CHAPTER TWO
2.1
LITERATURE REVIEW
Nigeria since her independence 1960
is characterized by chequered history as a result of political instability.
This instability, has serious effect on the implementation of Nigeria policy on
education called 6,3,3,4 system of education.
Observation by Crowther (1978) “it
was only the complete breakdown of law and order in the western region in late
1965 that the military finally over-threw the government and suspended the
constitution”. Ezeani (2005.6) noted that “since the military take over in 1966, Nigeria had wobbled from,
one political regime to another with its destructive effects on educational
policy embarked by the country”.
In the light of the above preamble,
available literature will be reviewed on the instances of political instability
and their effects on implementation
of the Nigeria policy on education. The
viewed will be carried out under
following headings.
2.2 HISTORICAL PERSPECTIVE
OF POLITICAL INSTABILITY IN NIGERIA
One of the causes of political
instability or friction in Nigeria has been the multi-national composition of the country
according to onwubiko (2005.38) these
ethnic group pulled by accidents of colonial conquest has been
completely integrated into a national state before the attainment of
independence. As a matter of fact after the withdrawal influence of unifying of colonial power, the divisive
forces of ethnic loyalty or tribalism
shortly placed with statism broke and
began to plague the body politics of the
country in the form of triabalism shortly placed with statism broke and began
to plague the body polities of the country in the from of tribal rivalry for
political power public official and resources distribution.
The suspicion of dominion among the
ethnic groups became a constant source of political friction: Orjiallo (2006)
opined that “Regional dissatisfaction is dangerious because each of the three
largest ethnic groups Hause/Fulani. Igbo and Yoruba had a viable population
enough to form a country and each is so powerful that it could throw the
country into chaos if it political power is not accorded recognition on
discriminated against”.
Perhaps, the area in which ethnicity
have had its most dissections consequences to the nation is on economic
development which greatly affected educational- as noted by olite (2007) “ethnicity
is a strategy for controlling and distributing national resource”. As a
sociological problem, it works against political, economic and educational
polities and decision meant to benefit the nation as one entity becomes
difficult to implement objectively.
This explains why Nigeria’s dream
for national growth and integration forty two (42) years after independence was
a mirage “for as long as ethnicity has plenty of self serving work to do so
long shall civilian and military elite, so long shall remain as abiding problem
for the country” Agboroko (2007).
Sir, leaf (2008) and Osadolor (2008)
greed that must political crisis in this country or civilian the political drifts of Nigeria came about
because of the absence of coherent national agenda with purposeless, inconsistent,
sectional and buccaneer leaders. Nigeria has been dragged all these years
through dark always. The 1962/64 censuses were yet another issue that caused
instability in the country as well as in education.
The result of 1962 census indicated
that the North had a larger population than the three southern regions
combined. Implication was the south would forever be dominated politically by the Northern majority. There
were protests on the efficacy of the result by the south politicians, which
made the prime minister Alhaji Tafawa Belewa to decide on a new one. It was
held on 24th February 1989.
The
population of Nigeria according to national population commission was about
fifty-five (55) million people. The southern part of Nigeria again rejected the
result.
Orjiako (2007:8) this construct of
some political friction was prompted by the imbalance in the size of the
regions” the population figures arrived
at after two bitter controversial census gave the North region a staggering population
of twenty nine (29) million. This was more than half of the country’s population
and it ensured that Northerners a comfortable lead and control of the federal legislature and other
institutions. According to Onwubiko (1983) “it was the frustration which this
situation created among southern people that partly explains the army coup of January 1999”.
Again, the 1964 federal elections
and 1965 western region election contributed in so small measure to the
political instability of Nigeria, generally, the tone of polities took a different position or dimension.
Crowther (1989) reported that in the north, various attacks were made on
Northern in the press.
December of 1994 saw the dissolution
of the federal parliament and the date for the federal election was December 30,1994
that year some political parties to for an alliance. The out standing ones were
the united progressive Grand Alliance (UPGA) and Nigeria National Alliance ( NNA).
The Nigeria national Alliance (NNA) purportedly won the federal election but
with changes of unfair practice (election malpractices). The (UPGA) candidates
and vote boycotted the election. The future of the country was threatened.
