ABSTRACT
This
study was intended to assess the challenges confronting operators of private
primary and secondary schools in sagbamaLGA,Bayelsa state. This study was
guided by the following objectives; To highlight the challenges confronting private primary and
secondary schools in Sagbama Local Government Area of
Bayelsastate.To trace
the historical antecedent of private primary and secondary schools in Sagbama
Local Government Area of Bayelsastate.To analyze how lack of school
facilities pose a problem in the management of private primary and secondary
schools in the state.To
highlight the prospect of privatization of education in Sagbama
Local Government Area of Bayelsa state. The study employed the descriptive
and explanatory design; questionnaires in addition to library research were
applied in order to collect data. Primary and secondary data sources were used
and data was analyzed using the chi square statistical tool at 5% level of
significance which was presented in frequency tables and percentage. The
respondents under the study were 50 staff of champion primary and secondary
school sagbama, bayelsa state. The study findings revealed that there are
challenges confronting private primary and secondary schools in sagbamabayelsa
state; Based on the findings from the study, efforts should be made by the
Nigerian government and stakeholders in assisting private primary and secondary
schools in sagbamaBayelsa state.
TABLE OF CONTENT
Title
page- - - - - - - - - - i
Declaration - - - - - - - - - ii
Approval
pages - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement- - - - - - - - v
Abstract- - - - - - - - - - vi
Table
of content - - - - - - - - vii
CHAPTER ONE
1.0 Introduction - - - - - - -
1.1 Background of the study - - - - -
1.2 Statement of the problems - - - - -
1.3 Objective of the study - - - - - -
1.4 Research of hypothesis - - - - - -
1.5 Significance of the study - - - - -
1.6 Scope of the study - - - - - -
1.7 Historical background of the case study- - - -
1.8 Definition of the terms - - - - - -
CHAPTER TWO: Literature
Review
2.0
Introduction- - - - - - - -
2.1
Theoretical framework - - - - - -
2.2 conceptual clarification -
- - - - -
2.3 Empirical framework - - - - -
-
CHAPTER THREE
3.0
Introduction - - - - - - -
3.1
Research design - - - - - - -
3.2
Population of study- - - - - - -
3.3
Sample
of the study - - - - - -
3.4
Sampling techniques- - - - - - -
3.5
Method of data collection - - - - -
3.6
Method of data analysis - - - - -
CHAPTER FOUR: Data Presentation, Analysis
and interpretation
4.0
Introduction - - - - - - -
4.1
Analysis and interpretation - - - -
4.2
Test of hypothesis - - - - - -
CHAPTER FIVE: Summary, Conclusions and Recommendations
5.0
Introduction - - - - - - -
5.1
Summary - - - - - - - -
5.2
Conclusion - - - - - - - -
5.3
Limitation
of the study - - - - - -
5.4
Recommendations - - - - - -
Bibliography- - - - - - - -
Appendix A- - - - - - - -
Appendix B- - - - - - - -
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The
history of private ownership in educational administration in Nigeria could be
traced to the period when Western education was introduced to the country, in
the 19th century. As at the time in question missionaries and churches played
dominant roles towards the development and administration of education. Even,
when the colonial and self-governments took over the control the significance
of education towards national development made private individual, communities
and even both the local and international organizations to have interest in the
development of education at all level.
Thus,
Ade-Ajayi (1968) opined that education is the mechanism by means of which a
society generates the knowledge and skills required for its own survival and
sustenance and which it transmits to future generations through the process of
instruction to its youths. Society can only develop and exist decently and
wisely if it ensures that its educational system is adequate, relevant and
sustainable. Also, against the background of the apparent inertia of government
apparatus in providing quality education for the teeming population, it becomes
expedient that private initiative in education be facilitated and encouraged.
Formal
education begins from nursery or pre-primary education which is the education
given in day care centers and nursery schools to children aged between 0 to 6
years. It is enriched by the informal traditional upbringing given to the
children of age 0 to 3 years which prepares them for school. The government is
not directly involved in the establishment of daycare centers and nursery
schools. The foundation of education of the child is the preschool education
which forms an integral part of his or her early education which may be formal
or informal and which is given in an educational institution to children aged 3
to 5 years plus prior to their entering into the primary school (National
Policy on Education, 2004). This educational level of the child provides for
the physical, motor, health, nutritional, intellectual, aesthetic, emotional
and social development of the pre-school child. If child education can provide
these vital necessities which are fundamental in human life, it is not
therefore unlikely to have an important and strong relationship with the pupils‟
performance at the primary school level and perhaps atthe secondary and
tertiary levels (Nakpodia, 2003). The Universal Basic Education Act of 2000
cites nursery education (ECE) which has to do with early education of children
between ages one to five as an integral part of basic education. It represents
the first important step in achieving the goals of education for all (EFA).
Since it is the foundation for a life-long education, government is expected to
be actively involved in providing it for the younger children. Evidence on the
ground, however, has shown that parents, private individuals and religious
bodies constitute the largest proprietorship of ECE, while government agencies
provide a paltry 10%. Adenipekun (2004) notes that this abysmally low government’s
participation in proprietorship of daycare centers and nursery schools deny the
poor, disadvantaged and marginalized groups access to ECE (Early Children
Education). In fact, the nursery education which falls under pre-primary
education, provides for physical, health, nutritional, intellectual, aesthetic,
emotional and social development of the preschool child (Nakpodia, 2003).
