IMPACT OF POLITICAL INSTABILITY ON IMPLEMENTATION OF
NIGERIA POLICY ON SECONDARY EDUCATION
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4
SIGNIFICANCE OF THE STUDY
1.5 SCOPE AND LIMITATION OF THE STUDY
1.6 THEORETICAL FRAMEWORK
1.7 RESEARCH QUESTIONS
CHAPTER TWO
2.1 LITERATURE
REVIEW
2.2 HISTORICAL PERSPECTIVE OF POLITICAL
INSTABILITY IN NIGERIA
2.3 THE
EFFECT OF POLITICAL INSTABILITY ON IMPLEMENTATION OF THE EDUCATIONAL POLICY
2.4 THE
UNIVERSAL PRIMARY EDUCATION (UPE).
2.5 UNIVERSAL
BASIC EDUCATION COMMISSION (UBEC)
2.6 POTENTIAL
OF THE CURRENT PLAN
2.7 STATUTORY
ALLOCATION
2.8 THE
NEW NATIONAL POLICY ON EDUCATION
2.9 FUNDING
EDUCATION
2.10 STUDENT
INDISCIPLINE AND CHEATING IN EXAMINATION
2.11 PROFESSIONAL
MILITANCY IN SCHOOL AS A RESULT OF POLITICAL INSTABILITY
2.12 EFFECT OF POLITICAL INSTABILITY ON THE
ECONOMIC REWARD OF TEACHERS
CHAPTER THREE
3.1 RESEARCH
DESIGN AND METHODOLOGY
3.2 DESIGN OF THE STUDY
3.3 AREA OF THE STUDY
3.4 SAMPLE AND SAMPLING TECHNIQUES
3.5 THE INSTRUMENT FOR DATA COLLECTION
3.6 ADMINISTRATIVE OF INSTRUMENT
3.7 VALIDATION OF INSTRUMENT
3.8 RELIABILITY OF THE INSTRUMENT
CHAPTER FOUR
4.1 PRESENTATION
OF RESULTS
CHAPTER
FIVE
5.1 DISCUSSION
OF RESULTS RECOMMENDATION AND CONCLUSION
5.2 DISCUSSION OF THE RESULTS
5.4 SUMMARY OF THE STUDY
5.5 RECOMMENDATIONS
5.6 LIMITATION OF STUDY
5.7 IMPLICATION OF THE STUDY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF THE STUDY
Impact of political instability on
implementation of Nigeria policy on secondary education cannot be fully
discussed without briefly highlighting the
circumstance and the environment
with which the education system operates the settlement described today as Nigeria started with annexation of Lagos by John Beecroft in the year
1951.
According to Onwubiko (1973) ‘Beecroft
intervention in Lagos was the first importance 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 presents
status in 1914, when the two protectorates of northern
and southern Nigeria were amalgamated by
Sir Fredrick Lugard. As reported by crowther
(1978). Florashaw, the wife
of lord Lugard suggested in an
articles ‘the time” of
London that the several British
protectorates on the Niger are known
collectively as Nigeria. In 1947, 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 (1983) in 1951 the regions were granted internal self –government and in 1960,
Nigeria gained her independence
from British government.
When
Nigeria got her independence in
1960 there was a consideration
about Nigeria’s union was so sudden
and included widely different groups of people
that not only the British created it but
the citizen themselves had doubted whether it could survive as a
political entity.
The
three government parties in the region were the northern, peoples congress
(NPC) in the north. The national 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 a viable and
diversified economy with great
potentials for development, giving size of its net and substantial resources.
Bishop Crowther (1979) maintained that ‘Nigeria appeared in its first ear
of tranquility “yet within less than
seven years of sovereignty , Nigeria was
lunged into a thirty months civil war. Forty two years after independence
Nigeria is yet to be 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 often carry the
hangovers of their political misfortune into the corridor of governance.
The
unconstructive criticism of government
in three power made it impossible to achieve the objective of
educational civilian political
leadership led the political conditions
that adversely affected the
educational system.
Within the period, government had promulgated a
number of laws, decrees, and edicts to
guide the operation of education ordinance
continue to be used as law and executive
rules in the operation in the country. The end of civil war in 1970
and the take over of schools by various states
government brought with it the
introduction of decrees and edicts as laws guiding operation of the
schools.
The east central states (ECS) inevitable
took the lead by promulgating its
public education edict the other states
in time made one amendment or another as the need arose. The edict of
the east and Midwestern states replaced completion. The old laws had some
common now features namely a unified teaching services. The take over of schools by the state
government.
