Terry in Okoroma (2006) considers a policy as an
overall guide that gives the general limits and direction in which
administrative action will take place. He believes that a policy defines the
area in which decisions are to be made. On this premise Okorma (2000) describes
educational polices as initiatives that determine the direction of an education
system. Similarly, Ogboru (2008) opines that educational policies form a
framework of the direction governments intend the education sector to take in
order to enhance the efficiency and productivity of its human resources.
Fabunmi (2005) traces Nigerian
educational policies to the colonial administrators’ education ordinances and
codes, such as the 1882, 1887, 1916, 1926 and 1946 education codes. He believes
that these ordinances and codes served as the basis for the modern day
educational policies, education laws and techniques of educational
administration in Nigeria. Agreeing with this view, Okoroma (2006) reveals that
prior to 1977 Nigeria operated an educational policy inherited from Britain. He
believes that the unpopularity of this policy led to 1969 National curriculum
conference and the 1973 National Seminar (organized by the National Educational
Research and Development Council) which gave rise to the National policy on
Education in 1977. according to Ogburu (2008), the national Policy on Education
1977 (revised 1981, 1998 and 2004)
attests to Nigeria’s commitment to education for all. He links the Universal
Basic Education (UBE) to the 1948 Universal declaration of Human rights to
Education. He believes that poor implementation of this declaration led to the
world conference on Education for all in Jomtien, Thailand out of which
Universal Basic Education grew.
Okoroma (2006) observes that the gap
between educational policies and goal attainment is due to inadequate
implementation of these policies. He believes that no matter how good a policy
is, its implementation may introduce some elements of imperfection. He affirms
that the gap that exists between policy formulation and implementation provokes
inquiring to identify the factors that constrain the effective implementation
of educational polices. He identifies good planning a an effective tool for the
implementation of educational polices. However, Adesina in Okoroma (2006) notes
that planned implementation may be constrained the following factors:
over-estimation of available resources, under-estimation of he cost of
implementation, over-reliance upon external assistance, inaccurate statistical
data, poor communication process, incapability, and dispositional conflicts.
The
Universal Primary Education (UPE) was assessed to have failed due to what Taiwo
in Okoroma (2006) describes as short-sightedness in planning on the part of
Federal Government. He regrets that the Federal Government acted
inconsistently, resulting to short supply of everything required for the
effective implementation of the UPE policy. Okoroma in Okoroma (2006) affirms
that the implementation of the 3-3 aspect of the National policy on education
in rivers State was hindered by inadequate teaching staff; inadequate
workshops; inadequate laboratories and libraries; insufficient funds; and
non-availability of guidance and counseling services. He again identifies the
constraints of effective implementation of UBE as inadequate qualified
teachers; insufficiency of funds; inadequate teaching and learning facilities;
poor motivation of teachers; and lack of guidance and counseling services.