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STAFF INTERACTION AND SCHOOL INNOVATIVENESS IN WESTERN NIGERIA SECONDARY SCHOOLS
(1975-07) ADESUA, A. M.
The main purpose of this study is to determine the extent to which the interpersonal relationships among teachers in our secondary schools help or hinder the introduction of educational innovative practices in the direction of encouraging vocational and practical subjects in Nigeria's secondary school curriculum. 557 teachers (these include 30 principals and over 40 heads of departments) were involved in the survey. All the subjects have taught for, at least, six months prior to the period of the survey in the schools that participated. The findings of the study showed 1. that for the total sample of schools used in this study there is no significant relationship between staff interaction and school innovativeness, talking generally. There are however specific identifiable patterns: (i) schools with low staff interaction and low degree of innovativeness (2) schools with high staff interaction and high degree of innovativeness. 2. There is significant difference in the degree of Staff interaction among all-boys, all-girls and co-educational schools. 3. There is no significant relationship between the Personality variables of principals (age and teaching experience) and the degree of staff interaction. 4. There is no significant relationship between the personality variables of teachers (age and teaching experience) and the degree of staff interaction. 5. The Personality variables of principals (age and teaching experience) are not significantly related to the degree of school innovativeness. 6. The personality variables of teachers (age and teaching experience) are not significantly related to the degree of school innovativeness. The study has implications for Nigeria’s educational System. These include the need for the introduction of a comprehensive secondary school system and the evolvement of new teacher education programmes in the country.
PRINCIPAL MANAGERIAL CAPACITY AS A CORRELATE OF TEACHER PRODUCTIVITY IN KWARA STATE SECONDARY SCHOOLS
(1989-08) ONI, J. A.
In Kwara State and in many other States of the Federation, students’ poor academic performances were usually blamed on poor school management by principals and bad teaching by teachers respectively. The final output in terms of General Certificate of Education or West African School Certificate Examination results had always been used as yardsticks for assessing the failure or success of schools. Critics were not mindful of "the process" to the final output. This study had taken cognisance of the principal managerial process that could lead to high teacher productivity in relation to high academic performance of students. Principal managerial, capacity had been seen as his ability to plan, organize, coordinate, motivate, control , administer, supervise and intervene; while teachers’ productivity had been viewed with teachers’ ability for classroom management, lesson delivery, record keeping, assignment gradings, guidance counseling, extra and co-curricular activities designed for the study were Principal Management Capacity Questionnaire (PMCQ) and Teacher Productivity Questionnaires (TPQ). Eighty (80) schools, 80 principals, 576 teachers and 812 students from 11 of the 12 L.G.As. were sampled. Schools sampled were under the dual Controls of the State Ministry of Education and the Kwara State Education Management Board. Part of the design of the instrument was to assess the amount of "supportive aids" or "reinforcement" given by the two Controlling agencies for principal and teacher proper functioning. A pilot study involving 3 Local Government areas, 10 principals, 100 teachers and 200 students, was carried out to standardize the instruments for validity, and reliability. seven (7) study hypotheses with sub-sections were generated. In analysing the result, One way ANOVA with ‘F’ ratio; ’T’ test and Pearson Product Movement Correlation ’r’ were used. Major findings of the study showed that: 1. Principal Managerial Capacity and teacher productivity were rated significantly high. 2. There was a significant relationship between Principal Managerial Capacity and Teacher Productivity. 3. Academic and social aspects of school goals were perceived significantly high. 4. Relative experience and qualifications were regarded by teachers as necessary pre-requisites for appointing principals. 5. Principals, teachers and students recorded very low ratings for the "supportive aids" or "re-inforcement". 6. Teachers in Government secondary schools were perceived as having higher productivity than those in Board schools. 7. Female teachers’ output were rated lower than males. 8. Students’ ratings of their teachers were found to be umbrella" of control table, reliable and valid and could be used in assessing teacher productivity. The findings suggested that principals were capable of high managerial capacity, while teachers we read judged as capable of high, productivity, but were handicapped by lack of "supportive aids" like funding, equipment, staffing, classroom/laboratory adequacy and visits from Board and Ministry. The dual nature of school control was another area identified as creating disharmony among principals and teachers of Government and Board Schools. In view of the findings, there might be need for further research into male/female teacher productivity the effects of the dual' control of secondary schools to determine the suitability or otherwise of bringing all schools under "one umbrella" of control. The research findings are only applicable to Kwara State secondary schools in view of the scope and the design of the study.
