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POLICY
IMPLEMENTATION AND ACHIEVEMENT OF QUALITY EDUCATION
ABSTRACT
In many
developing nations of the world, Nigeria
not an exception, education is regarded as one of the major wheels for
achieving notable development. Government over the years has formulated a
number of policies aimed at developing education at all levels (primary,
secondary and tertiary ). While some policies succeeded, others failed due to
poor implementation. The aforementioned fact prompted this research work titled
‘Policy implementation and achievement of quality education: A study of public
secondary schools in Kosofe Local Government of Lagos State’. Policies examined in this study include;
curriculum development policy, teachers’ recruitment policy, students/teacher ratio policy, teachers’ welfare policy, supervision/monitoring policy, among others.
Survey research design method
which involved self- designed questionnaire in collecting data from 120 participants was
used for the study . Relevant literature
were reviewed to bring out prominent issues on the subject matter
of this research work. The information
for the study was gathered through primary and secondary methods of data
collection. Frequency units and
percentages were used to analyze the
background and to answer research questions while chi-square was used for
hypothesis testing. The study revealed that educational policies were not
adequately implemented due to some factors which included inadequate fund ,
insufficient educational facilities, inadequate qualified teachers, political
instability among others, though the policies were formulated to instill
certain skills in students for individual’s sake and societal development. The study recommended that
government should invest heavily in education by providing adequate and well
equipped classrooms and laboratories in learning environment as well as
ensuring proper maintenance of equipment and facilities in schools with regular
and effective monitoring . The study also recommended the inclusion of social
and democratic values along with psychomotor competencies in the curriculum
among others.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Education is
known to play a pivotal role in the development of a nation. The benefits that
education offer are almost in -exhaustive, hence individuals and the society at
large care for the provision of qualitative education in a nation/state. For
instance, education in Nigeria is an instrument per excellence for effecting
national development {FGN.2004}.Education is, thus, expected to play a
different roles in national development. This is the reason government invests
heavily in the education of its citizens. Secondary education, a subset of the
education system, is very necessary in human capital formation. It is the
supply base from which tertiary institutions draw their major clientele
(students} for admission into their different programmes. It therefore,
presupposes that the provision of qualitative education is a sine qua non for
the attainment of national educational objectives in particular and
Developmental objectives in general.
The apparent
decline in the quality of secondary education in Nigeria and the moral
decadence in the society have generated lots of concern among the generality of
Nigerians.
Government
at both the state and federal levels have rolled out series of educational
policies aimed at addressing the poor standard of education. Yet, the situation
seems to defy a solution. The yearly results of students who sit for Senior
School Certificate Examination (SSCE) are nothing to write home about as a
result of inaccessibility to quality education by majority of the students in
the secondary schools.
In Nigeria
today, quality education has almost become the exclusive preserve of children
from rich homes who can afford to pay the private school fees while children
from less privileged backgrounds could afford only public schools. Public
secondary school students in some parts of Lagos state and indeed most of the
states of the federation are taught in an environment with decayed
infrastructure, staffed with poorly paid teachers.
Quality
Education has become one of the central issues accorded priority in recent
educational reform and quality assurance is one of the mechanisms used in
achieving it.
At the broadest level, quality education can
be viewed as a set of elements that constitutes the input, process and output
of the education system which provides services that completely satisfy both
internal and external, constituencies by meeting their explicit and implicit
expectations, ((Fisher and Grey 2005) .
Harvay and
Knight (1996) suggest that quality can be broken down into five different but
related dimensions:
1. Quality as exceptional (e.g high
standards)
2. Quality as consistency (e.g zero defects)
3. Quality as fitness for purpose (fitting customer specifications)
4. Quality as value for money.
5. Quality as transformative (an
ongoing process that includes empowerment and enhancement of the customer
satisfaction).
Policy on
the other hand serves the purpose of ensuring that every official action of an
organisation has a basis or a backing.
Miller (2002), noted that a policy is a historical or contemporary
statement or series of statements which describe and/ or prescribe a course of
action. These statements are usually written but they could be oral. They may
or may not imply contractual legal obligations.
Additionally, a policy may be developed at different organisational
levels and may be binding for only that level or other levels as well.
A policy could be seen as an overall guide
that gives the general limits and direction in which an administrative action
will follow. A policy brings about a meaningful relationship between business
objectives and organisational functions as it discourages deviations from
planned courses of action. Moreover, a
policy ensures consistency of action because an organisation is governed by
approved principles.
A policy
does not have to be rigid, as there should be room for adjustment, if
necessary, after its formulation. Perhaps, this is why Odunuga and Ajila
(2000) believe that ‘’policies are not
only formulated but also programmed, communicated monitored and evaluated’’.
