PERCEPTIONS OF STAKEHOLDERS ON THE IMPACT OF FUNDING ON THE MANAGEMENT OF PUBLIC SECONDARY SCHOOLS
| Format: Ms Word | 1-5 Chapters | Table of Content|
INSTANT PROJECT MATERIAL DOWNLOAD
Study Level: BTech, BSc, BEng, BA, HND, ND or NCE
Amount: ₦3,000.00
ABSTRACT
The adage that says “if education is expensive, try ignorance” is not a mere saying but an axiom of life. Penny wise, pound foolish. It is the wisdom drawn from this adage that has made the various governments to give priority to funding of education in Nigeria. In spite of the compendium of sums been allocated to education, the education system is bedeviled by a lot of financial inadequacies. This study assessed the Impact of Funding on Management of Secondary Schools in Nigeria. This is with the view to identifying and correcting the lapses and inadequacies in the area of funding secondary education in Nigeria. 9 research questions and 9 hypotheses were raised. Related literature was reviewed in the area of funding and management in secondary schools. The survey method was used in the study with a population of 18,238 Principals, 7,065 Ministry of Education Officials and a total of 270,650 teachers. This represent a total of 295,944 respondents. The random sampling was adopted to give every State and respondents a chance of been selected. The sample sizes comprised 65 education officials, 13,360 Principals and 910 teachers, giving a total of 1,105 sampled respondents for the study. Here 10% Krejcie and Morgans (2004) Table was used in determining the sample size of the population while 30% of the states were used as sample size as recommended by Roscoe (1969) in Aderoumu (1985). A structured questionnaire was the instrument used. Similarly, the analysis and interpretation of data led to rejection of 3 hypotheses and the acceptance and retention of 6 hypotheses, that were stated in null form, using Analysis of Variance (ANOVA) statistical test of 0.05 significant level set for the study. To ascertain the ANOVA test, the Scheffe Post-Hoc multiple comparison test was employed, which confirm the test. The findings revealed that funding of secondary schools is inadequate in all critical areas of management. Some of the recommendations include 26% budgetary allocation to education, Principals to effectively tap other sources of funding.
| TABLE OF CONTENTS | Page | |||||||||||
| Title page | – | – | – | – | – | – | – | – | – | – | i | |
| Declaration | – | – | – | – | – | – | – | – | – | – | ii | |
| Certification – | – | – | – | – | – | – | – | – | – | iii | ||
| Dedication | – | – | – | – | – | – | – | – | – | – | iv | |
| Acknowledgement | – | – | – | – | – | – | – | – | v | |||
| Abstracts | – | – | – | – | – | – | – | – | – | – | vi | |
| Table of Contents | – | – | – | – | – | – | – | – | – | vii | ||
| List of Charts and List of Tables – | – | – | – | – | – | – | xii | |||||
| Operational Definition of Terms – | – | – | – | – | – | – | xviii | |||||
| CHAPTER ONE: INTRODUCTION | ||||||||||||
| 1.1 | Background to the study – | – | – | – | – | – | – | 1 | ||||
| 1.2 | Statement of the Problem | – | – | – | – | – | – | 9 | ||||
| 1.3 | Objectives of the Study | – | – | – | – | – | – | – | 14 | |||
| 1.4 | Research Questions | – | – | – | – | – | – | – | 15 | |||
| 1.5 | Research Hypotheses | – | – | – | – | – | – | – | 16 | |||
| 1.6 | Basic Assumptions – | – | – | – | – | – | – | – | 17 | |||
| 1.7 | Significance of the Study – | – | – | – | – | – | – | 18 | ||||
| 1.8 | The Scope of the Study | – | – | – | – | – | – | – | 20 | |||
| CHAPTER TWO: REVIEW OF RELATED LITERATURE | ||||||||||||
| 2.1 | Introduction | – | – | – | – | – | – | – | – | 21 | ||
| 2.2 | Conceptual Framework | – | – | – | – | – | – | – | 22 | |||
| 2.3 | Concept of perception | – | – | – | – | – | – | – | 23 | |||
| 2.4 | Concept of Funding | – | – | – | – | – | – | – | 24 | |||
| 2.4.1. Nature of Government Funding of Secondary Education | ||||||||||||
| in Nigeria | – | – | – | – | – | – | – | – | – | 24 | ||
2.4.2 Government Alternative Funding of Education outside
| Budgetary Allocation | – | – | – | – | – | – | – | 36 | |||
| 2.5 | Concept of Budget – | – | – | – | – | – | – | – | 40 | ||
| 2.5.1 | Educational Budgeting in Secondary Schools in Nigeria | – | – | 41 | |||||||
| 2.6 | Concept of Management | – | – | – | – | – | – | 43 | |||
| 2.6.1 | Educational Management | – | – | – | – | – | – | 45 | |||
| 2.6.2 | Some Cost Saving Devices | – | – | – | – | – | – | 47 | |||
| 2.7 | Impact of Funding on the Management of the Following Critical | ||||||||||
| Areas in Secondary Schools | – | – | – | – | – | – | 49 | ||||
| 2.7.1 | General School Management | – | – | – | – | – | – | 49 | |||
