THE INFLUENCE OF POLITICS ON THE MANAGEMENT OF SECONDARY SCHOOLS

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✎: THE INFLUENCE OF POLITICS ON THE MANAGEMENT OF SECONDARY SCHOOLS

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Keywords: THE INFLUENCE OF POLITICS ON THE MANAGEMENT OF SECONDARY SCHOOLS

 

RESEARCH BODY

Abstract

This research presents the results of the influence of politics on the management of secondary schools. The population for the study consists of 30 school principals and teachers in secondary schools in Olorunda LGA in Osun state, data were gathered using a self -constructed questionnaire and the result gotten was analyzed using the simple percentage method.  The validity and reliability of instrument were ascertained. Data analyzed from the research shows politics affects education sectors negatively in Nigeria therefore the research recommends that Politics should be played with caution in the appointment or selection of principal officers and implementation of educational policies also caution in the siting of secondary schools with the full knowledge of the result of the feasibility study of the environment. This is to ensure the accessibility of the teachers and the students in other to achieve the aims and objective of secondary schools in the federation.

 

 

 

 

 

TABLE OF CONTENTS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

1.2     STATEMENT OF THE PROBLEM

1.3     OBJECTIVES OF THE STUDY

1.4     RESEARCH QUESTIONS

1.5     SIGNIFICANCE OF THE STUDY

1.6     SCOPE OF THE STUDY

1.7     LIMITATION OF THE STUDY

1.8     DEFINITION OF TERMS

CHAPTER TWO

2.0     LITERATURE REVIEW

2.1     EDUCATION AND POLITICS

2.2     POLITICS OF EDUCATION

2.3     RELATIONSHIP BETWEEN POLITICS AND EDUCATION

2.4     THE CONCEPT OF FEDERALISM IN NIGERIA

2.4.1  PROBLEM OF NIGERIA FEDERALISM

2.4.2  IMPLICATION OF POLITICS OF FEDERALISM ON NIGERIA EDUCATION SYSTEM

2.5     CONTROL AND MANAGEMENT OF EDUCATION

2.6     NATIONAL UNITY AND POLITICAL COHESION

2.7     FORMULATION OF EDUCATIONAL POLICIES

2.8     FEDERAL GOVERNMENT ADMISSION POLICY: QUOTA SYSTEM AND CONCLUTION

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     INTRODUCTION

3.2     RESEARCH DESIGN

3.3     STUDY POPULATION

3.4     SAMPLE AND SAMPLING TECHNIQUE

3.5     DATA FOR THE STUDY: INSTRUMENTATION

3.5.1  INSTRUMENTATION

3.5.2  VALIDITY OF INSTRUMENT

3.6     METHOD OF DATA ANALYSIS

CHAPTER FOUR

4.0              DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1     INTRODUCTION

4.2     DATA ANALYSIS (QUESTIONNAIRE)

CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATIONS

5.1     SUMMARY OF FINDINGS

5.2     CONCLUSION

5.3     RECOMMENDATION

REFERENCES

QUESTIONNAIRE

 

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

In Nigeria education is one of the vital tools utilized by the political class to enhance their legitimacy and control the machinery of government and administration. A careful look at organization and administration of education in any given country will show that it is closely interwoven with its political dispensation or ideology. According to Uchendu (2000:1) Educational system and politics are symbiotically linked. Educational systems are based upon and promote the ideologies of nations. Similarly abstract education that does not serve the politics of a given clan does not exist in the world today. Formal school system has become an important component for the political system to implant its ideology on the youth. National Policy on Education FRN (2004) states that Education in Nigeria is an instrument for effecting development. It therefore seeks to fulfill that role the government has stated for the benefit of all citizens in the country. Educational goals shall be clearly set out in terms of their relevance to the needs of the individual and those of the society, in consonance with the realities of our environment and the modern world. Countries spell out in clear terms the philosophy and objectives that underline their investment in education which is generally affected by the political ideology of the country. Successive governments in the country insist on education for all, so that they can contribute meaningful, to the achievement of the ideas of a democratic form of government.

Education has been defined by authors in various ways to suit their own ideals of what education does or the gains of education. Anuna, (1996:2) defined education as the systematic socialization of the younger members of the society into learning, about the religion, morals, beliefs feelings of nationality and collective opinion of all kinds. It embraces not only the planned and deliberate process of school, colleges but also the indirect incidental experience of life.

Many authors have defined politics in different ways. Okunamiri (2005:2) defined politics as “unbridled struggle for power among individuals or groups”. Dyke (1966) defined “politics as, consisting of struggle among actors pursuing conflicting desires on public issues”. These definitions perceive politics as struggle for power which results in unhealthy competition among individuals or the groups involved. Clump, in Uchendu (2000:1) defined politics as a science and art of securing and advancing the temporal welfare, of community organized as a state. The business of politics therefore involves both laying down of general principles and their application to concrete problems. The scope of politics is the temporal well-being of the community as a whole. To say this means that politics is concerned with the relations of the members of the community between themselves and the things of the world. Again, it is concerned with the right and duties of citizens to each other and to state.