The 1978 western election as
observed by crowther (1989) “Witnessed bare-faced rigging accompanied with
threats, brites, beatings arson and even murder. As the election 12th October 1978 approaches, it
was obviously noticed that law and order had broken down in west. Yet the
federal government did not intervene it
was in this context of apparent helplessness of the federal government to bring
the matter under control, that on the night of 15th January 1998, a
group of young majors staged a coup in which the prime minister Alliaji tafawa
Balewa, premier of the North, sir Ahmadu Bello, premier of west. Akintola
finance minister, festus Okotie Eboh some senior Army officers were assassinated. As Crowther (1989) argued, the for
their corruption, profligacy and lack of real concern for those they ruled and
who had elected them. They had also failed to respect the spirit of the
constitutions.
In January 1966, major chukwuma Kaduna
Nzeogwu led an executed a coup with some young military offices.
Orijako (2003:2) reported Nzeogwu as
saying that “we seized power to stamp out tribalism nepotism and regionism.
Unfortunately, the coup received a
different interpretation in the North,
as an Igbo coup dominate the rest of the country.
The first military Government was
under an Igbo major General G.T.U Aguiyi who proposed a unification decree for
the country. According to a government press release No. 723 of 29th
May 1966 cited in Schwarz (1968).
“The former region are
abolished and Nigeria grouped into a number of traditional areas called provinces.
Nigeria causes to be what is described as a federation. It now becomes simply
the republic service where declared unified and every civil servant is now
called upon to see his function in any part of Nigeria in which he is serving
in the context of the whole country”.
When the war ended three years
later, the economic life and educational institution especially in the east
where in ruins Uwazuruike and Ozuzu (1999) stated that, the civil war greatly
affected educational development in Nigeria especially in the eastern region”
During the war period. Nigeria wasted most of her hard earned resources towards
the successful persecution of the war, therefore education was not considered
the priority.
Osuji (2005) remarked that “Schools especially
in eastern states were devastated . there were also high rate of dropout in
schools due to frustration and maturity.
Another fall out of civil war was
the abrupt take over of schools by Government throughout the country from
voluntary I missionary agencies. According to Anukam (2005) “this practice
started with the east central government and spread to other states of the
federation”.
The effect of the army on Nigeria
political life is overwhelming as Okadigbo (1989), posited “the cause of
instability in Nigeria is not political parties but rather it is military
usurpation of the policy: He further stated that, our economy is stagnated due
to economic mismanagement employment by solders in their leadership styles”.
Numerous literature review lay
credence to the fact that, out of forthy years” of independence to Nigeria the military regime
reigned for 29 years”. They found social, economic, political and educational
system that will stand the test of time like Diya (2005) remarked “the bare of
the military is indiscipline and involvement in policies”. Babangida (1999). Called
Diya declaration “an understatement”. He state Nigeria military divided into
political parties weakened by years of
wrong living and political frustration, prostitution and reckless experiment”.
Like fellow country men, the loyalties and corruption.
Mgbodile (2002) summarized all when
he said that military intervention in Nigeria polities leads to bloody civil
war, institutional paralysis involving virtual destruction of public services,
security and lack of funds as well as the repression of workers, student
peasants and the intimidation of the judiciary”.
The high turnover rate of military
regime is disruptive. It hampers the continuity of occasionally well-intended educational policy
initialed by a regime.
Again, the military led the country
into political impasse when president Ibrahim Badamosi Babangida annulled the result of June
12, 1993 presidential election. The effect of the annulment is enormous. The
Nigeria union of Journalist (NUJ) summarized the effect of the cancellation of
June 12 1993 presidential election in
Ajaiiyi et al (1994) thus “the present state of drift heightening political
tension and unrelenting economic stagnation has reduced fear of the unknown”.
The military will be held
responsible of this totally unnecessary and scripting crisis is allowed to degenerate to
rational disintegration.
2.3 THE EFFECT OF POLITICAL INSTABILITY ON
IMPLEMENTATION OF THE EDUCATIONAL POLICY
It
has been previously noted in this the is that Nigeria history is bedeviled
instability. It has greatly affected the Nigeria educational policy.
Uwazunlke
(2002:6) posited that, political instability is a prerequisite for meaningful
investment since it ensures an atmosphere of peace and predictability”.
