KNOWLEDGE AND LEARNING MANAGEMENT [KALM]: PRINCIPLES, OPPORTUNITIES, APPLICATION AND CHALLENGES Ed iteci by A . O. A ye n i U . G . E m eta rom E u n ice O. O m o re g ie J . A . U nd ie J . E. O kon UNIVERSITY OF IBADAN LIBRARY KNOWLEDGE AND LEARNING MANAGEMENT (KALM): PRINCIPLES, OPPORTUNITIES, APPLICATIONS AND CHALLENGES Edited by A.O.Ayeni Uche G. Emetarom Eunice O. Omoregie J.A. Undie J.E.Okon UNIVERSITY OF IBADAN LIBRARY ii Knowledge and Leaming Management (KALM): Printiples... © NAEAP 2011 ISBN-978-978-50443-7-9 All right reserved. No part of this publication may be reproduced, stored in a retrieval System or transmitted in any form or by any means, electrical, mechanical, photocopying, recording or stored in any retrieval form whatsoever without thè prior written consent of thè copyright owner. Nigerian A sso c ia t io n fo r E d u c a t io n a l Administration a n d Planning (NAEAP) www.naeap.org.ng HIS LINEAGE PUBLISHING HOUSE 26, Okunmade Street, Mokola Ibadan, Oyo State, Nigeria. 08033596818 E-mail: awemakin@yahoo.com UNIVERSITY OF IBADAN LIBRARY C iowiedge And Learning Management (KALM): Prìna'ples... ÌX Table of Contents SECTION A ■ GENERAL PRINCIPLES A N D THEORIES O F K A LM ..............1 Knowledge and Learning Management: Principles and Practice Joel B. Babalola............................................................................................................. 1 - 1 5 Bureaucratic Principle and its Application to Modem Educational Administration in thè Nigerian Educational System. Suleiman H abiba.........................................................................................................1 7 - 2 2 An Application of Developmentally Appropriate Practice in Nigeria's Pre-Primary Education Schools Idogo, G ....................... ...............................................................................................23 - 29 Application of Bolman and Deal's Leadership Framework to Educational Challenges by Educational Administrators: Implications for Knowledge and Learning Management in Nigeria Onuselogu, A. P. & Uzoechina, G. O ...................................................................... 3 1 - 3 8 Principles and Theories of Knowledge: Philosophical and Epistemological Evolution, Critique and Implications Ekpe O. Ekpe...............................................................................................................39 - 44 Application of Multi-Models Principle in Quality Home Economics Teachers Production for Knowledge and Learning Management Nwokolo, C. K..............................................................................................................45 - 54 Improving Teaching and Learning in Nigerian Schools through Total Quality Management (TQM) Principles Obi, C. N ........................................ :.......................................................................... 55 - 61 Leadership and its Challenges in Contemporary Education System in Nigeria Pobish, S. B., Inusa, Z & Okai, A..............................................................................63 - 68 Systems Theory, Knowledge Management and thè Nigerian Educational System: Strategies towards a New Dawn Isah, E. A. & Oyekan O. A..........................................................................................69 - 78 Towards Efficient Cost Control in Public Secondary Schools in Nigeria: An Empirical Application of thè Systems Theory. Isuku, E.J........................................................................................................................79- 86 UNIVERSITY OF IBADAN LIBRARY X Knowledge and Leaming Management (KALM): Principles... SECTION B POTENTIAL CHALLENGES TO LEADERSHIP IN EDUCATION ............................................................................87 Conflict Management as Tool for Effeetive Administration and Leadership in Nigerian Secondary Schools Tarda, B. A......................................................................................................................8 9 - 9 8 Empowering and Enhancing Women Managers' Positions in University Management through Knowledge Creation Omoike, D. O., & Ayanka - Imalele, D ..................................................................9 9 - 1 0 6 Supervision, Knowledge and Leaming Management in Nigerian Schools: A Symbiotic Relationship Afianmagbon, B.E. & Nwokocha, L.K...................................................................1 0 7 - 1 1 4 Linking Human Resource Management in Education System to Knowledge Management Okorie, S. N., Alozie, L. & Iheonunekwu, S.......................................................... 1 1 5 - 1 2 4 Influence of Principals' Leadership Styles on Academic Achievement of Secondary School Students in Nigeria Igu, N.C.N & Ogba, F .N ........................................................................................1 2 5 - 1 3 0 SECTION C POSSIBLE OPPORTUNITIES TO EDUCATION SYSTEM EFFICIENCY AN D EFFECTIVE G O VERNANCE........................................................................... 131 Improving Knowledge and Learning through Managemer* of Learning Facilities in Secondary Schools. Anyanwu, A .O ........................................................................................................ 