AN EVALUATION OF INTERNAL EFFICIENCY OF JUNIOR SECONDARY EDUCATICN IN OYO STATE BETWEEN 1986 AND 1990
(1995-04) ADEOGUN, A. A.
The major problems facing educational system in Nigeria are those of resource allocation and resource utilisation. This study took stock of the resources in the Junior Secondary Schools in Oyo State and evaluated the degree of internal efficiency of Junior Secondary Education. The study focussed on: 1) making a critical analysis of the extent to which resources are made available to Junior Secondary Education in Oyo State; 2) identifying the extent to which the resources are being utilised; 3) finding the extent to which Junior Secondary education graduates are being admitted to technical and teacher training Colleges; 4) determining the extent of wastage rate reduction and improvement in students academic performance during the period; finding the extent to which the System is internally efficient; and 6) identifying causes of inefficiency, and suggesting recommendations for the elimination. To achieve these objectives, five research questions were raised and four hypotheses were tested. In providing answers for the research questions and testing the hypotheses, two sets of instruments: An Evaluation of Efficiency Questionnaire (EEQ I) for Principals and EEQ II for Guidance Counsellors were developed. Information was also collected from the Examinations Department, and also the Statistics Division of the Ministry of Education, Ibadan. For data analsysis, simple percentages were used to determine the growth trend, the reconstructed cohort method was employed to determine the wastage rates and wastage ratios, Chi-square, Spearman's Rank-Order Correlation Coefficients and t-test were used to determine the relationship between the internal and external efficiency of schools under study and to test the hypotheses. The findings show, among other things that: 1) the resources available for Junior Secondary Education in the area under study were not adequate. There were inadequate number of technical and science teachers. Physical and material resources were also inadequate; 2) some technical workshops, technical equipment and teachers were found not to be fully utilised; 3) there were inadequate technical and teacher training Colleges for those aspiring to proceed in technical and teacher training education. Up to 1990, both technical and teacher training Colleges were able to admit 6.3 per Cent of the total population of junior secondary education graduates of Oyo State and 21.7 per cent of the proportion that were not qualified for academic courses; 4) the teaching of most of the technical and vocational subjects had not started; 5) the internal efficiency , of Junior Secondary Education between 1986 and 1990 was: far from being perfect; 6) between 1986 and 1990, the internal efficiency of Junior Secondary Schools showed an improving trend; The wastage ratio decreased from 1.16 in 1988 to 1.07 in 1990 and the wastage rate decreased from 8.7 per Cent in 1988 to 4.7 per cent in 1990; 7) there was a significant relationship in the internal and external efficiency of the schools studied; 8) internal efficiency between schools in the areas of focus had no significant difference; 9) student-teacher ratio was found to be normal in the study area. The average was found to be 21:1.
A CONTINGENCY APPROACH TO EFFECTIVE MANAGEMENT OF A MULTICAMPUS INSTITUTION OF HIGHER TECHNICAL EDUCATION
(1995-09) ADIGUN, A. O.