The
establishment of school board and the abolition or educational functions of
the local authorities
In another development, the federal
government, in 1979 constitution placed education on serious list because of its
dividing resources. The constitution
spelt out of 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, the
education Act of 1985 cited as the education decree No. 16 of 1985. A committee
was appointed to advice” the government. Following the report of the committee
decree No 31 of 1999, I established, the national primary education to affect
the new policy on managing and funding primary education.
The decree endorsed the
establishment of poor management levels. The decree also 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.
1.2 STATEMENT OF
THE PROBLEM
According to the national policy on
education (2001) “education in Nigeria is more private enterprises, it is a
huge government venture that has witnessed a progressive evolution of
government complete and dynamic intervention and active participation” in the new
swatch editorial of December 12 2001:3 it 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 of political instability. The root I our educational system has gone
too far. Political instability has hindered effective implementation of the
national policy on education by inadequate provision of resources. There an
object lack of funds, personnel equipment and infrastructure almost in all
secondary school in particular and other higher institutions in general
especially in the east. The effect of this is the massive production of
scientist who have never seen elaborates engineers who were never in any
workshop and graduate that cannot solve problems of their immediate
environment.
The resulted in educational crisis.
A crisis that will continue to stare the nation straight on the face until we
rescue education form politics.
1.3 PURPOSE OF
THE STUDY
The purpose of the study is to
highlight the effects of political instability on implementation of Nigeria
policy on secondary education. The study will specifically find out the effect
of
i.
Political
instability on the education policies in Nigeria with particular reference to Izzi
Local Government.
ii.
Political
instability on the production of teachers in Nigeria.
iii.
The
impact of political instability on assumption.
iv.
The
impact of political instability on the student general performance.
v.
To
find out the impact of the political instability on examination
1.4
SIGNIFICANCE OF THE STUDY
Ukeje (2002) education is our future; He
described education as “wheat based, which can carry any nation to her
development “centre” education is an instrument which various nations have devised for their progress.
The results of these study will be of immense value to education practitioners
and politicians/both civilian and military
regimes) because it will help them identify the problems that hinder the successful
implementation of the 6.3.3.4 system of education.
It will make the government find a
better way and means to mobiles resources, and to drams up and implement,
integrated programmes aimed at coal cost without detriment to qualify provision
of education services. The study will help Izzi local government and others to
tent itself to the solution of 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.
Lastly,
it will create new hope of employment for thousand of his country in general
who graduate from school through practical learning experience created in our schools.
1.5 SCOPE AND
LIMITATION OF THE STUDY
The study covers impact of political
instability on implementation with particular reference to Izzi local
government especially some of the issue and politics 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 THEORITICAL
FRAMEWORK
Theory of structural functionalism: this
theory as a concept was however, adopted in political science and specifically
in the field of comparative politics.
The concept sees the education as a system that need maintenance that brought about the stability of the
secondary education in order words where the system fail to function result to
the instability of the secondary education.
According to Nwosu and Ofoegbu
(1986) functions a generally used by scholars in political science refers to
the contribution of a activity or partners of behavior to the maintenance of
education in a given society. Precisely in Izzi local government area as a case
study: they went further to state that, it is the observable effects of an activity that are
necessary to the maintenance of
education. According to them, function
implies a positive contribution towards system maintenance of political
stability on secondary education, while days functions is used to refer to
negative contributions, that is, contributions that lead to the breakdown of
the system to political instability.
According to Olaniyi (1997)
structural functionalism when related to the political instability on
implementation of Nigeria policy on secondary education can be described as a
means of explaining basic functions of the political structures in the
political system and it is a tool of investigation. He further stated that it
explains the relationship between the parts (structures) on one hand and between the parts and the
other hand, the relationship is explained in line with the basic functions of
each. This is because it is the
contribution of each structure (part) that helps to sustain the political
system of secondary education in order worlds were the whole part fail to
function will results to the political instability on secondary education.
So, the theory of structural
functionalism is of the view that the implementation of Nigeria policy on
secondary education gave rise to the stability of the political system which
entails the structural arrangement of educational policy or policies in
Nigeria, but in order words where the whole parts of the system. Education in
Nigeria fail to function in respect to the policies and programmes of
educational system will result to the political instability which does not
favour Nigeria especially Izzi local government area as a case study.
1.7 RESEARCH
QUESTIONS.
In order to elicit necessary information
for the study of the following research question are asked:
- Does political instability affect educational policies in izzi Local Government Area.
- Does political instability affect the teachers productivity in Izzi Local Government Area.
- Does political instability affect the teachers productivity in Izzi Local Government Area.
- Does political instability affect the production of quality students.
- Is examination malpractice linked to political instability on Izzi Local Government Area.