NATIONAL OPEN UNIVERSITY OF NIGERIA

SCHOOL OF EDUCATION

COURSE CODE : EDA 808

COURSE TITLE : ADMINISTRATION OF SCHOOLS

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 EDA 808: ADMINISTRATION OF SCHOOLS

Course Developer Dr. Ben Emunemu

Faculty of Education,
University of Ibadan,
Ibadan.

Unit Writer Dr. Ben Emunemu

Faculty of Education,
University of Ibadan,
Ibadan.

Editor Dr. M.U.C. Ejieh

Faculty of Education
Obafemi Awolowo University,
Ile Ife

Staff in Charge Dr S O Ogundiran

School of Education
National Open University of Nigeria
Victoria Island Lagos

Course Coordinator Dr Bolanle Awe

School of Education
National Open University of Nigeria

Victoria Island Lagos

NATIONAL OPEN UNIVERSITY OF NIGERIA

ii
 COURSE GUIDE

UNIT 1: A COUSRE GUIDE

Contents
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Introduction to the Course
3.2 A Guide through the Course
3.2.1 Course Aims and Objectives
3.2.2 Course Materials and Structure
3.2.3 How to Get the Most from the Course
3.3 Course Delivery
3.3.1 Facilitation
3.3.2 Tutorials
3.3.3 Counselling
3.4 Assessment
3.4.1 Self-Assessment Exercises
3.4.2 Tutor-Marked Assignments
3.4.3 Final Examination
4.0 Conclusion
5.0 Summary

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1.0 INTRODUCTION
This is a course guide to EDA 806 – Administration of Schools. You need to read
through this Course Guide thoroughly for better understanding of the course. It
gives you answers to different questions that may bother your mind when
studying the course materials. You are advised to read over this guide whenever
you have any difficulty while going through the course material. The course guide
includes the following: course code, course title, credit unit, purpose of the course
or objectives and so on.

2.0 OBJECTIVES
Upon completion of this unit, you will be able to:
· explain the purpose of a course guide
· outline the structure and contents of the course
· provide a summary of what the course is about
· describe how to study the course
· provide information on support services and assessment of the course
· design and write a course guide for your course

3.0 MAIN CONTENT

3.1 Introduction to the Course: Welcome to EDA 806: Administration of Schools
which is a two credit unit course offered in the first year to postgraduate students. It is an
elective course. There are seventeen study Units in this course. There are no prerequisites
for studying this course. The course material contains typical Nigerian system of
education.
This course guide is for distance learners enrolled in the Ph.D (Educational Management)
programme of the National Open University of Nigeria. This guide is one of the several
resource tools available to you to help you successfully complete this course and
ultimately your programme.
This course guide contains information about this course: aims, objectives, what the
course is about, what course materials you will be using; available services to support
your learning; information on assignments and examination. In addition, it offers you

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guidelines on how to plan your time for study; the amount of time you are likely to spend
on each study unit; your tutor-marked assignments.
In view of the importance of this course guide, I strongly recommend that you go through
it and complete the feedback form at the end before you begin your study of the course.
The feedback form must be submitted to your tutorial facilitator along with your first
assignment. This guide also provides answers to several of your questions. You are also
advised to contact your Study Centre if you have further questions.
I wish you all the best in your learning experience and successful completion of this
course.

3.2 A GUIDE THROUGH THE COURSE

3.2.1 Course Aims and Objectives
This course ‘Administration of Schools’ aims to acquaint you with administrative
practices in the Nigerian educational system. It will equip you with the knowledge
of issues in primary, secondary and tertiary education in Nigeria.

SELF-ASSESSM ENT EXERCISE 1

What is the aim for inclusion of this course in your programme of study?

Course Objectives
There are objectives to be achieved in each unit of the course. You should read
them before studying each unit. Specifically, upon completion of this course, you
should be able to:
· enumerate objectives of primary, secondary and tertiary education in
Nigeria
· explain administrative structure of primary, secondary and higher
institutions in Nigeria
· discuss financial issues in school administration in Nigeria
· highlight expected qualities of teachers in different levels of education
· explain causes of indiscipline among students at various levels of
education

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 · proffer solutions to problems of indiscipline among students
· describe the status of infrastructural facilities in our institutions.

3.2.2 Course Materials and Structure

Course Guide
Study Units
The contents of your course material are in three modules with six units in
Module 1 and Module 2 and five units in Module 3. The Modules and Units under
them are as follows:
MODULE 1 PECULIAR ADMINSTRATIVE PROBLEMS IN PRIMARY
SCHOOLS

Unit 1: Goals and Problems of Primary Education

Unit 2: Teacher, Instructional Quality, and Physical plants.
Unit 3: Problems of Financial Position of Primary Schools
Unit 4: Primary School Relationship with Ministry of Education, School
Board, and the Community.
Unit 5: Issues in Primary School Examination, Students and Staff
Discipline.
Unit 6: Problems of Extra-Curricular Activities.

MODULE 2: PECULIAR ADMINISTRATIVE PROBLEMS IN

SECONDARY SCHOOLS
Unit 1: Secondary Education, its goals and problem of Age of students.
Unit 2: The problems of Quality Teachers, Instruction and Physical Plant
in Secondary Schools.
Unit 3: Problems of Financial position of Secondary Schools
Unit 4: Secondary School Relationship with Ministry of Education,
TESCOM and the Community.
Unit 5: Examination Issues in Secondary Schools and Students Discipline.
Unit 6: Secondary Staff Discipline and Extra Curricular Activities.

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MODULE 3: PECULIAR ADMINISTRATIVE PROBLEMS IN
TERTIARY INSTITUTIONS
Unit 1: Tertiary Education and its Goals
Unit 2: The quality of teachers and instruction in Nigerian tertiary
institutions
Unit 3: Physical plants and financial position of tertiary institutions in
Nigeria.
Unit 4: Tertiary Institutions’ relationship with Ministry of Education,
Governing Boards and other Regulatory Agencies (e.g. NUC,
NCCE).
Unit 5: Acts of Indiscipline in Tertiary Institutions (Cultism, Examination
Malpractice and Extra-Curricular Activities).

Course Summary
Module 1 introduces you to the peculiar administrative problems in primary
schools. Module 2 examines peculiar administrative problems in secondary
schools. Module 3 deals with administrative issues in tertiary institutions. There
are seventeen Study Units in this course. Each study unit consists of one week’s
work and should take three hours to complete. It includes specific objectives,
guidance for study, reading material, and Self-Assessment Exercises. Together
with tutor-marked assignments, these exercises will assist you in achieving the
stated learning objectives of the individual study units of the course

Study Plan
This table is a presentation of the course and how long it should take you to
complete each study unit and the accompanying assignments.
Unit Title of Study Unit Weeks/ Assignment
Activity
Course Guide 1 Course guide form
Module 1 Peculiar Administrative Problems in Primary Schools
1 Primary Education, its Goals and 2 Assignment

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 Problem of age of Students
2 The Problems of Quality Teachers and 3 Assignment
Instruction, and Physical plants
3 Problems of Financial Position of 4 Assignment
Primary Schools.

4 Primary School Relationship with Assignment

Ministry of Education, School
Board, and the Community
5 Issues in Primary School Examination, 5 Assignment
Students and Staff Discipline
6 Problem of Extra Curricular Activities 6 TMA 1 to be
submitted
Module 2 Peculiar Administrative Problems in Secondary Schools

1 Secondary Education, its goals and 7 Assignment

problem of Age of students
2 The problems of Quality Teachers and 8 Assignment
Instruction and Physical plant in
Secondary Schools
3 Problems of Financial position of 9 Assignment
Secondary Schools
4 Secondary School Relationship with Assignment
Ministry of Education, TESCOM and
the Community
5 Examination Issues in Secondary 10 Assignment
School and students Discipline
6 Secondary Staff Discipline and Extra 11 TMA 2 to be
Curricular Activities submitted
Module 3 Peculiar Administrative Problems in Tertiary Institutions
1 Tertiary Education and its Goals 12 Assignment

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 2 The quality of teachers and instruction 13 Assignment
in Nigerian tertiary institutions
3 Physical plants and financial position 14 Assignment
of tertiary institutions in Nigeria
4 Tertiary Institution relationship with 15 Assignment
Ministry of Education, Governing
Boards and other Regulatory Agencies
(e.g. NUC, NCCE)
5 Acts of Indiscipline in Tertiary 16 TMA 2 to be
Institution (Cultism, submitted
Examination
Malpractice and Extra
Curricular Activities).

v Now, use this overview to plan your personal timetable

References/Further Reading
Your course material is the main text for this course. However, you are
encouraged to consult other sources as provided for you in the list of references
and further reading below:
References:

Adewusi, R.A. (1998). Moral, Religious, Social and Legal Approaches to Solving
Examination Malpractices. A paper presented at a seminar on examination
malpractices and cultism; organized by Ondo State Ministry of Education, Akure.