Frequent
changing of Government hinders long-term educational plan. They are either
abandoned in the wake of new Government or distorted to suit the policies of
the new administrators. He also observed that “political instability is a
disincentive of foreign investment”. Nigeria rely daily on foreign aids from
international body such UNESCO and UNICEF in planning and implementing het
educational systems. The aids are usually suspended event of political crisis
as was the case during the civil was 1967-1970 when UNESCO suspended its funding of the then advanced teachers
collage ownerri.
Uwazurulke
(2003) and Eresimmadu et al (2003) pointed out that politicians in
apparent to their political party
manifests rejected sound educational advice”. During the second and third
republics parties promised free education up to the tertiary level against
technical advice. Beyond this promise implementation was difficult and the idea
was dropped by the intervening military Government. Circumstances where an
action of politicians conflict, with advance of political export on funding of
worth while educational ventures endanger effective implementation of Nigeria
educational policy.
According
to Eresimadu et al (2002)’ civilian and
military Government use” education as propaganda tool and for political
socialization. Thus, education continues to suffer the ups and downs of
politics.
At
times in the process of implementing educational pledges made politicians they
interfere with the original objective of educational plans. Inconsistency in
plan implementation as observed by adesina (2001) often is the major cause of
failure of the educational policy.
2.4 THE UNIVERSAL PRIMARY EDUCATION (UPE).
Fafunwa
(2001) opined that. “the UPE was first introduced in western region on 17th
January 1965”, the federal Government adopted and started implementing it in
1976 Ukeje et al 920020 argued that, the
rational for the introduction of the scheme as contained in the plan is the
recognition that universal primary education (UPE) is an pre-requisite for
equalization of educational opportunities across the country.
According to Anken (2004) the UPE
was a revolutionary step in national educational development”.
This laudable
educational policy has virtually collapsed by 1995 why do this important
schemes failed or collapse. However the schemes failed or collapse because of
some silent reason. Onwuka and Enemut 2004 stated. “The political will, needed
to make the scheme succeed was not there” some Northern politicians, reasoned
that making UPE work means using the scheme for equalizing the imbalance in
education will the south.
TAIWO (2004:8) “the objective in the
North should be to approval. Parity with the other regions in the federation,
and in any event, development must be so planned as to give by 1970 a total
emolument in the Northern region of not less than so percent of children of
primary school age”.
Closely associated to this, fafunwa
(2004), “the UPE failed because some states saw the funds allocation to them,
as their own share of the national cake”. He further opined that, “the fund
which the federal government made available was grossly mismanaged”.
Besides, the incessant change in
political leadership in the country within the period of (1995-1998) of
implementation affected the success of the scheme adversely the new
administration embarked on massive retirement dismissal or termination of
appointment of civil secants including teachers, who are crucial for the
implementation of the UPE scheme. The implication was that there was acute shortage of teachers while enrolment was
on the increase.
2.5 UNIVERSAL BASIC EDUCATION COMMISSION (UBEC)
The
universal Basic Educaiton is another introduction of dimension in education
project by the obasanjo administration. The IBE is intended to expand the scope of education for
within the plan period of 1999-2001.
The emphasis on education in this
recent innovation is qualitative education. At the time of drawing the programme,
it was abundantly that the standard and quality of education was low.
Given the set educational aims and
objectives there are cardinal variables by which we can asses the performance
of this sector.
These include:
a.
The
tertiary rate. How far has the country achieved the much advertised literacy
for all the year 2002?
b.
To
what extent have Nigerians achieved the desired self-realization and self
improvement?
c.
Does
the product/out put from the education sector justify the gross input on
education in terms of resources?
d.
How
are has the education sector succeeded in promoting national consciousness and national
unit?
e.
Are
the visible important on the manpower need and management of the investment on
education?
The plan was made and developed by the military
regime, General yakubu Gowon and executed by General olusegun obasanjo during
his first tenure of offices. He resurrected the scheme, and baptized it
universal Basic education commission in 1999 when he came up for the second
time as a civilian president. The effect of the new changes and introduction in
the education industry appeared largely negative and counter productive,
because of inadequate planning and poor
management of resources was poor as a result of undue interference and politicization
of the system. There was collapse, waste and misappropriation of fund/materials
brought for the project.