The
non-rigidity of policies is confirmed by Ademola (2007) describes policy making
as a process of successive approximation
to some desired objectives, in which what is desired itself continue to change
under consideration’’. In fact, a good policy is one that can be reviewed as
the need arises. Lindblom believes that a wise decision maker cannot expect a
hundred percent success of all policies. Regardless of how good a policy is,
its implementation may introduce some elements of imperfection. In education,
as in other fields of human endeavour, every official action has a backing.
This is the purpose of policy. Educational policies provide the direction for
educational activities.
Education,
according to Fuller (2004) consists of 2 components. Fuller classified these
two components into inputs and outputs. According to him, inputs consists of
human and material resources and outputs are the goals and outcome of education
process. Both the inputs and outputs form a dynamic organic whole and if one
wants to investigate and assess the educational system in order to improve the
performance, effects of one component on the other must be examined.
Instructional
resources which are educational inputs are of vital importance to the teaching
of any subject in the school curriculum.
It helps in depth understanding of the lesson by the students in such
that lesson is made attractive thereby arresting their attention and in turn
motivating them to learn better. It is
also very important to have sufficient and adequate human resources in terms of
qualified teachers for the teaching of all subjects in the school curriculum.
Without the teachers as the implementing factors, the goals of educational
policies cannot be achieved.
In order to
achieve a just and egalitarian society as spelt out in the Nigerian National
Policy of Education (2004), schools should be properly and uniformly equipped to promote sound and
effective teaching. Suitable textbooks, qualified teachers and well equipped
libraries should be provided for schools. Scarcity of these will hinder the educational
system from responding more fully to new demand.
Education
occurs in many forms for many purposes through many institutions. Examples
include early childhood education, kindergarten through to 12th grade, two and
four year colleges or universities, graduate and professional education, adult
education and job training. Therefore, education policy can directly affect the
education people engage in at all ages.
Examples of
areas subject to debate in education policy, specifically from the field of
schools, include school size, class size, school choice, school privatization,
teacher education and certification, teacher pay, teaching methods, curricular
content, graduation requirements, school infrastructure investment, and the
values that schools are expected to uphold and model.
According to
the National Policy on Education of Nigeria (NERDC 2004), secondary education
is the education children received after primary education before the tertiary
stage. The broad goals of secondary education shall be to prepare the
individual for useful living within the society and higher education, among
others.
Conceptual
framework of educational policy in Nigeria
The National
Policy on Education stated some principles and rules of actions towards
achieving the broad goals of secondary education in Nigeria. Such include:
Curriculum
development policy In specific term, secondary education shall:
(a) Provide all primary school leavers
with the opportunity for
education of higher level, irrespective of sex , social status,
religious or ethnic background.
(b) Offer diversified curriculum to cater
for the differences in talents, opportunities and future roles.
(c) Provide trained manpower in the applied
science, technology and commerce at sub-professional grades;
(d Develop and promote Nigerian languages,
art and culture in the
context of world’s cultural
heritage;
(e) Inspire students with a desire for self
improvement and achievement of
excellence;
(f) Foster National unity with an
emphasis on the common ties that unite us in our diversities;
(g) Raise a generation of people who can
think for themselves, respect the views
and feelings of others ,respect the dignity of labour, appreciate those
values under our broad national goals and live as good citizens;
(h) Provide technical knowledge and
vocational skills necessary for agricultural,
industrial, commercial and economic development. To achieve the stated goals,
secondary education shall be for six years duration, given in two stages: a
junior secondary school stage and a senior secondary school stage; each shall
be of three years duration.
- Students/teacher ratio policy
According to
the National policy of education in Nigeria, 4th edition (2004), the Federal
Government shall prescribe the minimum standards of education at all
levels. In this regard, in pre-primary school,
there shall not be more than 20 pupils to a teacher and a helper (assistant).
In the primary and secondary schools there shall not be more than 35 and 40
pupils respectively to a class. In the technical and vocational colleges, there
shall not be more than 20 pupils for practical work.
- Supervision/monitoring policy
The policy
states that the government should establish efficient inspectorate services at
federal, state and local government levels to monitor and maintain the minimum
standard at all levels of education below the tertiary level. The inspectorate
service is to operate as autonomous body supervised by the Minister of
Education/ Commissioner for Education as may be appropriate. The goal is to set
,maintain and improve standard in all aspects of the school system. It is to
ensure uniform standard and quality control of instructional activities in a
school through regular inspection and continuous supervision .It obtains
information on problems and difficulties of teachers and institutions and
offers practical solution to them. The bodies are to encourage dissemination of
information on innovation and progressive educational principles and practices
in the school system through publications, workshops, meetings, seminars, and
conferences.