Adeyemi, J.K. and Akindele, Ige A.M. (2002). Examination Malpractices in Nigerian
Education System: Causes Effects and the Way Out. Nigerian Journal of Clinical
and Counselling Psychology. 8(1) 56-75.

9
Adeyemo, P.A. (1975). Principles and Practice of Education. University of Ile-Ife.

Ajayi, I. A. (2007). Issues in school Management. Ikeja: Bolabay publications.

Atanda, A.I and Lameed, W.O (2006). Essentials of Educational Management. Ibadan:
Awemark Industrial publishers.

Atanda, A.I and Lameed, W.O (2006). Fundamental of School Organization and
Classroom Management. Ibadan: Awe mark Industrial Printer.
Babalola, J.B. (2007). Reform and Development in Nigeria’s Tertiary Education: focus
on the Obasanjo's Administration. In Babalola, J.B., Akpa, G.O. Ayeni, A.O. and
Adedeji S.O. (Eds) Access Equity and Quality in Higher Education. Ibadan:
NAEAP 9-31.

Ballard, K and Bates, A. (2008). Marking a Connection Between Student Achievement

Teacher Accountability and Quality classroom instruction. The Qualitative Report
13: 4, 560-580.

Edem, D.A (1987). Introduction to Educational Administration in Nigeria. Ibadan;

Spectrum Books LTD. In Nwagwu, N.A, Ehiametalor E.T, Ogunu M.A and
Nwadiani Mon (Eds) Current Issues in Educational Management in Nigeria. Benin;
NAEAP Publication.

Federal Ministry of Education (2004). National Policy on Education. Abuja: FME.

Federal Ministry of Education (2006). Minimum Standards for Schools. Abuja: FME.

Federal Republic of Nigeria (1999). Examination Malpractice Decree.

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Gallaher, H.A (2002). The Relationship Between Measures of Teacher Quality and
Student Achievement: The case of Vaughn Elementary. Paper presented at the
annual meeting of the American Educational Association New Orleans, L.A

Goldharber, D.D and Brewer, D.J (1999). Teacher Licensing and Students’ Achievement.
In Kanstoroom, M and Funi, C.E .Jr (Eds) Better Teachers, Better Schools.
Washington: D.C, Thomas B.Fordham Foundation.

Greenwald, R (1997). The Effect of School Resumes on Student Achievement. Review of

Educational Research, 66:361-396.

Hornby, A.S. (1998). Assessment and Education Malpractices. Proceeding of the 16th
annual congress of the Nigerian Academy of education, held in the University of
Jos, 12-16 November.
Jaiyeoba, A.O (1994). Impact of School Administration operational Areas in the
Implementation of the two-tier system of secondary Education in Oyo State. An
unpublished Thesis in the Department of Educational Management, University of
Ibadan.

Jaiyeoba, A.O and Atanda A.I (2004). Community Participation in the Provision of
Facilities in Secondary Schools in Nigeria. In Bamisaye, E.O, Babalola J.B,
Fabunmi, M, Ayeni, A.O (Eds). Management of Primary and Secondary Education
in Nigeria. Ibadan: NAEAP publication.

Musaazi, J.C.S (1982). The Theory and Practice of Educational Administration. London:
Macmillan publishers LTD

National Bureau of Statistics (2006). Annual Abstract of Statistics. Abuja: Nigeria.

Nduka, G.C (2001). Financial Planning for State Secondary Schools; A strategies for
Qualitative secondary Education in Nigeria.

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Ogunu, M.A (2000, Ed.) School Facilities Management. Introduction to Educational
Management. Benin City, Mabogun: Publishers. 133-138.
[[[[

The World Bank (2007). Recruiting, Retaining, and Retraining Secondary School
Teachers and Principals in sub-Saharan Africa. Washington D.C.

Vandarvourt, L.G, Amrein-Beardslay, A, and Berliner, D.C (2004). Students of National

Board Certified Teachers Outperform Peers on National Test. Education Policy
Analysis Archie, 12(46) Retrieved from http: //epag.asn.edu/epaa/v12n46/ on
23/09/09

3.2.3 How to get the most from this Course

In distance learning, the Study Units replace the University lecturer. The
advantage is that you can read and work through the course material at your pace
and at a time and place that suits you best. When reading the material, think like a
student listening to a teacher. The material is interactive. As your lecturer gives
you exercise after the lecture, so also the material provides exercise for you to do
at appropriate times.
The material is planned to facilitate effective understanding. Each study unit has
an introduction which gives you an idea of what the unit is all about. The
objectives for studying the units are also highlighted. By the time you conclude
any of the units, go over the objectives for that particular unit to find out if you
have been able to achieve them.
Exercises are interspersed throughout each unit. The answers are also embedded
in the units. Take time to answer them. Through this, you can measure what you
have learnt. In addition, you have tutor-marked assignment. You are encouraged
to do them and submit for marking. These will assist you in final examination.
It should take you three hours to complete a unit. When you have completed unit
one, take note of how long it took you and use this information to draw up a time

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 table to guide your study. The wide margins on the left and right sides of the
pages of your course book are meant for you to make notes of main ideas or key
points which could assist you when revising.

3.3 Course Delivery

As an open and distance learner, you learn through several ways. You learn when
you interact with the content in your course material in the same way as a student
interacts with the teacher in a conventional institution. You also learn when you
are guided through the course. However, you are not taught the course. Instead,
your course material is your teacher, as such you will not be able to get answers to
any questions which may arise from your course material which is your teacher.
3.3.1 Tutorial Sessions
The total number of tutorial hours for this course is 8 hours. The sessions form a
part of your learning process as you have an opportunity to receive face-to-face
contact with your tutorial facilitator and to receive answers to questions or
clarifications which you may have
To derive maximum benefit from the tutorial, you are expected to prepare ahead
of time by studying the relevant Study Units. You can do this by writing down the
questions to ask your facilitator. The Study centre will provide you necessary
information on the location and time schedule for the facilitation.
There is flexibility in the arrangement of tutorial sessions. This depends on you
and your facilitator. The Study centre will help you to get the email address and
phone number of your facilitator.
Note that tutorial sessions are optional. However, the sessions offer you
opportunity to interact with your peer through group discussions. This minimizes
the loneliness and isolation you may experience as a distance learner.

3.3.2 Facilitation
Facilitation is learning that takes place within and outside of tutorial sessions. The
tutorial facilitator guides your learning by doing the following:

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 · Provide answers to your questions during tutorial sessions, on phone or by
email;
· Coordinate group discussions;
· Provide feedback on your assignments;
· Pose questions to confirm learning outcomes;
· Coordinate, mark and record your assignment/examination score; and
· Monitor your progress
The language of instruction for this course is English. The course material is
available in print or Computer Disc (CD) formats, and also on the university’s
website.
The information about the location and time schedule for facilitation will be
available at your study centre. The time for facilitation is flexible. This is
arranged between you and your tutorial facilitator. You can contact your
facilitator on any of the study units, self-assessment exercises and any other
matters relating to the course.
3.3.3 Counselling
Counselling forms a part of your learning because it is provided to make your
learning experience easier. Counselling is available to you at two levels: academic
and personal counseling. Student counselors are available at the study centre to
provide guidance for personal issues that may affect your studies. Your study
centre manager and tutorial facilitators can assist you with questions on academic
matters such as course materials, facilitation, grades and so on. Therefore, make
sure you have the phone numbers and email addresses of your study centre and
the various individuals.

3.4 Assessment
There are three components of assignment for this course: Self-Assessment
Exercise and assignment at the end of each study unit; the Tutor-Marked
Assignment; and a written examination. Below are detailed explanations on how
to do each assignment.

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Self-Assessment
There are Self-Assessment Exercises spread out through your course material.
You should attempt each exercise immediately after reading the section that
precedes it. Possible answers to the exercises are provided at the end of the course
book. However, you should check the answers only after you must have attempted
the exercises. The exercises are for you to evaluate your learning; they are not to
be submitted. There are also questions spread through each study unit. You are
required to attempt these questions after you have read a study unit.

Tutor-Marked Assignment (TMAs)

There are four tutor-marked assignments for this course. They are designed to
cover all areas treated in the course. You will be given your assignments and the
dates for submission at your study centre. You are required to attempt all three
Tutor-Marked Assignments. You will be assessed on all four, but the best three
performances will be used for your Continuous Assessment.
Each assignment carries 10% and together will count for 30% of your total score
for the course. The assignments must be submitted to your facilitator for formal
assessment on or before the stipulated dates for submission. The work that you
submit to your tutorial facilitator for assessment will count for 30% of your total
course score.