This study set out to determine the effectiveness of contingency approach to the management of a multicampus institution of higher technical education in Nigeria. This was with a view to making policy recommendations for more effective management of the tertiary institutions in the Country. Based on the conceptual framework of the contingency approach to management, the study which was carried out before the creation of Osun State from Oyo State in 1991 covered a multicampus institution of higher technical education in Nigeria - The Polytechnic, Ibadan and its satellite campuses at Eruwa, Esa-Oke, Iree and Saki. The descriptive survey research design was adopted for the study. Three sets of questionnaire were used as instrument: The MPQ, the NAMQ and the SVQ were administered to 546 randomly selected subjects from the Academics, Non-Academic and Students population of the institution covered by this study. These were complemented with records at the National Board for Technical Education, Kaduna and The Polytechnic, Ibadan and the responses of all the categories of respondents to oral interview conducted by the researcher. The data collected through the instruments used were analysed with the use of Z-distribution statistical tool to determine the degree of the effectiveness of contingency approach to the management of multi-
A CONTINGENCY APPROACH TO EFFECTIVE MANAGEMENT OF A MULTICAMPUS INSTITUTION OF HIGHER TECHNICAL EDUCATION
(1995-09) ADIGUN, A. O.
This study set out to determine the effectiveness of contingency approach to the management of a multicampus institution of higher technical education in Nigeria. This was with a view to making policy recommendations for more effective management of the tertiary institutions in the Country. Based on the conceptual framework of the contingency approach to management, the study which was carried out before the creation of Osun State from Oyo State in 1991 covered a multicampus institution of higher technical education in Nigeria - The Polytechnic, Ibadan and its satellite campuses at Eruwa, Esa-Oke, Iree and Saki. The descriptive survey research design was adopted for the study. Three sets of questionnaire were used as instrument: The MPQ, the NAMQ and the SVQ were administered to 546 randomly selected subjects from the Academics, Non-Academic and Students population of the institution covered by this study. These were complemented with records at the National Board for Technical Education, Kaduna and The Polytechnic, Ibadan and the responses of all the categories of respondents to oral interview conducted by the researcher. The data collected through the instruments used were analysed with the use of Z-distribution statistical tool to determine the degree of the effectiveness of contingency approach to the management of multi-campus institutions of higher technical education in Nigeria. The findings from the study established that:(a) Contingency as a style may be one leadership style for the effective management of a multicampus institution of higher technical education;(b) There is significant relevance of communication skill of the manager for effective management of a multi-campus institution of higher technical education;(c) There is significant relationship between the ability of the manager to motivate the workers and the organizational goals achievement of a multicampus institution of higher technical education; (d) The contingency approach to management is more effective than the system approach to managing a multicampus institution of higher technical education; The policy implications of these findings for effective management of a multi-campus institution of higher technical education were enumerated and suggestions were made on how a multi-campus institution of higher technical education could be better managed, using contingency approach to management. The highlights of the suggestions include:(a) That the management of multi-campus institutions of higher technical education must be adaptive by placing high premium on contingency approach;(b) Managers of multi-campus institutions of technical education should learn to understand the dynamic changing nature of environmental forces both internal and external facing their institution at a point in time;(c) A clear understanding of the potential of contingency concepts by the leaders and administrators of multi-campus institution of higher technical education is strongly recommended; (d) That the managers of multi-campus institution of higher technical education should learn how to solve their institution's problems based on the situations within the environment;(e) The managers of multi-campus institution of higher technical education must up-date their knowledge with new ideas about effective management through training and self-development.
The role of multilateral organizations in the development of education in Nigeria
(2006) Akinwumi, F. S.; Isuku, E. J.
The contemporary International Scene is full with numerous co-operations, understandings, undertakings and agreements of various forms of integration which are regional, Continental and global both in nature and dimension. All these integrations are essentially geared towards the elimination of ignorance and poverty. Such undertakings therefore revolves round almost all facets of human activities, military scientific, educational, cultural, health and a lot of others related activities. This interdependent complexity has unavoidably mode the numerous “development roles” of these fortified multilateral agencies inevitable especially to the developing countries. Nigeria as developing country faces both the new challenges of supporting knowledge-driven development and the old challenge of promoting quality, efficiency, and equity at all levels of her educational System. Giving these massive challenges and the obvious limitation facing the government in the revitalization of the system, with the consequence of eroding educational quality, it will therefore not be out of place for these multilateral organization such as the World Bank to lend their supporting hands to salvage the nation ’s failing educational system. The issue of multilateral assistance to educational development must go beyond lip service and international politics to a real and pragmatic support that will bring about sustained quality improvement in the Nigerian educational System. The International donors must pay serious attention to the provision of both financial and other forms of support to the Nigerian Educational System in order for the sector to compete with the ever dynamic global challenges. The educational sector as an important pivotal of economic growth and development. need a wholesale support from all and sundry. Since the ability and role of Government is constrained in most developing countries, multilateral agencies must relax stringent conditions to aid the educational development programmes of these countries
Technological education and the attainment of vision 2020 in Nigeria: an exploratory approach
(Nigerian Association for Educational Administration and Planning, 2007) Akinwumi, F. S.; Isuku, E. J.
