CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
The history of private ownership in
educational administration in Nigeria could be traced to the period when
Western education was introduced to the country, in the 19th century. As at the
time in question missionaries and churches played dominant roles towards the
development and administration of education. Even, when the colonial and
self-governments took over the control the significance of education towards
national development made private individual, communities and even both the
local and international organizations to have interest in the development of
education at all level.
Thus, Ade-Ajayi (1968) opined that
education is the mechanism by means of which a society generates the knowledge
and skills required for its own survival and sustenance and which it transmits
to future generations through the process of instruction to its youths. Society
can only develop and exist decently and wisely if it ensures that its
educational system is adequate, relevant and sustainable. Also, against the background
of the apparent inertia of government apparatus in providing quality education
for the teeming population, it becomes expedient that private initiative in
education be facilitated and encouraged.
Formal
education begins from nursery or pre-primary education which is the education
given in day care centers and nursery schools to children aged between 0 to 6
years. It is enriched by the informal traditional upbringing given to the
children of age 0 to 3 years which prepares them for school. The government is
not directly involved in the establishment of daycare centers and nursery
schools. The foundation of education of the child is the preschool education
which forms an integral part of his or her early education which may be formal
or informal and which is given in an educational institution to children aged 3
to 5 years plus prior to their entering into the primary school (National
Policy on Education, 2004). This educational level of the child provides for
the physical, motor, health, nutritional, intellectual, aesthetic, emotional
and social development of the pre-school child. If child education can provide
these vital necessities which are fundamental in human life, it is not
therefore unlikely to have an important and strong relationship with the
pupils‟ performance at the primary school level and perhaps at the secondary
and tertiary levels (Nakpodia, 2003). The Universal Basic Education Act of 2000
cites nursery education (ECE) which has to do with early education of children
between ages one to five as an integral part of basic education. It represents
the first important step in achieving the goals of education for all (EFA).
Since it is the foundation for a life-long education, government is expected to
be actively involved in providing it for the younger children. Evidence on the
ground, however, has shown that parents, private individuals and religious
bodies constitute the largest proprietorship of ECE, while government agencies
provide a paltry 10%. Adenipekun (2004) notes that this abysmally low
government‟s participation in proprietorship of daycare centers and nursery
schools deny the poor, disadvantaged and marginalized groups access to ECE
(Early Children Education). In fact, the nursery education which falls under
pre-primary education, provides for physical, health, nutritional,
intellectual, aesthetic, emotional and social development of the preschool
child (Nakpodia, 2003). Primary means first and the first stage of formal
education. Primary education studies as a field of study has attracted much
attention and concern from the government, educationists and parents because
this primary education level is most crucial and fundamental to Nigeria’s
future educational stability. It serves as the springboard and holds the key to
the success or failure of the whole system of our education. Its popularity is
evidenced by the launching of the universal primary education (UPE) by the
federal government in 1976. Though its implementation is not without hitches,
it has recorded tremendous success hence; federal government has taken various
devices and means to protect this level of education. Today, the federal
ministry of education has established a National Primary Education Commission
(NPEC) with its headquarters in Kaduna. The state ministries of education have
their own units of this board. Local government authorities also have their
constituted bodies charged with the coordination of primary education matters
along the state and Nigeria’s formulated policies. Primary education studies
are also becoming popular in Nigerian tertiary institutions. A good number of
Nigerian universities and colleges of education have units or departments that
teach or undertake research activities related to primary education. In fact,
two or four universities in Nigeria now offer courses leading to a degree in
primary education. Our colleges of education are not left out in this race to
improve the quality of education at the primary school level by introducing the
course in their curriculum. Most of these colleges of education are of the view
that every trainee teacher ought to be exposed to the content, methods,
evaluations and administration of education in “the foundation years” of our
school system. From these explanations, it thus seems apparent that the study
of primary education has gained more attraction and interest among researchers
in the Nigerian educational scene.
