STAKEHOLDERS’ OBSERVATIONS ON PROVISION AND APPLICATION OF RESOURCES IN SECONDARY SCHOOLS IN NORTH-CENTRAL REGION, NIGERIA

ABSTRACT

 

This research study was titled “Stakeholders‟ Perceptions on Provision and Utilization of

Resources in North-Central Zone, Nigeria”. Four objectives were formulated for the study, two of which were to assess the perceptions of stakeholders on provision and utilization of human resources in secondary schools in North-Central Zone of Nigeria and to examine the perceptions of stakeholders on provision and utilization of material resources in secondary schools in North-Central Zone of Nigeria.  Four research questions were asked in relation to the objectives. Four hypotheses were formulated to guide the study. The four hypotheses were to test the differences in the opinions of the stakeholders in general. Descriptive survey research design was used for the study. The population of the study consisted of 91,290 stakeholders comprising 56,806 Teachers, 15,053 Non-teaching staff, 3,179 Principals/Viceprincipals, 15,895 Parents-Teachers Association officials and 357 Ministry of Education officials. 1,742 were sampled among them for the study, using „Yamane‟ formula. A selfdeveloped questionnaire was used as instrument for data collection. It was designed in Likert type of five points rating scale format. 1669 copies of the questionnaire were returned and analysed with the use of Mean and Standard Deviation statistics. The four hypotheses were analysed with the use of Analysis of Variance (ANOVA) and tested at 0.05 level of significance. The findings revealed that there was adequate provision of human resources only in the Art subjects. There was adequate provision and utilization of material resources for Mathematics, Art and Language subjects, but not adequate for Science, Vocational and Technical subjects. Financial resources were not adequate in all subject areas. Time as a resource was adequately provided and effectively utilized. Three of the hypotheses were accepted while one was rejected. The conclusion of the study included that human resources were not adequate for science, vocational and technical subjects but the few one that are provided were effectively utilized. Time resources was adequately provided and effectively utilized. Based upon the findings of the study, recommendations were made which included there is need to employ more qualified staff, particularly in the areas of Science, Mathematics, Vocational and Technical subjects. More financial resources could be raised in secondary schools through fund raising scheme, appeal to old students and benevolent members of the community.  

CHAPTER ONE

INTRODUCTION

 

           1.1       Background to the Study

Secondary education is the second stage traditionally found in a formal education beginning about the age of 11 to 13 years. According to Federal Government of Nigeria, (FGN,2014) secondary education is the education children receive after primary education and before tertiary stage.  It is also referred to, as post primary education. Secondary school level is therefore the bridge between the primary and tertiary levels. Secondary education in Nigeria consists of two tiers. These are three years of junior and three years of senior secondary schooling respectively. This system was adopted in secondary schools following the introduction of the 6-3-3-4 system of education in the country. Prior to this, secondary education was for duration of five years followed in most cases by a two year higher school certificate, which also existed then. Institutions that provide secondary education feature under four main nomenclatures: secondary school, college, grammar school, and high school.   During the colonial era and up till 1976, secondary education was in just one phase of five years followed by a two year higher school certificate, which was offered in some schools. However, with the 1976 introduction of the 6-3-3-4 system, the six-year secondary education was splitted into two, constituting the junior and senior secondary levels. Thus, most students at the junior secondary level are aged between 12 and 15 years, while those in senior secondary level are between 15 and 18 years.

With the introduction of the Universal Basic Education (UBE) programme, covering the first nine years of formal schooling, i.e. the six years of primary school and the three years of junior secondary school, the sharp distinction between primary and secondary education has become less marked. According to Tahir, (2007) this was done to broaden the educational opportunities of children in this country and to improve the productive capacity of individuals.

It is also to make our youths to have access to continuous nine-years of schooling that is relevant and functional and one that fulfills the aspirations of stakeholders.

The curriculum for junior secondary education covers the first three years of secondary schools and is both pre-vocational and academic, it consists of basic subjects that prepare learners for senior secondary education and empower them with some pre-vocational skills. It could be realized that the curriculum is adequate for all students as it caters for all categories of students with different aptitudes.

According to the Federal Ministry of Education (2005) the transition from junior to senior secondary school shall be on the basis of streaming the ratio of 60% to senior secondary school with academic biased curriculum, 20% to technical vocational schools, 10% to vocational training centres, while the outstanding 10% are to enroll in open apprenticeship schemes. This prescription is, however, not enforced as most students that completed junior secondary school generally transit to senior secondary.