Providing an enabling framework for increasing access to higher education in Nigeria: The evolving role of government
(Nigeria Association of Educational Administration and Planning., 2007) Isuku, E. J.
The ability of a society to produce, select, adapt and utilize knowledge is critical for sustained economic welfare. Hence knowledge gained through the formal education sector has become the most important factor for social and economic development. The Nigerian tertiary education is therefore important if the country is to witness an increase in overall literacy level and general economic development. Except this level of education is solid enough to meet the challenges of producing the needed manpower for the economy, the dream of achieving economic freedom may be difficult. Unfortunately, however, a look at the tertiary education development in Nigeria, particularly at the university level, reveals that the country still lags behind in providing the needed access to its teeming applicants seeking places in its tertiary institutions. In the realization of the important role played by the tertiary institutions and government’s limitations providing for the applicants solely, this paper suggests relevant government policies reform that will enhance greater access to higher education in Nigeria. These policies include, among others, the creation of an enabling environment that will stimulate and encourage expansion in the system
The need for supplementary source of fund for the successful execution of the UBE programme in Nigeria
(Spectrum Books, 2008) Isuku, E. J.
Attaining sustainable development through poverty alleviation, higher education management and business environment strategies in Nigeria
(Nigeria Association for Educational Administration and Planning, Ibadan, 2008) Isah, E. A.; Erwat, E. A.; Fabunmi, M.
Sustainable development is an all inclusive concept which is a function of several factors. Factors that assist sustainable development is higher productivity that increases economic growth rapidly. Where sustainable development is on going, the standard of living in such countries is very high hence most countries desire it. Certain factors aid sustainable development, these include education which provides the necessary skills to increase productivity, poverty alleviation as a factor will empower the people towards increasing the national capital stock, and a good business environment will determine the level of investment in such an economy. This study investigated the concepts of poverty alleviation, higher education management and business environment. It gave the conceptual definitions of the three variables and highlighted indices of under development that showed high population, low productivity, mono export economy and economies dependent on primary production. The tripartite issues in higher education of funding, autonomy and access to education were also discussed. Policy options and solutions were provided at the end of the study.
Reducing poverty incidence in Nigeria: The interplay of educational attainment and effective social support
(Nigerian Association for Educational Administration and Planning, 2008-03) Babalola, J. B.; Isuku, E. J.
The focus on poverty rendition as a key objective is one of the most important feature of the New Partnership for Africa Development (NEPAD) and the Millennium Development Goal-MDGs. It is the result of concern about poverty in the country and other regions of the world. Hence this paper examines the interplay of educational attainment and effective social support in reducing poverty incidence in Nigeria. Secondary data from the National Bureau of statistics and other relevant data source were obtained to answer the various research questions raised in the study. Using simple descriptive statistics, results show that; despite the petrol Dollar income for Nigeria, the country is still being rated as one of the poorest in the world as poverty incidence increase both as percentage and in absolute term. Poverty in Nigeria increased from about 18 million (28.1%) in 1980 to 67 million (65.6%) in 199ó and about 80 million (70%) in 2004 (See Muo, 2007:26). This poverty incidence cuts across all the six geopolitical Zones of the country with different degrees of intensity. However, effective and efficient education Service delivery has direct influence on National productivity, which largely determines living standards. It also supports knowledge-driven economic growth strategies and poverty reduction. The paper therefore conclude by recommending among others poverty reduction policies and programmes, which should include massive investment in education, granting the poor access to education and emphasis on empowerment through formal training, and social support that reduces poverty
Effectiveness of computer-based instructional technologies in an African university: policy implications for university education in Nigeria
(Department of Adult Education, University of Ibadan, Ibadan, 2008-06) Fabunmi, M.; Ayene-Neku, A.; Isah, E. A.; Fabunmi, S. O.