However, political instability on implementation of the Nigerian policy
on education is affected by the third national development plan. The third national
development plan as it affected educational industry was a future part of its
failure was attributed to the structure put
in place to boost the industry including the UPE, UBEC, and the structural changes in the system and the
incidence of direct Government involvement in the industry.
2.6 POTENTIAL OF THE CURRENT PLAN
The current plan
on the other hand has its emphasis on provision of qualitative and functional,
education while maintaining the mass literacy stance. It has introduced the
universal basic education a counterpart of the UPEC. How functional and
qualitative however, is a matter of Nigerians decision. It is reasonable to
postulate that the current plan has not shown signs of achieving the desired
goals.
2.7 STATUTORY ALLOCATION
In terms of
allocation of resources, the current plan is witnessing a serious improvement.
In the year 2006 Nations budget for example, the education sector is allowed N17.7
billion (National Guardian November 8,2005) against the compelling Health
sector which is allocated 14. 9 billion. This however, represent a decrees in
percentage on third plan provision of 12%.
In general, the current plan has
invested and still investing huge sums of money on education. More than 50% of
appropriation goes into capital provision. The current autonomy being granted
to universities represents a significant improvement in the management of the system.
The product of the education industry posses a scrious question as to the
justification of the government enrolment investment in the education industry.
However, the current development
plan as it effects education is being bedeviled by same factor that ruined the
third plan. The so much advertised functional and qualitative education is
eluding the system as the education received is nether functional (as indicated
in mass unemployment and poverty) nor qualitative (as qualifications and
certificates obtained Nigeria institution of leaning are being questioned, by
foreign employers). Since the left over of the current plan can be rolled over
into the next rolling plan, it is hoped that it may perform better in the light of certain development in the system.
Such development include huge capital investment on provision of educational
equipment and in fractures, the granting of autonomy to universities and the
industries given the political environment, it is hoped that situation might
improve.
2.8 THE NEW NATIONAL POLICY ON EDUCATION
The national
policy on education conference of 1999 marked the first serious and effective
national effort to improve the education system from the country’s colonial
past. The conference attended by university, ministry and UNESCO repectively
accomplished the major spadework in term of formulating breadlines of educational
policy and circucur objective that set the place for the services of workshops
and seminars later gave birth to the new system of education.
A seminer on a national policy on
education held in 1873 under the chairmanship of chief O. Adebo and also
attended by a very wide rang of representative. Finally drafted the policy
documents a while pape on which eventually become in 2000, the national policy
on education and revised in 2001 from the recommendations evolved. Public
education was established.
Taiwo 2005, “the conference was a
god ending to the educational activities of the decades of rehabilitation,
reconstruction and national policy on education is a final embodiment of the
all the objective of education at various levels Mkpa 2005, “the represent a
significant milestone in the development of education in Nigeria.
The national policy of education has
been hallmark implementation because of instability in the policy. Let use see
why these livable educational policies did achieve their desired results.
2.9 FUNDING EDUCATION
Anukam (2004)
posited that “decline in oil revenue which was chief foreign exchange earn
affected the two schemes adversely. Consequently, government could no longer
raise enough fund to run or maintain schools.
Contributing to government inability
to fund educational programmes “the Guardian” June 9th 2004 posited
that “the refusal of successive government to pay no more that lip services to
the provision funds to education to policy had lead to a situation in which all
facilities in our schools are so grossly over used that most of them have
become completely undermined. In Izzi local Government for instance, more then seven secondary schools a re suing
uncompleted building. Sometimes, schools are dismissed to avoid student being
beaten by rain, since there no enough building to accommodate the student
especially during the raining season. Some time two classes are combined like
community secondary school Nwofe where class one and two have to be emerged to make
sure that school building accommodate them as in community secondary school
Nwofe.
These schools and others numerous to
mention here has no laboratory in the school
not to talk about introductory technology, these to a great extent affect the
student performance in the sense that all the student are forced to register
only Art in their senior school certificate and hence no body offers science
subject for number of years.
Okoro et al (2002) argued that “the crisis
is all encompassing. Many primary and secondary schools are commonly obtained
in Izzi local government, schools like and other are suffering the effect of
student using bare floor of their class rooms, because most of them, their
parent cannot afford feeding them talk less of buying school desk or lockers
and stools. Even tertiary institutions are not left out. There are no seats and
structure are dilapidated.
