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GOVERNMENT
POLICY ON ADMISSION OF STUDENTS INTO SENIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is
regarded as an instrument par excellence in achieving national development.
Hence, No nation can rise more relevant than it’s education. As a result of this,
countries in the world are investing heavily on education to position it on
sound pedestal to achieve their national goals and aspirations. Education
whether at the lower or higher level does not exists on its own, but is
achieved through available human and material resources (Ejeh, Okenjom,
Chizi-Woko, Agbo, 2016).
According to
Agi and Yellowe (2013) education is important to the development of human
resources, impartation of appropriate skills, knowledge and attitude. It is the
basis for transformation, industrialization and a high way to wealth creation.
Agi and Yellowe (2013) explained
further that education
is regarded as a means of achieving culture of peace, gender equality and positive African values.
It is therefore the understanding of
many that education
leads to national
transformation and
development, through reduction
in poverty with ensured peace and
security.
The
government has often conceived and implemented policies to enhance the
admission and enrollment of students into the secondary school system. A policy
serves the purpose of ensuring that every official action of an organisation
must have a basis or a backing. Terry (cited in Okoroma, 2006) considers that a
policy is an overall guide that gives the general limits and direction in which
administrative action will take place. According to Terry (in Okoroma, 2006) a
policy defines the area in which decisions are to be made but it does not give
the decision.
The Nigerian
educational system has undergone several policy reforms over the years such as
curriculum, institutional, expenditure and financing reforms particularly at
the higher education level. This arises from the adoption of education as the
instrument par excellence for national development, and the ultimate need to
make higher education relevant and responsive to the needs of the society. More
specifically, the reasons for these reforms range from the need to expand
educational access, equip students with quality education and the relevant
knowledge needed for their individual and national growth, prepare the
citizenry to face the challenges of globalization; and to set assurance
mechanism in higher education Institutions (Imoke, 2010, Bello, 2007).
The
importance of secondary education in educational system cannot be
overemphasized. Apart from serving as the link between primary and tertiary
education, it provides opportunity for a child to acquire additional knowledge,
skills, and traits beyond the primary level. A major factor that necessitates
the acquisition of secondary education in Nigeria is that the education being
provided at the primary level is proving to be insufficient for a child to
acquire permanent literacy, communicative, and numeracy skills expected from
him/her at the end of the training (Chinelo, 2011).
Secondary
education is aged in Nigeria, having developed alongside western education,
which was introduced by Christian missionaries in 1842 (Adesina, 1977). At the
onset, only primary education received a boost from the Christian missionaries
because it was used as avenue to woo the children into Christianity.
Government’s attention to secondary education started some decades after the
development of primary education, particularly when the need for outputs of
primary schools to further their education in secondary schools became
paramount.
According to
Fafunwa (cited in Ige, 2013) many ordinances, edicts and bye laws were
promulgated to improve the admission of students for secondary education in
Lagos State. Throughout the period of stewardship of the Colonial Governments
in Nigeria, there were few secondary schools to provide secondary education for
those that were then willing to acquire it. Statistics indicate that the number
of secondary schools increased enrolment increased from 168,309 in 1960 to
252,586 in 1965, 3,807,755 in 1985 and 6,536,038 in 2006 (Federal Government of
Nigeria, 2009).
Admission of
students into secondary school places on the schools the responsibility for
providing the students the necessary services that will bring about the
actualization of the educational objectives, which the nation has set out to
achieve. To douse the rising wave of mediocrity in a country, there is need for
government educational policy to support increase admission of students into secondary
schools so as to reduce the risk of unemployment, improve productivity,
increase technological innovation and economic growth (Simkovic, 2012).
1.1Statement
of the Problem
Secondary
school education is fast losing its value. Poor educational financing of
secondary schools in Lagos State has continued to be on the spotlight for now
and then. Hence, Ige (2013) asserts that despite the pivotal influence of
education in the economic transformation of any nation, education in Lagos
State has not been adequately funded by the government. The annual allocation
of the government to education through budgetary allocation has not only been
inadequate since pre-independence but also unstable.
The trend in
the budgetary allocation to education in Nigeria has continuously fallen short
of the 26% target as recommended by the United Nations Educational Scientific
and Cultural Organization (UNESCO) for developing countries. There are also the
challenges of delay in the release of the allocation, lack of accountability
for fund allocated, the government preference for higher education, as well as
frequent unhealthy political interference in education have made education
policy analysts to often call for better educational financing policy in the
country.
Poor
admission and enrollment of students into secondary education is still very
much prevalent as adolescents of secondary school age are commonly seen in the
traffic hawking goods and commodities in the different nooks and crannies of
Lagos metropolis during school hours. Hence, there is urgent need to
restructure and transform the secondary school system in Lagos State. It is
against this background that this study seeks to investigate government policy
on admission of students into senior secondary school in Lagos District V.
1.3 Purpose of the Study
The study is
conducted with the following objectives:
i. To investigate the role of
government policy on the rate of enrollment of students into secondary school
in Lagos.
ii. To examine the effect of government
educational financing policy on secondary school education in Lagos.
iii. To identify the challenges to
admission of secondary school students in Lagos.
1.4 Research Questions
The study is
guided by the following research questions:
i. What is the role of government
policy on the rate of enrollment of students into secondary schools in Lagos?
ii. What is the effect of government
educational financing policy on secondary school education in Lagos?
iii. What are the challenges to
admission of secondary school students in Lagos?
1.5 Research Hypotheses
The
following hypotheses will be tested:
H01: There is no significant effect of
government policy on the rate of enrollment of students into secondary school in Lagos.
H02: There is no significant effect of government
educational financing policy on secondary school education in Lagos.
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