In Nigeria, university authorities appear not to lay adequate emphasis on the application of computer information technologies to teaching. The needed equipment is not often available. Most lecturers do not have the needed computer skills. This study, therefore, investigated the extent to which computer-based instructional technologies could enhance teaching and learning effectiveness with a view to making recommendations to policy makers and university authorities in the country on the need to provide and use Computer-Based Instructional Technologies (CBIT) to teach in at universities. The study adopted survey research design and used the multi-stage sampling procedure to select six out of thirteen faculties and 300 out of 1,156 lecturers at the University of Ibadan, Nigeria. A questionnaire was developed for data collection. The multiple regressions were used to analyze data, using a 0.05 level of significance. Result revealed that the application of Computer-Based Instructional Technologies to teaching contributed significantly to teaching effectiveness.
The paradox of Nigeria higher education and the employment problem among youths: a critical analysis
(2009) Isuku, E. J.
This paper examined the problem relating to higher education and youth employment in the Nigerian labour market. The national survey data obtained from the Bureau of Statistics and other relevant government data bank formed the source of information for the research questions raised in the study. The data were analysed using the simple descriptive statistics. Findings showed that the signals from the Nigerian labour market were becoming more precarious than ever before owing to the growing unemployment problem among youth graduates from the various higher institutions of learning. It revealed that there was a paradox between Nigerian higher education and the labour market. The paradox was that, while graduates supply increased from the various higher institutions over time, there were shortages of relevant and required labour force needed by the labour market for meaningful development. The study concluded that there was a growing mismatch between higher education output and the labour market demand. It therefore recommends that higher education should respond to the changing challenges by directing attention to generic competencies and skill development of students and prepare them for the growing globalisation beyond the usual classroom teaching and learning
Managing schools in periods of global economic meltdown
(2009-06) Fabunmi, M.; Isah, E. A.
This study involves an analysis of the possible impact of the current global economic meltdown on the management of schools. Economic meltdown is used to refer to economic recession; and school management is used in this paper in two senses. It is used to refer to the group of elites that administer a school; and also to refer to the use of available resources in a school through team efforts to achieve the educational objectives of the school. The immediate effect of economic meltdown on organisations is the inability to maintain the current productive capacity owing to inadequate fund. This explains why companies are either reducing their sizes or closing down. It raises the possible implication of governments’ control measures, such as the cutting down of expenditure which may likely affect educational expenditure. Definitely this will be having an adverse effect on the school system as statutory allocations to schools may cease or be reduced. The school system may also close down if it gets to the extreme, hence the need to begin strategizing against such unpleasant situations. The school management needs to look for alternative systems of funding and guide against financial impropriety. Otherwise, the school system will collapse.
Education and youth re-orientation: a panacea for lasting peace in Nigeria’s Niger Delta region
(Serials Publications, New Delhi, India, 2009-06) Isah, E. A.; Babayemi, B. A.
The Niger Delta region of Nigeria has been a hot bed of political and economic agitations in the last 10 years. Though the agitations which began in 1966 by late Major Adaka Boro has in the last decade assumed wider significant dimensions which threatens the peaceful coexistence of the One hundred and fifty million Nigerian that live in the entity called Nigeria. The causes of agitation is traceable to the availability of rich oil and gas deposits in the Niger Delta region accounting for almost 90% of Nigeria’s gross total foreign exchange earnings in the last four decades. Despite the abundance of these resources, the region has felt marginalized and requested for a fair share of the nations resources. The military with its totalitarian nature in previous Nigerian governments have often scuttled every attempt for legitimate agitation. The advent of Democracy in Nigeria in 1999 resurfaced the struggle for resource control in the region. This paper reviews the cause of the Niger Delta struggle seen as political marginalization, social deprivation and economic exploitation in a federating environment. Solutions featuring political solutions, economic evolution and social regeneration of the region have been recommended. Useful suggestions to educational planners have been provided.