Mkpa (2005) pointed out the bony in
the implementation of the national policy on education. He posited that “all
the national policy promised to provide, seem to be effective only on the pages
of the official document containing the proposal. Through some are not
implemented because of political
instability. Yet today the state of our schools are to say the least pitiable.
Many states government are hardly able to pay teachers salaries salaries, how
much more providing the needed facilities and infrastructure for effective
implementation of education system.
Uwazuruike (2006) earlier pointed
out that “owning to political crisis donor countries may fail to redeem their
pledges to the detriment of the implementation of any planned educational
system”. The result ant, effect is withdrawal of assistance from external
sources on implementation of education policies which can be disastrous for a developing countries like Nigeria since
projection made in the respect of such may not be realized. This was the fact
of many educational system planned for this nation especially the UPE and the
national policy on education.
Student Demonstration And Riots
For us to discus this, we have to
Degin by asking ourselves these questions. Can political instability induced
student’s demonstration or riots.
Discussing the origin of student riots
Crowther (1988)
and whisky (1995) reported that student riots have history of their own from
the time of independence 1960. The joint student and workers protest in 1962
against the Anglo-Nigeria defense part
remain one of the most memorable.
Student saw the part as a
continuation of British imperialism. The part was abrogated and student won. Since then students have
often demonstrated in opposition to government position on certain issues. Some
students demonstration are at time induced by political instability. In 1972,
student rioted against the increasingly unpopular Gowon’s administration Again
1993 student in Lagos and other part of western states rioted against annulled June
12 1993 presidential election result.
Back home here in Izzi local
government during the late general sani Abacha regime, three secondary schools
rioted against the UNCP candidates who was elected on march 1997 which they
said not to be peoples choice. There are so many other cases that even resulted
to the worse than student rioting infact a lot even go beyond burning of houses
or even serious war between two villages
like a similar case in 1997 election that resulted to war between onuenyim Agbaja
and Ndiagu Izzi local government area.
In all these and other cases of the
students not students confronted authorities and government properties are of
then damaged, school properties as well are damaged, there was a case of these
riot in community secondary school Iboko Izzi, where student destroy almost all
the equipment in the laboratory, life’s are also lost and closure of schools
that lasted ranging from weeks to a few months or even a session.
This sort of closure disrupted
academic and other academic activities. Odubogun (2000) “sometime when I teach,
I see so many students sleeping in my class because they have not eaten any
food. The condition the live in is humble”. In some schools especially in the
east where school buildings, hostels, classrooms were inadequate, and were so
many of them especially school established before the war was destroyed during
the civil war, unfortunately, student are congested in hostels of classrooms
were inadequate high rate of school fees were experienced. Students contributed
money to buy chalk, furniture etc, even after paying the school fees, because
of lack of provision of such.
There were many abandoned projects
students at time resort to riots when sometimes they cannot affort these things
at medium to express dissatisfaction with the system.
2.10 STUDENT INDISCIPLINE AND CHEATING IN
EXAMINATION
Indiscipline by students and mass
cheating during examination are results of political crisis in the policy.
As osadolor (2003) succinetly
posited, “Nigeria is deep in protracted socio-economic and political crisis.
Coups sustain the instability in the political system. During the first and the
second republics, there was unmitigated disaster and economic paralysis, introduction
of education policies that have millions literate but uneducated.
Nwana (2005) summed up the attitude
of student in his study of the incidence of major school offences as stealing,
dishonesty cheating during examinations, sex offences, wickedness, strike and
demonstration”.
This in no doubt was a result of
political instability in Izzi local government for instance the absence of the infrastructures,
we made mention of earlier like the school building and laboratories enhances,
the poor performance of the student because the syllables of the school and
other scheme of work are not even heavily covered talkless of revising what was
taught earlier or summarizing. Therefore student will embark on cheating in
examination in order to pass.
Arinze 2005 quoted in Ersmiadu et al
(2006) lamented the pitiful situation in our students in the secondary and even
in tertiary institution are leaving dishonesty and bribery in education” certificates
can no longer be acceptable to their face value; there is whole some coping in
some exams. The above situation portraned in a bad light, how political instability
has adversely affected education in Nigeria. No meaningful educational system
could progress in such an atmospheres.