The greater participation and interaction between politics and education in the life of any nation is thus, what constitutes the major objective of community development. Technology (no matter how modest) alone does not solve problems nor does it even create friends. There is an increasing awakening that people are more important than techniques. People should have some voice in and understanding of what is being done. This is the basis of mutual benefit the world over. Symbiotic relationship between politics and education as earlier posited, comprises the people plotting their graph, the direction of their values, identifying way of catching up with the graph so plotted and working meticulously towards the realization of set goals and objectives. This implies that a mutual relationship between politics and education requires that people themselves exert their own efforts, joining with government to improve their economic, social and cultural conditions. it is concerned with total community life and needs. It should involve the entire community participation in decision-making. In another dimension Obanya (2002) perceived politics and education as interaction in the fullest and best sense for stimulation of the desire for better things and the urge to attain such better things. To her, mutual interaction of politics and education strive to educate and motivate people to self-help with a view to developing responsible local leadership among them, as well as inculcating in them a sense of citizenship and a spirit of civic consciousness. Besides, to ensure a lasting mutual relationship between politics and education, new ideas, researches and approaches must be injected into the education system. For example, Akintoye (2004) argues: Most studies of educational change have been concerned primarily with the adoption of specific education innovations. They have been conducted where research has largely focused on the diffusion concept, namely, the spread or permeation of an innovation from system to system or from school to school.

In recent times, it is generally accepted that the success or failure of any educational system depends on the political system of the area concerned. Education cannot be separated from politics because it is an aspect of political needs of the society. Education is a vital instrument for national unity and integration in Nigeria. That is one of the reasons why the federal government is involved in education at primary, secondary and university levels in Nigeria. The political system has influenced educational system over a long period even during the period of Socrates and Plato. Rowley (1971:11) observed that “educational plans are political in their nature and effect”. Adesina (1884:170) stated that “there is hardly any problem marrying politics with education”.” He further stated that in analyzing politics, the national aim of making education available to every child, the idea of using education to wipe out hunger, illiteracy, ignorance and diseases are on the whole less educational than political. Education in Nigeria, like in any other country had not been fashioned in a vacuum but had been regulated by the government policies and therefore by implication had been a necessary function of politics. Uchendu (2000:5) stated that no matter the system of education a country adopts, the likely solutions to problems that may arise from governmental attempt to regulate the aspirations of the citizens are related to politics, as politics determines the type of education that is to be adopted, so while one can take education out of politics, politics can hardly be taken out of education. Almond, (1960:27) posited that all political systems tend to perpetuate their culture, ideas and structure. And this could be achieved through education. Hence the interest of the Nigerian ruling class in education. Therefore, this study focuses on the influence of politics on the management of secondary school, a case study of Olorunda local government area of Osun state.

 

1.2 STATEMENT OF THE PROBLEM

The government interest on education has some implications for planning and administration of education. It is planned and administered in the contest of existing governmental structure. The success or failure of any educational system depends on the political system at a time. The political issue which, has influenced education in Nigeria is equal opportunity, and according to the 1979 constitution, equal opportunity implies: the availability of places for students in the educational system, the social institutional support for attendance and the economic ability of individuals to pursue their education. The political leadership is committed to ensuring that the fundamental right of all Nigerians for equal opportunity is assured. That is the reason why the government has mounted several programmes, to attain this objective in education. The Universal Primary Education (UPE) program is expected to ensure that every Nigerian child has free access to education irrespective of historical, political, cultural or socio-economic background. There is also plans especially with the recent introduction of Universal Basic Education (UBE) in Nigeria to ensure fee-free Junior Secondary education in all the states. Institutions for special education to take care of the handicapped and disabled children and adults are being spread all over the country. Also established in many parts of the country are adult and non-formal educations for fishery communities. All these are aimed at ensuring that even these adults who lost the opportunity to go through formal school system when they were younger are availed of the opportunity to education. This however aroused the interest of the researcher to investigate the influence politics has on the management of secondary school, a case study of Olorunda local government area of Osun state.

 

 

1.3 OBJECTIVE OF THE STUDY

The main objective of this study is to find out the influence politics has on the management of secondary school, a case study of Olorunda local government area of Osun state, however to arrive at a valid result the specific objectives of this study is to:

  1. Investigate the influence of politics on availability of quality education in secondary schools in Olorunda LGA of Osun state.
  2. To discover the effects of politics on the implementation of education policy in secondary schools in Olorunda LGA of Osun state.
  3. To find out the impact of politics on academic performance of students in secondary schools in Olorunda LGA of Osun state.
  4. To ascertain the influences of politics on the provision of infrastructural development to secondary schools in Olorunda LGA of Osun state.

 

1.4     RESEARCH QUESTIONS

  1. What is the influence of politics on availability of quality education in secondary schools in Olorunda LGA of Osun state?
  2. What are the effects of politics on the implementation of education policy in secondary schools in Olorunda LGA of Osun state?
  3. What is the impact of politics on academic performance of students in secondary schools in Olorunda LGA of Osun state?
  4. What are the influences of politics on the provision of infrastructural development to secondary schools in Olorunda LGA of Osun state?

 

1.5     SIGNIFICANCE OF THE STUDY

This study will expose government at different levels, schools managements, politicians, parents and other stakeholder involve the in formulating education policy in Nigeria on the influence and effects of politics on Nigeria education sectors. Also this study will serve as a reference to other researcher who wish to continue this research or embark on the same research.

This study will create awareness in the minds of members of the school management board about the policy decision that affects their management of secondary schools.

Keywords: THE INFLUENCE OF POLITICS ON THE MANAGEMENT OF SECONDARY SCHOOLS

 


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Keywords: THE INFLUENCE OF POLITICS ON THE MANAGEMENT OF SECONDARY SCHOOLS

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