- Teachers’ qualification policy
The minimum qualification to teach in junior
secondary school shall be National Certificate of Education (N C E). For senior secondary school the minimum
qualification shall be Bachelor of Education (B Ed). Each subject shall be
taught by qualified teacher in the specific field concerned. Such teacher must
also register with the National Union
of Teachers (NUT).
- Promotion
policy
Promotion
shall be based on performance as recommended by the supervisory bodies at the
State and Local Government levels every 3 year. The entry level for NCE is GL 07, while that of B.Ed is GL 08 with
the appropriate remuneration.
- Teacher’s
welfare policy
These are all the motivational and incentive
packages geared towards encouraging maximum performance of the teachers. These
include compensation and allowances, over-time bonus, leave bonus, on-the-job
training, seminars, awards, recognition of commitment and long service e.t.c.
1.2 Statement of
the Problem
Achievement
of quality education is traceable to proper implementation of the formulated
educational policies. It is quite unfortunate that educational policies and
goal attainment seem to be irreconcilable in Nigeria. Over the years, the gap between educational
policies and goal attainment due to inadequate implementation of these policies
has become a great concern to many observers. Educational policies are
initiatives mostly by governments, to determine the direction of an educational
system, the gap that often exists between policy formulation and implementation
in relation to quality of secondary education necessitated this study.
The research
was to assess the policies mentioned above, examine their implementation as
well as their effect on students’ performances. The study would further examine
some strategies that can be adopted to ensure better policy implementation in
order to achieve good quality in secondary education.
1.3 Purpose of the study
The major
purpose of this study was to assess the effects of policy implementation on the
provision of quality education. Specifically, the study set out to:
1. To examine the extent the provided policies
has be implemented.
2. To investigate the implementation of
teachers’ welfare policy (e.g remuneration,
overtime allowance, compensation and appreciation packages) influenced job
satisfaction.
3. To examine if there is was any significant
relationship between curriculum implementation and students’ performance.
4. To examine whether the implementation of
secondary school policies ensured the achievement of the stated goal of useful
living within the society and higher education.
1.4 Research questions
The
following research questions guided in conducting the investigation:
1 To what extent the provided policies were
implemented.
2 Whether the implementation of teachers’
welfare policy (e.g
remuneration, overtime allowance, compensation and appreciation
packages) influenced job satisfaction.
3 Whether there was any significant
relationship between curriculum implementation and students’ performance.
4 Whether the implementation of secondary
school policies ensured the achievement of the stated goal of useful living within the society and
higher education.
1.5 Research
hypotheses
The
following null hypotheses were formulated to give direction to the study:
Ho1: There is no significant relationship between
curriculum implementation and students’ performance.
Ho2: There
is no significant relationship between teachers’ welfare and job satisfaction.
Ho3: There
is no significant relationship between class size and teacher’s
performance.
1.6 Significance of the study
The findings
of this study would hopefully increase our general knowledge of the effect of
policy implementation on the achievement of quality education.
The findings would as well, contribute to
information that can be used in organizing seminars and workshop for school
inspectors and supervisors on the improvement of educational policy
implementation. It would also be relevant for the on- the -job training of
teachers and school heads or principals on the importance of school policy implementation which would
subsequently help to achieve an effective school system.
The findings
could also be used by policy formulation and implementation department of the
Ministry of Education and other policy making organs of government, especially
on measures to adopt in resolving the identified problems hampering the
implementation of educational policies in secondary education. The findings of
this study would therefore reveal the
best ways or measures to be taken in order to improve the quality of secondary
education in Nigeria, through proper educational policy implementation.
1.7 Scope of the study
The study
focused on policy implementation and quality education in secondary schools and
it covered some selected junior and senior secondary schools in Kosofe Local
Government Area of Educational District 11, Lagos State.
1.8 Definition of terms
Policy: Policy generally, is explicit or implicit
(written or unwritten) statement that guides future thinking, initiatives and
actions of managers .Policies are meant
to provide necessary information that will help managers to know what they can and cannot do when making decisions.
Educational
Policy: This is a general statement, containing principles, regulations and
rules, governing decisions about secondary education.
Policy
implementation: This has to do with
practical involvement of all human and material resources needed for the
attainment of the stated secondary education goals.
Quality: It
is the standard of secondary education in one environment when compared with
that of another environment .
Academic performance: This is how well or how bad a student did
in an examination that involves reading and studying in the Nigerian secondary
education sub sector. It has to do with the cognitive, affective and psycho
motor domain of learning.
Teacher’s
performance: These are work related
activities expected of a Teacher
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