1.2 Statement of the Problem
One
of the shortcomings of private primary and secondary education is that there
are unqualified teachers who did not attain their degrees from the university,
polytechnics and colleges of education. Also, private primary and secondary
education is suffering from lack of finance from the state government. This
contributes to the lack of basic instructional materials e.g. textbooks, well
equipped libraries, and facilities which include chairs, desks and tables in
private primary and secondary schools. In the primary schools, some of the
pupils sit on the floor to receive lessons while others stand. Some even have
to bring chairs from their homes and after school, they take them back. Some
chairs do not have desks to write on, this is common in public schools.
Overcrowded classrooms are another major problem. There is not enough space for
proper teaching and learning to take place and not enough ventilation. The
problem is compounded by the uncontrolled enrollment of children in schools.
Further problem is the mushrooming of private primary and secondary schools in
the country, which could have been a solution to the problem but their fees are
so much that these kinds of schools are meant for the rich only. The average or
poor families cannot afford such exorbitant fees.
1.3 Objectives of the study
Against
the background to the study, this study is aimed at achieving the following
objectives;
1. To
highlight the challenges confronting private primary and secondary schools in Sagbama Local
Government Area of Bayelsa state.
2. To trace the historical antecedent of
private primary and secondary
schools in Sagbama Local Government Area of Bayelsa
state.
3. To
analyze how lack of school facilities pose a problem in the management of private primary and
secondary schools in the state.
4. To
highlight the prospect of privatization of education in Sagbama Local Government Area of Bayelsa state.
1.4 Research Questions
The
following questions were raised in the study:
(1) Are
there challenges confronting private primary and secondary schools in Sagbama Local Government Area of
Bayelsa state?
(2) Can
the historical antecedent of private primary and secondary schools in Sagbama Local Government Area
of Bayelsa state be traced?
(3) Does
the lack of school facilities pose a problem in the management of private primary and secondary schools in the state?
1.4 Research
Hypotheses
Two
hypotheses were formulated to guide the study:
Hypothesis
1
Ho: There
are no challenges confronting private primary and secondary schools in Sagbama Local Government Area of Bayelsa state.
Hi: There are challenges confronting private
primary and secondary schools in
Sagbama Local Government Area of Bayelsa
state.
Hypothesis
2
Ho: Lack
of school facilities does not pose a problem in the management of private primary and secondary schools in the state.
Hi: Lack
of school facilities poses a problem in the management of private primary and secondary schools in
the state
1.5 Significance of the study
The experience over the years is that public
educational institutions in Nigeria have been poorly managed and administered
in terms of poor funding, low morale of teachers and inspectors,hence, the call
by public-spirited individuals and educationists that a state of emergency to
be declared on the Nigerian educational system.
Hence,
the recognition of the private ownership to help towards salvaging the problems
of educational sector. In relation to this Akintayo and Oghenekowho (2008)
argued that the private ownership in education could help in the attainment of
the following goals:
(i) qualitative
research and development;
(ii) access
to advanced educational needs for technological development;
(iii) efficiency
in resource generation through partnership and cooperation;
(iv) enhanced
capacity-building relevant for the needs of the economies;
(v) moderation
of university carrying capacity for observation of qualified and trainable human resources and
(vi) combating
the threats of the global challenges of illiteracy, poverty, disease, war and insecurity (p.509).
1.7
Scope/Limitations of the study
This study on the challenges
confronting operators of private primary and secondary schools in Bayelsa Sate,
Sagbama Local Government Area to be precise.
Limitations
of study
Financial
constraint- Insufficient fund tends to impede the
efficiency of the researcher in sourcing for the relevant materials, literature
or information and in the process of data collection (internet, questionnaire
and interview).
Time
constraint- The researcher will simultaneously engage in
this study with other academic work. This consequently will cut down on the
time devoted for the research work.
1.8 Definition of terms
Challenge: A
call to someone to participate in a competitive situation or fight to decide
who is superior in terms of ability or strength.
Private: Belonging
to or for the use of one particular person or group of people only.
Primary
School: a school for children between the ages of about five and
eleven.
Secondary School: It
is often referred to as a high school, is a school which provides secondary
education, between the ages of 11 to 19 depending on location, after primary
school and before higher education.