2.11 PROFESSIONAL MILITANCY IN SCHOOL AS A RESULT OF
POLITICAL INSTABILITY
The teachers in Nigeria performs
their duties in a crisis-ridden environment. Their interaction with has severe consequence for efficient performances as a
professional and educational system. The role of teachers is presumed to be
affected by politics. As Crowin (2000) observed.
Teachers
have virtually no control over their standard of work. They have little control
over the subjects to be taught. The materials to be used, the critevia for
deciding who should be admitted, and graduated from teachers training, the
forms to be used in reporting progress.
Meanwhile, a more distributing
development in the relationship between the professional, teachers and the
relationship between the professional militancy as a method of achieving goals
is to say the least detrimental to our educational system. Okeke (1994) succinctly
observed that teacher’s relationship with their employers is characterized by
“conflict militancy, protest,
demonstration, distrust withdrawal of services confrontation, resistance to
authority, withholding information, barrier to communication information
distortion negotiation and dispute resolution with these states of affairs
work, is endemically disrupted culminating in strike action work to rule and
teachers attribute through abandonment of the profession.
Sometimes, teachers are found moving
from one appointment or the other, further plans to employ more teachers are
equally disrupted by cove and counter coups. The consequences is that at the
end of the whole thing sometimes lack of trained qualified teachers make it
that untrained ones unqualified teachers are employed to teach. In Izzi local
government for instance schools located in interior places hardly get good
number of teachers rather what they do made use of is parent teaches who are
qualities, to teach but in absence of non they are found to be there.
Moreover each time, work is
disrupted considerably consequence are born by teachers and student
respectively. Ekorillo et al (2006) reported that in the past, strickes by
primary/secondary school teachers as well as university are closely done by
many schools and it distributed academic calenda between one hundred and thirty
(130) local government area in nigeira were session for fewer then five months.
Currently nobody can tell what session some schools are running especially the
university.
Njoku (2007) pointed out that,
strike has done an incalculatable damages to the standard of education in
Nigeria student are expelled to study longer in school than the expected years
of educational system will prepared to face the challenges of their future
eater. Some students who seek admission for post graduate course abroad are
subjected to humiliating one year compulsory remedial course to qualify for admission.
Aloe. (2007) regretted that “the
unfortunate situation will make the outside world to begin to question the
integrity and reliability of the graduates who went through our educational
system”. He further lamented that, “political instability had produced in the
disruption of academic calendar, poverish and irresponsible students union agitation,
secrets cults the obscenity of examination malpractice”.
Crowin (2008) schools identified
teachers he called “rebellious” and “country” in orientation and more military
and rebellious to the detriment of work and industrial harmony.
Sharing the same opinion, Aderson
(2007) stressed that “the emerging military of professional education
association, be then teachers union exhibits. Not only to achieve a
professional status but also to cure out an area of professional autonomy from
administrative control and interference “such was the cases when he Nigeria
union of teachers (NUT) in December 1992 went on strike. One of the outstanding
demands of the (NUT) as the professionalization of teachers, together with
several months arrears of salaries owed to teachers.
2.12 EFFECT OF
POLITICAL INSTABILITY ON THE ECONOMIC REWARD OF TEACHERS
It is common nation to believe that
financial remuneration or economic reward is the causal factor of professional
military among Nigeria educationalist. Acknowledging financial benefit as a reqard in motivating
workers and the possibility of protests in the event of denial of such benefit.
Uwazurulke (2006) states that “this
organizational structure of works and
principle of work and also vital condition for satisfactory performance of
work.
Ndu and ohiklanm (2008) agreed that
‘the pay packet and other related benefits contributing to the workers
motivation to work as well as his satisfaction on the job. This shows the fact
the professional competence of the teachers.
From many literature reviewed it has
been seen that the effect of political instability in the nation policy is
enormous. Particularly in Izzi local government Area of Ebonyi state where it
had tore many schools apart. This instability has happened greatly on the
country’s advancement through
educational due to inconsistency in implementing policy embarked on the
government.
Summary of
literature review
It had been observed that since
independence Nigeria had observe a lot of political instability which a lot of
impact on implementation of its policy secondary education. This political
instability as put by (ezieani 1999) thus, since the military take over in
2000. Nigeria had wobbed from one political regime to another with its
destructive effects on educational policy rembarked by the country.
