University of Nigeria Research Publications

NWOKOLO, H. D.

A

utho

r

PG/M.Ed//81/1106

Title

Public and Voluntary Agency Administration of Secondary Schools in Anambra State (1960-97): A

Comparative Study

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

June, 1986

Sign

atur

e

T I T L E PAGE - , L ~ ~ I L U 1 ' 4 PUi3LIC AND VOLUNTARY AGENCY ADF'IINICj.

O F SECONDARY SrnOoLS I N ArTAMBRA

STATE (1 960-1 979)

A COrJIT.ARATIVE STUDY

A 'MESIS PRESTWTED TO THE STAFF O F

D3TAR 'PP/IENT OF ErDUCA T I 0 N, UIFJIVERSI TY

O F N I G B R U , ImuKKA

ITJ PARTIAL FIJLFILMET?P OF TEE REQUIREMEPJTS

FOR !ITIF: YiASTER OF EDIJCATIOIV DEGREE.

PRESENTED BY

H, Do TJWOKOLO PG/M . E D / ~ I / I 1 0 6

I 2,cknowledge n i t h thanks, the a s s i s t a n c e of my t h e s i s

ad-viser, D r . J.I. Ehaogu i n car ry ing ou t the research.

D r . Frs . R. T/Iaduewesi, D r . 9, . A l . i , D r . & Mrs. hgarwal, I!r . & Mrs. E, Arinze a l l deserve my g r a t i t u d e f o r t h e i r var ious r o l e s i n seeing throuph this work.

S imi la r ly I am Lndebted t o those t eachers , parents and

Inspectors of who stuck out t h e i r neck as it were

t o fill the ques t ionnai re f o r me when o t h e r s were fr ightened 1 . . .

of poss ib le re t i rement from whdt 'they f i l l e d , I

Special mention must be made of the of f ic ia l ' s of the

m i n i s t r y of Education, S t a t e Education Commission a& Trolula-

t a r y Agencies who granted me interviews.

To the a t a f f of the Curriculum Development Centre,

Enugu I am h igh ly thankful f o r t h e i r a s s i s t a n c e p ~ w t i c ~ - . n r l y

t o Y r s . F.U, Fwakoby, Mrs, FJ, C, Onyekwelu and Yr. R.0. Ozonni.

Tn fact it w i l l no t be pcrssible t o mention 211. t'ne

f r i ends and welLwishers whose encouragement sus t3.incd. me

till the completion of t h i s wmk, 1 a m g r a t e f u l t o d.I of them.

F i n a l l y may I acknowledge t h e help of numerouc: ..uthors

whose books, t h e s i s and papers heiped me i n this --or.'-.

Eot~ever oplnians, views a d e r r p s contained i n t h i s :mrk :;re

e n t i r e l y my r e s p o n s i b i l i t y ,

Ej.s work is d e d i c ~ t e d k - h e memory of my most

loving pzrents who dopmted t h i s world when they

wore most needed!

TEESIS ABSTRACT

The Research t o p i c is T u b l i c and Voluntary !Lgency

Administration of Secondary Schools i n Faambra S t a t e

( 1 960-1 9791 -. : h Conpara-Live Stu-dy"

Secondary schools from the f i v e educat ional zones of

? ~2rn5r3 S t a t e were usod. I n ga ther ing d a t a 17$ of the

reayo-ndents w e r e pa-ents , another 17% were i n s ~ e c t o r s of ciuc,3tion while the renx-iniurp 61% were made up of secondary

~ c h o o l t e m h e r s .

Five working hypothesis were advanced and they d e a l t

~ i t l ) problem of curriculum dme2oprnent and progrcmme of

i n s t r u c t i m , personnel adminis t ra t ion , f inancia1 management

:nrl 2ub l i c r e l a t i o n s .

I)ntn, were c o l l e c t e d by means of ques t ionnai re , interviews, l i b r a r y research. The d a t a were analysed a n d the r e s u l t of

the f indings showed. t h a t curriculum development programmes,

~t.-tf f personnel admin i s t r a t ion and school community r e l a t i o n s

v w e b e t t e r i n 1 970-79,

me educat ional implicat ions of t h e f indings were hi&-

I . l - ' ' - f~r! and some .recommendations made. These include need * 4.

proper equipment and s t n f f i n g of schools , s e l f d i s c i p l i n e

mong staff and s tudents and pro2er supervis ion of schools.

I n view of the l i m i t a t i o m o f the study, f i v e suggestions

ve re made f o r f u r t h e r r e sea rch e.g. Unitary and Mul t ip le

systems of con t ro l of education: A ComparatP~e 8-budy of

Imo and Anambra S t a t e s Factors h f f e c t i n g Bdminiotra,tion

of secondary schools i n migeria: J. Case Study of Armmbra

Ytate.

TABLE OF CONTENTS

T i t l e ?age

Lfipproval Fage A cknowl edgeme n t Dedication

Thesis i$.bs t r a c t

Table of Contents

1 .1 B~,clrground t o t h e Study - 1 1.2 Statement of Froblem - 3 1.3 Furpose of Study - 5 1.4 Signif icance of Study - 6

1 .6 Research Quest ions - 8 1.7 Pypothesis - 8 1,8 Def in i t ion of Terms - 10

2.1 ~ t a t e / ~ h u r c h Education Co~l t ro l - 12 Controversy - Pundzmental I ssues .

2.2 Case f o r S t a t e Control.

2,3 Case f o r Church Control - 17 2.4 !The Controversy i n Nigeria - Colonial Feriod. 23 2.5 The Controversy i n ITigeria - The Yeriod

of Inde~endencejC'ase f o r S t a t e Control - 2% 2.6 Case f o r Church Control - 29

CKCiPTPJR THREE - RESEARCE T'ROC'EDURE 3 . I Design of Study

3.2 Popula t ion

3 03 Samp 1- 0

3.4 Sampling Te chniq ue

3.5 Instrument f o r d a t a c o l l e c t i o n

3.6 V a l i d a t i o n of aues t i o n n a i r e

3.. 7 R e l i a b i l i t y of q u e s t i o n m i r e

3.8 nues t ionna i r e a d m i n i s t r a t i o n

3.9 ?Sethod of d a t a s .n. t lysis

3.10 L i ~ i t s t i o n s o f t h e Study

CHCiPTZR FOUR - - PTZESETTYiTIOP ADD ARAIIY3IS OF DATA 4.1 H.ypo t h e s i s One - C u r r i c u l u m Devel.opment - 39 4.2 Hypothesis Two - Stn.ff personne l a .dmin is t ra t ion 42

3 Uypothesis Three - Students Personne l P ,dminis t ra t ion45 4.1- FTypothesis . . Four - Financ ia l Kanagement 48 4,. 5 JTypothesis F ive - qchool Community .Rela t ionship . 5 1 CHAPTER FTVB - DTKXJSSIOF !hl\lD INT~RETLTIOP OF RESULTS 5.1 S m a r y of f i n d inps . o 54 5.2 E d u m . t i . 0 ~ ~ 1 Impl i ca t ions - 72 5.3 Recommendations - 74 5.3 Swnmary of Besearch

' 5.5 Suggesti.ons f o r f u r t h e r Research

RT BLI O GW-FRY

A??Er\DICES

L i s t of Tables -PI

Table I

" VI

" VII

" VIII

" rx 11 X

" XI

' n1 " XI11

Fig. I

Responses on Students expcsure . t o school sub jec t s and o the r a c t i v i t i e s 40

Responses on S ta f f s t r e n g t h and textbooks 4 1

Cumulative d a t a on curriculum development 4 1

Responses on Teachers ' Condi t ion of Service 43 Responses on dec is ion making and S ta f f d i s c i p l e 44

C h u l a t i v e d a t a on s t a f f - Personnel Admin. 44 Responses on s tuden t s Personnel Admin. 46

Cumulative da ta on Students - Personnel Admin. 47 Responses on Pchool Finanfie 49

Responses on School Furni ture and Xquipment 50

Cumulative da ta on School Finance 50

Responses on School Pub l i c Rela t ions 52

Cmula t ive d a t a on school - Publ ic Relation- sh ip , 5 3

L i s t of f i g u r e s

Comparism of Curriculum Development 1960-69 and 1970-73 4 1 0 )

Comparism of Success i n staff - Personnel Adm,in. between 1960-69 and 1970-79 44(1)

Comparism of preferences i n s tuden t s personnel admin.. between 1 960-69 and 1 970-79 47

Comparism of Scho 01s Finance 1 960-69 and 1 970-79

Comparism. of School Pub l i c r e l a t i o n s 1960-69 and? 370-79

I n Kigeria., as i n many o the r p a r t s of Afsica,

Vestern Education was introduced by the C h r i s t i a n P 4 i s -

s i o ~ a r i e s . The Fissiona,r ies found reading : and wr i t ing

imperative f o r e f f e c t i v e eva.ngelization. This w a s p,zrti-

cixlzrly t r u e of the Pro-testant Nissions where t h e converts

were requi-red t o r e a d and i -n terpre te t h e Bible . The a r t

of reading and w r i t i n c is bes t l e a r n t i n school - hence

t h c i r in t roduc t ion o f schools and schooling.

As the in t roducers of schools i n !Egoria , t h c

3 r i s t i a n K i s s i o n a i c s had a complete monopoly of educa-

tion f o r nore than a ccsitury. This was not t o continue

'mrever: f o r i n the year 1882, t h e system of grants-in-

,?,:,id. was es tabl i shed by t h e co lon ia l govemcrl;. T;!itb

a? schools. This r e s u l t e d i n Dual Control of Xducation.

Gradually, government came t o p l a y more ~ c t i v e p a r t

i.3 the running of sch.001~. I t needs be poir?.ted out ere

t!mt the m.otive bc1.l.ii-d the p r o l i f c r a t i o n of schools the^

v r m t o 1r.n2;2 i t possibli . f o r ,m many people as poss ib lc t o

z t tend school m. thcr t5;?~1 to yroducc k~owledgechle ind iv i -

fi~ir?,ls w i t h w e l l d.cvclo~r:it slril.1-s , chnrnct e r and ~ c n t n l

porwrs . I n o the r rirorda, tho q u a l i t v o r otherwise of t h e

curriculum was never considered.

This s i t u ~ . t i o n could not be al.lor.rcd "2 cop?,tin~xc! indo-

f i r , i t o l g , and so , 2.f t e r F i g w i n ' s ind.epcnde:r;cc i n 1 960,

several. corr~missions were s e t u.3 t o s tudy thc c d u c a t i o n d

s y s t e ~ i n the country 3,nd mcommend ways of i q r o v i n g it.

T ~ c h of these corwissionn notably, Ikoku, Asxhiz,

2nd Dike judging S y the e x i s t i n g s i t u a t i o n , preferred

m'ulic t o p r i v a t e o~.fnersliip of sch .001~. !rotb.in:c.: much was

clone t o e f f e c t t h i s chsnce u ~ t i l 11ost i l i t i t . s broke eu.t i n

7,; , ~ g e r i a . .

I n h i s end of -;;ha war br0r.d c m t on. 1 5th Jnnu~.r .r , ? 970,

-;he then. Ld.minis t ra t o r of East-Central. St9.t o ( n.or..? nep~. ra ted

illto IF.^ m d Anambra ~ t ~ t e a ) PTr. Ukpabi .hai!r-. decl,cec?. h i s *

i .n tent ion t o bring a l l schools i n the S t a t e u.r-dor pub l i c

:-;i!;:?ri2, t h e control. o f educatic;n in th.e area toc?ng 1tn.ovn

,-- ,.,.,rieo . 2nd the Govcrnmont . This .i,.ns t a . b i l i t y iin c o n t r o l has in some trays ?..ff ec-ted. t he pl?,n.nirg and hence t 5 e

q w . l i t y of e d u c a t i n n i n t h e S t n t e .

- - - - --naccsm;g-Cr.-mrrrtraljf;h~mtieml-~t~~ when it

b>;cnmc d i a s a t i s f i z d with the q w i l i t g of e d u c ~ ~ t i o n . The

c ~ n t r o l r i m ef f ~ c t e 6 by provicl. i.ng Lyr7nts t o Voluntary I

h p n c y schools t h ~ t ? r c t c c r t z i n p r e - s p c i f i c d conditions.

