COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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ABSTRACT
This study was carried out on the impact of inadequate implementation of educational policies in Nigeria. Three research questions and two null hypotheses were formulated for the study. A 37-item questionnaire was developed and administered to 280 respondents in Federal Government colleges in South East Nigeria. The data collected were analyzed using mean scores. T- test statistics was employed in testing null hypotheses. This study discovered multiple problems which constitute hindrances to effective implementation of educational policies in federal Government Colleges in South East Nigeria. These constraints include: incessant political changes, bribery and corruptions, poor monitoring and supervision of schools, lack of amenities, lack of continuity in commitment to policy, inadequate fund, problem of record- keeping, lack of physical plant, inadequate personnel and over-ambitious policy goals. Having identified the constraints, recommendations were further made to help in solving the constraints. The researcher recommended that government should provide adequate fund, regular maintenance of school plant, federal government to provide necessary facilities for adequate supervision and monitoring of schools, provide materials and equipment in adequate quantity and in time, posting of permanent teacher to schools, motivation of teachers among others have to be vigorously pursued and achieved if the objectives of educational policies is to be ascertained.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The British officially introduced western Education into Nigeria in the 1840s through the Christian Missionaries (Eneh, 2015). The aims of education as given by the missionaries were to enable recipients to learn to read the bible in English and the local languages (Imam, 2003). This lends credence to the statement by Adeyinka (2001), “education in Africa generally had not been adapted to the needs and aspirations of the people.” Consequently, it failed to satisfy the educational national aspirations of Nigerians (Okoroma, 2006). In a quest for a better and indigenous education, in 1969 National Curriculum Conference (NCC) was organized, and the report of the conference led to the first 1977 National Policy on Education was initiated (Fafunwa, 1987).
Subsequently, the policy experienced reviews or modified in 1981, appraised in 1999, before the fourth edition of the policy was made available in 2004. All these efforts were aimed at improving the quality of education in Nigeria, and to meet global educational policies of UNESCO in the areas of Universal Basic Education, one of the Millennium Development Goals (UNESCO, 2015; 2006). With an increasing population of approximately 167 million people (International Organization for Migration, 2014, p.12). Of this population, approximately 30 million are students (World Education News and Review, 2011, p.1). The demand for education has continued to increase and facilities overstretched leading to infrastructural decay in all levels of education. These calls for a thorough inquiry aimed at ascertaining the implementation shortcomings and possible solutions of Nigeria’s educational policy.
The Nigerian educational system is administered and managed by the federal, state and local governments. Education is on the concurrent list. Federal Ministry of Education handles national policy formation and ensuring quality control in all the educational system. It is also responsible for federal higher education. The state governments are responsible for the administration of secondary school education and the local government handles the basic education in their domain.
In order to realize the objectives of the National objectives on education in Nigeria and to meet the various international protocols that Nigeria is signatory to like UN Convention on the Rights of the Child (CRC), Convention on the elimination of all forms of Discrimination against women (CEDAW), The African Charter on The Right and Welfare of the African Child (ACRWAC) and Child Rights Act (CRA) et.c, the Nigeria government keep developing educational policies and programmes to ensure the realization of education for all. Formulating of educational policies and developing educational programmes is the sole responsibilities of the government at the federal, states and local government levels.
Educational programmes are designed for the masses to benefit. Educational programmes are formulated to solve particular identified problems. Educational programmes and policies are also developed to meet the various United Nations conventions on issues. regarding educational development and access. Some of the educational policies and programmes include; the Child act law (2003), Universal Basic Education Act (2004), National Policy on HIV and AIDS for the Education Sector in Nigeria (2005), National Gender Policy (2006), National School Health Policy (2006), the Safe School Initiative (SSI) in Nigeria (2014), National Policy on Inclusive Education in Nigeria (2016) and National Home Grown School Feeding Programme (2016).