Guidelines for writing Tutor-Marked Assignments

1. On the cover page of your assignment, write the course code and title,
assignment number (TMA 1, TMA 2), and dates of submission, your name
and matriculation number. It should look like this:
Course Code:
Course Title:
Tutor-Marked Assignment:
Date of Submission:
School and Programme:
Matriculation Number:

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2. You should endeavour to be concise and to the point in your answers and
adhere to word limit where given. Your answer should be based on your
course material, further reading and experience. However, do not copy
from any of these materials. If you do, you will be penalized. Remember
to give relevant examples and illustrations.
3. Use ruled foolscap-sized paper for writing answers. Make and keep a copy
of your assignments.
4. Your answers should be hand-written by you. Leave a margin of about 1.5
inches on the left side and about 5 lines before the answer to the next
question for your tutorial facilitator’s comments.
5. For assignments involving laboratory reports of experiments, the
following format is required for submission in addition to 1 above.

Experiment Report Sheet

a) Observations---------------------------------------------------
b) Readings--------------------------------------------------------
c) Diagrams--------------------------------------------------------
d) Precautions------------------------------------------------------
e) Results-----------------------------------------------------------
f) Sources of errors-----------------------------------------------
Conclusion-----------------------------------------------------------
6. When you have completed each assignment, make sure that it reaches your
tutorial facilitator on or before the deadline. If for any reason you cannot
complete your work on time, contact your study centre manager and
tutorial facilitator before the assignment is due to discuss the possibility of
an extension. Extensions will not be granted after the due date unless
under exceptional circumstances.

Final Examination and Grading

The final examination for EDA 806 will be of two hours duration, which will
carry 70% of the total course grade. The examination will consist of questions

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which reflect the kinds of Self-Assessment Exercises and questions in the Tutor-
Marked Assignments which you have previously encountered. All areas of the
course will be assessed. You should use the time between finishing the last unit
and taking the examination to revise the entire course. You will find it useful to
review your answers to Self-Assessment Exercises and Tutor-Marked
Assignments before the examination. For you to be eligible to sit for the final
examinations, you must have done the following:

1. You should have submitted all the four Tutor-Marked Assignments for
the course.
2. You should have registered to sit for the examination. The deadline for
examination registration will be available at your study centre. Failure to
submit your assignments or to register for the examination (even if sit for
the examination) means that you will not have a score for the course.

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 Course Marking Scheme
The following Table lays out the marks that constitute the total course score
Assessment Marks
Assignments 1-4 (four submitted, but Three assignments, marked out of 10%
the best three of all the assignments totaling 30%
selected)
Final examination 70% of overall course score
Total 100% of course score

4.0 CONCLUSION
In conclusion, all the features of this course guide have been designed to facilitate
your learning in order that you achieve the aims and objectives of the course.
They include all aims and objectives, course summary, course overview, Self-
Assessment Exercises and study questions. You should ensure that you make
maximum use of them in your study to achieve maximum results.

5.0 SUMMARY
EDA 806 (Administration of Schools) introduces you to different levels in
Nigerian educational system with their various objectives. It is aimed at equipping
you with the administrative practices in primary schools, secondary schools and
institutions of higher learning which ranges from polytechnic to university
education. The peculiar administrative problems at every level of education were
explained as well as suggested solutions. Upon completing this course, you
should be able to explain administrative features of various educational levels in
Nigeria. You will be able to proffer solutions to various problems confronting our
educational institutions such as finance, school plant, as well as human resource
problems.
I wish you success with the course and hope that you will find it both interesting
and useful.

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 EDA 808: ADMINISTRATION OF SCHOOLS

Course Developer Dr. Ben Emunemu

Faculty of Education,
University of Ibadan,
Ibadan.
Tel.: 0803-324-2980
Email: doriben7701@yahoo.com

Unit Writer Dr. Ben Emunemu

Faculty of Education,
University of Ibadan,
Ibadan.

Editor Dr. M.U.C. Ejieh

Faculty of Education
Obafemi Awolowo University,
Ile Ife

STAFF IN CHARGE Dr S O Ogundiran

School of Education
National Open University of Nigeria
Victoria Island Lagos

Course Coordinator Dr Bolanle Awe

School of Education
National Open University of Nigeria
Victoria Island Lagos

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MODULE 1 PECULIAR ADMINSTRATIVE PROBLEMS IN PRIMARY
SCHOOLS

Unit 1: Goals and Problems of Primary Education

Unit 2: Teacher, Instructional Quality, and Physical plants.
Unit 3: Problems of Financial Position of Primary Schools
Unit 4: Primary School Relationship with Ministry of Education, School Board, and the
Community.
Unit 5: Issues in Primary School Examinations, Students and Staff Discipline.
Unit 6: Problems of Extra-Curricular Activities.

UNIT 1: Goals and Problems of Primary Education

Contents
6.0 Introduction
7.0 Objectives
8.0 Main content
8.1 What is Primary Education?
8.2 Objectives of Primary Education
8.3 Providers of Primary Education.
8.4 Administration of Primary School
8.5 Prescribed Age into Primary School and Problems Associated with Entry Age
of Pupil.
8.6 Dealing with Age Problems.
9.0 Conclusion
10.0 Summary
11.0 Tutor-Marked Assignments
12.0 References/Further Reading.

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1.0 INTRODUCTION
You will recall that your first level of education took place some years ago. All what
you are learning after leaving that level for subsequent levels of education are built on the
foundation laid at the first level. Thus, the Unit 1 of Module 1 of this course refreshes
your memory with what primary education implies, the expected goals, the providers of
this level of education, expected entry age for pupils as well as the problems that could
result from non-adherence to the specified entry age and suggested solutions.

2.0 OBJECTIVES
At the end of this unit, you should be able to:
· Describe primary education in your own words.
· Enumerate goals of primary education in Nigeria.
· Discuss providers of primary education.
· Explain the administration of primary schools.
· State prescribed entry age into primary school and problems associated with non-
compliance.
· Explain how to rectify associated problems with entry age.

3.0 MAIN CONTENT

3.1 What is Primary Education?

Primary education is the bedrock on which other levels of education are built. The
National Policy on Education (2004) refers to it as “Education given in an institution for
children” normally aged 6-11. This is the level that prepares pupils for Secondary
Education. It is necessary that basic skills are inculcated into learners as specified in the
objectives. These objectives are considered in the section that follows;

3.2 Objectives of Primary Education

The National Policy on Education (2004) stated the objectives of primary
education as follows:

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 a. The inculcation of permanent literacy and numeracy and the ability to
communicate effectively.
b. The laying of a sound basis for scientific and reflective thinking;
c. Citizenship education as a basis for effective participation in and
contribution to the life of the society.
d. Character and moral training and the development of sound attitudes;
e. Developing in the child the ability to adapt to his changing
environment;
f. Giving the child opportunity for developing manipulative skills that will
enable him function effectively in the society within the limits of his
capacity and;
g. Providing basic tools for further educational advancement including
preparation for trades and crafts of the locality.

SELF-ASSESSM ENT EXERCISE 1

Discuss any five objectives of primary education in Nigeria.

3.3 Providers of Education

The major provider of primary education is the government. Also, the National
Policy on Education (2004) gives private individuals, religious groups or organizations
opportunities of establishing primary schools, provided they are ready to comply with the
government policies. This is why there are private nursery/primary schools alongside
public primary schools to provide primary education. To ensure quality education,
inspectorate divisions of Ministries of Education at Federal and State levels and Local
Inspectorates of Education (LIEs) at local government level inspect prospective private
schools before approval is given for operation. Both private and public schools use
approved curricula in instructional delivery so as to guarantee quality.

3.4 Administration of Primary School in Nigeria.

Educational administration is the arrangement of human and material resources
and programmes available for education and carefully using them systematically
for the achievement of educational objectives (Nwankwo, 1982). Educational

22
 administration could be at the state level through the Ministry of Education or the
State Universal Basic Education Board (SUBEB) or at the school level itself. At
the government level, two levels of government are mostly concerned in the
administration of primary education. These are the State and the Local
Governments.
1. State Government: The State Governments are involved in the administration of
primary schools through the functions of State Ministries of Education. According
to Section II (92) of the National Policy on Education (2004), State Ministries of
Education will perform the following functions,
a. Policy and control and administration of education at primary and secondary
levels at state level.
b. Planning, research and development of education at state level.
c. Inspectorate services to improve and maintain standards
d. Educational services
e. Coordination of the activities of school Boards and for Local Education
Authorities.
f. Examination, particularly certification of primary school teachers, testing and
evaluation
g. Establishments of State Registries of teachers.

In addition, the State Universal Basic Education Board (SUBEB) is another

agency that assists state government in administration of primary schools.
2. Local Government: Local Government participates in school administration
through the Local Government Education Authorities (LGEA) whose functions
include:
a. Interpretation of government policy for easier and effective management of
schools;
b. Keeping of primary school teachers confidential reports and record of service;
c. Payment of primary school teachers salaries and allowances;
d. Approval of Local contribution for educational development; and
e. Request for financial aid from the State government.

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However, there is a national Federal government agency involved with the administration
of primary education. This is the Universal Basic Education Commission (UBEC).

3. Administration at School Level: At the school level, the head teacher is a

professional and the administrative head. He/she plans, organizes, directs and
coordinates all the affairs of staff and pupils. The head is assisted by an assistant
head teacher in his/her daily administration of the school. Teachers are at the
instructional delivery level in the classroom. The organogram in Figure 1
illustrates the relationship among different authorities/bodies and individuals
playing significant role in school administration in Nigeria.