TTC ,yver-~-.er.t ~ . l s q :!211i3.t model schools f o r t h e Voluntary

>.

These me the ingredients of s c h o ~ l d~?.inis%r,o.ticn.

n l.izcling

i t is necessary t o s tudy c r i t i c a l l y , t h e ~ . d m i n i s t r a t i v e

s t r a t e g i e s t h 3 t they enployed . The purpose of t h i s s tudy thorcforo includes the

following:

To i d e n t i f y t h e s t r eng ths and wc~knesses

of Voluntary Agency a d n i n i s t r a t i o n cf

scccndary schools.

TP i d e n t i f y t h e s t r e n g t h s and wenknesaes

of Publ ic ndnin is t rp- t ion o f s e c o n d ~ r y

schools.

Tr: h f g h l i c h t t h e good nspects of both

Pub l i c and. Voluntnr y Agency adminis tm-

t i o n s of seconcl..nry s c h m l s .

SIGNLFICANCE OF THE SWDY -..--

Priced. wi th t h o ~ ~ . c e r t a i n t y o f which aGoncy w i l l

provide b o t t c r ectucn'ci-3n f o r t h e pcoplo of Llz?mbrn S t a t e

- tho Gwermment o r Voluntary A~;encics ; o r whether it rms b e t t e r done by tho two, the s tudy i s aincrl at

providinc; t h e answer. The nnswor t o t h i s problem is \

ncccssnry sr; t h z t r?.orc time m c l encrEy caul$- be devoted

energies on argunonts over which i s b c t t c r q ~ ~ ~ l i f i c d thrFn

t h e o t h e r o r t h e p,ppnlin[< s i t u a t i o n of chnnpinc; f r o n one

t o tho o the r every few ysarfi. Where n c l e n r cut answer

fa i l s t r , onergo, tho i c l ~ n t i f i o d good q u a l i t i e s o f b t h

w i l l be recnm,ended f o r sdopt ion by whosoever is ccncernc!?.

Implementirg the r eco~mendt~ t ions t h a t w i l l emerge w i l l

c e r t a i n l y improve the q w l i t y of educat ion i n the Stnte .

This problem of choice . of b e t t e r ccency t o a d n i n i s t o r

secondary schools i s not p e c u l i a r t o I;mm.br~ Stnte . Lzgos,

Benue, Niger and Trio S t x t c s ,me (monK those faced wi th

s i m i l a r p rob lem. It is hoped thorefore t h n t t h e f i r d i n g s

t h a t w i l l enerere from tho s tudy w i l l , d m be o f b e n e f i t

t o thcse S t a t e s cf t h e Poderation.

SCOPE OF TIIE STUDY C---I.- -.- _)-I

'Phe stu8y is t i ? mwrr the admin i s t r a t ive system of

seconctn,ry schools by t h o Volulit,vy Agencies i n -the pre-

w a r dnys ,. in t h e area n.ow cnlletl Arxmbrrt S t ~ ~ t c , m-1~1~ t he

post-w;?x Public ndninia t r n t i v o systcm of seconclary s choola

i n t h e same men . The s tudy w i l l cclnsirler t h c aystcms

adopted by t h e two londirq?: Volu.ntnry Accncy groups - t he Cathol ic nnd. P r o t c s t s n t Churches - u s i n g Anglican Church as t o s t cn.rxt.

Tho D i r c c t m s of RIucation o f the Volui tnr y 1ypncic.s

o r t h e i r r ep reaon t r t ivcs w i l l be interviewed.. The views *

o f tonchers m c l inapcctora ~f cduco.tinn tlhc workccl under

t h e two aystcns w i l l nlso ?x xau@t.

The s tudy w i l l be l imi ted t o 25 schools d.rp41?n from

thrco cc!ucatien~.l zones ~f A~nmbra Stn te . T h i s number i s

cons ide r~d . ndeg,uate becnuse u t i l i a n t i o n of marc schools

is l i k e l y Lo miko tho c o l l e c t i o n of drtta cmberaome.

Also it is not l i k e l y t h n . t thc r e s u l t s w i l l c l i f fcr s i ~ n i -

f i c a n t l y if mcre schools wcrc used.

The study w i l l seek to answcr the fo l lowi rq qucntions:

1. Yrlzich of Publ ic m d V o l u n t ~ r y h,pncg school

systems hz,? a more ndeqwtc curr icu lun? I

2. Tfhicb hart n m r c z?~cq,untc persofinel fr.chinia-

3 . ?!hich. school syn tern provicieci m m e oq.uipment

and ghysicnl f a c i - l i t i o s f o r t he scboolo?

There is nc s i g n i f i c R n t d i f f e rence betweca the

curr icu lun provi'ded by the Vclunt~xt-y *"L~;cncies

(1960-69) and. thc Yublic (1970-79) ~ d m i n i ~ t r n t i o n s ~ of secondary achools as sa ted by teechcrs , p:xrents and- inspectors rP educntion.

H02: Thore is nc sirtnif .-. ic::nt d i f fcscnce between s t z f f

;?eraomel ,vlministrn,tic!n o f eccond~. ry s c l ~ o o l s i n

Vo1uni;my h p n c y ( I 360-69) nnci Pu.blic ( ' I 970-79)

sy-stens ,?,a rx ted by tencherr; 2nd inapoctnw enf

ecluc;.,tion.

schools in Volunt3xy L p n c g ( 1 960-69) nnc! 3 u b l i c

Thorc i s no s%ni.f ic:nt rl.if f orcnco between

f i n ~ . n c i ? . l ~?.nn~,pxlon-t-en in V'oluntnrg !.{;cncy

( 1 960-69) m d . Pu!.~lic secondary schr:r?ls ( 1 970-79)

7,s m,-i;c.) 3y tcnchers an?. i .nqo c t n r s c\f eei?uc~.tion.

bands of a v a r i e t y of orgs,nisat ions

:tnd indivi.duals.

Publ ic Adminis tra- -__- _.,.-.. .--.. E"~7.e system of: educat ion whereby t h e t i o n . . -- -- cont ro l of educa.t5on is i n the hands

of t h e Government.

Grants- in-Lid --. ___-_. ._..,_ - - Koney =anted t o Voluntary .Acencies f o r t h e maintenance of education.

Umss i s t ed ---..--.--.--.-.-..w- 3chools- :--- .. --. . 3chocls t h a t d i d not benef i t from Goverment s gm.nts-in-aid .

nuali.f i ed Teacher - Any teacher v i t h No C.E. , B. Sc. Ed., . . A - .- -.-- .-r-----.-. I

B.B. Ed.; Y.Ed. o r PGDE.

Eg_u_i,rni??t - - Fatcr i .a l s used j.n teaching, ranging . .

from chalk and chalkboard to labora-

t o r v ma te r i a l s .

P?~a~l,l,F~~~~ll~ltie~ -,. Clchool f u r n i t u r e an8 cla~ssroom. blocks. .- Curri. culuri. I-... C.-.....--.ll-.,. - A l l the l ea rn ing experiences prov idcd

a s tudent by h i s s c h o o ~ ,

The review of l i t e r a t u r e f o r t h i s s tudy i s focused

on the following:

1 . ~ t a t e / ~ h u r c h Education Contro l Controversy - Fmdamental I ssues .

2. Case f o r S t a t e Control..

3. Case f o r Church Control.

4. !Em Controversy i n P i g e r i a - Colonial Period. 5. The Controversy i n F ige r in - The Period 8ince

Independence - Case f o r S t a t e Control. 6 . -Case f o r Church. Control..

T7.e extent of control. of education t o be exercised

e i t h e r by the S t s t e o r Church. organisa t ions has remained.

an i n t r i g u i n g problem and has engaged the a t t e n t i o n of

s c h o l ~ ~ x s f o r centuries . The Nedieval His to ry TW,S p r imar i ly a h i s t o r y of the c o n f l i c t between Church and S ta te . The

c o n f l i c t between the two over t h e con t ro l of e d u c ~ ~ t i o n is

s t i l l continuing i n our times.

T i l l i c h ( 1 963) f e e l s t h a t f i t h e problem of Church

schools is the problem of t h e r e l a t i o n s h i p of c h r j . s t i ~ n i t y

~ . n d cu l tu re g e n e r z l l y and. c h r i s t i a n i t y an? e d u c ~ ~ t i o n

espccin l ly .

According to Tierneg ( I 964: 7) "the p o s s i b i l i t y of

continuing tens ion between Church. and S t a t e t.;;;.s inherent

i n t h e v e r y beginning of t h e c h r l s t i a n r e l i g i o n . "

A. similar view w a s expressed by TJmengi Comnjiasion

"The problem of education i n our times i .e . i n the d m i s t i s n em, ,arises from. the f a c t th3.t

t h e r e h3.i never been a s a t i s f a c t o r y syn thes i s

between the ~ ~ i r i t u a . 1 and morn1 m p e c t s of our

education and the rnt ione. l . i . s t ic and techn.ologica1 C

- 13 - !Thus i t could be obaervzd

r i v a l r y i n educztion is a

t h a t the s t a t e Church

development from yester-

years. Its exis tence i n Vestern world t h a t hrovght

both the r e l i g i o n and t h e system of educat ion t o

Nigeria, m,&os i t ~ sxis tence here seem normal.

I n a11 the p laces , the po in t s of disngrcoment a r c

mua. l ly t h e same. Thus while S t a t e edv-cation

omphasiscs t h e chi] -d . , c h r i s t i a n educi,t'lon. i s

God centred.

As tho e d i t o r s of t h e World Yenr Book of Eduw-tion

( 1 966: 1 8) had observed,

l"l'hese a r e d i f f i c u l t i s s u a s and ones which. though

dornmnt i n some coun-tries a r c i n a major

q,uestion." From the foregoing it bccomes c l e a r

t h a t t h e controversy zbounds everywhere nnd. t h a t

it is 1-ong standing. Frogress vus t the re fo re be

made throlql?. f n,ci,rg t h e r hones t ly , th inking s t r e -

nously a ~ i d seeking so lu t ions i n understnnclirg ml!

generosi ty .

G,mLK! ! !En! .'TJ3". "?SJL%E! The pro tagonis ts of statism i n cdumt ion spcn the

wncient and modern times. Among them were the p e n t

t h e h m a n i s t i c scholar '

I n Burnct ( 1 913:105) A r i s t o t l e wns quoted as ssying

t h a t "Since tho S t ~ . t o a s n wholo kts a a ing lz end, i t

is p l a i n t h z t t h e education. of a11 must be one znd t h e

same ,m.d t h a t the supervis ion of t h i s education

must be publ ic ~ n d not p r i v a t e .

This staterrcnt is based on the feet t h ~ ~ t i n any ons

country t h c r c a r e ~ ? o n d l y d i f f c r i n p r e l i g i o u s i n t e r s s t s

while t h e wolf~ . re of t h e S t a t e serves ns tho u n i t i n g

f a c t o r . Th9.t perhaps expL?-ins why j-n F3rub~~ch.er ( 1 920: 509) , ./

Desiderius Erasmus on h i s p z r t a l s o declcllrcrl. educat ion

"a pub l i c ob l iga t ion i n no wny i n f e r i o ~ t o that o f

order ing m mmy f o r tliie common def once . I 1 I n t h c Yorld ...---

~ ~ ~ ~ ~ . ~ ~ ~ o ~ ~ , ~ ~ o , f ~ , ~ E ~ ~ ~ c ~ t ~ o ~ n ( I 9 6 6 ~ 6 ) La Ch~ . lo ta ia ( I 966:6) s h ~ , r e s

tho same v i w mid expresses it ve ry forcibly: :

"1 c h i n f o r th2 n?.t ion an education dependant upon

the s t a t e r,l.one, be czuse every m t i o n has n.n in-

d i e m b l e 2nd impresc r ip t ib le ri@t t o instxu.ct i ts

members, because i~? shor t t h e dni ldrcn of t h e s t a t e

should be brought 1x-g by thoso who a r e mem5ers of t h e

s t a t e . ' ' This statement is n a r t i c u l n r l y f o r people

ulnder c o i o n i d r u l e s ince t h e i r educn.tionn.1 systems

e r e don imted by thel-r c o l o n i d vns ters .