At the senior secondary school, which is now known as Post-Basic Education and

Career Development, the Federal Republic of Nigeria stipulated in the National Policy on

Education (2014) that this level of education is to “offer diversified curriculum to cater for the differences in talents, disposition, opportunities and future roles; and to provide trained manpower in the applied sciences, technology and commerce at sub-professional grades” among other objectives. On the other hand the Junior Secondary Education is to “provide the child with diverse basic knowledge and skills for entrepreneurship educational advancement and develop patriotic young people equipped to contribute to social development and the performance of their civic responsibilities”, among other goals (FRN, 2014 pp2-3).

For the programme to achieve its objectives it is very essential that both human and material resources are in adequate proportion. Dare, (2009) asserted that effective implementation of educational objectives depends, to a large extent on adequate funding, supply of sufficient qualified teachers and other essential educational resources. These are human, financial and material resources.

According to Ekundayo (2010), the underlining principle is that the secondary schools should be able to provide quality secondary education to all who can benefit from it. Adequate provision and efficient management of facilities at this level is very vital to the achievement of its objectives specifically and national educational objectives in general.

Manga (2015) identified four major types of educational resources upon which this study is based. These are human resources, financial resources, material resources and time resources. In secondary schools both human, financial and material resources are provided by the government or authority of the school. While time as a resource is naturally provided but the authority of each school needs to manage it efficiently for effective result.

Government, private organizations and individuals are investing on education as means of fostering national development. The federal government highlighted that education in Nigeria both “…the Private Sector, Civil Society Organizations (CSOs), Non-Governmental Organizations (NGOs), International Development Partners (IDPs), communities  and private individuals are very active in the sector” (FRN,2014: p.vi).

In order to fulfill the objectives, secondary schools must be provided with adequate resources in terms of human, financial and material resources. According to Abdulkareem and

Fasasi, (2010), “In educational institutions, facilities constitute essential inputs which could generate favourable learning environment, facilitate interaction and enhance achievement of educational objectives”. They added that “school curriculum would be meaningful and functional if required facilities are provided in adequate quantity at appropriate time”.

Teaching can be defined as a process of guiding learners in their acquisition of knowledge, skills and attitudes during which a system of complex interactions among the teacher, learners and materials develop, (Ivowi, 2004). Learning on the other hand, can be seen as a process by which an individual acquires some knowledge, skills and attitudes. In his Dictionary of Education, Singh, (2010) asserted that learning is “the process of acquiring knowledge, skills, attitudes, or values through study, experience or teaching that causes a change of behaviour that is persistent, measurable and specified or allows an individual to formulate a new mental construct or revise a prior mental construct” (conceptual knowledge such as attitudes or values).

Learning is facilitated when the learner is actually ready for it in terms of mental and physical age readiness. According to Ivowi,(2004), effective learning which manifests in meaningful learning results in an individual‟s effort to express understanding of concepts and principles and ability to apply them in problem-solving situation. This shows that demonstration and use of learnt skills are among the legacies of meaningful learning. Vighnarajah, Wong Su Luan and Abubakar, (2008) cited Newby, (1993) who defined learning as a continuous developmental process in which one constructs an individual understanding of the environment through specific experiences and interactions with the surrounding. Learning is therefore a relatively permanent change in behaviour that occurs by passing through experiences.

Both teaching and learning are two distinct processes but the essence of teaching is for learning to take place. Teaching and learning of practically demonstrative subjects like vocational and science subjects require well equipped laboratories, workshops, tools and equipment if relevant skills and proofs are to be learnt and acquired by the students (Adejoh, 2006).

Awotunde, (1992) also points out that most secondary schools in Nigeria have no workshops for vocational or trade subjects like woodwork, metalwork, electronics, home economics among others. According to him there is always the inadequacy of recurrent items

(consumable materials) for practical training in most secondary schools and technical colleges. The result of this type of situation is that theory is emphasized while practical learning and acquisition of appropriate skills are neglected. The much needed awareness, demonstration, understanding, and acquisition of skills and knowledge for the development of future manpower in sciences and technology cannot be achieved under this type of situation in our secondary schools. Human resources in the secondary school system refer to the principals, teachers, students and other non-academic staff (which include clerks, bursars, librarians, laboratory attendants, cleaners, messengers, day and night guards, etc).

The role of human resources for the delivery of an effective education is very critical and cannot be over-emphasized. Material resources remain useless if there are no qualified human resources to put them into use. This is because school plants, offices, machines and other materials are unproductive without the direction of human efforts. Thus human resources, consisting of both teaching and non-teaching staff which have vital role to play in the utilization of all other resources should be adequately provided. The federal government stated in the National Policy on Education (2004: p.39) that “since no education system may rise above the quality of its teachers, teacher education shall continue to be given major emphasis in all educational planning and development”. To this, Adio, (2006) asserted that among the shortcomings of teachers is the inadequacy of the teachers to meet the needs and challenges in our secondary schools.