Repositioning technical, vocational education and training (TVET) for sustainable development in Nigeria
(Faculty of Education, University of Ibadan, Ibadan, 2010) Erwat, E. A.; Isah, E. A.
Economic relevance of widening access to higher education in Nigeria
(2010-06) Isuku, E. J.
This paper explored the economic benefits of widening access to higher education in Nigeria. Available evidence from theoretical analysis and various data obtained show that higher education contributes to both society and individual economic wellbeing. These are manifested in the form of increase in productivity and output, as well as in earning profiles of \ recipients among other benefits. Other findings show that in spite of the global rapid growth in tertiary education development, most Sub-Saharan African countries (Nigeria included) still lag behind in terms of access to higher education and human development index. In Nigeria, out of over 140 million population (2006 census figures), only 6% (7.50 males and 4.50 females) had higher education. The implication is that except there is a deliberate effort to widen access to higher education in Nigeria, the dream of attaining economic freedom may be difficult. Nevertheless, the paper concludes that although investing in human beings is important at every stage of development, the returns accruable to society from investing in higher education are always higher. It therefore recommends that greater access to higher education be provided in order to ensure economic growth and development
Systems theory, knowledge management and the Nigerian educational system: strategies towards a new dawn
(2011) Isah, E. A.; Oyekan, O. A.
Knowledge is as a major ingredient for rapid transformation of any society. There is a strong bond between education and knowledge. It is observed that knowledge can be created, directed and disseminated. A knowledge created but not disseminated may not be utilized and knowledge not utilised has no usefulness despite its potentialities. Knowledge creation, utilisation and management have different stages, processes and levels. This paper looked at the Nigerian Educational system using the Systems approach to investigate the possibilities embedded in managing created knowledge for developmental purposes. The paper investigated the challenges involved in knowledge creation at primary secondary and tertiary education levels while viewing the potentials of good knowledge management for a plural society like Nigeria that desires urgent economic emancipation.
Towards an efficient cost control in public secondary schools in Nigeria: an empirical application of the systems theory
(His Lineage Publishing, 2011) Isuku, E. J.
In many developing countries like Nigeria, secondary education is heavily financed from State budgets. Although it is government's desire to provide increased access to secondary education in the face of limited resources, the cost of these increases has mode the continues expansion of secondary education unsustainable. Such has necessitated the need to improve control over cost of public education in order to provide increased access to all eligible school-age children. This paper examined the application of System's, theory to the control of unit cost in public secondary schools in Nigeria. The study found that efficient cost control and increased access can be achieved through adequate knowledge with the application of Systems theory. It therefore recommended the adoption of System's theory as a strategies framework for reducing unit cost and increasing access to secondary education in the face of limited financial conditions
Generating information for academic planning in Nigerian universities
(Department of Educational Management, University of Ibadan, Ibadan, 2011-01) Isah, E. A.; Fabunmi, M.
This investigation looked at the generation of information for academic planning purposes in universities in Nigeria, especially first and second generation universities. The paper reviewed literature extensively on the meaning of information and came up to examine whether the information generated in Nigerian universities were adequate. The investigation adopted the survey research design drawing its population from the Directors of Academic Planning and Information Technology, academic staff and students in seven out of the thirteen universities that constitute first and second generation universities in Nigeria. A total of 7,160 respondents were interviewed for the project. Two research questions and two hypotheses were raised. The T - tests was used to test hypothesis one at 0.05 level of significance and tested significant that information generation varied between first and second generation universities in Nigeria. ANOVA was used to test the relative contribution of each university to information generation that also tested significant at P< 0.05. A Post Hoc Analysis was carried out to test the relative contribution of each university. The study observed that factors accounting for variation in the levels of information generation included age of university, social and environmental insecurity making the attraction of high level technical personal difficult, poor information infrastructure and poor funding. The study recommended the adoption of university friendly policies to ameliorate the problems.