Primary means first and the first stage of formal education. Primary education
studies as a field of study has attracted much attention and concern from the
government, educationists and parents because this primary education level is
most crucial and fundamental toNigeria‟s
future educational stability. It serves as the springboard and holds the key to
the success or failure of the whole system of our education. Its popularity is
evidenced by the launching of the universal primary education (UPE) by the
federal government in 1976. Though its implementation is not without hitches,
it has recorded tremendous success hence; federal government has taken various
devices and means to protect this level of education. Today, the federal
ministry of education has established a National Primary Education Commission
(NPEC) with its headquarters in Kaduna. The state ministries of education have
their own units of this board. Local government authorities also have their
constituted bodies charged with the coordination of primary education matters
along the state and Nigeria‟s formulated
policies. Primary education studies are also becoming popular in Nigerian
tertiary institutions. A good number of Nigerian universities and colleges of
education have units or departments that teach or undertake research activities
related to primary education. In fact, two or four universities in Nigeria now
offer courses leading to a degree in primary education. Our colleges of
education are not left out in this race to improve the quality of education at
the primary school level by introducing the course in their curriculum. Most of
these colleges of education are of the view that every trainee teacher ought to
be exposed to the content, methods, evaluations and administration of education
in “the foundation years” of our school system. From these explanations, it
thus seems apparent that the study of primary education has gained more
attraction and interest among researchers in the Nigerian educational scene.
1.2 Statement
of the Problem
One
of the shortcomings of private primary and secondary education is that there
are unqualified teachers who did not attain their degrees from the university,
polytechnics and colleges of education. Also, private primary and secondary education
is suffering from lack of finance from the state government. This contributes
to the lack of basic instructional materials e.g. textbooks, well equipped
libraries, and facilities which include chairs, desks and tables in private primary
and secondary schools. In the primary schools, some of the pupils sit on the
floor to receive lessons while others stand. Some even have to bring chairs from
their homes and after school, they take them back. Some chairs do not have
desks to write on, this is common in public schools. Overcrowded classrooms are
another major problem. There is not enough space for proper teaching and
learning to take place and not enough ventilation. The problem is compounded by
the uncontrolled enrollment of children in schools. Further problem is the
mushrooming of privateprimaryand secondaryschools in the country, which could
have been a solution to the problem but their fees are so much that these kinds
of schools are meant for the rich only. The average or poor families cannot
afford such exorbitant fees.
1.3 Objectives
of the study
Against the background to the study,
this study is aimed at achieving the following objectives;
1. To highlight the challenges confronting
private primary and secondary schools in Sagbama Local
Government Area of Bayelsa state.
2. To trace the historical antecedent of
private primary and secondary schools in Sagbama Local
Government Area of Bayelsa state.
3. To analyze how lack
of school facilities pose a problem in the management of private primary and secondary
schools in the state.
4. To highlight the prospect of
privatization of education in Sagbama Local Government Area of
Bayelsa state.
1.4 Research Questions
The
following questions were raised in the study:
(1)
Are there challenges confronting private primary and secondary schools in
Sagbama Local Government Area of Bayelsa state?
(2)
Can the historical antecedent of private
primary and secondary schools in Sagbama Local
Government Area of Bayelsa state be traced?
(3)
Does the lack of school facilities pose a problem in the management of private
primary and secondary schools in the state?
1.4 Research
hypotheses
Three
hypotheses were formulated to guide the study:
Hypothesis 1
Ho:
There
are no challenges confronting private primary and secondary schools in Sagbama
Local Government Area of Bayelsa state.
Hi:There
are challenges confronting private primary and secondary schools in Sagbama
Local Government Area of Bayelsa state.
Hypothesis 2
Ho:
Lack
of school facilities does not pose a problem in the management of private
primary and secondary schools in the state.
Hi:Lack of school
facilities poses a problem in the management of private primary and secondary
schools in the state
1.5 Significance
of the study
The
experience over the years is that public educational institutions in Nigeria
have been poorly managed and administered in terms of poor funding, low morale
of teachers and inspectors,hence, the call by public-spirited individuals and
educationists that a state of emergency to be declared on the Nigerian
educational system.
Hence,
the recognition of the private ownership to help towards salvaging the problems
of educational sector. In relation to this Akintayo and Oghenekowho (2008)
argued that the private ownership in education could help in the attainment of
the following goals:
(i)
qualitative research and development;
(ii)
access to advanced educational needs
for technological development;
(iii)
efficiency in resource generation
through partnership and cooperation;
(iv)
enhanced capacity-building relevant
for the needs of the economies;
(v)
moderation of university carrying
capacity for observation of qualified and trainable human resources and
(vi)
combating the threats of the global
challenges of illiteracy, poverty, disease, war and insecurity (p.509).
1.7 Scope/Limitations of the study
This
study on the challenges confronting operators of private primary and secondary
schools in Bayelsa Sate, Sagbama Local Government Area to be precise.
Limitations of study
1.
Financial constraint- Insufficient fund tends to impede the
efficiency of the researcher in sourcing for the relevant materials, literature
or information and in the process of data collection (internet, questionnaire
and interview).
2.
Time constraint- The researcher will simultaneously
engage in this study with other academic work. This consequently will cut down
on the time devoted for the research work.
1.8 Definition
of terms
Challenge:A call to someone to participate
in a competitive situation or fight to decide who is superior in terms of
ability or strength.
Private:Belonging to or for the use of one
particular person or group of people only.
Primary
School:a
school for children between the ages of about five and eleven.
Secondary
School:It is
often referred to as a high school, is a school which
providessecondary education, between the ages of 11 to
19 depending on location, after primaryschool and before higher education.