| 2.7.2 | Policy, Planning, Implementation And Decision-Making Processes – | 51 | |||||||||
| 2.7.3 | Staff Motivation and Retention – | – | – | – | – | – | 53 | ||||
| 2.7.4 | Effective Communication Management in Secondary Schools | – | 56 | ||||||||
| 2.7.5 | Teacher‟s Quality and Staff Development | – | – | – | – | 58 | |||||
| 2.7.6 | Instructional and Learning Facilities Availability | – | – | – | 60 | ||||||
| 2.7.7 | Managing Educational Infrastructures in Secondary Schools | – | 62 | ||||||||
| 2.7.8 | Student Academic and Welfare Services | – | – | – | – | 64 | |||||
| 2.7.9 | Other Sources of Funding Secondary Education in Nigeria | – | 65 | ||||||||
| 2.8 | Goals and Objectives of Secondary Education in Nigeria – | – | 69 | ||||||||
| 2.9 | Management and Control of Government owned Secondary | ||||||||||
| Schools | – | – | – | – | – | – | – | – | – | 74 | |
| 2.10 | Empirical Studies | – | – | – | – | – | – | – | – | 77 | |
| 2.11 | Summary of the Reviewed Literature – | – | – | – | – | 79 | |||||
| CHAPTER THREE: RESEARCH METHODOLOGY | |||||||||||
| 3.1 | Introduction – | – | – | – | – | – | – | – | – | 81 | |
| 3.2 | Research Design | – | – | – | – | – | – | – | – | 81 | |
| 3.3 | Population of the Study | – | – | – | – | – | – | – | 82 | ||
| 3.4 | Sample and Sampling Technique | – | – | – | – | – | 82 | ||||
| 3.5 | Instrumentation | – | – | – | – | – | – | – | – | 85 | |
| 9 | |||||||||||
| 3.6 | Validation of Research Instrument | – | – | – | – | – | 87 | ||||
| 3.7 | Pilot Study | – | – | – | – | – | – | – | – | – | 87 |
| 3.8 | Reliability of the Instrument | – | – | – | – | – | – | 88 | |||
| 3.9 | Administration of the Instrument | – | – | – | – | – | 88 | ||||
| 3.10 | Method of Data Analysis – | – | – | – | – | – | – | 88 | |||
| CHAPTER FOUR: PRESENTATION OF DATA ANALYSIS | |||||||||||
| 4.1 | Introduction – | – | – | – | – | – | – | – | 90 | ||
| 4.2 | Analysis on Research Questions | – | – | – | – | – | 91 | ||||
| 4.2.1 | Impact of Funding on General and Daily Management Practices | ||||||||||
| In Secondary Schools in Nigeria | – | – | – | – | – | 91 | |||||
| 4.2.2 | Impact of Funding on Educational Policy Planning and | ||||||||||
| Implementation of Decision in Secondary Schools in Nigeria | – | 99 | |||||||||
| 4.2.3 | Impact of Funding on Teachers‟ Quality and Staff Development | ||||||||||
| In Secondary Schools in Nigeria | – | – | – | – | – | 104 | |||||
| 4.2.4 | Impact of Funding on the Provision of Infrastructural Facilities | ||||||||||
| In Secondary Schools in Nigeria | – | – | – | – | – | 109 | |||||
| 4.2.5 | Impact of Funding on Staff Motivation and Retention | – | – | 114 | |||||||
| 4.2.6 | Impact of Funding on Effective Communications in Secondary | ||||||||||
| Schools in Nigeria | – | – | – | – | – | – | – | – | 120 | ||
| 4.2.7 | Impact of Funding on Provision of Teaching and Learning | ||||||||||
| Materials | – | – | – | – | – | – | – | – | – | 125 | |
| 4.2.8 | Impact of Funding on Students and Welfare Services in | ||||||||||
| Secondary Schools in Nigeria | – | – | – | – | – | – | 130 | ||||
| 4.2.9 | Impact of Other sources outside government funding | – | – | 134 | |||||||
| 4.2.10 Responses of Opinions of the different stakeholders | – | – | 139 | ||||||||
| 4.3 | Hypothesis Testing | – | – | – | – | – | – | – | 149 | ||
| 4.4 | Summary of Hypotheses Testing- | – | – | – | – | – | 165 | ||||
| 10 | |||||||||||
| 4.5 | Summary of Major Findings | – | – | – | – | – | 166 | ||||
| 4.6 | Discussion of findings- | – | – | – | – | – | – | 170 | |||
| CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS | |||||||||||
| 5.0 | Summary | – | – | – | – | – | – | – | – | – | 192 |
| 5.2 | Conclusion | – | – | – | – | – | – | – | – | – | 206 |
| 5.3 | Recommendations – | – | – | – | – | – | – | – | 207 | ||
| 5.4 | Suggestions for Further Studies | – | – | – | – | – | 213 | ||||
| References | – | – | – | – | – | – | – | – | – | 215 | |
| Appendix “A” letter of introduction | |||||||||||
| Appendix “B” | Questionnaire | ||||||||||
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The changing nature of the society in which the education system exists, is saddled with strong competition with the various sectors of public life. This is so because education today is accepted as an instrument per excellence. It is the live wire that gingers the machinery of scientific and technological development. Education is also a hallmark of incorporating and transmitting man‟s improved ideology, culture and traditions, towards shaping man‟s mind to develop his human resources and potentials for harnessing his environmental resources.