1 3 3 - 1 4 0 Facilitating Effeetive Management of Classroom Leam ng n Nigerian Schools Onuka, A.O. & Isah, E.A........................................................................................1 4 1 - 1 4 9 Knowledge and-Learning Management: Panacea for Capacity Building in Education Unachukwu, G & Undie, J.A ................................................................................ 151 - 156 UNIVERSITY OF IBADAN LIBRARY Knowledge And Learning Management (KALM): Prìndples... XI Enhancing Sustainable Development through Knowledge and Innovation Management Yusuf, L. A. ..........................................................................................................1 5 7 - 1 6 4 Planning For Educational Efficiency in Nigerian Schools and Colleges: Problems and Strategies for Improvement T. L. Adepoju & J. T. Ajiboye................................................................................. 1 6 5 - 1 7 5 Administrative Challenges of Building Secondary School Principals' Capacity in Abia State, Nigeria. Onwuchekwa,G.U., Ezeh,S.C & Onuigbo,N....................................................... 1 7 7 - 1 8 5 SECTION D PRACTICAL APPLICATIONS OF KALM TO EDUCATIONAL ADMINISTRATION..... ! .......................................... 187 The Administrator's Perspective of Chaljenges in Implementing Knowledge and Learning Management Principles in Nigerian Colleges of Education Enyi, D. & Odoemenam, R.l................................................................................... 1 8 9 - 1 9 5 Application of Knowledge and Learning Management (KLM) by Principals in thè Administration of Secondary Schools in Enugu State, Nigeria. Oboegbulem, A.l.................................................................................................... 197 - 203 Application of Knowledge and Learning Management in Teacher Event and Programme Planning Delivery Ikwuegbu, P.N & Nwaneri, P.N............................................................................. 205 - 211 Information Communication Technology: Veritable Tool for Knowledge Management and Development A lob i, O. C .............................................................................................................2 1 3 - 2 1 9 Knowledge and Learning Management in Nigerian Universities; Implications for Sustainable Development Uche, C. M. John, A. E. & Nwankwo, F. E........................................................ 221 - 227 Enhancing Secondary School Principals Administrative Capacity in Edo State Through Internally Generated Revenue Okosun, M .............................................................................................................. 229 - 236 Educational Leadership: A Distributed Perspective Ibara, E.C............................................................. 237 - 244 UNIVERSITY OF IBADAN LIBRARY x ii Knowledge and Leaming Management (KALM): Prìndples... An OverView of Principal's Administrative Leadership Ability in thè Management of Secondary Schools in Nigeria Aigboje C.D............................................................................................................. 245 - 251 SECTION E PEDAGOGICAL OR CURRICULUM IMPLICATIONS.......................................................................... 253 Challenges of Curriculum Planning and Implementation in Nigeria in thè Context of Learning Management. Ibrahim Danjuma & Undie, J.A.............................................................................. 255 - 260 Hirstian Theory of Forms and its Curricular Implications for thè Rejuvenation of Religious Instruction in Nigerian Secondary Schools Ekpe O . Ekpe............................................................................................................ 261- 267 Expanding Research Operations in Education through New Conceptualization on Ethnicity - The African Perspective. Duvie, A. N .............................................................................................................. 269 - 273 Managing Knowledge Creation for National Economie Transformation in Nigeria. Isah, Emmanuel .A and Ayeni, Abiodun . 0 ........................................................... 275 -283 Knowledge and Learning Management in Modern Organizations: Implications for Educational Settings Iheonunekwu, S.& Nwamuo, C.N......................................................................... 285 - 293 English Phonemic Transcription, Knowledge Creation and Pedagogy for Television Newscasters in Nigeria Aladeyomi, S.A......................................................................................................... 295 - 302 UNIVERSITY OF IBADAN LIBRARY Towards Efficient Cost Control in Public Secondary Schools in Nigeria: An Empirical Application of thè Systems Theory. Isuku, E.J. Department of Educational Management, University o f Ibadan, Ibadan, Nigeria. ieromeisuku&vahoo.com, (+2348037283556) Abstract 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 thè face of limited resources, thè cost of fhese increases has mode thè continues expansion o f secondary education unsustainable. Such has necessitated thè need to improve control over cost o f public education in order to provide increased access to