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 Ministry of
Education

UBEC SUBEB

LGEA

Primary school
Head Teacher

Teacher Teacher Teacher

Figure 1: Schematic Representation of a Primary School Organization in Nigeria

(Adapted from Adeyemi and Igbineweka, 2004)

SELF-ASSESSM ENT EXERCISE 2

What are the roles played by the State Ministries of Education in the achievement of
primary school objectives?

3.5 Prescribed Entry Age for Primary Education and Associated Problems.

3.5.1 The prescribed age for primary education according to the National Policy on
Education (NPE, 2004) is between ages 6-11 plus, pupils that have attained
the age of six at the time of enrolment. In Nigeria, the new session
commences by September of every year.

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 However, pupils that are almost six years of age, for instance five years plus
or above six years at the time of registration can be enrolled. It is believed that
pupils above five years are matured enough to cope with the rigours of school
at that level. Thus, separating from their parents for schooling sake will not
pose much feeling of parental detachment to them.

3.5.2 Peculiar Administrative Problems associated with over and under-

aged in Primary Schools.
Admission of pupils whose ages are far below six years into primary school is
common in Nigeria today. One of the factors responsible for this is the growing
awareness of the importance of nursery education. Some parents enroll their children
for nursery school as early as when they are a year plus or two years old. At age four,
they are ready for enrolment into primary one. This means that at age nine, such
pupils are preparing to leave primary school for secondary school. There are peculiar
problems that are associated with under-age enrolment.

Problems of Under-Aged Pupils

The following are the problems that under aged pupils may be confronted with, and
these have implications for classroom management.
a. Physical Fitness: Human development is in stages. Psychologists have stratified
these stages in line with age. Therefore, for pupils that are far below
recommended age for enrolment could find it difficult to cope with some
challenges. They may be weak to participate in some assignments that demand
physical force. They can also sustain injuries easily. As a result of these, teachers
are expected to pay extra attention to them in the classroom. Attention given to
them during class work will definitely affect teacher’s commitment to other
school assignments.
b. Emotional Instability: As a result of their age, they may not be emotionally stable.
They may not have boldness to express their feelings to teachers. For instance, if
an under-aged pupil is pressed, the fear of expressing himself/herself can make

26
 him/her urinate or defecate in the class. If this happens, it causes distraction in the
class.
c. Intellectual Problem: All things being equal, it is expected that mental age should
develop alongside with chronological age. It is believed that at the recommended
age, pupils could cope with intellectual challenges in school. However, when a
child is enrolled at an age far below six years as recommended, his/her
intelligence quotient may deprive him/her opportunity of assimilating what
teacher teaches and other curricular activities in school. This renders teacher’s
effort a futile exercise.
d. Overcrowding: In a situation where a country has accurate demographic data of
citizens (like age distribution) and relies on it for projecting school age
population. If projection is based on actual age distribution but at the point of
registration children below school age are registered, it results into overcrowding
in classrooms. Over utilization of both human and material resources in school
will be the consequence. This will later affect the expected quality of primary
education.

Problems of Over-Aged Pupils

This is an opposite of under-age, that is, when pupils that are older than the
recommended age are found in primary schools. The likely problems they would
encounter are as follows:
a. Bullying: The over-age pupils may take the advantage of their physical strength
and emotion to override their mates in classroom. This gives a classroom teacher
additional assignment to do. Some of them can constitute threat to other pupils,
thereby causing them some emotional problems.
b. Withdrawal: On the other hand, older pupils can decide not to participate in class
work. They see themselves as a different class. This can hinder their effective
learning.
3.6 Dealing with Age problem
The era of civilization coupled with globalization makes things change faster.
Involvement of parents especially females in white collar jobs and business have

27
 necessitated early registration of their children for schooling. Also, situations that
parents could not help hinder some from registering their children as and when due.
The problems posed by under-aged and over-aged pupils in primary schools can
be managed as follow:
a. Parents should be educated on age implication on effective teaching and
learning in primary schools. This can be achieved through print and electronic
media.
b. School heads should implement strictly the policy on recommended school age
during registration.
c. At classroom level, teachers should diversify their method of teaching to suit
different ages in his/her class as professionals in education.

SELF-ASSESSM ENT EXERCISE 3

What are the administrative problems posed by (i) under-aged, and (ii) over-aged
pupils in primary schools? How can you handle them?

4.0 CONCLUSION
Primary school is the foundation for formal education on which subsequent levels are
built. Your understanding of its goals/objectives and administration is very necessary.
The objectives/goals of subsequent levels of education are built on this level.

5.0 SUMMARY
In this Unit, you have learnt about primary education, its objectives, and administration.
You also learnt about the providers of primary education and problems associated with
age of pupils in primary school. The latter part of the unit discussed how to alleviate
problems of age in primary schools.

6.0 TUTOR- MARKED ASSIGNMENT

1. What is your understanding of primary education and its objectives in Nigeria?

28
 2. Who are the providers of primary education in Nigeria?
3. Explain with the aid of organogram the structure of primary school in Nigeria.
4. Discuss some of the administrative problems associated with age of pupils and
how they can be resolved or managed.

7.0 References/Further Readings:

Adeyemi, J.K and Igbineweka, V.O (2004). Crisis in Primary Education Management
in Nigeria: The Need for Urgent Reforms. In E.O Fagbamiye, J.B. Babalola,
M.Fabunmi, and A.O Ayeni (Eds) Management of Primary Education in
Nigeria. Ibadan; Awemark industrial printers; 51-61

Emunemu, B. O. & Ayeni A. O. (1999). The Relevance of Primary Education to

Nigeria’s Socio-Economic Development. African Journal of Educational
Management, Vol. 7 No 1, June, 110 –116.
Emunemu, B. O. (2004) The Relevance of Nigeria’s Universal Basic Education
(UBE) Programme to National Development. International Journal of
Literacy Education. Vol 2, No 1, Jan – June, 84-94
Federal Republic of Nigeria (2004). National Policy on Education. Abuja: Federal
Ministry of Education.

Nwankwo, J.I (1982). Educational Administration; Theory and Practice. New Delhi:
Vikas Publishing House Limited.

29
 ANSWER

SAE 1
a. The inculcation of permanent literacy and numeracy and the ability to
communicate effectively.
b. The laying of a sound basis for scientific and reflective thinking;
c. Citizenship education as a basis for effective participation in and contribution to
the life of the society.
d. Character and moral training and the development of sound attitudes;
e. Developing in the child the ability to adapt to his changing environment;
f. Giving the child opportunity for developing manipulative skills that will enable
him function effectively in the society within the limits of his capacity and;
g. Providing basic tools for further educational advancement including preparation for
trades and crafts of the locality.
SAE 2
Both State and Federal Ministries of Education play the following role:
(1) Planning and curriculum
(2) Employment and promotion of staff
(3) Inspection/supervision
(4) Provision of instructional facilities

SAE 3
(i) Under-aged problems include: physical problem, emotional instability,
intellectual problem and overcrowding.
(ii) Over-aged problems include: bullying and withdrawal.

TMA
1. See the content
2. the providers of primary education include proprietors/proprietresses and
government.
3. see the content

30
 4. see SAE 3
UNIT 2: TEACHER, INSTRUCTIONAL QUALITY AND PHYSICAL
PLANTS

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 National Policy Provisions for Teachers in Primary Schools.
3.2 Qualities of a good teacher.
3.3 Problems of quality Teachers and instruction in primary Schools.
3.3.1 Suggested solutions to the problems of quality teacher and
instruction.
3.4 Physical plants and minimum standards
3.5 Problems of physical plant in primary schools.
3.5.1 Suggested solutions to problems of physical plant in primary
schools
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUC TION

In the previous unit, you learnt what primary education implies, its objectives, providers,
structure and administration. You were also acquainted with problems associated with
age of pupils at this level of education as well as the suggested solutions. In this unit, you
are going to learn who a teacher is, and the minimum requirements for teaching in
primary school. In addition, you will learn what physical plants are, the minimum
standard for physical plant, the problems and suggested solutions to physical plant
provision in Nigerian primary schools.

2.0: OBJECTIVES

31
At the end of this unit, you should be able to;
· Describe a professional teacher
· State the minimum educational qualification for teaching in primary schools.
· Discuss what makes a quality teacher.
· Highlight problems of quality teacher and instruction
· Discuss the problems of physical plant and effects on students.
· Proffer solutions to problems of physical plant in primary schools.