The indispensable role of education in nation building and intellectual development therefore, suggests the need for adequate participation in management, control and funding at all levels by its citizens and government. This is further emphasized in Article 26 of the United Nations, Universal Declaration of Human Rights of 1948. The Declaration stated in very clear terms the right to education, so that citizens can become useful to themselves and to the society at large.
Today education is the largest and fastest growing industry in the world. This is so, because education has attracted some significant amount of human, financial and material resources (man, material and money), on the part of governments, organizations and individuals. It is in view of this that a prominent African pedagogue, Moumoun (1980:242) is quoted as saying:-
The goal of education is to continue to raise the culture, technical and scientific level of the people and train the greatest number of specialized cadres with high qualifications, in order to have an uninterrupted expansion of production in all fields and construct the society.
Marshall (1990) stated that world leaders at various levels have expressed the
importance of education. Brezhnev to her citizens, the late Soviet Head of State in an
address to teachers in 1968, expressed that the greatest achievement of their country
was educating the people. Furthermore, Marshall (1990:216) emphasized the
importance of education as a national investment and the most valuable of all capital
investments in human beings. The need for human resource development as a process
of increasing the knowledge, skills and capacities of all people in a society is always
stressed by economists. The goals of modern society are political, cultural as well as
economic. Human resource management is a necessary condition for achieving all of
them.
Curle (1992:100) opined that countries are underdeveloped because most of
their people are underdeveloped, having no opportunities of expanding their potentials
and capacities through education in the service of the society. Also Herbison (1984:14)
further asserted that
A nation and its potential for economic, political and cultural growth stem from the power to develop and effectively utilize the innate capacities of its people. Human resources management therefore may be more realistic and reliable indicators of modernization and development than any other single measure.
In Nigeria, right from the colonial era the importance of education for
development of the human resources in order to effectively harness the country‟s
21
wealth and potentials has been stressed. Even after independence, education has continued to occupy a priority status in our national developmental plans.
According to Famade (2009) the Nigerian educational system has expanded tremendously within the last three decades. This is manifested in the number and size of schools. Likewise financial resources allocation to education seems to be on the increase. The priority attention accorded education may be based on the view that government adopts the social demand approach in the provision of education to the citizenry. However financial resources available to government have failed to cope with the growth in education and the demand of the various competing ends. This could be linked to the economic depression of the early 1980‟s. The increasing evidence of financial constraints faced by government has resulted in the decline of funding education adequately. The present insufficient funds and the escalating cost of funding the education sector, has placed government in a dilemma. This has raised a lot of concern to stakeholders and Nigerian citizen especially on the funding of public secondary schools, the educational system in the public secondary schools has for sometime now become a source of concern to Nigerians. The concern is focused on the declining quality of education. The rate of the decline is alarming and embarrassing; various factors have been attributed to this rapid decline. Some social critics, educationists and stakeholders indentify the major cause as inadequate funding of secondary education in Nigeria, while Government on the other hand is claiming that it is funding secondary education adequately based on the resources available but interpret the problem to be as a result of poor management of the funds.
1.2 Statement of the Problem
The importance of secondary education in the development of human resources in order to effectively harness the country‟s wealth and potential cannot be overemphasized. Secondary education occupies an importance place in the Nigeria education system. It is the link between primary and tertiary education and also a means of producing semi-skilled and sub-professional manpower. This is why secondary education has continued to occupy a priority status in Nigeria.