Adequate availability of both human and material resources is of paramount importance to the successful achievement of the aims and objectives of teaching and learning in secondary schools.

Finance as a resource has remained a prominent factor in the issue of educational programmes and development. Obadara and Alaka (2010), asserted that school finances as issues are of paramount concern of all levels of educational system. School finance is concerned with the mobilization and allocation of resources to schools. Adesina, (1990) described educational finance as the means employed to provide for the expenditure involved in the staffing, equipment and the maintenance of an educational institution.

Funding is the heart of any educational programme and it is the availability of the funds that determines the success or failure of such programmes. The future of our children and that of our society in general depend largely on the quality and success of our educational programme. The high expectation of the society for students and teachers to perform highly and for schools to guarantee the success of teaching and learning, effective and efficient allocation of resources becomes very important.

Obadara and Alaka, (2010) asserted that education has been in crisis for many years, much of the difficulty lies in the fact that the sector is poorly funded. According to them, this results in shortages of material and human resources experienced in the system: such as lack of qualified teachers, high turnover rate of teachers, shortage of classrooms and a host of other problems. These difficulties have been most pronounced at both primary and secondary levels.

Looking at the education sector some years back one would realize that the sector had continued to expand, though there were substantial economic setbacks. The country had witnessed some economic crisis which had brought a negative impact on the educational system and played a role in the decline of the quality of education offered. In the 1970‟s, Nigeria witnessed a period of oil boom. The economy then expanded and with it came some rapid growth and development in the education sector. By the end of 1980‟s, in contrast, there came a decline in the revenue from petroleum products which brought about major economic problems. There was also a major economic decline in real gross domestic product in 1990‟s. The Central Bank of Nigeria (CBN), (2000) reported that by 1994 the money supply, particularly by way of deficit financing, had increased tremendously within a period of ten years. The report went further to state that by 1995, the value of naira had fallen from a US

Dollar ratio of 1:1 1985 to that of 85:1 and for the budget purposes the rate used (then) was N100:1 US Dollar. The inflation remained high and this had a negative impact on the education sector as well. During the crisis the funding responsibilities were transferred from one level of government to another, as well as to families, through the fee payment at secondary schools and in higher education, (Moja, 2000). The Central Bank of Nigeria (CBN), (2000) stated that poor financial investment has been the bane of Nigerian education system since the budgeting allocation has been very low compared to other sectors and that the federal government allocation to education has declined steadily since 1999.

Lawal, (2010) claimed that this financial problem is manifested in the dilapidated state of educational facilities, lack of instructional facilities, over-crowded classrooms and hostels, lack of adequate tools and equipment in the workshops for student‟s use and many more.

Abdulkareem, (2008) insightfully revealed that it is of significance to note that public secondary schools have not been enjoying adequate funding in Nigeria, in spite of their unique role of absorbing pre-secondary school products and training them for post-secondary education or training them for useful living in society. According to Abdulkareem (2008) this situation is due to many factors, such as political instability leading to instability in policy formulation and implementation, over politicization of education to gain cheap political popularity, especially in the recent past, inflation in the face of dwindling economy, rising cost of education, especially recurrent educational cost, poor attitude of people to public organisation/properties, high poverty rate among parents, overpopulation in schools, especially in the urban areas.

These often result to inadequate personnel, especially in the core subjects in quantity and quality, insufficient physical facilities, such as classrooms, staffrooms, laboratories, libraries, furniture, plant and equipment, sporting facilities, convenience, and others, inadequate teaching and learning materials.

The resultant effect of the problems discussed above would surely be poor performance of students and the commonly debated concept of falling standard of education. This research is therefore designed to evaluate the provision and utilization of human, financial, material and time resources as related to the management of teaching and learning in secondary schools in Nigeria.

           1.2       Statement of the Problem

Secondary education occupies a strategic place in the Nigerian education system. As a link between primary and tertiary levels, secondary education becomes vital to national development and adequate provision of both human and material resources for the achievement of its objectives becomes equally important. Therefore if this study is not conducted it would not be known that many secondary schools are not having adequate provision of either human, material, financial or time. The situation would then remain unknown and unattended to and teaching and learning would continue to be adversely

affected.