all eligible school-age children. This paper examined thè application o f System's, theory to thè 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 thè application of Systems theory. It therefore recommended thè adoption of System's theory as a strategie framework for reducinq unit cost and increasing access to secondary education in thè face of limited financial conditions. Introdudion In Nigeria, as in most other low-income countries, thè problem of tightened budget brought about by declining economie fortunes has comparatively reduced thè financial conditions of most public institutions especially education. Added to acute financial stress of these public institutions is thè increasing demand for education in thè face of other pressing macro-economie challenges confronting government. Unfortunately however, these daunting challenges have been compounded by inefficient use of available resources in public schools. Consequently, there is high cost of public school operations that could have severe implication for access and overall educational development. Notwithstanding thè under -investment in public secondary education, there may be need for significant cost reduction within thè school System which could be achieved through an intensive use of available resources in schools. Every organization strives to provide its Service at thè lowest cost possible by adopting thè cheapest technique of production that invariably justifies thè need to improve efficiency in thè System (Isuku, 201 1). The rationale for efficient use of available resources in schools is premised upon thè limited financial outlay available to education and particularly secondary education System. Specifically secondary education financing is thè worst hit when compared with other levels of education in most developing countries (Lewin & Cailloids 2001). According to Akinsolu, (2002), in Isuku (2011), thè essence of emphasizing efficiency in thè use of resources is to enable thè schools System assess thè cost effectiveness of thè school System. Thus thè educational manager may need to improve thè cost effectiveness of thè school System either by changing thè amount, quality and proportion of inputs or by using present inputs more intensively without basically altering thè Systems' existing structure and technology (Coombs & Hallack 1 987). An example in this case is changing thè size factor (enrolment size, average-class-size and student-teacher-ration) as well as ensuring greater use of building facilities. UNIVERSITY OF IBADAN LIBRARY 80 Isuku, E.J. Historical Development of thè System Theory and its Application in Education According to Fabunmi (1997), thè Systems theory is traced back to Aristotle (384 - 322 BC) who contented that "thè whole is greater than thè sum of its parts." Since then, this theory has been applied to illustrate thè functioning behaviour of both living and non- living things. Cole (1986), defined a System as thè collection of interrelated parts, which form a whole. While Nwankwo (1986), defined a System as 'a series of interrelated and interdependent parts, such that thè interaction of thè parts (sub-systems) affect thè whole System'. The systems theory therefore rests on thè fact that each of thè component parts is vital and performs specific functions for thè survival of thè entire body. A System comprises two major distinctions. It could be open or closed System. The closed System is such that does not internet with thè environment and is self-supporting. It has relatively rigid impermeable boundaries and hence, has very few inputs/outputs (Cole, 1986). The open System on thè other hand, rely and interaets with thè environment from which it derives its inputs, process these inputs and discharges them as outputs in more or less useful manner to thè environment The use of thè systems theory here is based on thè fact that thè school is a System which consists of interrelated parts each working inter-dependently towards achieving thè goals and objectives of thè whole education sector. The connection between efficient use of available resources and thè school System is explained by thè amount of inputs into thè System and thè output that is produced. A System is therefore said to be efficient if maximum output is obtained from a minimum inputs (UNESCO, 2003). Both thè production and cost theories are therefore sub-summed into thè systems theory in an attempt to operationalize thè interrelationship of thè different elements in thè System. Need to Reduce Unit Cost in Public Education Unit or average cost of education refers to thè cost of educating one student at a point in time. Unit cost can be measured in different ways. For instance, if thè total expenditure on education is divided by thè total number of students enrolled, then we have unit or average cost per student. If on thè other hand, thè total expenditure incurred is divided by thè total number of graduates, then it is thè unit cost per graduate. According to Babalola, (1995), it is also possible to have unit cost per teacher and unit cost per class etc. In many developing countries like Nigeria, unit cost with GNP per capitai represents a much heavier economie burden when compared with developed countries. For