Fafunwa (1994) contended that since the establishment of the first government owned secondary school, the Kings College Lagos in 1909, government owned secondary schools have for long been in the forefront in the provision of good, sound and quality education. The government secondary schools were adequately funded, managed and controlled by government. The public secondary schools then had the best facilities, such as classrooms, libraries, science laboratories, sports equipment and hostels. The secondary schools were better staffed, teachers were well motivated, and in fact the community looked up to teachers for leadership, discipline and respect. The teacher was seen as an epitome of the society. No wonder it was assumed that teachers‟ “reward was in heaven.”
Immediately after Nigeria‟s independence in 1960 the various regional governments followed by the newly created states, addressed the issue of education by establishing more secondary schools as reasoned by Fauna (1974). This marked the turning point in the standard and quality of secondary education. According to Taiwan
28
(1989) most of the secondary schools were established to satisfy political agitations, rather than maintaining standards and quality as the issues of proper funding was not taken into consideration. To worsen the educational situation, in the 1970‟s many of the state governments took over secondary schools from missionaries and communities. The missionary schools were regarded as having high standard and academic achievement. This take- over as reasoned by Taiwan has greatly increased government
burden on management, control and funding of secondary education. The consequence of this policy marked the beginning of the steady decline in the standard and quality of our secondary education. The last straw that broke the camel‟s back was the introduction of the Universal Primary Education (U.P.E.) in 1976, followed by political declaration by many state Governments that secondary education was free.
The introduction of the Universal Primary Education (U.P.E.) and the seemingly opening of the doors of our secondary schools as free enterprises, coupled with the introduction of the new system of education 6-3-3-4 which needed adequate funding came along with compendium of challenges. The challenges and problems came in the area of planning, implementation and interpretation of the policy, provision and availability of schools infrastructure, learning facilities, teacher‟s motivation, retention, welfare and staff development, communication and student enrolment and expansion.
As Andesine (1982) affirmed that hence, with increase in school enrolment without expansion in educational facilities, the phenomenon of large schools and overcrowded classroom have become apparent in the secondary schools in Nigeria, also the teachers who are to teach are few and not motivated. Of all the multifarious problems facing public secondary education in Nigeria today, none is as persistent and virulent as the
one relating to provision of sufficient funds for proper management and achievement of secondary education goals.
It is a truism, according to Agenda (1984) that, money is needed to attract, retain and develop secondary school teachers, to put up new school buildings and maintain the existing ones, procure equipment and other learning materials for effective functioning of the schools. Contributing to the importance of funds to the management of secondary schools system, Mesas (1982) argued that:
For schools to function effectively, sufficient funds
Is needed to buy textbooks, build and maintain buildings, Pay teachers‟ salaries buy science equipment and learning Materials, maintain other services that are required by a School to carry out its functions effectively.
In his contribution, Ozigi (1978) affirmed that “No organization can survive or carry out its function effectively without adequate financial resources at its disposal.”
In the constitution of the Federal Republic of Nigeria funding of secondary education falls under the responsibility of the states and federal government. Based on budgetary allocation to education, compares with other sectors, allocation to education in most states come first and federal allocation to education is always next to defence. Apart from budgetary allocation, government also fund education through alternative sources like the first line charge from the consolidated account for funding UBE and Profit after tax e.g. ETF and PTDF, similarly through Surep, Millennium Development Goal, (MDG‟s) and Social Development Programme (SDP). So also, other sources of funding secondary education include funds from the students, parents, NGOs and International donors. As a stakeholder, one feels that there is a deliberate efforts by government in funding secondary school. But if you visit the secondary schools, you
30
are confronted with dilapidated infrastructures, non functioning teaching and learning facilities, dearth and few unmotivated and qualified teachers, therefore something is fundamentally wrong comparing government efforts in funding education and the facilities in the secondary schools, so stakeholders are bound to start asking may questions. These huge budgetary allocations and other sources of funding are they actually approved? If they are approved, are they actually released? If they are released, are they actually adequate? If they are adequate, could it be the management practices by the school management is the problem? Actually, inadequate funding affects the provision of the following services:
The physical and spatial infrastructure which enhance teaching and learning in the context of secondary schools are classrooms, laboratories, libraries, furniture, technical workshops, offices, staff quarters and indeed the entire school. These infrastructure and learning facilities are inadequate or poorly maintained due largely to poor funding of our secondary schools leading to not achieving the goals of teaching and learning by producing poor graduates. Even when these infrastructures and facilities are available, the lack of commitment of our educational managers, teachers and students in handling and safeguarding these facilities terming them as “government property”. The government finds it difficult to provide funds to maintain these facilities and the school management cannot maintain them, due to their non-challant attitudes and inadequate funds, leading to dearth and poorly maintained infrastructure and facilities.
USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)