In spite of the objectives of this level of education, adequate provision of resources for effective teaching and learning at this level has been a source of worry to all stakeholders. It has been observed that provision of teaching and learning resources has been grossly inadequate in most of the secondary schools and that this has led to the poor performance of students at this level of education.

The success of any organization depends largely on the effect of quality and quantity of its human resources. Human resource is very important in the development of qualitative education as it is vital in the achievement of educational objectives. Several researchers in the area of human resources in the school system have found out that of the human resources, required for production in a school system, teachers are the most vital. Yet in many schools the teachers have been found to be in short supply as well as other supporting staff. Ukeje, (1991) asserted that teachers are the foundation of quality in the schools. It is their quality, efficiency and effectiveness that the future of organized education depends.  According to him, it is the teacher who, in the final analysis that translates the principles, policies and ideas into action. Thus, the effective implementation of the secondary school programmes highly depends on the adequate provision of qualified teachers. However, both teaching and nonteaching staff play facilitative roles in teaching and learning process, thus they are equally important in the school system. Are various categories of human resources adequately provided and utilized in the secondary schools in the area under study?

School infrastructural facilities for teaching and learning which include classroom facilities, laboratories, workshops, workshop materials and equipment and other basic tools that facilitate teaching and learning are highly needed for accomplishing educational goals and objectives. They provide appropriate learning environment when they are adequately available. Adesina (1990) pointed out that although one potent index for evaluating standard and quality in education is the condition of educational facilities for learning, no other area had been so neglected by educational planners during and after colonial era like educational

facilities.

Financial resource is the money made available for the purchase of goods and services required in execution of educational activities. Education is a social service that requires huge financial investment. For high performance of the human resources and for the schools to ensure success of teaching and learning, adequate funding must be provided for the schools. Poor financial investment had been the bane of Nigerian education system and there had been constant outcry of lack of fund to run schools at all levels in both public and private sectors.

Fund is the fuel and lubricant which propels the school activities to move. To this, Okunamin, (2000) noted that educational finance critically examines all the cost and expenditure in the production of educational services which is both labour and capital intensive. Therefore, to sustain development at all levels, schools must devote sufficient financial resources to implement the school programmes. How well are the schools‟ activities financed and what are the level of provision and utilization of fund in those secondary schools in the area of the study?

Time is a special resource that cannot be controlled by any human being. It cannot be stored nor saved and time not well managed cannot beneficial. Therefore, time needs to be well managed and properly planned for. Planning effective utilization of time in a school system is always through the time-table, so as to exercise control over the use of it. This shows organization of work for each day and for the week and creates the best fit for students‟ learning needs. Managing time shows that the school is organized and efficient and it takes some discipline and organization. How well is time planned for in secondary schools in the area of this study? This and other related questions are what the researcher intended to find out through the study.

Onyara, (2013) conducted a study titled, “School Based Factors Influencing Students‟

Academic Performance at Kenya Certificate of Secondary Education in Teso South District”.

The study was designed to establish school-based factors influencing students‟ academic performance at Kenya Certificate of Secondary Education in Teso South District. Four research questions were raised for the study in line with the objectives.

The objectives of the study were to examine the effect of human resources on students‟ academic performance, to assess the influence of financial resources on students‟ academic performance, to establish the influence of physical resources on students‟ academic performance and to determine how learning techniques affect the students‟ academic performance in secondary schools in Teso South District of Kenya. The study employed the use of descriptive survey research design. The researcher used all the 12 secondary schools in Teso South District. The target population was 12 head teachers, 24 forms 3 and 4 class prefects and 12 directors of studies. Observation schedule and questionnaires for head teachers, class teachers and directors of studies were used for data collection. According to the researcher, the findings revealed that most of the head teachers and directors of studies did not employ well trained school workers and their teachers were not enough to handle all the students. Therefore, the human resources were not well handled. Secondly, the financial resources were not well established since the study indicated that most of the head teachers were having financial problems in their schools. Thirdly, the physical resources were not well developed in most of the secondary schools. Lastly, learning techniques were well practiced and taken seriously in majority of the schools. However, it could be observed by this current researcher that the findings of the research were not related to students‟ academic performance in the schools. The research agreed with the opinions of most researchers. She had cited that most schools have inadequate qualified teachers, that many schools have financial problems and that physical resources of many schools remain undeveloped and inadequate in the country. The findings are related to this current study in that the study was on human, financial and material resources in secondary schools in the area of the study, which are parts of the areas of focus of this current research. The findings would equally be a point of reference in the discussion of this current research.