According to onwubiko (2005:38)
“these ethnic groups pulled by accident of colonial conquest has not been
completely integrated into a nation state before the attainment of
independence”. As a matter of fact after the withdrawal influence of unifying
of colonial power, public official and impact of distribution.
The impact of political instability
on the implementation of secondary education are numerous. However, some of
these impact is: The civil war was last for three years wasted a lot of
economic, life and educational institution especially in the east, hence
uwazuruike and Ozuru (2006) stated that the civil war greatly affected
educational development in Nigeria devasted. There were also high rate drop out
in school due to frustrations maturity.
There was also fall out of civil war
as the abrupt take over of schools by government through out the country from
voluntary agencies as missionary and others.
Uwazuruike (2006) posited that,
political instability is a prerequisite for meaningful investment since it ensure an atmospheric of place and
predictability.
Frequency changing of government
hinders a long term educational plan, hence they are either abandoned in the
wake of new government or distorted to soil, the new administrations. He
further observed that political instability is a disincentive of foreign
investment, Nigeria rely daily on foreign aids from international bodies such
as UNESCO and UNICEF in planning and implementing her educational policy.
Another impact of political
instability on educational policy is according to Eresimmadu et al (2009)
pointed out that politicians in apparent loyalty to their political party
manifestoes rejected sound educational advice. During the second and third republics
parties promised free education up to the tertiary level against technical
advice, beyond this promise implementation was difficult and the idea was
dropper by the intervening military
government.
Agin Eresimadu et al (2009) civilian
and military government use education is propaganda tool for political socialization. Thus
education continues to suffer the UPS and downs of politics.
At times, in the process of
implementation educational pledges made by politicians. They interfere with
original objective of educational play inconsistently in plan implementation as
observed by Adesina (2008) often the major cause of failure of the educational
policy such as universal primary
education (UPE) which according to fafunwa (2005) the UPE was first introduction
in western region on 17th January 1955 through the federal
government adopted and started implemented it in 1976. however the UPE has
virtually collapsed by 1985m which was a
result of some soiled reason. Closely associated to this fafunwa (2006) the
UPE failed because some states saw the funds allocated to them as their
own share of the national cake.’ He further opined that “the fund with which the
federal government made available was grossly mismanaged. This was believes to
consequences of political instability.
The incessant change in political
leadership in the country within the period of (1975-1996) implementation
affected the success of the scheme adversely or termination of appointment of
civil servant including teaches who are
crucial for the implementation of UPE scheme. The implementation was acute
shortage of teachers even in urban area-areas talkless of rural areas Izzi were
absences of social amenities therefore teachers finds it difficult to on the
increase.
The universal Basic Education
commission (UBEC) is another introduction of educational project by obasanjo
administration, which tended to expand the scope of education for within the
pan period of 1999-2001.
The emphasis on education on this
recent innovation is qualitative education. At the time of drawing the
programme, it was abundantly that the standard and quality of education was
extremely low.
The impact of
political instability on student
There was student indiscipline and mass
cheating during examination.
Nwana (2008) summed up the attitude
of student in his study of the incidence of major school offences, wickedness,
strike and demonstration.
These are more commonly found in
Izzi local government where student go as far as rioting because of one thing
or the other a case in point is at boys secondary school Iboko where student
rioted because of political region in 2007. There was also massive cheating in
examination because students are not well taught they hardly cover their
syllabus talkless of revising before examination and hence the only way out is
to embark on cheating during examination poor funding of education was also
another issue.
According to Anukam (2009) posited
that “the decline in oil revenue which was chief foreign exchange earner
affected two scheme adversely, consequently government could no longer raise
enough fund to run or maintain their school.
Contributing to government inability
to fund educational programme “the Guardian” June 9th 1999 posited
that “the refusual of successive government to pay no more that lip serious to
the provision of funds to education policy had led to a situation to which all
facilities in our school are so grossly over used that most of them have school
become completely unenviable.
In Izzi local government being our
case study, more than seven secondary schools are using uncompleted building
sometimes school dismissed just to avoid student beaten by rain especially
during raining season. Some other schools two classes are combined so that they
could be accommodated. Other times they are made to study under mango tree as
in community boys high school unebonyi Agbaja in Izzi. There was no laboratory
for some of the student sciences and other equipment.