7kere is d s o nno tiler s i d e to it. *

According t o OIBrion ( 1 9 5 5 : l l ) 3tz-t.e c o n t r o l of e d u c ~ , t i o n

i n the ~ o d e r n t b , e s b,s its classicz.1 exn,pnles i n communist

count r ies . They be l ieva t h n t the S t a t e has

Iqthe r i g h t . . . t o cclucn.te ,211 chi ldren, to administer and ... t o conduct dl s t a t e education ins ide and ou t s ide schools , i n the s p i r i t of our

ideology, i n t h s s p i r i t of the s c i e n t i f i c t r u t h of

BTarxisn-L enism.

!This is no t t o say thzt S t q t e con t ro l of e d u c ~ ~ t i o n i s

pecu l i a r t o comunis t courrtrios . Various f a c t o r s h m c con.tributec2 t o t h o ncccptn,nce

by a number of people of the primacy of the s h t e i n the

cont ro l nnd '.,dministr.~,tjjon of educe.tion, f o r exnrflplo , tho concept of education a,s an instrument of s o c i z l and ecoaonic po l i cy , Thcre is yet ?,no%ner reason

f o r according t o Fultor, ( 1 973: 1 58) ;'perhaps the most

impor tmt of n l l ( t h e reasons) is t h c incre~,s j .ng cos t of

educ?.tion, rd?..ich is m r e a i d more p l i ic ing the Stc,te i n

the positio:l o f being the o n l y agoncy which cnn provide

the f inance necessary to support modern educztion.

Nicliolas Hans ( 1 367: 80) supported t h i s view on f innncing

of education when he s t a t e d t h a t ,

"The d i f fe rence between t h e progressive co ~ u i t r i e s

l i k e the USA, Hollknd, 8witzerlnnd m d . %.reden m d

c2 beckwcrd country l i k e Spain is c1e;lrly shown by *

the r o h t i v e ~ m t i c m , l expenditure on education,: '

I n t h e year 1930, Holland spent 21.5": of he r budge* on

education, Switzerland 1 65, .Twedcn 1 6$ ~r,clilc Spz.in spent

p r y 3 7 9kesc expenditures , vc ty~rpic~J of t h e i r

expenditure i n education.

It could be d.educed therefrom t21p.t the progress o f t h e

sa id count r ies r e s u l t s from good o o c i d ~ncl cconomic

p o l i c i e s which i n t u r n r c ~ u l t fro^. sound cdu.cztion brought

,-.bout by ndeqwdto f i m n c i n g . Thus a progrosaivc cyclc i s

created. Thore is y e t nnothcr cl.imenoion to r c m x n s f o r

n t a t e coiztrn 1 of ed.ucn,-tion. This is bnsod on 3oussenufs

p o l i t i c n l philosophy oi l s t n t e c o n t r o l of edu.cntinn. In h i s

f i r s t s t n t o ~ . c n t Bousapnu opined t h a t vrhsn nan f o r n 3, s tn . tc ,

they give everything they hnve i n t o i t s hnnds. R e h t e r

corrected himself and s3,id thn t men. k w c nothin.,? t c ? g ive

except ~ . , s t he stn,te has a l r e 7 . d ~ c:iven it to then. Be

cont inued : . .

Men hn,ve no r i p b t s , they h m e no property;

they m e ilot men. except ns they ,are c i t i z e n s

of n, p o l i t i c d l y orgaiiised coin.munity.

I n b i n r eac t ion I l e x ~ , n d e r IJeikle john (1 959: 35) surved

up R O U S S ~ R L I ~ S' view i n the fol lowing words

"Tha.t m o e r t i o a sedns t o nc t o go In t l ~ e very r o o t s

of P, ~ u U i c spoten cf educqtion. If it is hue, c

then w e m9.y be 2blz to see how ,c? government c m

plan m d ndri inis ter n te%ching e n t e r p r i s e s u i t a b l e

- 17 - t o the l i f e of 9" democratic comuni ty . Thc Agency

which. c rea tes the community mny well undertnke t o

t w c h wh.-.t i t is and does. %c lQency which is human 7

reason i n zc t ion may teach i t s members how t o l i v e

r c n s o n ~ b l g ,

Thus t h e proponents of s t a t e muld have Pivc m j o r rensons.

These cent re on m . t i ~ n d i n t e r e s t , s o c i a l and. ecoaomic

reasons, po1itic:l philosophy nnd t h e problen:?. of f inmxinp .

On the o ther h~.nd tho praponents of Church c o n t r o l

of educat ion $ r e IIO l e s s m t i c u l ~ . t e mi! by no nCi7,inS without

t h e i r easons . Lccording t o Pope Pius XI ( 1 965: 4.) . - .. it is ( t h e r e f o r e ) an extremely impor tmt mntter to no mistake i n t h i s ques t ion o f sduc?.'~ion, ns

regard t o menrs f i n d d e s t i n y , f o r it is t o %his

thp-t t h e e n t i r e work of educzition I s d i rec ted . t?

. This ataf?ement pu t s i n a n u t s h e l l the reasons

ndvow.tc.d. 5y Chr i s t i ans f o r wnnting t o con t ro l

educntion. Chr i s t i ans be l ieve tbnt the essence of

man i n t h i s life is t c love m d serve G m l qn3 t o be

with Eim when he d ies . They o ~ i n e the re fo re t l m t C

the whole purpose of education is t o s h ~ p e nm i n

t h i s l i f e s o t h x t he w i l l be n b l c to reach the h,st

Wc3 f o r ~rhiclr h i s Cmo,.lor hnd dest ined him.

C c n t i i i u i n ~ i n t h e snre vein Pope P ius X I stntcd:

"It is ? k i n t21n.t t h e r e w.11 ho no t r u e cducwtion

which is not t o t a l l y 8.irected t o the las t end. More-

over s ince God hns revealed '!?imclf i n His o n l y

bogotten Bon w h c , done is Wny, t r u - t h . ::ad l i f e1 :

i t is cqunlly p l a i n th2 t i n the present order of

providence which Go$. h7.a i . n ~ t i t u t e d the re cnn bc

nc c o ~ p l e t e and p e r f e c t ed-u.cntic:n o the r than t l ~ ~ t

vh ic5 is w.l led c h r i s t i m educn thn . f' !The Pope a vicw erqbm is cs the inclividua.1~ s y i . r i t w l

wel l being in h i s l i f o a f t e r death t o the detriment

o f h i s phy-sic::~l wel.1- be in,^ i n his present l i f a.

"The apn.ezc1 o f educz.tion i s not the re fo re a.

seccndary cons idera t ion of the Church, 1.1ut- atancln

a t the ve ry core of the cent re o f th.e c:nriatin,n

message b i n d i , ~ t h e c h r i s t i a n s in obedience t o

Chr i s t t o seek t r n t h 'nd to see that t h e young C

ones are t r u l y nurtured i n H i s 3ray 'clzr~uch the

family, the schools and the o t h e r i11stitu.tions t h n t

the s o c i e t y has created f o r t h o i r n ~ t u r e . : ~

The C?,tholic Church, perhaps the nos t outspoken over

the i s s u e , while not rs j ec t ing the S t a t e School ~ . s p;ivinc

x socuLm e d u c ~ ~ t i o n i n f e r i o r t o Ca thc l i c schools , s e e s it

as "2 choice of sonothinc q u a l i t ~ ~ t i v e l y r l i f fcront . If me

f c e l s t h n t proper educntivn should. nr:t ignorc nny nspcct

of tho i r ~ d i v i d u ~ ~ l .

Accordiqq t o P?onsigncr Johnson ( 1 962 9 34) , "Our p h y s i c d hcn.lth. , o m ccnnonic wcl l - l so i~c , our social . and. c i v i c r e l n t i o n s , our c u l t u r a l

developncmt, dl w c Souncl. up in. thc most i .n t im. te

cduc2..te the c h i l d , consequently , ~r,en,n. t o yromoto h i s L;;rcwth i n 2.11 those spheres .;: Tlze cl~~,im nf t h e : 2 5 i . l i t y to provide ec?ucati.n n t h a t

c a t e r s f o r n l l rounc develcprnont o f the i n d i v i d . u d

is not pccul-iar t o the c h r i s t i a n ~ i s s i o n s . P~x'ilic

education cl3,ims t h i s a l so .

I n the Docree o n C h r i s t i a n Education ( 1960: 84) the -" " . --"" --"--' "" --- -" . -U" - - ' -C ' I 'C Fathers c?f Vat ican Council II cormeriAed the u.n. ivers~, l

recogni t ion given, t~ the r Q h t of a l l men be educated. C

'.s

m e y pointed o u t t h a t t h e r e a r e three major agencies i n

education - t hese a r e t h e pa ren t s ( fami ly) , the S a t e and t h e church. This accepts t h e p a r t i c i p a t i o n of o thers .

It went f u r t h e r t o argue t h a t , s i n c e parents share

i n t h e c rea t ive a c t of God, to give t h e i r ch i ldron l i f e ,

they rece ive t h e i r ob l iga t ions and. responsibilities d i r e c t l y

from God. This is opposed t o Fbusseauts view that every-.

t h i n g man has cornea f ron the s t a t e . I n h i s own contribu-

t i o n , Beales ( 1 955:83) s t a t e d t h a t t h e Church be l i eves i n

the " r i g h t s of parents t o have t h e i r c h i l d r e n educated

accordi-hg t o t h e i r conscience aria not that of t h e S t a t e , " me Vatican Oouncil ("1 965)' sealad it wi th the s ta tement

thEEt , "Tney ( t h o parents ) have a mos t solemn ob l iga t ion

t o educsto t h e i r of fspr ing . Hence parents must

be acknowledged as the first and foremost educa-

t o r s of t h e i r children.: '

The Church r e j z c t n the view of " the primacy of the S t a t e

i n education:', conseeuent on fhe p r f n c i p l e t h a t t h e ch i ld

is first P. c i t i z e s before he is a person.

The ~ a t i c a n Council Fa thers ( 1 965) had a tl . ifferent

assignment f o r t h e S ta te . They f e e l t h a t the m * t u r ~ , l

end of the S t a t o , the c i v i l soc ie ty , is t h e common tern- c

pora l good of a l l it^ m e ~ b e r s . Its func t ion i n education

- 21 - is the re fo re t o promote the education of the young i n

s e v e r a l ways, namely,

"by overseeing t h e d u t i e s and r i g h t s of pa ren t s

and of o t h e r s who have a r o l e i n education, and

by providing them with a s s i .stance ; by implementing

t h e p r i n c i p l e of s u b s i d i a r i t y and completing t h e

t a sk of educat ion with a t t e n t i o n t o pa ren ta l wishes,

whenever the e f f o r t s o f parents a d of o ther groups a r e

i n s u f f i c i e n t ; and moreover by bui ld ing i t s own schools

and i n s t i t u t e s , as t h e common good may demandtt.

!he S t a t e ' s func t ion the re fo re , is t o h e l p pa ren t s t o f u l f i l

t h e i r r e s p o n s i b i l i t i es but t h i s does no t mean t h a t i t can usurp

t h e i r r i g h t s . According t o Johnson ( 1963: 323) :

ltExcept on the t o t a l i t a t i a n premise t h a t the

crea ture i s t o t a l l y the c r e a t u r e of the s t a t e

t h e ob l iga t ion of t h e government i s to help

pa ren t s ob ta in f o r t h e i r ch i ld ren the education

t h a t the pa ren t s want, n o t the educat ion t h a t

the government wantstt . I n another development the Ta t i can Council Declarat ion

( 1 965) claims Che Churchfs ri&t t o teach, no t merely

because she deserves recogni t ion as a human s o c i e t y

capable of educatjng, 5u t m o ~ t o f a l l because she has t h e *

r e s p o n s i b i l i t y of ~nnounc ing tho way^ of s a l v a t i o n t o ,dl

men, of corrr:umic~,ting t h e l i f e of Chr is t t o thoso who

Se l i eve , 2nd of a s s i s t i n g them with cease less concern so

thrzt they may grow i n t o the f u l l n e s s of that saro l i f e .

Renles f'1355: 84) concludes t h a t the Church the re fo re

cs t he guardian of these t h e o l o g i m l t r u t h s fin?. the moral

p r i n c i p l e s t h a t fol low from them, which i.t is the purpose

o f education t o f 'ul-fil q 9 e s t ~ . b l i s h ~ s and runs schools i n

t h e service o f i ts a m b e r s , and ao enables thor?, i n a

p l u r n . l i s t i c s o c i e t y , t o educate t h e i r ch i ld ren according

t o t h e i r conccienco. " This c o n f l i c t s with A r i s t o t l e s view of a s i n g l e end f o r n, s t n t e where the eCucstion of the

chi ld sh.ould 59 d i m c t e d towards scrvi.q.@ t h e needs of t h e

s t f i te .