 

           1.3       Objectives of the Study

The study was designed to find out the stakeholders‟ perceptions on provision and utilization of resources in secondary schools in North-Central Zone of Nigeria. Specifically the study is designed to achieve the following objectives:

1. assess the perceptions of stakeholders on provision and utilization of human resources in secondary schools in North-Central Zone of Nigeria;
2. examine the perceptions of stakeholders on provision and utilization of material resources in secondary schools in North-Central Zone of Nigeria;
3. find out the perceptions of stakeholders on provision and utilization of financial resources in secondary schools in North-Central Zone of Nigeria; and
4. determine the perceptions of stakeholders on provision and utilization of time resources in secondary schools in North-Central Zone of Nigeria.

 

           1.4       Research Questions

The following research questions were drawn to guide the study.

1. What is the perception of the stakeholders on the provision and utilization of human resources in secondary schools in North-Central Zone of Nigeria?
2. Is there any difference in the perceptions of the stakeholders on the provision and utilization of material resources in secondary schools in North-Central Zone of Nigeria?
3. How different is the perceptions of the stakeholders on the provision and utilization of financial resources in secondary schools in North-Central Zone of Nigeria?
4. Is there any difference in the perceptions of the stakeholders on the provision and utilization of time resources in secondary schools in North-Central Zone of Nigeria?

 

           1.5       Research Hypotheses

The following hypotheses were formulated for the study:

H_O1 There is no significant difference in the opinions of stakeholders on provision and utilization of human resources in secondary schools in North-Central Zone of Nigeria;

H_O2 Is there any significant difference in the opinions of stakeholders on provision and utilization of material resources in secondary schools in North-Central Zone of

Nigeria;

H_O3 How significant is the difference in the opinions of stakeholders on the provision and utilization of financial resources in secondary schools in North-Central Zone of

Nigeria; and

H_O4 Is there any significant difference in the opinions of stakeholders on the provision and utilization of time in secondary school in North-Central Zone of Nigeria.

 

1.6   Basic Assumptions

The study was on the assumptions that:

1. Adequate provision and utilization of resources leads to efficiency in secondary schools in Nigeria.
2. Provision of necessary materials for utilization by the entire staff is the responsibility of the school management and the proprietors of secondary schools.
3. Time resources which indicate periods teachers interact with the learners and periods other workers spend on their work contribute to the achievement of the school goals.
4. Adequate provision of financial resources leads to success of the school programme and lack or inadequacy of it brings about failure in mobilization and allocation of other resources to the school.

 

           1.7       Significance of the Study

The findings of the study would reveal the level of availability of each aspect of the resources and the level of problems of scarcity encountered on any aspect of the resources. It would therefore be of great benefit to the government and management of each school on which aspects of the resources that need to be provided for the schools in order to achieve efficiency in the teaching and learning of all subjects in secondary schools in North-Central States of Nigeria.

The result of the research would enlighten the federal and state ministries of education officials on the position and state of affairs of resources for the management of teaching and learning in secondary schools in North-Central Zone of Nigeria, so that they would be able to assist in the procurement of more of the human, financial and material resources for the schools.

In the area of educational planning, the findings would increase the understanding of the educators, education policy makers, inspectors and other stakeholders in planning the level of availability of each aspect of resources, level of their utilization and area of subjects attention in order to achieve efficiency in secondary schools in North-Central Zone of Nigeria.

The findings of the study may contribute to the search for solution to the problems of poor performance of students in some subjects in secondary schools as the study would reveal where resources are not making appreciable impact in terms of availability and utilization in secondary schools in North-Central Zone of Nigeria.

In addition to its contribution to knowledge, the study would fill the gap between ordinary observation of people and research-based facts in secondary schools in North-Central Zone of Nigeria.

The findings of the study would be of great value and use to other researchers that are dealing with this area of specialization.

 

           1.8       Scope of the Study

The study was focused on the perceptions of stakeholders on the provision and utilization of resources in secondary schools in North Central Zone of Nigeria. The zone consists of six states of Benue, Kogi, Kwara, Nasarawa, Niger, Plateau and the Federal Capital Territory, Abuja. The study was, therefore, limited to the six states and the Federal Capital Territory within Nigeria.

The study was designed to examine the perceptions of the stakeholders on the provision and utilization of resources in secondary schools, which included human resources, material resources, financial resources and time resources. The study was therefore limited to these key resources in secondary schools in the area of the study. The primary, tertiary and other levels of education were not included in the focus of the study.

STAKEHOLDERS’ OBSERVATIONS ON PROVISION AND APPLICATION OF RESOURCES IN SECONDARY SCHOOLS IN NORTH-CENTRAL REGION, NIGERIA

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