instance, in thè work of Zymelman in Psacharopoulos & Woodhall (1985), it was shown that developed countries spent 55 percent of their GNP per capitai on each student at thè higher education level, whereas developing countries on thè average spent five times thè level of GNP per capitai income on each student. Although these heavy cost burden have been somewhat reduced, unit costs particularly at thè secondary level stili represent a much heavier burden (with respect to GNP per capitai) in Africa countries than in developed countries, Asia or Latin America (Psacharopoulos & Woodhall 1985). Whereas unit costs are half thè annual GNP in OECD countries, one-and-a-half times in Middle East and North Africa, it is eight to nine times that in West Africa (Psacharopoulos & Woodhall, 1 985). Because of thè important role played by unit cost as an index for determining thè expensiveness or otherwise of thè school System, it is ideal to pay serious aftention to its growth. Moreover, unit cost analysis is needed for cost comparisons or projection as it will help thè educational planner to moke proper planning decisions that will help to lesson thè cost burden of education on thè government. It should be noted that a reduced unit cost will provide increased opportunity for access to schooling. Decisions about alternative educational technologies for instance require information on unit costs (such as cost per UNIVERSITY OF IBADAN LIBRARY Towards Efficienl Cosi ControI in Public Secondary Schools... 81 hour) and a full understanding of thè cost implications of alternative technologies (such as radio or television) which require analysis of both fixed and variable costs. According to Psacharopoulos (1992), one of thè very reasons for a high unit cost in most developing countries such as Nigeria is thè very low enrolment. Thus, expansion in secondary education through increased enrolment may enoble thè country to reduce cost per student. However, some authorities in thè field of cost analysis have argued that thè very low level of enrolment in schools may not be thè single factor for a high unit cost in most of thè developing countries. The assertion is that since teachers salaries is an important determinant of thè total recurrent cost of schools, thè question to ask is whether thè student teacher-ratio is high enough to effect a positive change in thè unit cost of education (Miugat & Tan 1988; Haddad 1994; Biray 1998; Abagi & Odipo 1999) units cost of education has been influenced by certain factors among which are thè average- class size, average school size and teachers salaries (Longe 1981). Moreover, Coombs & Hallak (1987), Psacharopoulos & Woodhall (1985); Mingat & Tan (1988) have emphasized type of curriculum teachers' salaries and quality of teachers as additional factors influencing unit cost in schools. This implied that in an attempt to cut down unit cost and give greater opportunity for access, effort should be directed towards thè control of these size factors in schools. Cost Reduction Strategies in Education Cost analysts have discussed different strategies of cost control in educational institutions. Researches have shown that effective control of recurrent expenditure will impact more positively on thè institution since it constitute about 80 percent of schools total cost (Ajayi, 2004; Adedeji, 1994 and Coombs & Hallak, 1987). According to Adedeji (1994), in reducing education cost, emphasis must be shifted to thè control of thè recurrent expenditure, which constitutes thè most significant item of thè total expenditure of any investment with about 80 to 90 percent of thè total expenditure of an institution. Psacharopoulos & Woodhall, (1985) explained that thè teacher salary as a major determinant of recurrent cost should be thè main item of focus in attempting to reduce thè high recurrent cost of education. While Oladejo (2001) suggested thè following options: (i) The elimination of expenses not concerned with direct instruction of students. (ii) Increase in thè load of thè faculties (in thè case of higher institutions). (iii) Rearranging thè class-size in such a way as to enlarge thè size of classes. Babalola, Okunola, Adeyemi & Ibekwue (1996), carried out a study on cost and financing of University Education in Nigeria, thè researchers among other recommendations suggested increase in enrolment size. Using a regression model to predict thè behaviour of costs in thè institutions sampled, they found that thè higher thè enrolment size, thè lower thè administrative expenditure per student. Other cost control strategies suggested by thè researchers included an increase in thè Junior/senior staff ratio. It showed that a higher Junior/senior staff ratio would reduce administrative expenditure per student. While Carnoy (1 999), reported that one of thè key proposai for reducing thè cost of schooling at all levels was to increase thè class size. According to Psacharopoulos & Woodhall (1985), one of thè methods of cost control in education in thè face of stagnant government support, is by reducing thè unit cost of education through greater efficiency. Further more, thè authors opined that class- sze has a considerable effect on cost because of thè additional expenditure