A s regarfis t h e inal-ienable r i g h t o f p r e n t s t o decide

whn-t schools t h o i r chi ldrer , would a t t e n d , OVRrien ('1 955: 1 9) . .

b e l i evd t!mt

"the r e spans lb i l i t g s t i l l r e s t s with t h e pmcntn ,

According t c him the (ZhurchVs law, i n n,ccordnncc with

the t r u e func t ion of al l . l a w , "is a guide t o the

proper fp3.f l h c n t cf t h ~ t r e s p r ~ m i b i l i t y , "

: The Ch.~-ch the re fo re 3,grecs with Ar t ic l t ! 2 6 ( 5 ) n f the

Universnl Decln.rntion r y f Rmzn Rights which, s t2,tes th.o,t : *

Xvery p c r s u r bas t h e r i , rht to education... Tho h a v ~

as s p r i o r i t y the r w h t t o choose t h e kind of educat ion to

be g iven kc-, t h e i r

Corntentin;* on t h i s , Vocl tee l in thc World ----------- Year Rook -- of Fducatinn ( 1966: 21 7) f c l t t h n t thc: r cn f f i m n t i o n of

these ncntiments by the s i g n a t o r i e s to the tPAd.di t ioml

Protocol of t he 3uropean Convention, sof e-gumd ing human

r i g h t s nncl Infi-ivid uz1 freedoms shows t h a t S t a t e nccopts

these r i g h t ? a l s o . They signed t h a t .

'iF.?o pcrsnn s h e l l be denied t h s r i ~ h t t o educntion,

Tn t he cxerciss of any funct ion which it assumes

i n r e l a t i o n to educztion t o teaching, the

S t n t e sha3.l respect t h e r i g h t s of parents t o ensure

such education and teaching i n confbrni ty n i t b

thej-r w n . r e l i g i o u s and philosophicxl. comrinctic.nn. "

between t h e RtpL%e and TJ01~ntary Apencics rve r t h e c o ~ z t r o l

o f sc9,ools. The controversy d a t e s bnclr to the dnccption

of Western 732ucatjon i n 1\Tigeria (24th C;eptcrnber 1842)

- thanks -bo t h e C h r i s t i nn Vissions .

s f fec ted L2?,gos 2nd v~hich m s aimed nt t h e con t ro l of *

education bv Govcrmcnt c m e i n t o f o r m 3.e 8 r z s u l t of

c r i t i c i s r : . ~ I cve l l ed ? p ~ , i n s t t h e Churcht s cxluc~~ticnal- p r sc t i ceo

- j ay i ( 1 982 : 5) . The Churches were ;?ccused o f culgable Incompetence. OFMGUU

b r B 1 A 8 ~

I n 1 91 4, Lord Lugard ( Governor-General of N u e r i a )

prepnreci n nev Education Ordinance and Codc t o check t h e

p r o l i f o ra t ion rf u n ~ s s is tcd schonls vhich w e s increas ing

st a n alarming r a t e . The unzss is ted schools were made up

of Mission and P r i v a t e venture schools t h ~ t krzd f a i l e d t o

meet up the requi red s tandard f o r ass is tnncc.

Accordini.: t c \ F h i l l i p s o n ( 1 848: 1 6) - Vnny o r most of thon ,we s t a t e d t o bc conducted

f o r p r o f i t 5y half-educated youths an6 o thcrs

who ,arc q u i t e incampctent t o tecck; and over whom

the l o c a l chiefs f ind i t v e r y d i f f i c u l t t o

oxcrciso Tny control . " Tlzc Ordinance was adoptcd i n 1 91 6 but i - I ; w a s no t ef fcc-

t i v e . Laisscz-faire i n educp t i o n was the pos i t ion . This continued unto the p e r i d of G~verrior Cl i f ford . So i n 1920,

the Pholps Stoke Fun6 of USA s e t up twc commissionr: tc : s tu8y

t h e p o s i t i o n cf oducrttion i n p a r t s of Afric;.,, Fnfunwa ('1 974 :

119). Tho onc which concerned Nigeria prorlucod i t s r e p o r t

Tho Cormiss i o n reported i n t e r d i n tha t :

T i m y o f the f a i l u r e s of c f i u c ~ , t i o n d systems i n

t h e p m t wcro due t o lack of ore;~niu,zt ion ,ad

supervis icn , Govcrment s ,ad Missions i n A'fri.cn

f a i l e d t o npply sound p r i n c i p l e s of ndminis trnt ion *

t c t h e i r cilucn.tiom,l work. " Fnf unwa ('1 974: 121 -1 22)

- 25 - The r e p o r t showed f u r t h e r tht :

the re wnn nn obvious l ~ c k of coopcr-?ticm nmong

the thrcc groups rep resen t inc Europcnn ancl

r n e r i c a n c i v i l i s a t i o n - government o f f i c i a l s , miasion.zrics nn;i t r ade r s . Tlhrae s t i l l , -the

p n r t i c i l m t i o n of the nc t ives hnz n? tu rn l ly

beon cven l c s s than t h ~ t of t h c o the r p o u ] ? s .

During t h e p e n t ccnncnic rlLepression c:f t h e 19301s, the

cr\lomial (.:averment found it expedient t c ~ t r a n s f e r o o ~ c

of t h e i r primary a c h o ~ l s t o the Mission. F h i l l i p s o n

( 1 948: 24) repor ted t h a t :

V y 7cpter?!nor 1 936, i n pursuance c;f t h i s poli.c;y,

twelve ,yovermcnt schools hn.ci beon hmelec? over t o

the l?q,ti-FC .Adminiatntion n.nc?- one t o the Colony

L h i n i s t r e , ti.m. There were f u r thor t rnnsf e r s

l:.,tc.r sc t h a t wherens the rlecade bec3.n with

f ifty-(.no government pr imtry schocls , by 1 930

o n l y thirty-one wore l e f t . " ,

intrcduced f ree pr irwry e?ucntion. I t r7.n in tn d i f f i c u l -

t i e s r i g h t froi.;. the bcrinnin,: find by 1 958 i t b d col lapsed.

While f imdncc ~ l n y e d a s i g n i f i c n n t r o l e i n t h i s n a j o r

The Cathol ic who consti tute?. more than 6W: o f the

c h r i s t i a n s i n the East o~rned more than 6W/. of the primary,

scccndary nnc!. t w c h c r trainiq: i n s t i t u t i o n s i n t h e region.

"!bey objoctec". so a t rong lg to the wchemo t h a t t h e y threa-

tened t o fo~;~ncl n Cathol ic r e l i c i ~ u s p a r t y t o m n t e s t the

elccticin :?,nil p a r t i c u l a r l y t h e f r e e c f i u c ~ t i o n scheme.

Paf unva ('1 971 : 1 71 )'

Thus i n the co lon ia l per iod , en& of tho agencies of

educi-+.tion h,c! z share i n the blame of non-perforrancc i n

the ;1.dministration (sf schools. While some o f tho p - o b l m s

they encountered were beyond t h e i r cont ro l eg . t h e m c s t ccono.dc rlepressions of t h e t h i r t i e s , they ;\rere r c s p n a i b l e

f ~ r t h e o thers . They were ~ ~ c c u s c d of poor orpxnisnt ion,

It cc?ull.Z be s a i d , t h ~ . t dur ing t h e co lon ia l ex?. , t hc con t ro l of e d ~ c n t i o n was a dincp dony affair betwoen the

s tpPte nand the c h r i s t i a n r?issions. Prop tha period o f

irxJepencIence i n 1960 howcver, Wzc ~ c v s r n r w n t s t a r t e d t o

Vany com;insions were s e t u:, by diff w e n t .ynvermcnts

i n the country t o stuc7.y the educnt icml systcns 2nd

recomenc? wn, ys of irqccrv in[. them. hr?on;l: these e,ml y

c o m i s s i o n s ware: D i k e 1 963, Ikoka 1 964, Ldefarnsin 1 966 .

Lsabia 1 965.

Dike Cor7rission sar the Voluntary Agency systerz as

':the existin,.. h c k cf system.:: While Ikoku Com~iss ion

recorvended. i r z p h c c of it "a new systor? which would i n s t i l

i n t o t h e tonchcra n f o e l i n g of oneness ns Nigerians an? as.

prof eas ions l s . i' Lsabip, Cotmission observed tkt a l l tezchers ' orgnninnticne t h a t nppenred before it prof orrod yubl ic sgs ten of education t o tho Voluntary Agency system

and the re fo re rocom.encied the ,dop t ion of the f o r n e r . Also the 1969 National C u r r i c u l ~ m Conference Rscom-

~ . e n d n t i o n 51 w ; - d e ? . t h e con t ro l of ec?ucntion to be a

sbwcd businescs n m o q locd pmvermcnt n u t h o r i t i e s , s t z t c

rnvernments an$. t h e &c?eral g o v e m e n t t o be nhle t c n t t a i n

the n7.t ion1 R ~ h i l o s o p h y an$. px.1:'; of education w i t h i n the

s h o r t e r r o s s i b l e t i n e , v i t h the l c ~ a t cos t i n humn and

p h y s i c ~ l ~ C ~ S O U T C C S anr! lnuch no& e f f e c t i v c l y Cmd eff icientl-y.

I n 1970 t he E m t - Central S ta te govermlent of Nigeria

deciclei? t n cxclu-4c Vol.untnry h.

The s tn tenen t went f u r t h e r in show tha , t t h e voluntary

of the p royr ie to r s .

1, n nrn,13~ is of t h c p a n t s , r u n n i n ~ expenses, qqm-wcc?.

s t a f f , clnssos an$. assune' l o c d cont r ibut ions i n r c spec t ,

~ n f f i v e soconclr-.,ry schools , during the year 1965, showcd

thn t ' stan average ~mnual. prcf it margin of 24,000

accrued t n p ropr ie to r s i n respect of each secondary school. ':

!The a n a l y s i s a l s o showed t h n t ,

t h e r c c r u i h e i i t of non-incli~enous s t a f f some of

~rbon. were 11c.t neederJI, infLclted t h e cost of cduccition,

ainc*? ~rovernment a l s o pnid l m v e dlownncea t o cxprttr intc

s t ~ f f mlc~~la - i ; cd on the b a s i s of 257 of t h e i r b a s i c s a l a r y

plus expz*tr i~. '~c allowance.

After (1 is cus s ins: o ther short con in;i.:x of t h c volunt,wy F-pncy

a y ~ t e ~ ~ l , the govornnent do cumcnl; concludcil tha t i t 8

canc e l l a t in,

:?. . is mere1.y the dr~ ,wing i n p r q . c t i c ~ l t e rns cP n fcrcfone conclusion. The Edict m l p nccks

t o do what neec1.ed to ?x done these rnny yw.ra - m n e l y , to reyl?.ce. the chaos thn t w:w the voluntary

agency ~yystcr with 3, ,,more r i ) , t i ~ i m I ny1d up to Ante *

r \ rgan . i s~ . t ion of education which w i l l ensure unifcm.

atnniktrd o , f a i r d i s t r i h u t ic;i of f c , c i l i t i e s and reduced coats. "

- 29 - I

Fnfuma ( 1 963: 3) s m n m i s c d h i a view of t h e cducn-

t i o n a l s y s t c r then i n thc fo l l cwinc words e

bes t s tudont we a n prn-d.uce with our present

system i a nne who is Aigorian i n bloo?. , but Fngliah i n opinion, i n marqls nn8. i n t e l l e c t ,

such animals a r e f i t f o r export.ii

The f ina iws of N~vnrm ( 1 971 : 48-55) showcc! t h z t Educntion

s tudents o f t he Universi ty of N i p r i a nn6 tho Universi ty

~f Ibndm fn,voured the East Central S h t e take over of

schoc;ls.

A l so tho f ind ings ~f Onwmsomb~ (1 972) showed t h a t

the c i t i z e n s of %,st C e n t r d % a t e ~ ~ o l c o m s d t h e chawe.

showed t.hnt proprietors were n o t happy with the tnke over.

For although. t h e i r perioc? had i-ts shortcomings, thc re wero

some reasons t o corrn.end it. Furthermore publ ic ac?n.inis-

trati,m c?f school-s sincc: 1970 not been without blemish.

I n the first ina.?znce, Dike's Report ( 1 962) s a i c l of

miss iomry eCucation,

"It muat . . . be n c c q t e d t h a t t h e systcn of edncnt ic?:: introdcLced Isy them su;?j? l i e s a ne cessary

i.rqqrec!.iont tc, th.c f o r n T t i o n of the c h ~ x n c t e r of a *

m,ticri c:n sou.ndt m o r d i t y and the Peo.r of Go4.

T\Sothincy should be done t o minimiae the immense

debt WE owe t o then.':

Tho Isublic Education Edict; ( 1 970) 2lso h ~ ~ f i words of p r a i s e

f o r t h e systor-..

" I n t l ~ i a s t a t e as indeed elsewhere, the cont r ibut ion

of vo lun ta ry agencies , e s p e c i a l l y c h r i s t i m

m i s s i o m r y hodies t o the implp-ntat ion and nclvancc-

mont of moclern oducztion is too well known to

i n v i t e cornlent. It could never he over-stntcd

o r over-prais ef! . Also i n corr,pa.rin,r: missionary ,md pub l i c education,

the Umcnyi Comiss ion ( 1 979: 12) noted t h a t t lour scliools

a r c not h a l f :a wel l equipped ('in I 979) as thcy were

twenty y e w s O u r ch i ld ren ,are not as Cisciplinecl.

and morally f i t .as chi ldren were twenty yonrs ago .It

The Comissic?n opined however tlmt s t2ndsrds ?.re

r i s i n y i n t h c i n t e l l e c t u a l and technc~lopicnl nrens i n cur

education ( t o d n t e ) h u t are f d l i n p i n the s g i r i t u d and

m o r a l aspect .. $one of the c r i t i c i s m s l e v e l l e d c w r i n s t t h e I'nb1j-c

Education ogotcr? ( 1 970-73) by Umenyi Comj-ssiqn vc rc :

(a) The system is cver-central ized; * ( b) Sctvernl. ,yovcrment ama thl. t m e in$-cpcndent

of one snother a r e involved i n educat ional

~r,^~.nn;:ernent, ci ircction and contro 1 lcac! i n g

t o c!u.plic;.,tion of func t ions , c o n f l i c t o f

x u t h c r i t g , power t u s s l e , cnnfusicn, h c k of

d i r e c t i o n and. e f f e c t i v e l eader sh ip , w ~ s t a

arid : ~ c n e r a l ine f f i c i ency ;

( c ) Imxper ience of management personnel many

cduc?tion; poor i n s p e c t i o r nnd suporvis ion

o f schools.

( d ) Concentration of top profess ionnls n t tho

h c ~ d q w , r t o r s leavintm mla t i v c l y junior nncl

l c sn cctpahle c f f i c e r s to man -the Zones mid

C r w Educn, t i~n O f f i ces .

T d k i n y .n.bout the teachers s p e c i f i c a l l y , t h e c o r n i t t e e

exyrcasoc? ( ' i a m t i s f m t i o n over hitub inciclenco c\f ,7,hscntceism,

m d i n r e r i n ~ , o n . ~ ~ c e m e n t i n p r i v a t e business even dur inc

ckbssca, lack sf 8evc t i c n -I;c duty, insur5orc?inr~tion nnr?

other a c t s of j m ? i s c i ~ l i n o mong some tw.chera i n both *

.. prb.a.ry nnd post p r i n a r y inot - i tu t icns .

The Corn i t t ee r e f e r r e d to then as nto:?.clzers with0u.t hcnnur

#mrI conscioncc . They pointed out t h e t ;;~azny schncllla had nc?t Seen insyzctecl since 1970 'if; t he t i n e of thc:

cor~mission i n 1 979.

Fron t k ~ ? f o r q p i n q stu-il.ies an6 f inf i in~;s , it is

appnrent t h a t pro'nlens cxistocl i n our t5ducntionzl systems

a l l thrcu.gl~ t h o p e r i ~ d under review i .e . h ' ch under

v c l u n t a y ngcncy anfiL pub l i c ~drnj.nistrr,tj.ona of secondary

schcols . If a m i t y is to r r e v a i l i n our o d u c a t i ~ m l

sys tcn thlnrefore, snmethinr concrete to ?E done. TqTe

k9ve t c f ind c u t the s t r e n g t h s anc? ~ w ~ k n e s a e s G$ the ' k o

systems so as t o adopt what w i l l help the system.

It noedn be ;~j.nterl out however t h a t the contmvcrsy

t h a t h.ns heen ~ ~ g i n g over vho con t ro l s eclucati-on i n Xigcria,

is ir, no vay ;;eculi;lr t o her. Th5.s is shown Iny the p a -

l i n i m , r i e s r ~ f the l i to rn . tu rc review.

On t h c n+;he2 had. it ~mulc!. saer? t h n t %he view of iVu

( 1 984) is s ~ ~ y p a t i v c . o f t he a i tunvt ion i n X i c c r i ~ ~ - , ,

Accordjng -i;o hin,

"Decnries p ~ o , x i s s i o r , s mnfiaged ach.nr.ls v e r y t?sll,

but then acbcc:ls were few. Toclny schools a r e v e r y

Kdu' s statement s u ~ g e s ts t h n t schools mamgement had

b e t t e r be l e f t with jpvemncnt. PTissions can he lp a t t h e

l e v e l o f d welnyiny: moral and r e l i g i c u s i n s t r u c t i o n

p rog rmi . e s f o r schools , i

However, s ince a l l the problems could be trnced t o '

the system of tx3ministering schools, and s i n c e t h i s has . , Y b

nothing to do wi th . the tag "Voluntary:AgencpAor public;! it

has kcorno necessary t o i d e n t i f y the b e s t nr,pror!.ches t o

tho f undamer,t~l i s sues i n edum t i c m l .wh.inia t m t i o n ns

uscc?. by the two :?odies, This, the resenrcher be l i eves ,

w i l l help t c fin$. t ~ c r k ~ b l e s o l u t i o n s t o the prohlems

1: DESI GnT-OT- 5TTUDY

This rcse,vch is 7 h i s t o r i c a l sunvcy which aims

n t e l i c i t i n i . the percept ions cf secondcry schcol

teachers , cnli&.tensd- pnrents and inspec to r s of

educntion on the d i f fe rences b e k e e n the pub l i c an?~

voluntary agency adminis t ra t ions of secondary schools

i n jly~mbr~, S t a t e between the yc;?rs 1960 and 1979.

The f c r tho s tudy

comprise a l l teachers , in spec to r s of education a.rxd

reasomLblg educated pcarents who had e i t h e r slmtcc?.

work by 1960 a f t e r t h e i r pos t primary educfition o r

wore . i n , ~ ? o s t primary schools bcfca-e 1967. The

choice is bnsa?. on the asburrptir;n th.a.t it i n those

whc: y x s o n ~ 1 experience of thu two systems v?-m

~ u l d be i n n b e t t o r p o s i t i o n to mgke pi, rmrc accura te

A 2 , 3flIPI;E: A s m p l e consistin,r. of th ree hundred of the

n3ove ~ ~ e n t i o n s 4 would be obtaj-neA f o r t h e study,

'They w i l . 1 he roquircti to reapon?. to i t e m on a ques-

t i o n m i r e deaigned to e l i c i t informntion on the

research questions.

. - 35 -

t h e study demands disproport ionate

s t r a t i f i e d randon ~zrsmplin$~. A t o t a l o f t h ree hunared

respond-ents w i l l be used. F i f t y of those w i l l be made up

o f reas'onnbly cducn.ted parents ( schoo l c e r t i f i c a t e and

nbovc) who htxvc kponsorcd s tudcnts fluring t h e period

1 960-1 979. :,.no t h c r f i f t y w i l l come from thosc Inspectors

of Educntion who hnve served a l l through tho per iod , while

the remaining nurnber w i l l come fron! tcnchers who have

served a l l thr~u~crh t h e pcrioC o r were i n secondary schools

p a r t cf the poriod.

Since tho teacher respondents a r e mtegor i sed , a l s o

s i n c e nos t of them worlteil o r stud.ied unclcr Cathol ic , o r

t ~ . n g l i m n aclninistere('! secondary schools - each Cathol ic o r was

.hngl imn achoc?l/~dministorcd l i k e i t s cnunJ~erpar t - nnd s i n c e n l l e x i s t i n g seconthry achooln do not hcvu equal o r

proport ionate numbcr of these teachers , using n l l the f i v e

cducnt ioml zones mny not be necessary; so a l s o i n s i s t i n g

on a p r ~ p o r t i o n ~ t o s e l e c t i o n of t h e respondents frm a

~ i v e n school.

Therefore; th ree Fducntionnl Z ?nos and about twenty-

f i v e schools sc lec ted ranciomlg woulcl be usccl. Maxinun of

t e n respcndcnta would he se lcc tcd from each school, while *

a t o t c l of two hu221:Ir~cl teachers would. be use?..

- 36 - SimiLarly the f i f t y inspectors 9f education and f i f t y

pnrcnta t o f i l l tho questionmire would lm mnclornly

selctc-lxd.

interviews, documunts ctnd questionnairc5n. Tho f ornor schocl

p ropr ie to r s woulrl. be intorviewcd gn the c u r r i c ~ a l m con-hnt,

personnel ~ , d m i n i s t r a t i o n , schoc\l m ~ m u n i t y r e l n t i o n s l ~ i p

an4 ~ v n i l ~ b i l i t y of equipnent and phys ica l f a c i l i t i e s .

Evidences f r n ~ ?-ocur.vmts would be scct.:ht t o subatmJcinte

the claims o f t h e p m p r i e t o r s .

On t h c o the r ham?, ques t ionnai ras w i l l hc n d r n i n i ~ t c r e ~

t o t e ~ chers , inspectors n f cd.ucntir:n nnf! ~ n r e n t s . They w i l l rx1.s~ he cxyccted t c 1 . 2 ~ creclencc o r othor~riac! t o the

c l a i n s cf t he p r o p r i e t m s om1 t o compare 2nd contrc~lst

the two systems. Their s ~ q p s t i o n ~ would hc s o w h t on

ways of improvinp;: s e c ~ r d n r v school admin i s t r a t ion i n the

S t e t e . YALIDB. TIOR _-.. ' OF (-- ---.-.-- W E OUES TI0 NTTAIRE

To a s c e r t n i n the content v a l i d - i t y of the quest io misire,

the researcher w i l l drny up y, questionn.sire t o cover s k i l l s ,

knew?-edge, unr!.erstandin t h s t comprise 0% j ec t ives f o r *

e f f i c i e n t seconr!..ary school adminis t ra t ion .

T h i ~ q u e s t i o n m i r e w i l l then he qu resented t o exper t s

i n school ~drii ,nistr;?tic>n f o r npyra isa l . This is t c

ensure t h a t the ques t i c n m i r e covers a l l h p o r t ~ n t secon-

SELLr,BILITY __-- OF_ nUESTIONNFLIRE: - Tc a s c e r t a i n the r e l i a b i l i t y o f t h e ques t ionnai re , n t e s t - r e t e s t r e l i a - b i l i t y - w i l l lx conf!!ucted. This w i l l inv(3lvc zv3minis- t e r i n g the q.uestionnxh-c ~ J ~ C C ? w i th in twc weeks t o a sample

of t h i r t y tec.chcrs and inspectors . Ths two s e t s o f t e s t

r e s u l t s will then bc corre la ted using the rosultin{.p

corre la t icn . co-cff i c i e n t as a meaGUrc (-)f t he deprec c,f t h c

r o l i a b i l i t g o f t h e instrument.

Pemsons Froduct F ~ n c n t Corre ln t ion Co-eff i cicnL w i l l -

!here = Tearsons C ~ r r e l a O i o n

2 = Sum

x = Devia-i-?-on of each score i n the q,uea-

tion-&?"ire f r o n the mwn of t h e scores

o f the f i r a t a d n i n i s l ~ r n t i o n .

= Deyintion of each score i n the ques-

t ionna i re f r o n the racan of scores gf the C

seccnd adminis t ra t ion .

X Y = Prod.uct of the dev ia t ion in the f i r s t

n.nd second. a c l ~ i n i s t m t i q n s of the

q u c s t i ~ n m i r e .

~ S T I O ~ . L ~ E : ---.I_I.--.__-_ I~DMIBTSTW..TIOX -_- _- L l e t t e r of in+troduction w i l l be fittached t o the

- ques t ionn2,ire. The researcher hopcs -k) t r a v e l pe r sona l ly t o the t e . x h e r s , -inspectors and parents tc! administer t h e

q u e s t i o n n ~ . i r s s and t o c:;llect then when conpletccl. V w r c

the rcsenrcher c~ ,nno t bLck t o c o l l e c t thc q u e s t i o n m i r e s

i n person, ?>cents w i l l bc used f o r t h i s purpose.

I n viow of t h e h i s t o r i c r t l nature of the s tudy, sir@~

s J ~ n t i s t i c n l t o o l s w i l l he used. Frequency d i s t r i b u t i o n s

o f t h e var ious responses w i l l be worked out. Fercentnges

wi1.l be used t~ cive marminp tc? the responses. B a r c h a r t s

w i l l a l so be' usad to give vivic?. an4 comprehensive p i c t u r e s

of the i? is?z5hution cf schools nncl f z c i l ! t i e s among t he

publ ic nncl ~ ( c l u n t n r y nccncies at d i f f e r e n t per iods.

In c a r r y i n g ou t t h e p r o j e c t , the r e s e a r c h e r encountered

saxe probl-ems . me f i r a t 9ra.s p a u c i t y of r eco rds . S ince t h e p r o j e c t

was conc:eriied ~ l t h educa t ioml . admin i s t rn t i on i n t he p a s t ,

r e l i a b l e records w e r e ~f u h h o ~ t h p o r t a n c e . . mese 'were

o f t e n d i f f icu!--t , if not impossible t o be found par t i cu1ar l .y

f o r the per iod before t h e c i v i l w a r i n ?? iger ia i . e . 1 960-

1966. I t needs 1.3 recal.lc.6 that t h e r e was no schoo l ine i n

t h e pcr iod 1967-1 $69. I t was a l s o t h e r e s e a r c h e r ' s

exper ience 'thst; where r eco rds were a v a i l a b l e , t hey were of

l i m i t e d use because it was imposs ib l s t o d.eterminc t h e much

o f i t that, ixlonged t o the q f ~ q under s tudy . This is

beca,use t h e 3rea has come under seven8al a d n i n - i s t m t i o m .

It was p a r t o f E m t e r n Region of X ige r i a up to 19675 then

part; of Bast C e n t r a l % a t e be fo re Secorning hn,mbra S t a t e

in. 1976.

Llso o:F imyor-Lance is the f a c t t h a t t h e q u e s t i o n of who

contro1.s educa t ion i n F i g e r i a has gz ined inc reased p c l i t i c a l

importance s i n c e 1 970. !,ny ques t i on about i t remains

suspec t . J?ai?y people . . p r e f e r r e d n o t t o d i s c u s s it a t a l l .

!J!hosc who were wi l l . i n@ tended t o be s en t imen ta l .

Perhaps t he se expla in why some k e y f i g u r e s among the ,

Voluntary .i,ge.nci.es h i l l e d t o ?x in terviewcd dec l ined t o grxn-k same d e s p i t e a.11. e f f o r t s .

The f a c i that the qu.ost ionmire , b r a s d i s t r i b u t e d a t

about t h e snlm -time massive r e t i r e n e n t of workers was

c a r r i e d o u t i n .tnnm'r?ra S t a t e , rmd e many who received t h e

q u e s t i o n m i r e t o keep i t t o thernsel.ves. They t h o w h t tkqt

it had some-l-bins t o d.o w i th t he re t i rement ; e x e r c i s e . This

was d e s p i t e all exp lana t ions t o t he c o n t r a r y and t h e f a c t

t h a t t h e y were no t r e q u i r e d t o g ive t h e i r names o r addrcsscn .

Some p o s s i b l e respondents demanded compensation in or!.l.e~

t o ' ;he lp you". Some o t h e r s r e f u s e d s a y i n g openly t h a t

it w a n f o r l i y o ~ r p rog re s sv and t h e r e f o r e should no t concern

them. These dound s t range bu t c?c-t~xKlly happened:

These devcloyrnentc, combined t o m7kc t hc r e sea rche r

a'Lxtnn(3.on t h e iden o f us ing t h r ee edu-cat ional zcnes and

twenty f i v e s choo l s onl y, i n s e l e c t i n p pr inc ipn l / t e?cher*

respondents . The r e f u s a l of some t o compl.ete the q u e s t i o n -

m i r e a p a r t , -:nost; s choo l s h s d . o n l y one o r -two t e a c h c r s

who had. ? e m in s e r v i c e ].on{: enough t o cornpaTe t h e two

pe r iods . The r e s e a r c h e r t h e r e f o r e decided t o use the

d i f f e r e n t m e t i n ~ s o f t e a c h e m i n t he f i v e edncatiorial.

zones t o g e t t h . ~ respondents . This helped a l o t .

The manner of completion of t h e q u e s t i o n n a i r e presented

its own probl.erns. Some of t h e respondents l c f t some i t e n s

of t h e quealic?xll .~, ire b lank, a Few complsted them wrongly C

o r s imply recopj-ed verbatim, the guid e l ines given . These

made %he a n a l y s i s of such i t ems impossible o r u s e l e s s .

I n this chapter , t h e r e sea rcher presents nncl ,analyses

the d a t a pathered frorl ques t ionnai re , interviews and

records. Frequency t z h l e s , percentaces , char t s and pnl?hs arc. used. f o r i l l u s t r x t i o n wherc ~~~~~~~~ry.

The t ab les and f i g u r e s a r e prou;?ed according t o the

hypotheses they qfq intend& f o r o r r e l evan t t o .

The first hypo theses w2s a

"There i s no s i g n i f i c n n t d i f f e rence be'mecn

curriculum developmeat and proerxilme of ins-hruc-

t i o n i n Pcluntnry h p n c g ( 1 960-69) , anif I'u.315~ ('1970-79); s e c c n h r y schools as r~,i;t76. by ten.cl.lcrsP

p r ' r e n t ~ am? Inspectors o f WLuc,ztionri ,

I?epresontztivcs ~f both, the Voluntary A p n c i c s and

Publ ic &lucction Sys tem v e r c intcrvic.wcd ( see School

C u r r i c u l m s e c t i o n o f tho in.f;erviewa) . Between the two periods under review, t h e responaents

agreed that ' t he . government through t h e

K i n i s t r y of Edtnc:>,tion ;?rovirl.ed t h e c u r r i c u l m t h a t t h e

schools 1.1sed all. throu~fh ' the two p r ioc lc . They clid not

devise t h e i r s . m e r e were weekly t e s t s , 1-1.j-d-term and C

porno t i o n e x ~ ~ * ~ i n z . t ions. There were usua l ly not enough

t e ~ ~ c h e r a f o r 3-11 t he school sub j cc t a r e a s particuk,xly

t e ~ ~ c h o r s i n o c k m l s in the period 1970-79 than 1960-69.

The curr icu ln p x t i v i t i e s i n t h e two :3oriods unclcr

review were more c?rL l e s s tbc mme. The su l?emisors ,

in spec to r s o~ manapera werc n o t u 3 n d l y enough i n the -two

p r i o c i s . Thcy ?.id nct v i a i t schools zs o f t e n as they shoulcl.

They a l s o emph:~siscd the need. f o r tho same things i n t h e

schools - nvncly eff i c i c n t and pcnceful runn i rq o f the

A s rrjgm3-s the rcspr:nscn of the p r o n t s , t eachers ,

v9 , r i s tg of school sub j c c t s , more extrn--curr icula n c t i v i t i e a

and h c t t e r :;i~.idnnce s e r v i c e s (see Tn51e 1 ) .

\.ken do you. sup~?ose th2.t st~z3.ents were Eore o x p s o d to:

c) Guidance s e r v i c e s

!The periocl 1970-79 was scored overwheliringly as

having mme q ~ ~ d i f i e d s t z f f per stu.;?ent nnd followinp n c r o

t o coverm,eii& ?.iroctives on educatfw..

. . 'Phis is i l l u s t r n t c d by

Vhich period 11nd more qua- l i f i e d otg.ff pei? student'.

Which nerioti followed more 56 - t he gtmcrnr:cnt ::.p~)rovcG suh j c c t s , textbooks and

Tnblo TI.

NO. kf- rcnce .he -. F- ween A 62 B.

Fig; I:

--..-- r-- ... A-. ,, KO different between A &1 8.

Comparison o f Cur r icu lm Development 1 960-69 and 1970-79

Hy-potliesis two s t n t e o thrtt: There i s no s i , y n i f i m n t

d i f ference hctween Staf f Personnel .hdminis tmtion of

s c c c n d ~ r y sch( ,o l s i n Voluntary ,P..gency ('1 960-63) ~ " n d Pub l i c

( 1 970-797 cducntion systems ads rn tcd hy t eachers , parents

,md I n s r c c t ~ r a of Education.

Once more rcp rescn tn t ives of both l ~ a r t i c s who took

p n r t i n adr?inisteri_lllj: schools i n t h e per iods under review

were interviewed.

They r?.grecd. t h t acnder?.ic q u a l i f i c a t i o n wns the major

th ing consirlerctl. i n r ec r u t ing teg2chers. Rel igious be l i c f , m r a l i t y and a,:, i l i t y tc; work were otl ier cons ider9,t ions . Fronotion of teachers T ~ C S n.r;t f requent . The thin,.-s consi-

d.ered f o r pomcjtion Vera 2-b i l i ty nncl p n c r n l conduct. I n

the !?erioc'i 1960-69, teachers were no t pnid l e m e o r

t rxnspor t dIo.;ni,?.nce l:\u t were: provicl.cf! qua r t e r s and ncd icn l

f a c i l i t i e s . They were p i d leave z.nd -kmnsport ,cl,llowanccs

howe~mr, i.i2 the period 1 970-79.

I n the ttro yeric?ds under review, p r o f e s s i o n d n is -

cond. uct amon[< tezchers , incluc? in? immornli-ty wit11 s tuden t s , an4 dishones ty i n exn.ninr,t ion cou.16 earn sack f o r 3. t techer .

Misappropriaticrn o f * f u'nrl~s an6 alwence from work withcut

le,cbvc wore a l s o pu.nisha,hle by s ,~clc . A te;..cher I&-o f o r t

wrongly punisliecl ??as however f r e c t o seek rcdtress t r i th

schml ~.dminis%rntors . Tn the periofis under review, there

n were no insw? ncc schemc f o r tenchern . Lcp cliers, n r r m p c i

the r r were ~::3:3ortunities f o r in-service t r a i n i n ~ , but

zver connib ero h b a o l f vel.1. pi(?- f o r the s s rv ices be

The retuxns from the cruestiomp,ixe show however tho.t

;r-.,s regards concl.iJcion of service , twwclzt?rs were be ' ~ t e r off

j-n the ;-:erio3. 5 970-79 i n terms o f personncll m o l m c n t s xnc!

. , - -i .: .?. As regards conditions of service and pur&si-ng power of money whes were the tezchers- better-off i n oonnection with the fTollow5ng: -

E'rinp-e Benef j.-ts 22 8.21

1

234 F7.31

12 4 -48 -- 20

7-46 C -

2 8 1 1 . 1 1

--*------- --- ,-

Fronotion 38 -

1 4.1 8

O ~ p ~ r t u n i t g f o r 32

21 0 78 .'36

1 92 f urtber s tudies . 12.70 , 76.19

I "-A- - -- - - .&-- -me-...--

The peri.06. 1970-79 a l s o had an edge over 1960-69 as

regards the involvement o f secondary school

s t a f f i-n dec is ion makine. I n enforcement of d i s c i p l i n e

among s taff , 1960-69 was scored higher .

!IXBLE V R e q x o q g y On Dccision ma kin^ And Staff D5scipline -.-a-

I n t h e , p e r i o d under review when were all cadres d secondary school staff more involved - - 3

7 2 162 2 8 a) i n dec i s ion

malf ing 77.48 1 61 .El7 1 10.69

. . . . -- -- .... -

t i o n i s :IS follows:

b) when srerc teachers 246 und c r s t r i c t e r 91.79 diocird h e

A 53 B j To di f e rence 1960-69 \ 1970-79 be i reen & '

l a ) Total. 1164 1 1504 264.

Taken toce ther t h e scores o n s t a f f personnel administra-

20 7.46

2 .75

Comparison of success i n s t a f f personnel adminis t ra t ion between 1 360-69 and 1 970-79.

EYPO - TEIFSI S F R E E -.---

The hy;;;.othesis s t a t e s t h a t ? ' there i s no s i g n i f i c a n t

d i f f erenco between s tuden t s ' personriel. a . dmin ia tmt ion of secondary schools i.n V o l u n t ~ r y /.cency ( 1 960-59) and Pu.lo1i.c

( 1 970-79) educnt ion systems as r a t e d by t e a c h e r s , -,

p a r e n t s and. In spec to r s of Rd.ucationif . The in t e rv i ews revenled t h a t ad.rni.t"cn~ st udenta

under the Voluntary Agency systeci involved. en t r ance cxz-

mina-Lion and. in te rv iew conducted hy hd.i.vi.dua1. s ~ h o o l s .

Admittin,? s-t;udents under t h e P u b l i c 'Education System on

the o t h e r I-.;~.n.d i.nvolved. on ly n comon en t rance examLnatior!

f o r the whole s t a t e . Church a c t i v i t i e s were compulsory

and m o x ~ ei7phnaised under t h e v o l u n t a r y =I.eency than i n

-the l'v.hlic education system where much denenclod on the

at1;itucIc o f t h e pr inc1rg. l t o church o,ff a , i r s . Although re1i~~;icu.r: nupcrv isors were a .p~o in t ed . t o v i s i t schools

i n o rdcr to ten,ch rclic;,::i.on. 1.1; was however ?,?reed t h a t

r c l i .~ iou . s . . a . c t i v i t i c s influcncc,d p o s i t i v e l y t h e studen-Lsl

behwiour ,

Dk:dic!zl P:zcili.t:ies were provided under t he 'two sya-

terns. Thcrc m r c m ~ s t c r s nppointed. t o tdcs charpe of

t h a t . :3t-ud.ents who v e r c seriously s i c k V C ~ C h o ~ m i ~ i "

t2keu! t o b ~ . . o s ~ ) i t ~ ~ l o r t o t h c i r homes f o r f u r t h e y t rea tment .

Acco~~~xmik~t ion vias p n c x x l l g adequate i n the pe r iod

1960-69, Ir: early 1970's it was s t i l l d . r i t ; h t . This *

hotrever d e ~ ~ n e r a t c d i n the mid. 1 970' ,s 2,s n r e s u l t of

increased school ~ o p u l n t i o n bu t improved towards t he end

of t h e dccxde when ! ~ o n r i . n p system ceased t o be popula r .

Peedint? P a c i l i t i e s were centrally ncceptcd t o he j u s t

f n . i r u n t i l nbout t h e close of t h e per iod under review.

Respondents t o thc q uea t i o n n n i r e npreed overwhel-

mingly th t t t !oonrdin,y f a c i l i t i e s were h e t t c r i n 1960-69

than i n 1970-79. They a l s o ~ p r e s d t l w t i n 1960-69

t h e r e m r e n h i g h e r s tandard of d i s c i y l i n c

thou@!)' was i n t he use of s t uden t s rin s c h o o l coverm-ent .

The s c o r e s wcre 1970-79 128 (48.61:" ), 1960-69 118

The t o t 2 1 s co re s f o r s t u d e n t s personnel. n d m i n i c t m t j o n

were - Table B I I I - -..--.--.-

G I3 C 1960-69 1 \To d i f f e - ce

. I I 970-79 j between EiB

Cor?p.z.:rioon cf p re f e r ence i n s tudcn. ts l pe rsonne l a d m i n i a t m - t i o n ? lo-heen. 196G-69 n.nd 1370-73.

HYIPOT'E%ST;S FOUR .----- -

f'There is no s i g n . i f i c n n t d i f f ercnce between fin:m-

c i a 1 man:?.,yernent i n the Vcl.untnrg ,"pency ( 1 360-63) m d

P u b l i c ( 1 370-79) admini-s t m t i o m of secondary school-c

2;s rated. by tcnchcra , parents m d I n s p e c t o r s o f '::clucntion';.

The i.nterviews d:?;Ltl, shotred t h a t i.n the per?-od.

I 960-69, schools were f i.n.n.nccd throuch ,~o~rernx;lont p m t s

r:nd school. fces. In. 1970-79 schor?ls wer? f inmccd . '7;y

and vrere h i g h l y t r u s t e d . . Accord.in.y t o hi.mp t h e r e were

n o cnsos o f m i s a p p r o p r i ~ t i o n o f s c h o o l f u n d .

The rcsponzea i n t h e ques t i omin i r e s l io t~ t h a t

1 p.0 ? r o v i s i . o n of money 1 66 1 16 f o r upkeep of 62.70 i 25.19 * 6.1 1 schoo1.s. ..-..--.-.-I.. . . . _. ~ . .... --.--. - -. - .. .. .

I r. ccou.nt . r ! ,hi l . i l~~ on t h e 123 I 96 1 36 p 3 ~ t of F: C:!IOP 1 heads . 49.27 36.92 1 13.85

I

W i c h p e r i o d 1i::td 16 more t&chrirq nj.ds? 4-9.18 44.26 lor 1 5.56

mmodn. tio n? I

The cumuhtivc responses on school Pin;~.ncc is no fol.lows0-.

Cornpar i s m of 3cho 01 f inances

1 960-69 and 1 970-79.

btThe~*e iz no c . i fv i f i c - .n t d i f f e r e n c e i n t h e school

community r c b n t i o n s h i p ?jetwccn Voluntnrg flp-cncy ( I 960-63)

,-;?ci rub1 i c ( 1 970-75) :x!ai~i n tmt i .ons of secondary school:;

;IS r a t ~ d 1 v tc-l chcra , p a r e n t s 3 r d T n q c c-tors of %dluc

c u l t u r e o f t h e p e o 9 l c tbc schoo l s i t u a t d .

Tfrh ev? v e r t? co nm u n i -- 5 4 1 95 2 0 tics more invo lvcd 2 07 72.49: 7.jr1% i n achool..s q f fx i r s ?

T 4 ~ i c h p e r i o d ref- 66 164 '34 l c c t c d rr,orc the 2 5" 62. I 27 1 2 . 8 v ' a s r i r n t i om OE the pcople?

T?hicl.l p e r i o d bad 7 2 128 5 /1 less c o n f l i c t vith 230357r F;O ,397' 21 .26' t h e c u l t u ~ c or the conirnunitics?

It is vo:rtl?.:r o f n o t e . t h ~ , t i n rill th .2 hypotheses

Mo dif ference 960-69 ' 970-79 hetween APCB

Cornparism of School Community re la t j . .onship

1 960-66 and 1 970-79.

Cu~ricul~xn ~>rov ic? es s e t s of lc:mxi.nj: npyortunj. . ti e:;

J 7 ci?:-;,t Int.l-,p -I t-ivcn ;-:roup o f p e o p l e nchicvc rl ,yi.vcn p:oal..

m : rtll,: :-,I :out ;yn.l:; , the I'rm.6 po:d:3 of' SC, ccnd3.1"y cduc:i.tion i n j::ige~Ti.:l l-ms n o t chanced. s i n c e 1 969.

Il'h~aa, t h e cj8 . t~ o: ) t~"ined f rom the i n t m v i e w ~ r ~ v c . . ~ l e t l

th ry t thc tm ne r lods fo21.01;led lyovernmcn-t: d i r ~ c t i v ~ s on

I2 .c : :~? l? : j~c t ;~ : ta~~~y!:~f; in the school , -1;hc h o k s use(!. ; ? i ~ d t;he 'tirrlc-;.t;!~l:l.e f oll.ovcc!. . , ' , e n i ~ the c o - c u r r i c u l n 3-ct i . v i t i c s

i n tlic '!;?:T(? ~ C T ~ O C ~ S m r c ~ T C or :I.CSS t h ~ ? syme. 7-OW. ~ J I . C ? J

~ ! ~ e r o i n p l . c ~ w n . ? x . i n yck:.nc-!!hw r?.:..ttei;. .!, 3penG ix

- -. - (O!rIybrn,lr.: '~ l lcoch) n l i o ~ ; ~ t h ~ t ther.c vcrc vi:rtu,zl'l y 1:it't:l.c or no scicncc cqui-p!-i~cn-l;c in - k c : schools in thc pcr_i.ocl.

1960-69. Yrr, cl :~. , r . s i .c~~, l i r , ~ 4 ~ u ~ r o s ( i ~ c n d i x € ) l , ? t i . i ~ m.d

r'emrtn rri.r(: v c r 7 . ; ? rorLincnt i n I&(? c~urricu.1i.m in tho R ~ C

r a r t w ? ~ . .' 1.30 in tho srijm ~cr: ioc!, f o r vcrv obvrious

were by B r i t i s h author^ and dwelt on Ti r i t i sh Empire .- i t s conqucc t s , d i s c o v e r i e s and. P bout Winys of Eneland a Geopraphy rlwelt on p h y z i c a l f e n t u r e a , climntea and vege- t a t i o n s of Europe, and the economies of cou.ntri.es of

Europe ,t~,nd t h e %:rt!i America. The ?mlk 1 . i t e r a tu re in

Bncl ich ws of Rr i - t i sh o r i e i r , ,and dwel t on p e o p l e :md

l i f e o f 3nfllan.d . These contrar;ta s h a r p l y wi th the t e x t s o f t h e 1370-79

per iod . This period wi tnoased 3 remarka l~ lc c h a w e :in

c u l : ~ r a n d A f r i . GI, i n pene r t l . Chi ldren v e r c p iven the opl?or tuni ty t o l e a r n a'hou-t t h e i r p a s t 2nd abont t h e i r

T.;d~xc, t i o n vbre awarded f o r tlie s t u d y of :l:,mbo l n n ~ ~ x a f c e .

Z'h j . ~ o m thin?: to b.nve 1.i.s.L of s u . h j ~ c t 8 on t h e time-

table an6 nnothcr t o '7.a.ve t c . ~ c h e r s t o tcp-ch them. 7'h.c

i ~ ! CYC;.LR ~d ~?.\rni:m of ~T:!.C?\E.~CB trrzined i n V i c e r i a took \I;,

many more of theso SU?;~ j o c t s t h a t Imd. nevcr been tau.ght

locc:.usc of I:ic!{: of l ; ~ ; ~ c h . e r ~ ~ . I:'b,is perhqps gave tho fecl.irlp;

$0. the rcs-pond c n t s t h a t t h e r e .were morz:.

TTariety of' ,school su!:jccts 72.597; as arr?i.nct 21 ,1?,.8$.

Bctr:;, cu,rricul.n a c t i q i . t i c s 5t..89$ as n ~ n i - n s t '37.592' :mc?

Gv.i.d:mco 5c rv i ces 75 .I %. 3,s apa.i~?s t 16 .289.

In a l l the cases, only a l i t t 1 . c ~ e r c c n t n ~ y e f e l t -tSla-h

t h e r e were no difference .bebrcen t h e two pe r iods . '7h.e

p e r c o n t a ~ c r;7,ngec3 from 1.619) t o 8.53%. It renched 15.69r,':

in. t he case of use of covernment anproved t;cxkbooks.

Thi.~; i.s ul~clerstarfin51e because i n 1960-69 t h e r e were

fewer books i n t h e market t b m i n 1970-73. A s n r e s u . l t

recommended t!ooks were used f o r v e ~ g many year3 wi.thou-t

c h a ~ y e .

When the yes-ponses i n f m o u r of m c h per iod n r e added,

i t would, be see2 t h a t the period 1970-79 was p r e f e r r e d

(65 . I 7$) t o the per iod 1960-69 (27,2@:) i n curriculum

development 2nd ? r o p n r . z ~ of i l ~ s t r u c t i o n . Only 7.54$ of

t h e r e s p o n d z ~ t s f e l t t ha t the two pe r iods were the same-

The hy-jothexis of no c'liffercnco between the fmo pe7Lotrl.s *

W:G thcre+.'oye r e j e c t e d i n fclvoul: o f the period. 1 g70-r/3,

p e r s o n ~ c l n d r ~ i n i s t r n t i . o n o f secondmy schoo l s i n Volun-

F ind inps : ..-.----

The s c h o o l is n, unicr~;ie in t lus tyy , i t is untque i n

t h e acnae -th.,n.t u n l i k e o t h e r i n d u s t r i e s where r9,w m a t e r i a l s

p rov ide wthcr yoods, t h e schools mnchinwy, I ~ b o ~ z r f o r c e ,

Good humm r c $ l n t i o n s h i p i n .-1, school i s therc:rorc

t o socio--ps;rcllolof:ical ndminis t r a t i v e s ys tern which pl.n.ccs

Vi tl? r e s y c t t o :irisemice tr::..ininy, te,zchers vere

f m e r i n t h . c ~ :e r io t J 1 970-79. ?Jhe.rr?=.,s the vo1unt:lrg

npencies Yo~ind. it d i f f i c ;a l2 ; to rel.u:~,cc: t h e i r t enchcm f o r

-0

.I l x r t he r c ~ u . ~ s c s , t c:>,oh.ers emplo yr-xi 7,y the Puh l i c &c?r:zinis- t r a . t i o n :;g~;tt:n! vcru :frc!: t o ~C:'NC 3.t any p o i n t i n t i m e . .

Tor f , , r . l ; ~ cr :'tui'l i -es -# :: c.in ,T. I: c c.2 I; c C! 11:~~.~1: p . ~ l.on,~i; ~j.3 the g le f 'i

t h r o w h t h o vlormnl l ~ r o c c n ~ . The rco;)onscs t o the qucs-.

t i .onn:~ 'l.-re s1.iowed t h . n , t 76 , I '3: 2s np,'i.m; t 1 2 . I 0"/. a;crrc.cd

t;hput 1 370Pr7? 1'7-,s 1:etSJc~' ~ . Y L the in ,Semicc~ tr?in_in,c

of t exchc r s .

I n t h e per iod 1 9 6 0 - 6 9 t e ache r s wem under s t r i c t e r

d i s c i p l i n e . Tho vo lun ta , ry a c e n c i s s inqu i red even i n t o t he

private l i f e of t e a c h e r s - how they l i v e d i n t h e i r homes, ud

t h e f r i e n d s t h e y k e p t , whether o r no t they a t t e q c h u ~ c h e s - .

e t c . TeqCh,,,, were no t v e r y f r e e to rllove wi th f e l l o w

ten.chcrs of -the o;:posit;c sex not to t a l k of discu.ssin,m

f r e c l y w i t h s t u d e n t s of t h e o p p o s i t e ox. Any p r o f e s s i o n a l

mi.scondv.ct rey?ort;cd wa,s viewed serioua1.y 2nd o f t e n rcceiver l

msimwn punishment. Over 90i.b of thc respondents o t t e s t e d

t o t h i - s .

Thcm wc?:rc no insurrtmcc covcr f o r tcnchern at- both

v c l m t a ~ y a.,wnc:r pe r iod whore te? chera conti-nued t o tes.ch

un t i l . t l icg vere t o o old t o yo inJcc thc classroom. They

r e a l l y had -to cont inue . their work s ince there vr;.3s no forln

of compensn-i;rio:c! : fo r ].on? s e r v i c e , h.cncc-. no o-thcr source

ol; incorne if t h e y left s o n i c e .

Wen . t ho r e s - n o n ~ e s of t h e Inro per ioc s 3s rcpards ;:;"cal'T

pe rsonne l ad .nlni . s t ra t ion are artded rit would. I?c s een thnt; C

chculcl -t;horci'oro unslare that each student i s ~ j - v c n 3dequ:~te

s u c c e s a f w l c r ~ ~ i d i d r ~ . t e s n r s ~ o s t c d , t o one of t h o s c h o o l s

of -thoi.:r choice t lqondi .nc? on thc nv~ , l , l ah i . l iL7 , : of v n c 2 n c i e s .

This h3s re:; u.1-ted. i n t h e over--.7;lopulu.t- i.o n o f few ~ o 7 m l n r . .

urban sclnools t o ?he d e t r i ~ e n t of' t h e r u r a l - ir;choolc;. Thc

rcs;mndents prci'erred t h o ea.r:l.ter nxthoc? o f ind.ividu;.,l

s choo :L entr.i~,l~c?:: exnm:i~?ntrior, rt'oll-owed ky persoml! i n t e r v i e w

b!y 57.25:; t o 3'7.4C:'. 0n l . i 5.34." of t h z r e s p o n d e n t s d i d

not see nny r e a s o n tc, p r c f o r one t o t h e o t h e r .

T- :-!OT..TCVOT ;m rcic:,q,j.i'ds proprr~.rwc! o f j . n s t r u c t i o n , i.t WRS

shotn?. .in hypotheses +;wo t h , ~ t t h c period! 1 9'70-79 Imd morc

su.7) j c c t s i2 'i;h~: curr.icul..uv 3rd ' 'c t t e:c qmi I iS ' iud ' t e ~ c h e r s . '!hr_! u~",CI of' 8tli.dcllt6 ~ ' Y I s c h o o l ? : ' o v c ~ ~ v c ~ ? ~ 30% o n l y

cnhn-ccc: :th moot!-!. rumj.i?-. o f s c h o o l s hu.t nl-so 2.

lonp wng i:;~ r,.rc;:r-l.:rin{-~ the 3 t ~ d . e ~ i t 8 f o r t h ~ i r f u t r ~ ? e r o l e s

in t h c oocic-kg. ?he rcn-ponscs &obi th2.t us(? of studen1;s

in school. :: W . J C ~ Y ~ . C ~ ~ w a s yivcn ;rlmst 'i;hc anmc emphss l.:;

i n th(; -l-r.~o -:!c:ri.od.~ whibc 45 .74? p r c f u r r e d 1960-53, 49.61.:''

y r c f cx-rcd 1 9'70-79 in th.i.2 reprl'rd. 4.65';" 01.' the r e s p o n d e n t s

: P ~ l t t;izc? two p e r i o d s ~ a ~ c i t , c a n a l i r i i ~ o r t ~ n c e .

m ~ h c c;lc;r; of disc.i . i . , l ific o f a-2;udcn-t;,(-: d t d riot hr!,vo such

n clo::c rrztch . 65 . G I " :In c?i":~ri.n.~~t 1 0.0@ prcfcrrecl . t h o

- 64 - stanclnrd o f c l i sc-i 1,l.inc nrnonrv a-turlenta i n t h e p e r i - o d 1 960-.6:)

18.12cy r,r:?f'cr;~c?ci 1370-79, Onl-y 7.97''' s a i d there wns no

dif€ervon.ce lxl;~.roen the two p e r i o d s . This response is v e r y

F intlin;qa 1 --- - --:--". 7. r; m m c c :is of u n i q uc irflportrmca i n any or{:anj.s:-? t i o n .

I t is nced.er1 t o pny t he s t a : f P , p ~ ~ . r c l ~ a s e and maint8,in

t h e plni~f; ;,.nc: serv tco . The ~ T ~ O T ~ : I I . L C C of coed f i n m c i n l

mnm?;:cn~e-

nl locn.t i .on t o edu c;?.t ion is us txp,l.T- is res-

Und.er t h e vol v.n-t;:~ry a . p x cy ngstcm 1 960-69, t h c

school . hard.CI in rnmy c m c s pcrsonnl .1 y .Imli!lccl t h e s c h o o l

f in-tncia.1 t:r:i.n:::~c t i o n s . S-Tc. c o l l e c t e d t h e s c h o o l fees an.d u.xcd ;~;-ir t 02 thi:;:! in. r:nnr::ixi,s: t h o s c h o o l s . Yhder t h o r ' u b l i c ::?d-~~c,~.t:i.oi-l S7mter;l I 970-79 t h c school hcxd vorkud

w i t h t h . 2 ;..riil o f (7, % u r s n r . Th9 bwa:tr c o l l e c t e d the Sccs

and p ~ J k , i C thci.: -Lo the ;~overnen-1 ; t ~ c n o u r g . Tlie school-

used PTC: I _ w y r~xr! p r t o f the ec!!?.ipiwnt fci! t o mcc-t sorio

of i t s nee6.s. h l . t l !ou~h the , S C ~ O O : ~ hc?d hwJ- n, ' n u r m r ,

h c > r : ? . ~ ~ e s - ~ ) o n ~ i ? ; l l . c ? t o t h ~ .C~O'~T.C~TYIIXYI~ I~OI:' the colic c t i . o n

an?. u.sc o:? school fwic?. . C-overnmcn-l; n u 4 i t o r s n,u.clitcd t h e i r ~ C C O I X ~ ~ D .

Tbc t v p c n f r . :rr~in.rte~?cnt :f'or colS.cctinp nn6 i l i s h ~ ~ ~ s i i l l :

school . f'S.nr~-nc!?:r: 3s-twenr! t h c -h-ro porio

d i d n o t o!!nc::vc 3,ny differ( , Jncc.

g e s t u r e by

a) pa,rtici.pat:i?lt~ i n s u i t n b l e s o c i a l a c t i v i t i e s and ex t r a -

r3ural progrmm;r,e\c; o f the s o c i e t y ;

b\ : J na.kin:? w x i l a b l e some sclhool f ncil i t i e s f o r s o c:i.r~l

a d educn.t-ionnl needs of t h e c o ~ m u n i t y ;

c ) i m o l . v i n g vern1.~ers o f the dommuni.ty ir, schoo l a c t i v i -

t;i.es n u c h :.ls t h e Open Day;

d ) respcc'king the c u l t u r e o f t he people.

Tn. compnrinp a s p e c t s o f s c h o o l comm~mi. t y r e l a t i o n s h i ?

i n Tolc.ntar;r A p n c y I 960-69' and. P u b l i c 1 970-73 a.dmi.nis-

tm1;ionc o f seconflnry school.^, 5 . t vns ohoerYed. t h z t 72.5%

of t h e respondents as a g a i n s t 2C$ bcl.ieved th3.t communi.ties

v e r e I T O Y ~ ~ :i.molved. i n sc11001 n:ff';::!irn under t h e F u h l i c ad-.

minisf;raf;ion s ys tern. ? h i s i.s unders-bandahle when we r e a l i s e

t h a t 197C ::me th.e year t h e governiwnt of Rast Central. S h t e

took over t h e :r~w.Ylinfir o f a11 school..s i n t h e S t a t e .

S i m j - l a . ~ l v by 62.1 25'. t o 277: the responses showed t h a t

the p r i o c i .i 9'70-79 r e f l e c t e d more t h e ns~i.ra,tj .ou.s of t h e

com~unit-i cr t o which -khe a ckwol s hel.or,,y. Th5.s i s t r a , c m b l e

i n s t end of ?.cnrning n?iout t he Parr.p:l.s of Argent ina and t ho

- 71 - P r a r i e s of Xorth kmerice t he chi lGren a r e t augh t about t h e

Savanna ~;rasslo,md and decidous f o r e s t s of .?Egeria. Also

in s t ead of I .enrnin5 about the Tory and t?hig roforrns i n

Engl.ish h i s t o r y , t he chi1.d w i l l be le , . r . rn i r ,~ about I n d i r e c t

Rule and Arn~lgarnation of Vig5ria..

This de -~e lopxen t has mctde educa t ion r e l - w a n t t o t h e

environraent c f t h e chi.16. Porrnerlg, ?restcrn educati.or! -ken.

ded t o a l i e r m t e t h e ch i ld f r o n the realities o f h i s en-

vironment.

These clcveloprnents ,viere r e f l e c t e d i n the response t o

t h e ques t ion on the period +hat had l e s s c o n f l i c t wi th the

cultu.re of t h e people . 60.73?# as a g a i n s t 28.3!$? shoved

th.2-t t h e P ~ h l i c acl in i .n is t r~t ion ;?eriod had less c o n f l i c t .

A h i ~ h . percentnge o f 1 1 .36 hotrcvar di4. no t sse any d i f -

f e r e m e betveen. the -two periorls.

T3ki .n~ the pref eroncea togc-ther, i t : would. bc observed . .

t h a t 65.l"i:' o f t he respond.ents ?ref e r r e d P u b l i c Adminf s-

trati.~~ p e r