ABSTRACT
This study was carried out to
determine the impact of private participation in the education of the child in
Nigeria, problem and prospect. A study of Oredo LGA of Edo State. To achieve
the said goals, the researcher carried out investigation by designing interview
form for the proprietors and principals. Data collected from the interview were
carefully studied and analyzed. The study will find out the impact of private
participation in the education of the child. Summary, conclusion and
recommendation would be made on how private schools has contributed in the
development of various aspect of secondary education. In order to attain good
standard in Oredo LGA of Edo
State.
TABLE OF CONTENT
Chapter one
1.1
Introduction
1.2
Statement of the problem
1.3
Research questions
1.4
Purpose of the study
1.5
Significance of the study
1.6
Scope of the study
1.7
Limitation of the study
1.8
Definition of terms
1.9
Definition of terms
Chapter
two
2.1
Literature review
2.2
Concept of education
2.3
Concept of curriculum
2.4
Implementation of the school curriculum in Nigeria
2.5
Proponents and cities of private schools
2.6
Laboratory facilities
2.7
Library facilities
2.8
Building and furniture
Chapter three
Methodology
3.1
Design of study
3.2
Population of study
3.3
Procedure for data collection
3.4
Method of analysis
Chapter four
4.1
Interpretation and Analysis of Data
Chapter five
5.1
Summary
5.2
Conclusion
5.3
Recommendation
Reference
Questionnaire
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
The truism that the demand for
higher education, and particularly university education, is on the increase
throughout the world is impossible to exaggerate. This could be seen as a
re-awakening of universities to their raison
d’être. In the early universities, scholars devoted their efforts to
the generation of knowledge and truth, irrespective of whether or not such
knowledge had social utility (Osagie, 2009: 110). This was the classical case
of knowledge qua knowledge; where
knowledge was pursued purely for the sake of knowledge (Ramkissoon, 2008). In
yesteryears, it was popular and indeed acceptable to think of the strength of
an economy in terms of the stock of its physical factors, especially, the
natural recourses, such as land; physical capital and skilled labour, among
others. Today, however, many economies are moving away from this archaic,
almost static perception, towards what is now known as a knowledge-based
economy; “one in which the generation, exploitation, dissemination and sharing
of knowledge has come to play the prominent part in the creation of wealth”
(DTI, in Ramkissoon, 2008:2). A knowledge-based economy is not just a matter of
pushing back the frontiers of knowledge; it is also, and probably more so,
about the most effective use and exploitation of all types of knowledge in all
manner of economic activity (Brinkley, 2006:4).
Indeed, the World Bank (1998)
has observed that “For countries in the vanguard of the world economy, the
balance between knowledge and resources has shifted towards the former;
knowledge has become, perhaps, the most important factor determining the
standard of living ….. Today’s most technologically advanced economies are
truly knowledge based”. In the same vein, according to Cader (2008), although
“all economies have some stock of knowledge … those that are growing are
distinguished by the generation of new knowledge derived from existing
knowledge”. This is how Vuksan, Delic and Przulj (2008: 171) put it, “In
today’s open and competitive economy, knowledge and innovation become major
driving factors of growth and economic development”. In other words, economic
success is increasingly becoming based on the effective utilization of
intangible assets such as knowledge, skills and innovative potential as the key
resources for getting and retaining competitive advantage. According to
Brinkley (2006), the term knowledge economy is used to describe the emerging
economic structure. The quality and depth of the knowledge
content of a society, therefore, determines its strength, its
prospects and its future. Shapira, et
al (2005) have defined knowledge
content as “the sum of human capacities, leadership assets, and
experience, technology and information capital, collaborative relationships,
intellectual property, information stocks and capabilities for shared learning
and utilization that can be used to create wealth and foster economic
competitiveness”. The ability to store, share, analyze and retrieve knowledge
through networks and communities, especially using the information and
communication technologies, allows communities to exploit the unique properties
of knowledge to gain, retain and expand their competitive edge. Perhaps the
most important property of knowledge is that it is the ultimate economic renewable; in the sense
that the stock of knowledge, unlike traditional factors of production, is not
depleted by use, rather the value and utility of knowledge to an economy comes
from sharing it with others.
Characteristically, knowledge
is essentially a public good because it can be accessed and it easily leaks. It
is, therefore, very difficult, if not out rightly impossible, for an economy,
society or community to seek to retain and cage its stock of knowledge just for
its own advantage, for any length of time. This is why countries like Nigeria
have been unable to halt the brain drain that started in the wake of the
Structural Adjustment Programme of the 1980s, without infringing on the
fundamental human rights of academics. In the new conception of economic
development, where high value production base has shifted to information and
knowledge, the quality of educational systems becomes an essential component of
a country’s capacity and capability to respond to the challenges that confront
them. The role of the educational system is to generate intellectual,
professionally skilled, and competent human capital that will benefit economic
and the country’s development. A perquisite for an effective participation of
the people in the emerging knowledge-based economy and the society at large is
the possession of the basic level of linguistic, scientific, mathematical,
tecnological and social education (Vuskan, Delic and Przulj, 2008). Because it
is now conceived as an economic good, on the one hand, and as the core driver
of the modern economy, on the other, OECD has recommended the massive stepping
up of investment in knowledge (Brinkley, 2006:7). Investment in knowledge is
synonymous with investing in education. As stated earlier, universities have
been the traditional repositories of knowledge; the highest concentration of
intellectual strength. They are, therefore, best suited to create and
disseminate knowledge through their students. As carriers of knowledge, students
with university-processed knowledge are the engines of the modern economy,
future labour force; they play vital roles in the national and international
public society. Therefore, tertiary institutions, and particularly,
universities are inevitable contributors to national development. It is,
therefore, against the background of the very strategic position of
universities in the generation and dissemination of the knowledge needed to
drive today’s economy that this contribution is made. The rest of the write up
is segmented into seven sections. First, an attempt is made to survey the
evolution of higher education, focusing on Nigeria; this is followed by
discussing the emergence of private participation in higher education, focusing
on university education. Then, we examined the persistent and recurrent
challenges of public universities, as the landscape. We then examined some of
the roles that private universities are playing in alleviating the challenges
that have plagued public universities, thereby contributing to national
development. We also considered some of the challenges currently facing private
universities in Nigeria, and looked at some of the options available to
alleviate them. Finally, we made our concluding remarks.