3.0 MAIN CONTENT

3.1 National Policy on Education and Minimum Qualification for Teachers in
Primary Schools.
Who is a teacher?
From what you learnt in Unit one, you will definitely know that the achievement of the
objectives of Primary Education depends on the availability of material resources.
However, adequacy of material resources is not a sufficient condition to realise these
objectives. Human resources, especially teachers play significant role. Who do we call
professional teachers? Atanda and Lameed (2006) described a teacher as a professional
who imparts skills, knowledge, information, and attitude, among others to the learners.
Effective teaching requires a professional teacher. This implies that not everybody that
stands before a group of students to deliver instruction can be called a teacher. A teacher
is expected to be a professional.
The Minimum Qualification for Primary School Teacher. The National Policy on
Education (2004), stipulates that the minimum entry qualification into teaching in
primary school is the Nigeria Certificate in Education (NCE) and that the teacher must be
registered with the Teachers Registration Council of Nigeria.
At the primary school level, the recommended pupil-teacher-ratio (PTR) is 35:1.
This is aimed at enhancing quality teaching.
3.2 Qualities of Good Teachers.
Teachers play important roles in the teaching-learning process, especially at primary
school level where the foundation of education is laid. Atanda and Lameed (2006) argue
that it is possible for learning to take place without a particular teacher (that is, who

32
directly or consciously organises instruction), but teaching as a process cannot take place
without a teacher. Teachers are responsible for finding ways to educate all children. If
teachers are going to do justice to their expected role, they are expected to possess the
following qualities.
a. Mastery of their subject: Subject matter mastery is very important if teachers
are going to deliver instruction as expected.
b. Knowledge of diverse methods of Instruction: An excellent teacher in the
content mastery with good Certificate (that is Nigeria Certificate in Education
or Bachelor’s degree in Education) might be the least teacher in the delivery
of instruction. Therefore, knowledge of different techniques of disseminating
instruction baring set of learners in class is required.
c. Tolerance: As a substitute for parents during school hours, a good teacher is
expected to be tolerant. Students are bound to exhibit abnormal behaviour, but
a good teacher has to handle matters with maturity.
d. Friendliness: A good teacher could achieve excellence in the class if he/she is
a friend to all but a special friend to none.
e. Sympathy: A good teacher should be sensitive to all that happens to students
in the classroom. Attention is given to cases to avoid their negative effect on
effective teaching.
f. Optimism: Teachers are expected to be optimistic. Good teachers are not
pessimists. They should be interested in the success of their students. Their
utterances motivate and encourage learners.
g. Enthusiasm: Good teachers derive pleasure in teaching as their profession.
They never regret taking up teaching as their career.
h. Scholarship: Good teachers are not satisfied with what they have already
known in their field of study. They press further to be current. Based on quest
for additional knowledge, they have new ideas, facts and information to teach
their students. They see it as their duty to participate in professional
development activities that foster their responsibility.

3.3 Problems of Quality Teachers and Instruction in Primary Schools.

33
The problems of quality teachers as well as instruction emanate from the following:
1. Some teachers in our Primary Schools do not possess the Nigeria
Certificate in Education (NCE) as prescribed by the National Policy on
Education. Teachers with Associate Certificate in Education (ACE),
Teachers Grade II and Diploma in some disciplines are given appointment
in Primary Schools. In fact, some private schools do employ Senior
School Certificate Examination (SSCE) holders to teach. Thus, the quality
of instruction prepared and delivered by teachers below the national
minimum standard may be affected. For instance, with Senior School
Certificate Examination holders that are employed to teach in some private
schools do not have knowledge of methods of disseminating instruction.
The students taught by them pay for their incompetence.
2. A reasonable number of primary school teachers are not certificated or
licensed. As part of government’s effort to improve standards in Nigerian
schools, the Teachers Registration Council was established to register
qualified teachers. Unfortunately, some of the teachers ignored it. Table 1
shows proportion of teachers that have not fulfilled this requirement.

Table 2.1: Registered and Unregistered Primary School Teachers 2003-

2005

Status 2003 2004 2005

Reqistered Teachers 326038 (55.2) 309509 (51.7) 440,378 (63.4)
Unregistered Teachers 265,003 (44.8) 289,703 (48.3) 254,438 (36.6)
Total 591,041 599,212 694,816
Source: Computed from National Bureau of Statistics (2006)

34
From Table 1, in 2003 out of 591,041 teachers in primary schools, 326,038 teachers have
registered with Teachers’ Registration Council. This represents 55.2%,while the
remaining 265,003 representing 44.8 have not registered. In 2004, 309,509 (51.7)
teachers out of 599,212 were registered. On the other hand, 289,703 did not register
making 48.3%. The number of registered teachers improved to 63.4% (440,478), while
36.6% (254,438) out of 694,816 teachers were unregistered. The remaining teachers in
the teaching profession who are unregistered are likened to unlicensed medical doctors
who is a menace to the society.
3. Inspection and monitoring: Inspection and monitoring are meant to improve and
enhance teachers’ performance. Inspectorate division of both State and Federal
governments have complained of inadequate staff, vehicles and some other infrastructure.
These affect regular inspection of primary schools. The quality of instruction delivered
by teachers in turns is affected because the mechanism for quality assurance (inspection)
is ineffective.
4 Instructional Resources: Teachers require instructional resources like teaching
aids to complement their instructional delivery. Most teachers do not use instructional
materials for teaching. This makes some of the concepts sound abstract to learners.
5 Teachers’ Conditions of Service: The condition of teachers’ service has
significant impact on instructional delivery. Teachers’ salary is a major problem in
Nigeria. In 2009, teachers at primary and secondary levels went on strike nationwide.
They demanded implementation of Teachers’ Salary Scale (TSS). Their strike had a
serious impact on students and the general public. Some state governments have not
started implementing the teachers’ salary scheme.

3.3.1 How to Enhance Quality of Primary School Teachers and Quality Instruction
The availability of quality teachers determine quality instruction. According to
Vandewort, Amrein-Beardslay, and Berliner (2004), the quality of teacher in the
classroom is the single most important factor in determining how a child learns.
These are suggested measures to improve teacher quality and quality of instruction:

35
 1. Develop strategies for the systematic recruitment of potential teachers. This
implies effective employment process which results into selection of qualified and
competent teachers from the pull of applicant?
2. Develop strategies to encourage people with appropriate academic qualifications
to enter teaching profession. That is, there should be a form of induction for
teachers just like the practices in medical science.
3. Design a programme to improve the skills of primary school teachers in both
content areas and pedagogical skill areas.
4. Strengthen inspectorate and monitoring division in the Ministry of Education.
5. Provide teachers with better resources for good teaching.
6. Enforce the minimum standard of entering into teaching profession as specified
by the Teachers’ Registration Council (TRC).
7. Payment of agreed teachers’ salary scheme by the States that are yet to
implementation the new scheme.

SELF-ASSESSM ENT EXERCISE

Enumerate some of the measures to enhance quality of primary school teachers in
Nigeria.

3.4 Physical Plant in Primary School

Ogunu (2000) said school facilities are the material resources that facilitate effective
teaching and learning in the school. Specifically, physical plant comprises school
buildings which include classrooms, libraries, laboratories, workshops, toilet facilities
and other erected structures in school.
The National Policy on Education (1981 and 1998 editions) contain policy
statement on school facilities which includes physical plant. The Federal Ministry of
Education (FME, 2006) in her publication titled Minimum Standard for Schools, gave
specifications on physical plant in establishing Schools. The land occupied by the school
should be 1-5 hectares, the classrooms dimension of 9m x 12m, assembly Hall with a
capacity to seat twice the total enrolment of the school, an administrative blocks of 7m
x4m x3m, reading library that is functional, toilet facilities (3 VIP toilets or 3WC) and

36
games field of 30 x 30m. The average class size recommended by the National Policy on
Education is 40, while UNESCO recommended an average of 35 in a class.

3.5 Problems of Physical Plant in Primary Schools.

The status of physical plant in public primary schools shows that all is not well. You may
recall what your primary school looked like when you were there. Do you see any
improvement on what the buildings are today? Some of the school physical plants that are
dilapidated are not replaced, while existing ones are not maintained. Some of the
problems associated with physical plant are as follows:
a. Inadequate classrooms: The existing structures in schools are not expanded
while enrolment is on the increase.
b. No provision for library, laboratory, workshop and health centers. Most of the
primary schools cannot boast of a room used as a library, laboratory or sick
bay. This is because the existing classrooms are not sufficient to accommodate
the pupils.
c. Abnormal class sizes. The enrolment trend shows continuous increase and the
classrooms are congested. The national statistics on classroom and enrolment
revealed abnormal average class size (see Table 2.2 below):

Table 2.2: Average class size in Nigeria Primary School 2001-2005

Year Enrolment Classrooms Average class size

2001 8,457,812 124,229 68
2002 8,791,072 116,827 75
2003 11,335,755 111,257 101
2004 9,649,708 254,319 38
2005 9,917,498 252,585 39

Source: Computed from National Bureau of Statistics (2006).

Table 2.2 shows that the average class size was not stable for the five years
considered. The situation was worst in 2003 when average class size (ACS) was 101.