on teachers, classroom equipment, materials and administration. Thus, ii is betler to allow a modest increase in thè average-class-size. In thè opinion of Alaluusa (1992), efficient cos’ management can be achieved through proper cost allocation or cosi ossignmenf wr UNIVERSITY OF IBADAN LIBRARY 82 Isuku, EJ. should include thè determination of unit cost for products and Services. While Longe, Adedeji and Osasona (2000) maintained that cost information is cruciai in decision making as it facilitate efforts to make thè best but least costly choice among alternatives. Awopegba 1986; Mingat and Tan, 1988 opined that efficiency in thè use of resources available will be reflected in thè enrolment pattern of thè institution, thè student-teacher- ratio and hence thè higher thè student-teacher-ratio, thè more efficient thè System. Babalola (1985) and Babalola, et al., (1996) therefore remarked that a number of cost- saving potentials resides in school exploring economies of scale. System Theory and Efficient use of Resources in Schools The identification of thè inputs and outputs of a System will provide useful information about thè System especially for some coupled Systems, which may be difficult to understand except through thè input-output analysis. The school System is typical example of such a System. Secondary schools, for instance, depend on their environment for sustenance. They absorb inputs from thè environment, which they discharge back to thè environment after due process. Hence, thè open System theory is very suitable for this study as thè education System consists of sub-system to which thè concept of interaction and interdependence of parts with each other and thè other System (Supra System) are applicable. According to Peretemode (1996), thè school as a System is a unified, purposeful organization composed of interrelated parts. These parts are important to thè extent that thè fate of thè components to a large extent determine thè fate of thè whole and vice versa. Hence, thè educational institution consisting of a coordinated network of people (students, teaching and non-teaching personnel) material and events organized to achieve thè goals of thè organization (Ndefo, 2006). The input-output analysis has been useful in thè study of complex social System as thè educational institutions. The outputs of a System have been considered in many circumstances in relation to its inputs. Hence, a productive organization endeavours to favourably balance its output to thè inputs utilized. The mathematica! relationships between these inputs/output concepts are" expressed as an equation referred to as thè production function. The basis for thè application of thè production function in education is that education is a multi-productive organization that is; it does not produce a single output. Thomas (Ndefo, 2006) used thè open System theory as a basis for distinguishing three models of input-output relationships in thè production of education, which reveals thè nature of resource exchange between thè school and its environment. These models are distinguished from one another in thè way input and output are defined as well as thè way their principal users have defined them. These users according to Ndefo (2006) are thè economists, thè administrators and thè psychologists. The economisti education production function is seen as contributing to thè economy through thè individuali acquired competences. The economy in turn, contributes resources for thè operation of thè school System. Thus, a productive school is one in which thè monetary value (benefits of education) thè individuai obtains, balances favourably with thè cost of providing thè education. While thè outputs therefore represents thè qualitative and quantitative improvement resulting from schooling, thè inputs on thè other hand comprises thè cost incurred in thè provision of that education. However, a review of thè system-oriented empirical studies show that researchers often usually pay attention to those aspects that best assist them to achieve their objectives. For instance UNESCO 1992; Ndefo, 2006 and Fabunmi, 1997), designed a System input-process-output model for measuring educational performance. The models provided a method for assessing thè output of education given thè inputs. On thè basis of UNIVERSITY OF IBADAN LIBRARY Towards Efficient Cast Control in Public Secondary Schools... 83 thè model, questions about thè inputs relate to thè students and resources (human, material, content, support Services, physical structure, facilities, funds and time) these seek to determine whether all children of school age are involved in thè educational process as well as thè social, economie and cultural implications in a case of any deviation. The transformation process comprises organization and management in thè use of various wvpufs. This emphases thè effective and efficient utilization of resources, which could be measured by such quanffodbfe Whca\ws and average-class-size. According to Fabunmi (1997), thè effective and efficient utilization — ese resources is a function of thè quality of inputs, quality of transformation process, effective leadership as well as thè learning period. The output of thè school System