CHAPTER ONE
INTRODUCTION
- BACKGROUND OF THE STUDY
Educationally projection means the act of planning a head (in future time) for youths i.e young people through the process of reads, social activities, interaction, welfare, socialization etc. by the help of the parents, private sectors, governmental sectors, so as to enhance the betterment of the society.
While school enrolment is the acts of numbering students and various groups of different classes i.e SSI – SSIII or JSI – JSIII.
To ensure a solid foundation and economic viability of the future, academic excellence must be mentioned. It is imperative for the government of any country to embark on a long-term projection of youth enrolment at all levels of education.
It is disheartening to note that illiterate parents or youths contribute to poor enrolment in some areas of the state. Some of the poor and illiterate parents or youths see education as a waste of time and as such encourage their wards (talents) to abandon. school; in favour of business. Such parents (youths) tend to view education as offering little or noting to make life meaningful. They forget that education of individuals and the state in general.
However, the importance of education can neither be undermined nor overemphasized. Education as a transformation tool, may be informal, formal or semi-formal. It involves acquisitions of knowledge, skill power talents intelligent, the development of character and mental powers.
Formal education inculcates discipline, self respect and confidence, a willingness to accept instructions from others, a recognition that one cannot expect to have one’s way all the time.
Secondly, secondary education involves the took of providing conditions that facilitate development of the youths. In general, the task is to help pupil’s move from preconventional level to post conventional level, form there to conventional or emerging conventional level of development in both social and moral understanding and moral up-bringing to the betterment of society.
Thirdly, history has shown that no-nation can develop to the units of its potential (kinetics) unless the educations of the younger ones or youths are given priority attention. Education is one of the most endearing legacies, which a nation can give to the succeeding generations.
In Enugu state, education is recognized as a weapon against ignorance and poverty. It is a means of raising one’s social status and standard of living. It is also a basis for a prosperous nation. A nation without education is regarded as endless nation. the secondary schools should be well staffed or equip with the best teachers who will impact knowledge and refinement which will help item perform in tertiary schools (university).
In addition to help a youth or youths grow in social and moral reasoning a teacher must understand his or their developmental characteristics. For instance, he must learn to help the youth identify his talents. Secondary educators have traditionally supported parental involvement in youth education by this position after receives more of lip service than it does in action. the idea that parents should join with professional educators in educational process is a lofty one for it is implements would enhance pupils performance.
Moreover, secondary educators should have a basic (fundamental) role to the growth of our secondary school students and also provide an opportunity to seek truth and intelligence to operate freely in vital development. For instance, pupils learn and emulate a lot from their teachers especially, from primary school as well in secondary school. Therefore teachers should be of good character to ensure that they lay good foundation for good upbringing of their youths or pupils.
- HISTORY OF EDUCATION
Modern (recent) education in Nigeria data back to September 184 with the arrival of at Badagry – Lagos of the Rt RV. Thomas Birch free man and Mr. and Mrs. William de craft of the webley missionary society. The church missionary society (C.M.S) which was destined to played predominant role in the development of education in the country was narrowly between in the race of Christian faith in the country.
The local committee of the CMS in Sierra Leone had appointed Mr. Henry Townsend to go to Abeokuta to collect information of the possibility of establishing missionary work in Nigeria. Townsend arrived at Badagry on 19th December 1842 and after ten days left for Abeokuta, arriving on 4th January 1843. Freeman had visited Abeokuta on 11th December 1842 and spent ten days before returning back to Badagry on Christmas even to find Mr. Townsend, who had come on a similar mission.
Rev. Samuel Ajayi Crowtter and the Rev. C.A. Gollmer established the Yoruba mission at Abeokuta. In fact, the aims of those Christian missions were generally the bible and the plough (this was the famous slogan from the memorable statement of Thomas Buxton; “it is the bible and the plough that must regenerate Africa). This is in addition to the development of the local languages and identification and training of evangelical leaders. The missionaries, his wife, and their assistant could teach only if the children (students) had been induced by gifts. At other times, the parents demanded money for allowing their children to go to school.
So, after and done, boarding school aimed at all round of education was more successful s as to educate, enlight students for their future.
- THE DEVELOPMENT OF SECONDARY EDUCATION IN ABOR UDI
Whatsoever is the case, it is universally accepted that secondary school is the second phase of a societal educational system. In the early days of secondary education at Abor Udi, the yard slide for enrolment of a pupil was the child’s (student) ability to read and write IQ, intelligence, understanding, years intervals e.t.c So years after, the trend changed irrespective of the year, capability as an entry requirement into secondary schools.
Secondary education in Abor Udi and Nigeria generally can linked with the advent of western education, which started formerly in the 19th century (1840s). The administration of education in the different part of Nigeria was in the hands of different authorities. The education ordinance no.3 of 1987 was applicable only in Lagos and not in its protectorate of Southern Nigeria but there was no education law, in respect of the protectorate of the Northern Nigeria.
Even in the area where the ordinance or the proclaimation was applicable, the missions were free to purse their own policy without the intervention of the government on condition that they did not ask for grants.
The 190s ordinance set up a provincial education administration, that there was provision for the appointment of a director of education inspector of school, teachers and education officers. One important provision in the colonial education system was the classification of the schools for the purpose for granting aids according to (Taiwo 1980) as follows: