A STUDY ON CONTRIBUTIONS OF NON-GOVERNMENTAL STAKEHOLDERS TO EDUCATIONAL DEVELOPMENT IN ABEOKUTA NORTH LOCAL GOVERNMENT AREA OF OGUN STATE
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A STUDY ON CONTRIBUTIONS
OF NON-GOVERNMENTAL STAKEHOLDERS TO EDUCATIONAL DEVELOPMENT IN ABEOKUTA NORTH
LOCAL GOVERNMENT AREA OF OGUN STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to
the study
Who has the right to establish or fund school? More
fundamentally, who has the right to educate the child – is it the family, or
the state, or some other organization, such as church or mosque? Are these
rights mutually exclusive or can they be mutually supportive or mutually
complementary?
Before attempting to answer the above questions there is the
need to briefly say something on education and its importance in, and
contribution to the economic and social transformation of any country, as well
as the development of human resources. “Education” in its broadest term is a
continuous process of learning stretching from the birth of an individual to
his death. Thus, it begins from a child’s home and continues even after school
to adulthood.
According to Raposo(2010),Education has been identified as a
dominant factor in the economic and social transformation of any country. It is
because of the importance which education possesses that it was international
declared to be “the birth right of every child. “It was as a result of this
that universal primary education (UPE) was seen as an effective way to give all
children – regardless of sex or family background – an equal start in life.
Education was to be the greatest disparities in conditions of living that
existed between the rich and the poor and between those living in rural areas
and in urban communities.
On the ground of human justice and equity, the objective of
universal primary education (UPE) became a common goal to all countries. The
transformation of elite education which trained only a tiny proportion of the
school – age population into systems of mass education was the pre-independence
promise of most developing countries. Ajayi, Ekundayo and Arogundade (2009).
Besides the objective to make education available on a much
wider scale on grounds of justice and social equity, education was considered
as an essential pre-condition to economic growth. Many developing countries
believe that modernization, industrialization and wealth of the developed
countries were the direct consequence of their education systems. It is because
of this that developing countries have been witnessing education explosion
since independence.
As a result of the inherent benefits of education derivable
to both individual and government, various government in Nigeria give priority
to it as indicated in their various policy statements, and since independence
in 1960, various development plans have invariably accorded prominence to
education in national planning. In other words, education has been taking lion
share in the federal and states government budgetary allocation of funds. The
demand for education continues to snowball yearly as a consequence of rapid
growth rate of the population. However, despite the gigantic financial
resources being committed to this sector, the demand is yet to equate supply.
Consequently, there is need for stakeholders in Education to augment government
efforts it exists in other sectors such as health, industry, banking e.t.c.
To answer our opening question, it is to be noted that the
principal societies that have served mankind more than any other are the
family, the church or mosque, and the state?. Of these societies, the state is
unique because of its all – inclusiveness. It is the function the state among
other things to make provision, for development of the citizens through
adequate qualitative education as well as provision of adequate avenues for
moral and religious development. It follows without saying that the state has
the right to establish, maintain, administer, and regulate public school of
various forms and grades, ranging from nursery schools to universities and
covering divergent kinds of programmes of studies, ranging from simple
curricular offerings to profound specializations, in complex elements of human
endeavour. Nakpodia(2011)
Although the state has the right to educate the citizen, it
is however not exclusive and absolute right that must not be shared by other
units of the societies. “There must be sufficient openness in the society to
allow for alternatives”. As Okafor (1984) puts it “in pursuance of genuine
human liberties and human rights, there is crying need for private education to
be given a responsible place in the society. In other words, individuals,
organization, or agency besides the state should also be allow to establish,
maintain, and also administer schools of various grades such as the state. This
in all fairness is a right and not a privilege.
Notwithstanding, the state has the right and responsibility
to regulate private schools by establishing minimum standards, which schools
must attain in secular subject matter areas.
The dwindling resources of the government have incapacitated
it from satisfying the education needs and demands of all citizens. Hence, the
need for private investors involvement in education enterprise. It is however
not new thing to see other agencies beside government participating in
educating the people. If we remember the private sector made up of religious
organization, voluntary agencies, cultural union, educational and communities
entrepreneur played dominant roles in the provision of education to Nigeria
before the takeover of schools by the Military government in the 70s.
For about decades or more now, government has again give
private bodies a privilege to own and run educational institutions. It is
heartening to note that education sector has been attracting more and more
stakeholders since then. They have been contributing immensely to see that demand
for education is met at least to an appreciable level of percentage. Not only
helping to bridge the gap between demand and supply, the stakeholders has been
providing qualitative and functional education.
It becomes imperative therefore to take a critical look at
the activities of the stakeholders. Schools with a view to knowing how they
have been performing and also to analyze their contribution to educational
development in Nigeria particularly in Ado-Odo Ota, Area in Ogun State.
1.2 Statement of the
problem
However important education is in a nation’s development
effort, a government cannot close its eyes to other equally important sectors
of the economy. Hence, education has to compete with other sectors in the
allocation of resources. The dwindling situation of the government revenue as a
result of inflation and guilt in oil industry has made government schools
(especially the states schools) to be in financial distress thereby not being
able to offer qualitative education. Teachers salaries are not being paid as at
when due, schools are starved of necessary instructional materials, building
and equipment are in state of disrepair hence not conducive for learning to
take place, and a host of other problems. The need for government to share its
revenue, among competing ends makes it improbable to the provision of adequate
supply of educational services to meet ever growing demands. The study sets to
find out the contributions of non-governmental stakeholders to educational
development in Abeokuta North Local Government Area of Ogun State.
1.3 Research
Questions
1a. Can government
solely and adequately meet the demand, for education.
b. Should other
stakeholders contribute?.
2. What is the
justification for non-governmental stakeholders involvement in education
development?
3. What has been
the stakeholders contributions to educational development in Abeokuta North
local government area in the past ten years?
4. What period
did the stakeholders provide facilities in the past ten years?
5. How can
schools encourage other stakeholders to contribute to educational development?
1.4 De Limitation
of the study
The study will be limited to twelve (12) selected secondary
school in Abeokuta North Local Government of Ogun State. The institutions to be
covered would be government secondary schools.
1.5 Limitation for
the study
Demand for education is increasing every now and then while
supply cannot be said to be moving up at the same rapid pace. In view of the
above, it becomes necessary to carry out a study with a view to finding out how
to bring about an equilibrium point in our educational system. In other words,
there is need to know how demand can be equated with supply. The major
limitations of the study are fund and time. The research could not visit more
than twelve schools because of limited resources and also time that is
available for the study.
1.6 Significance of
the study
This study will be significant in the sense that it will
enable us to know how demand for educational service is being met through the
contributions of stakeholders. The study will expose us to what is, and what
should be the contribution of stakeholders. The study will also suggest ways by
which government can regulate the activities of the stakeholders in education
to make them conform strictly to government rules and regulations guiding the
establishment of running of educational institutions.
1.7 Operational
definition of terms
Stakeholders: These include individuals, educational bodies,
and religious bodies (other than government) who have legitimate interest in
educational ventures such as establishing and running of schools.
Educational Development: It means developmental change of one
or more characteristics of educational systems variables in a positive director
in terms of some valued criterion.
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