productivity in Ethiope West local Government Area.
- Does political instability affect production of quality students in Ethiope West local Government Area.
- Is examination malpractice linked to political instability on Ethiope West local Government Area
1.7 Research Hypothesis
- HO: Political instability has no significant impact on the implementation of the Nigeria policy on secondary education.
- HO: Frequent change in government has no significant impact on the implementation of the Nigeria policy on secondary education.
1.8 Definition of Terms
Political Instability: this is a state where there is frequent change of government and government policies brought about by re – election or a coup which leads to change in government policies in areas that affects its citizens.