on thè ofher band, consvst of thè graduates who have acquired one form of knowledge or thè x o M wYxvch con he evaW ted eWher guanWfaVweVj (in terms of thè number of graduates) and quaìitativeìy (in terms o\ coghfiwe and non­ cognitive skill acquired). The secondary school System is an open System, which derives its inputs from thè environment, process them and send them back to thè environment. Any shortfall from thè educational expectation is identified by means of thè feedback mechanism and necessary corrective measures are made. Figure 1 below represents a possible model showing thè various interactions within thè school System as adapted from Ndefo, 2006; UNESCO, 2003 and Fabunmi, 1997. Resource Inputs Process Output I 1 ' DPeevSrseoolconiepailma alen ndi Fig. 1 : A System Model showing thè interactions o f thè various elements in a typical school. Source: Adapted and modified from Ndefo 2006, UNESCO 2003 and Fabunmi 1997 UNESCO (1992) in Ndefo, (2006), stated that thè relative weight assigned to thè different dimension in its model should be a function of thè context. Hence, it is possible to examine thè relevant dimensions in this model while holding other variables Constant Thus, by ignoring certain variables in thè System, it is then possible to assess thè interrelationships among thè variables in order to sharpen thè focus of thè current study, especially in relation to thè provision of schooling opporlunily to greater secondary-ace children at a cheaper cost possible UNIVERSITY OF IBADAN LIBRARY 84 Isuku, E.J. In view of this, thè modification mode in this model was to hold Constant thè fixed inputs such as building and equipment as well as other non relevant variables to this present study since thè major concern of thè study was to examine thè influence of of size factors on thè recurrent unit cost of production in public schools through thè thè application of thè System theory. The modified System model is therefore represented in figure 2 below: cost o f Secondary Schools Source: Author The model (Figure 2.) describes thè interlink between school size factors (enrollmenf, average-class-size and student-teacher-ratio) and thè recurrent unit cost of public secondary schools. The sizes here as measured by thè size factors (enrollment, average-class-size and student-teacher-ratio) to a great extent are assumed to exert a form of influence on recurrent unit cost in schools. The inputs are thè resources that are utilized to produce a given quantity of output in thè school System. The resource inputs are usually assigned a certain price value. If thè resources are efficiently manipulated and utilized, thè cost of producing such outputs will be minimal. If on thè other hand, thè resources are inefficiently mixed and utilized, it will incur a higher cosi of production to thè school System and consequently could limit thè attainment of thè overall educational objectives. The feedback provided by thè model can then be used by educational planners, policy makers and school managers to determine thè most appropriate sizes of schools and their respective unit costs and thus enhance thè cost-efficiency of thè school System. Conclusion The magnitude of resources devoted to public education demands that efficient operation of schools at both thè aggregate and individua! school ievel is essential. While inefficiency may be tolerated in public programmes where budgets are small, a little improvement in school efficiency could save s ignifica i resources given thè size of thè education expenditure. Thus, thè problem of inefficiency in thè use of available resources, UNIVERSITY OF IBADAN LIBRARY Towards Efficient Cosi Control in Public Secondary Schools... 85 compounded by thè relatively declining funding of secondary education has necessitated thè need to fully exploit and maximize thè use of available resources in schools. This will enhance control over thè cost of schooling while at thè some time, ensuring increased education opportunities for all children within thè school age group. This paper illustrates how thè System theory could be applied as a framework to improve control over thè recurrent operational cost of education in public secondary schools. The paper argued that increased operational costs has thè capacity to limit access to public education, hence there is thè need to improve control over thè rising cost of schooling in thè face of other daunting challenges and scarcity of resources. If thè goal of universal access to education is to be achieved in thè country, efficient provisions that will moke thè best use of scorce resources therefore need to be encouraged in public schools. From thè foregoing, thè following conclusions were mode: (i)l System theory serves as an important model for thè efficient analysis of school resources; Unit cost of reduction can be reduced through efficient resource mix in schools. Effective cost control can help improve access to secondary education in thè face of declining financial conditions. Size factors (enrolment, average-class-size and student- teacher-ratio) can be increased to a permissible limit in order to reduce wastages of limited resources in public schools.. 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