The world is a very attractive
flower, but it is difficult to raise. To do so successfully, you need to
control the temperature the light and the size of the flower pot. The orchid is
sensitive to soil and fertilizer, and is easily damaged by disease and insects.
This is very common to fail sat ones attempts at raising an orchid. Rearing
children is more difficult and complicated and also requires careful attention
so it is common for parents to feel a loose when it comes to child rearing.
Many feel the need for help, life and orchid grower who needs advice from an
expert. Obviously, every parents want to get best guidance. Where can such
guidance be found. (Watchtower June 15, 2004).
Education is the greatest tool
or instrument for the political, socio-economic and cultural determination of
man from the path of ignorance. The benefit of education in the over all
development of Nigeria through the inculcation of desirable knowledge and
wisdom to the citizens, can never be over emphasized. Thus, the development of
education would ensure the dignity of labour in the youths by being interested
in craftsmanship. This measure would inevitably result to a greater level of
socio-political development; economic reconstruction and technological
improvement.
The national policy on
Education which came as a result of Nigeria effort to formulate a desirable
education basic philosophy would indeed make the nation a self-reliant economy
and thereby focus attention on the inclination of national consciousness, unity
in diversity and the acquisition of appropriate knowledge, abilities, skills
and competences for self-reliance whether at individual or national level. The
greatest tool or instrument for the political, socio-economic and cultural
determination of man from the path of ignorance. The benefit of education in
the overall development of Nigeria through the inclination of desirable
knowledge and wisdom to the citizens, can never be over emphasized.
Fafunwa (2001:2002) posited
that education is the aggregation of all the processes by which a person
develops abilities, attitudes and other forms of behaviour of positive and
meaningful value in the society in which we live. He therefore, unequivocally
made it clear that this would make the child think effectively and make
relevant judgment. The national policy on education was actually aimed at
eradicating any existing contractions and ambiguities in the educational
practice in the country.
Structurally, it provided a
three-year- junior secondary school.
STATEMENT OF THE PROBLEM
Private schools are
institutions that are administered and financed by a group of, voluntary
organization on the other agencies that after secondary level instruction. The
government do not find any assistance in form of grant or otherwise in the
running/management of the institutions. According to (Essien 2002 pg 4
education and challenge). The private schools are agent of implementation of
the curriculum. However, there has been a lot of arguments and
counter-arguments as to meet the standard requirement. It is against this
background that a research of this kind is to find out whether private schools
meet the adequate standard by the national policy.
RESEARCH QUESTIONS
The following research
questions are asked
1.
What are the contributions of these private schools to overall development of
secondary education?
2.
To what extent have the private schools diversified curriculum content to cater
for the differences in the talents, opportunity and roles open to the students?
3.
What are the problems militating against the smooth education?
4.
What is the quality of the students, private schools have produced in
secondary?
PURPOSE OF STUDY
The purpose of this study is to
determine the extent private schools perform in senior secondary school
certificate examination, determine the manpower quality of the private schools,
the extent of private schools involvement in the provision of education
facilities such as teaching and infrastructure and laboratories. It will also
examine the impact of private schools on the standard of education in Edo State
like quantitative teachers, fees and standard facilities necessary for
education.
SIGNIFICANCE OF THE STUDY
The importance of this study
lies in the fact that it will add to existing literature on the private
schools. The private schools bring more uniqueness to the study of the study
that is capable in learning.
SCOPES OF THE STUDY
Private participation in
education of the child in Nigeria is not peculiar to Oredo Local Government
Area alone but all local government areas in the state and Nigeria in general.
The researcher intends to analyze the participation of private schools in the
education of the child and the quality of education given to them and comparing
it to that of the public or government owned schools in Oredo Local Government
Area. The time span will be 2004 to 2006
DEFINITION OF TERMS
Some terms which are used in
the research work which is peculiar to the research are defined to enable us
understand the context they are being used.
LGA:
Local Government Area.
Instructional Materials: These are teaching materials which teachers use to enable
a better understanding of the subject by the students.
Private Schools: These are schools (secondary) owned by individuals.
Public schools: These schools are owned and administrated by the state or
federal government.
Child:
A students of secondary education level, attending either a private or public
schools.
SSCE:
Senior secondary certificate examination.
Department | Education |
Project ID Code | EDU0062 |
Chapters | 5 Chapters |
No of Pages | 67 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2347043069458 |