37
 Though, the average class size in 2004 and 2005 were below recommendation of the
National Policy on Education, it was above UNESCO recommendation of 35. The
three scenarios about school physical plant have implications for effective
administration and quality of education. The schools without library and laboratory
will find it difficult to compete with schools that have functional libraries and
laboratories. This is because both staff and pupils have the opportunity of
complementing classroom activities with resources available in the library.

3.5.1 Suggested Solutions to Problems of Physical Plant.

Physical plant is an important input in the educational system. It will be difficult, if not
impossible to realise laudable educational objectives without a functional and adequate
physical plant in Schools. Based on this premise, these suggestions are made to solve
physical plant problems in primary schools.
1. Renovation of abandoned buildings in primary schools so as to serve their
expected purposes.
2. Construction of new structures in schools where there are inadequacies.
3. Establishment of maintenance units in schools so as to ensure regular inspection
of physical plant and carry out minor repairs before they get out of hand.
4. The old students, religious associations, parents, philanthropists and non-
governmental organizations (NGOs) should be sensitized on areas where their
effort is needed to improve physical plants in Schools.
CONCLUSION
The position of teachers is very important in realizing the objectives of primary
education. The quality of these teachers determines the quality of instruction they offer.
Thus, the content of this unit has put you through what teacher quality implies, problems
associated with teachers’ quality in primary schools and how to minimize the problems.
5.0 SUMMARY
This unit has intimated you with quality of teachers, the National Policy recommendation
on minimum qualification for teaching in primary schools. We have also explored
problems of teachers’ quality and suggested some solutions. In the same manner, you
have been introduced to school physical plant and minimum standards required of every

38
primary school. The problems of school physical plant are discussed and the solutions to
alleviate the problems were also examined.

6.0 TUTOR-MARKED ASSIGNMENT

1. What is the minimum standard for teachers’ recruitment in Nigerian primary
schools?
2. Enumerate the qualities of a good teacher.
3. Discuss problems of physical plants in primary school and suggest likely
solutions.

7.0 References/Further Readings

Atanda, A.I and Lameed, W.O (2006). Fundamental of School Organization and
Classroom Management. Ibadan: Awemark Industrial Printer.

Federal Ministry of Education (2004). National Policy on Education. Abuja: Federal

Ministry of Education.

Federal Ministry of Education (2006). Minimum Standards for Schools. Abuja: Federal
Ministry of Education.

Vandarvourt, L.G, Amrein-Beardslay, A, and Berliner, D.C (2004). Students of National

Board Certified Teachers Outperform Peers on National Test. Education Policy
Analysis Archive, 12(46) Retrieved from http: //epag.asn.edu/epaa/v12n46/
23/09/09

The World Bank (2007). Recruiting, Retaining, and Retraining Secondary School
Teachers and Principals in Sub-Saharan Africa. Washington D.C.

National Bureau of Statistics (2006). Annual Abstract of Statistics. Abuja: Nigeria.

39
Ogunu, M.A (2000) School Facilities Management. In M.A. Ogunu (ed) Introduction to
Educational Management. Benin City: Mabogun Publishers. 133-138

ANSWER

SAE
a. The problems of teacher quality include: non-certification, irregular inspection
due to shortage of personnel, instructional resources, poor conditions of
service, and so on
b. The problem of teacher quality could be solved through emphasis on
minimum qualification for teaching that is, NCE, regular inspection, provision
of instructional materials.

TMA
1. The minimum standard for teachers’ recruitment in Nigerian primary schools
is the Nigeria Certificate in Education.
2. Qualities of a good teacher include mastery of subject matter, tolerance,
friendliness, sympathy, optimism, enthusiasm, etc.
3. The quality of a teacher determines the quality of his instruction.
4. Problems of physical plant include (a) inadequate classroom (b) abnormal
class size (c) no provision for library, laboratory, workshop and so on.

40
UNIT 3: PROBLEMS OF FINANCIAL POSITION OF PRIMARY SCHOOLS

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main content
3.1 What is education finance?
3.1.1 How is primary education financed in Nigeria?
3.2 Problems of primary school finance.
3.3 Measures of solving financial problems of Primary Schools

4.0 Conclusion
5.0 Summary
6.0 Tutor-marked assignment
7.0 References/ Further Reading

1.0 INTRODUC TION

In the Unit 2 of this Module, we highlighted what makes a quality teacher. Some of the
problems of quality teachers were also discussed. The school physical plant and its
related administrative problems were explained. It concluded suggestions on how to solve
problems of school physical plant. This unit will take you through two major issues.
These are the problems of financing primary school education and suggested solutions to
primary school finances.

2.0 OBJECTIVES

41
At the end of this Unit, you should be able to:
· Explain education finance.
· Discuss problems of primary education finance in Nigeria.
· Recommend alternative ways of financing primary education.
3.0 MAIN CONTENT
3.1 What is Education Finance?
Education Finance is an aspect of educational management. It is concerned with
revenue allocation, disbursement of funds through budget allocation and
alternative incomes into education. The effectiveness and efficiency in the use or
disbursement of available funds, have implications for the achievement of school
objectives.
The funds made available for primary education are used for the following:
a. Construction of school physical plant
b. Stocking of library.
c. Purchase of laboratory equipment.
d. Employment of staff.
e. Purchase of other facilities in schools.

3.1.1 How is Primary Education financed in Nigeria?

Now, you are aware of what education finance is and what the funds available are
used for. In this sub-section, you need to know how primary education is being
financed and the financiers. Education is financed through contributions from
various stakeholders. The major provider and financier of education is the
government. The Federal structure of Nigeria system of government entrusts
primary education finance to both state and local government, although the
allocation comes from the Federal government.
Generally, Section 13 of the National Policy on Education (2004) entitled
“Financing of Education” states that the traditional sources of revenue for
educational establishments include taxes, school fees, education levies, or rates and
sometimes donations. The bulk of education revenue in Nigeria comes from the

42
 sales of liquid and solid natural mineral resources, the principal of which is the
petroleum product.
Other sources of funds for primary education in Nigeria include:
1. Donation from individuals and groups.
2. Proceeds from sales of farm produce. Some schools that engage in farming
sell their farm produce which generate funds for the school.

SELF-ASSESSMENT EXERCISE
Where does the major fund for primary school administration come from? Enumerate
other sources of income to primary schools.

3.2 Problems of Primary School Finance

The major problem in primary education management as observed by Durosaro
(2004) is inadequate funding. According to World Bank survey on Nigeria, the
Federal expenditure on education seems to be below 10% of its overall expenditures.
For instance, between 1997 and 2002, the total share of education in total Federal
expenditure ranged between 9.9% and 7.6% with the trend showing a downward
plunge (World Bank, 2002). The pattern of investment within education sector is such
that the tertiary level gets the lion share while the primary gets the least. Table 3.1
represents the data on the pattern of funding of the educational levels by the Federal
government.

Table 3.1: Pattern of Federal Government funding of education by Levels 1996-2002

Education 1996 1997 1998 1999 2000 2001 2002
levels % % % % % % %
Tertiary 79.9 78.9 68.4 69.1 75.8 68.1 79.9
Secondary 10.4 11.3 14.6 18.7 15.3 15.5 15.6
Primary 9.7 9.8 16.9 12.2 8.9 16.4 7.5
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0

43
 If you examine Table 3.1 very well, you will discover that the pattern of funding has
been dwindling over the years. This has implications for other resources. Other
problems in primary schools that are associated with under funding include the
following:
a. Inadequate classrooms.
b. Dilapidated school buildings.
c. Lack/shortage of laboratory apparatuses.
d. Uneven distribution of libraries in schools.
e. Irregular staff training.
f. Inadequate instructional materials.

3.3 Measures of solving financial problems of Primary Schools

The following measures are recommended for improved funding of primary
education:
a. Government should improve on percentage of her annual budget to education
as recommended by UNESCO, which is 26% of the entire budget.
b. The proportion of budget meant for the education sector should be allocated to
the three levels of education based on reliable statistics on enrolment, staff
strength, infrastructure, need for training research, and so on.
c. Parents and other stakeholders should be sensitized on the need to donate to
schools in their community generously.
d. The primary school management board/heads should use grants meant for
running the schools judiciously.
e. Infrastructures such as school hall and school field could be given rented out
with token charges.

4.0 CONCLUSION
The place of finance in the achievement of objectives of primary education cannot be
over emphasized. The extent to which financial needs of primary education are met
determine the quality of subsequent levels of education. Adequate funding determines the

44
quality of infrastructure, teaching and non-teaching staff as well as access to this level of
education.

5.0 SUMMARY
You have been taught about different roles played by educational agencies in primary
education. The problems in the relationship between these agencies and primary schools
were also brought to limelight. In the next unit, you will learn about issues in primary
school examination, students and staff discipline.

6.0 Tutor-Marked Assignment.

Discuss the various sources of financing primary education in Nigeria

7.0 References/Further Reading

Durosaro, A.O (2004). Crucial Issues in management of primary Education in
Nigeria. In E.O. Fagbamiye, J.B. Babalola, M. Fabunmi, M and A.O. Ayeni,
Eds) Management of Primary and Secondary Education in Nigeria. Ibadan:
NAEAP. 73-80

World Bank (2003). School Education in Nigeria: Preparing for Universal Basic
Education. (Human Development 11, African Region), September 1.

ANSWER
SAE
It comes from the government. That is, grants.

TMA
Government grants, donations from individuals and groups and proceeds from sales
of farm produce.

45
UNIT 4: PRIMARY SCHOOL RELATIONSHIP WITH MINISTRY OF
EDUCATION, SCHOOL B OARD, THE COMMUNITY.

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main contents
3.1 Primary school relationship with Ministry of Education
3.2 Primary school relationship with School Board.
3.3 Primary school relationship with Local Government Education Authority
3.4 Primary school relationship with the Community.

4.0 Conclusion
5.0 Summary
6.0 Tutor-marked Assignment
7.0 References/Further Reading

1.0 Introduction
In this unit, you are going to study the important agencies or bodies that have
relationship with primary schools in Nigeria. These include the Ministries of
Education (both state and federal), the Universal Basic Education Board (UBEC),
State Universal Basic Education Board (SUBEB) and the Community.

46
2.0 At the end of the lesson, you should be able to do the following:
· Mention the agencies or parastatals that relate with primary schools.
· State the role of Federal Ministries in primary education in Nigeria
· State the role of SUBEB in primary education in Nigeria.
· Explain the importance of primary school-community relations

3.0 Main contents

3.1 Primary school relationship with Ministry of Education
Our discussion here will be on the kind of relationship between primary schools
and with Ministry of Education, especially State Ministries of Education. Note
that both public and private schools are under the control of Government.
Ministry of Education acts on behalf of government to ensure compliance with
rules and regulations on quality assurance in education.
The State Ministry of Education is headed by a Commissioner for Education. The
Director-General is the administrative head of the Ministry, while professional
divisions such as inspectorate, planning, research and statistics, school services
and technical education are headed by professional officers.
The State Ministry of Education performs functions similar to those of the
Federal Ministry of Education.
These functions include:
1. Establishment and control of state primary schools.
2. The appointment of boards in respect of primary school level.
3. Coordinating the activities of agencies in the development of education.
4. Organizing seminars and conferences to discuss educational matters.
5. Appointment of heads of primary schools and secondary schools.
The leadership of each primary school determines effectiveness of relationship
that will exist between it and the Ministry.

47
3.2 Primary School Relationship with State Universal Basic Education Board
(SUBEB)
Primary schools also relate with the State Universal Basic Education Board
(SUBEB). The Board is saddled with the responsibilities of administering primary
schools (as well as junior secondary schools) at respective state levels. Its
functions include those specified for the Universal Basic Education Commission
(UBEC), but at the State level.

The specific functions of SUBEB are;

1. Management of primary schools (as well as junior secondary schools) in
the State.
2. Recruitment, appointment, promotion and discipline of teaching and non-
teaching staff on Grade levels 07 and above.
3. Posting and deployment of staff including inter state transfer.
4. Disbursement of funds provided to it from both Federal and State sources.
5. Setting up an effective functional supervisory unit;
6. Retirement and re-absorption of teachers;
7. Undertaking new capital projects;
8. Responsibility for the approval, training and retraining of teaching and
non-teaching staff.
9. Assessment and funding of salaries and allowances of teaching and non-
teaching staff based on the Scheme of service drawn up by state
Government.
10. Ensuring that annual reports are rendered by heads of schools on teachers
appointed to serve under them.

SELF-ASSESSM ENT EXERCISE1

1 Discuss any two agencies that moderate activities of primary schools in
Nigeria.

48
3.3 Primary School Relationship with Local Government Education Authority
(LGEA)
This is an agency established for each local government area of the state and it is
subject to the control of SUBEB. The Agency relates with primary schools in the
following areas:
1. The day-to-day administration of primary schools
2. The appointment, posting, transfer, promotion and discipline of staff on
grade levels 06-10.
3. Making recommendations to SUBEB on promotion and discipline of
teaching and non-teaching staff on grade levels 07 and above.
4. Submission of annual estimates, annual accounts, and monthly returns to
SUBEB;
5. Payment of salaries, allowances and benefits to all the teaching and non-
teaching staff.
6. Acquisition and distribution of materials and equipment to all primary
schools.
7. Undertaking general maintenance of primary school buildings and
infrastructure.
8. Stimulating, promotion and participating in the running of primary
schools.

Problems Confronting Relationship between States and Local Government

Agencies in the Control of Primary Schools (see Figure 1 in Unit 1)
Your knowledge so far about the relationship between primary schools and
Universal Basic Education Commission/State Universal Basic Education Board
(SUBEB) and Local Government Education Authority (LGEA) should reveal to
you that there is bound to be conflict. This is because the roles of these agencies
for both state and local government are interrelated. For example, the conflict
between states and local governments as regards the control of primary
education funds has not been resolved. The States stress that primary education

49
 is their sole responsibility, with education being on the concurrent legislative
list. However, the Federal government plays major role in the provision of
primary education since the introduction of Universal Basic Education (UBE).
Also, the non-delineation of specific functions for Universal Basic Education
Commission (UBEC), State Universal Basic Education Board (SUBEB),
Ministry of Education, and the Local Government Education Authorities
(LGEA) has severely weakened the organization of primary education in
Nigeria. (See Figure 1 in Unit1)

3.4 Primary School Relationship with the Community

Definitely, school is an offshoot of the community. Thus, Atanda and Lameed
(2006) refer to school community relations as a meaningful interaction between
the school system and the immediate environment. It has to do with the healthy
relationship existing between the school (involving students, teachers, head
teachers, and other personnel and the society including government, associations,
old students and philanthropists. Primary school has to depend on the surrounding
Community for its survival. However, effectiveness in primary school community
relationship is determined by certain factors which are highlighted below:

Factors Influencing School-Community Relationship

Below are some of the factors that influence school-community relationship:
1. The leadership style of the school head. If the school head’s leadership
style is democratic, community members are encouraged to lend a helping
hand in school matters and vice versa.
2. School Location. The location of the school determines the willingness of
the public to relate meaningfully with the school. If the school is located in
the outskirts of the town, there is tendency for irregular visits by the
public.
3. Communication channel. Information dissemination has a vital role in the
establishment of meaningful relationship. If the school does not

50
 disseminate the information required by the members of the public, the
latter may feel unconcerned.
4. School Enrolment. As discussed earlier, the school is an offshoot of the
society that established it. Therefore, the activities of school members are
not isolated from the situations in the community. The legal, political, as
well as religious environments determine the kind of interaction that goes
on between the school and the community.

SELF-ASSESSM ENT EXERCISE 2

1. What are the factors that facilitate effective primary school-community
relationship?

4.0 Conclusion
The place of primary education in the achievement of overall educational
objective cannot be over-emphasised. If the laudable objectives for primary
education would be attained effectively, primary schools’ activities have to be
moderated. Therefore, Ministries of Education at both Federal and State levels
have vital roles to play. Not only that, the role of the entire community from
which the resources to primary schools are derived is crucial.

5.0 Summary
In this unit, you have learnt about the relevant bodies that relate with primary
schools in Nigeria for effective achievement of the objectives of primary
education. These include the Federal Ministries of Education, State Ministries of
Education, State Universal Basic Education Board, Local Government Education
Authority and the Community.

6.0 Tutor-marked Assignment

2. List the agencies that moderate the activities of primary schools in
Nigeria.

51
 3. Explain with the aid of diagram the conflict in primary schools regulation
issued by the concerned agencies.
4. What is school-community relationship?
5. Discuss any four factors influencing school-community relationship in
Nigeria.
7.0 References/Further Reading
Durosaro, A.O (2004). Crucial Issues in management of primary Education in
Nigeria. In E.O. Fagbamiye, J.B. Babalola, M. Fabunmi, M and A.O. Ayeni,
Eds) Management of Primary and Secondary Education in Nigeria. Ibadan:
NAEAP. 73-80

World Bank (2003). School Education in Nigeria: Preparing for Universal Basic
Education. (Human Development 11, African Region), September 1.

ASNWER

SAE1
1. a-i. Sate Universal Basic Education Board.
ii. Local Government Education Authority
SAE2
2. The factors that facilitate effective school-community relation include-leadership
style, location of schools, communication channel nature of the country and
school enrolment.

TMA
1. Federal Ministry of Education, state ministry of education, Universal Basic
Education Commission (UBEC) Local Government Education Authority
(LGEA).
2. See the content.

52
 3. It is the interaction between the school system and the immediate
environment.