This study is concerned with the policy implementation. Implementation means carrying out an assigned task. The policy implementation stage is the stage where the preparations made earlier, the plans, the designs and analyses proposed are tested to see how really they are. (Egonmwan, 1991) Policy implementation is said to be carrying out of the policy formulated in concrete terms (Ogbonnanya 2010). Implementation becomes possible when resources have been committed to it. Policy implementation depends on some factors which according to Barret and Fudge (1981) include knowing what you want to do and the availability of the require resources.
implementation stage is the stage where the preparations made earlier, the plans, the designs and analyses proposed are tested to see how really they are. (Egonmwan, 1991) Policy implementation is said to be carrying out of the policy formulated in concrete terms (Ogbonnanya 2010). Implementation becomes possible when resources have been committed to it. Policy implementation depends on some factors which according to Barret and Fudge (1981) include knowing what you want to do and the availability of the require resources.
Policy is made by the president, legislators, judges, interest groups and special panels but executed by administrators Ogbonnanya, (2010). In other words, policy is made somewhere else but executed by administrators in the system. In educational policy, it is being implemented by the school administrators (principals), vice and teachers. Administrator means an individual who directs the affairs of an organization in such a way as to achieve its primary goals and objectives and who can get things done quickly and efficiently Ozigi (1982). This will involve effective planning, organizing, supervising, controlling and evaluating major task of an administrator is to determine how to serve the functions for which the group is organized in the way in which the group is intended. The school administrator has to establish his goals, co-ordinate, plan and implement the school programme and policies and manage whatever resources are available to him to ensure the success of the educational programme. Therefore administration, according to Peretemode (1996) is concerned with the performance of executive duties, the carrying out of policies and decisions to fulfill a purpose and the controlling of the day-to-day running of an organization. This means that administration involves implementation of policies and programmes of an organization. Educational administration is a services activity or tool through which the fundamental objectives of the educational process may be more fully and efficiently realized. Aderounmi and Ehiametator (1985).
The objectives of education are the enhancement of teaching and learning process. The achievement of these objects if Federal Government Colleges requires the effective implementation of educational polices. The establishment of Federal Government College in Nigeria was traced back to 1906 when the colony and protectorate of Southern Nigeria was created in 1906 and a new code of education covering Southern Nigerian was introduced in 1908. Ukeje (1992). The following year 1909, the first Government Secondary school, the
Despite the efforts of these school administrators to implement the educational polices effectively, they still encounter some administrate constraints while implementing those educational policies. Administrative constraints means those challenges encountered in the course of administration, that poses hindrance or restriction to the smooth running of the school system. Example inadequate personnel, lack of physical plant, problem of record keeping, inadequate fund. The researcher is therefore motivated to investigate the Impact of inadequate implementation of educational policies in Federal Government College in South East Nigeria because implementation is the greatest problem standing gallantly between education polices and its realization. The problem of policy implementation is enormous and the research has set out to explore these constraints.
1.2 Statement of the problem
Over the years, the gap between educational policies and goal attainment due to inadequate implementation of these policies has become of great concern to many observers. (Okoroma 2006) This research is poised to x-ray the implementation constraints and to explore the implications of poor educational policy implementation for national development. Following a clarification of the causes and effects of the problem of inadequate policy implementation.
There seems to be a correlation between the following concepts and inadequate implementation of educational policies in Nigeria: inadequate funding, inadequate infrastructural facilities, inadequate professional teachers, institutional corruption, lack of political will, insecurity challenge, lack of continuity in commitment to policy implementation, political instability, poor policy formulation, poor relationship between policy designer and policy implementer as observed challenges with obvious impact on effective implementation of educational policies in Nigeria. (Ogunode 2020).
Consequently, as a teacher and student in “FCEE” I observed a gross under funding of the educational sector, neglect of the maintenance of the physical facilities and a deteriorating condition of instruction which in my opinion contributes to the seeming decline in academic standards. I observed a total collapse of infrastructure, poor learning environment, insufficient classrooms, and neglect and social abuse of the students. There are also incessant sit-at-home orders by the indigenous people of Biafra (IPOB) which routinely disrupts the school calendar and affects the academic needs of every learner in schools.
However, among many known educational problems in federal college of education Eha-Amufu, there is a growing tendency to underplay the impact of inadequate implementation of educational policies. It is believed that poor graduate output is on the increase in Eha-Amufu due to inadequate implementation. Therefore, this research will try to establish the correlation between poor state of education in Nigeria and inadequate implementation of educational policies.