UNIT 5: ISSUES IN PRIMARY SCHOOL EXAMINATIONS AND

STUDENT DISCIPLINE

CONTENTS
1. Introduction
2. Objectives.
3.0 Main contents
3.1 School Examination
3.1.1 What is School Examination?
3.1.2 What are the arrangements for successful conduct of examination in
primary schools?
Administrative problems of examination in schools.
3.1.3 Measures to curb examination malpractice in primary schools.
3.2 Student Discipline
3.2.1 Meanings of discipline and indiscipline in school.
3.2.2 Forms of indiscipline in primary schools.
3.2.3 Means of achieving discipline in schools.
4 Conclusion
5 Summary
6 Tutor-marked Assignment
7 References/Further Reading

53
1.0 INTRODUCTION
The primary school is the foundation of formal education structure. The success
recorded in the achievement of objectives at this level goes a long way in
influencing the success of subsequent levels of education. Pupils have to be
assessed as they progress through the classes of the primary school before the
final evaluation. This Unit deals with two major issues in primary school
administration. The first important issue is the examination. The second issue is
that of student discipline.

OBJECTIVES
At the end of this unit, you should be able to,
· Discuss examinations in primary schools.
· Highlight the processes involved in conducting school examinations
· Mention the importance of school examinations
· Enumerate administrative problems encountered in the conduct of school
examinations like malpractice, inadequacy of examination materials.
· Explain measures to curb examination malpractice in primary schools.
· Differentiate between discipline and indiscipline among students.
· Mention forms of indiscipline among students
· Discuss means of achieving discipline in schools

MAIN CONTENT
What is Examination?
Examination is a crucial programme in the life of a school. It is seen as a
mechanism by which a learner’s achievement is determined in the three domains -
psychomotor, affective and cognitive – through a set of instruments under the
supervision of an examiner or examiners (Atanda and Lameed, 2006).
The teaching-learning process aims at enhancing cognitive, affective and
psychomotor domains of the students. The indicator that feeds the school system

54
 back on whether the essence of teaching-learning process has been achieved is
examination results. Though, there are other approaches to determine students’
level of achievement like homework or assignment, project and others, they are
complementary. These are added to school-based examination to make hundred
percent.

3.1.1 What are the Arrangements for successful conduct of Examination?

The essence of examination at any level is to give genuine picture of academic
strength of learners so as to help in counselling them and also for placement into
subsequent classes. It implies that the process of administering any examination
matters before considering the outcome.
For the examination result of any primary school to be dependable or reliable,
there is need for effective planning and administration. The following factors are
necessary in the conduct of primary school examinations:
a. Decision on when examinations will come up.
b. Availability of accurate data on the number of students intended to write the
examinations.
c. Adequate arrangement for the materials needed, that is, examination questions,
answer sheets, attendance sheets, and so on.
d. Collection and moderation of examination questions at least two weeks before the
commencement of examination.
e. Decision on the venue with consideration for seats, ventilation and so on.
f. Decision on invigilators for examination supervision.
g. Drawing up of examination time-table.

SELF-ASSESSM ENT EXERCISE 1

a. What is your understanding of school examinations?
b. What factors would you advise head teachers to put into consideration when
embarking on school examinations?

55
3.1.2 Administrative Problems in Primary School Examinations
There are two kinds of examinations in primary schools, namely:
1. Internal examination and
2. External examination.
Internal examination is conducted within the school by the school management in
conjunction with teachers handling different classes. The examination could be
terminal (examination conducted on termly basis) or promotional examination which
is done at the end of a session to decide who will transit to the next class among the
pupils and those who are to repeat the same class.
External Examination is conducted by the external body saddled with the
responsibility to do so in conjunction with the school management.
The following administrative problems can render both internal and external school
examinations unreliable in the primary school system:
1. Non-cooperation on the part of some teachers in the school: In a situation where
teachers fail to submit questions as and when due, the examination time-table is
affected while pupils’ preparation too would be affected (this is peculiar to
internal examinations).
2. Poor examination invigilation: If the invigilation is not thoroughly done, weak
pupils could score higher marks than the brilliant ones.
3. Leakage of examination questions: When examination questions are not properly
secured, it gives pupils the opportunity to see the questions ahead of the
examinations.
4. Examination malpractice: This is a serious administrative problem in the conduct
of examinations. These are forms of examination malpractice in primary schools
as stipulated in examination malpractice Decree of 1999:
a. Cheating in the examination hall.
b. Stealing of examination papers.
c. Impersonation.
d. Disorderliness in examination
e. Disturbances at examination
f. Obstruction of supervisors.

56
These and other problems invalidate any kind of examination whether internal or external
examination.

3.1.4 Measures to curb examination malpractice and other examination-related

problems in primary schools.
Having known that any irregularity could render the conduct of any examination invalid,
there is need for every primary school head and stakeholders to guard against
examination-related problems. The following measures could be considered to ensure
malpractice-free examination exercise.
1. Teachers should make their subjects and class interesting to learners.
2. Adequate preparation should be made before teaching so as to arouse the
interest of learners.
3. Teachers should ensure coverage of subject syllabus without omission
4. Examination committees are necessary in primary schools to consider related
issues in examination. Among the issues to be considered by them are:
a. Deadlines on submission of questions
b. Decisions on date of examination
c. Drawing of examination time table
d. Decision on disciplinary actions to be taken against both students and staff
who violate examination rules.
e. Monitoring the conduct of the examination and so on.
In addition to the above measures, every staff should be carried along in the
examination process. Their input should be sought by examination committees
because they will be affected during implementation.

3.2 Student Discipline in primary schools

3.2.1 Meaning of discipline and indiscipline in school.

According to Gnagey (1971), discipline includes all techniques a teacher uses to
increase the proportion of school appropriate behaviours. Olagboye (2004) refers to
students discipline as readiness or ability of students to respect authority, observe and

57
obey school rules and regulations, and to maintain a high standard of behaviour
necessary for the smooth running of the teaching-learning process. This definition
indicates importance of discipline in the achievement of educational objectives.
Indiscipline: Indiscipline is the opposite of discipline. It is referred to as the absence in
the individual of the proper training of the mind and body to produce the desired self-
control necessary for him/her to perform the positive roles required for the achievement
of organizational or societal goals and aspirations. Indiscipline in primary school
setting is the unwillingness or inability of pupils and/or teachers to respect authorities,
observe and obey school rules and regulations and maintain a high standard of
behavoiur conducive to the teaching-learning process and essential to the smooth
running of the school. Indiscipline disrupts school activities while discipline enhances
achievement of school objectives.

3.2.2 Forms of Indiscipline in Primary School

Indiscipline could manifest in primary school pupils in the following forms:
1. Truancy, frequent absence and late coming to school.
2. Lying, cheating, stealing and damaging or spoiling school property
3. Stubbornness, quarreling and selfishness.
4. Discourtesy, disrespect and rudeness.
5. Noise making and showing unruly behaviour.
6. Teasing, bullying and using indecent and abusive language.
7. Irresponsibility, withdrawing and deliberately not doing assignments.
8. Using unfair means to pass examinations.
9. Scribbling on walls, furniture and school bus.
10. Viciousness, sexually unacceptable conduct and making indecent remarks to the
opposite sex.
11. Drug abuse.
12. Use of abusive language and a host of others.
Amongst the forms of indiscipline listed, those that are prevalent in Nigerian primary
schools include, truancy, lying, using unfair means to pass during examinations,
scribbling on the walls and the use of abusive language.

58
3.2.3 Means of Achieving Discipline in School.
The consequences of indiscipline in primary schools are to the detriment of individuals
in particular and the entire school in general. Therefore, the way out concerns every
stakeholder in the primary school system. Some of the measures to curb acts of
indiscipline in schools are as follows:
1. Good school management.
2. Effective rules and regulations.
3. Emphasis on moral education
4. Cooperation of parents and other members of the public.
5. Judicious use of reward and punishment.
6. Effective control of external influences.
7. Provision of effective guidance and counseling services.
8. Adoption of participative approaches in decision making.

Conclusion
One major measure of school cognitive achievement is examination. The
effectiveness of results of any examination depends on effectiveness of the process
that produces it. The school examination could be terminal, promotional or external
which is conducted in primary six when students transit to the next level of education.
Also, the level of discipline among pupils in school determines the extent of peace
enjoyed in the running of the school.

5.0 Summary
This unit has taken you through what examination means and its forms. You have
also leant about examination-related problems in the school administration and
measures to alleviate or eradicate them. In addition, this unit has familiarized you
with discipline and indiscipline in primary schools as well as disciplinary acts.
Finally, in the unit, you learnt how to curb acts of indiscipline in our primary schools.

6.0 Tutor-Marked Assignment

59
1. What is an examination?
2. Highlight the processes involved in conducting examination in primary schools.
3. Mention the importance of examinations in primary school.
4. Discuss some of the administrative problems in the conduct of school
examinations.
5. Distinguish between discipline and indiscipline.
6. What are the acts of indiscipline that could disrupt school activities?
7. Suggest means of getting rid of pupils’ disciplinary acts in primary school.

7.0 References/Further Reading

Federal Republic of Nigeria (1999). Examination Malpractice Decree. Abuja: FRN.

Gnagey, W (1971). Discipline in Classroom. The Encyclopedia of Education. USA;

Crowelll-Collier Education Corp.

Olagboye, A.A (2004). Introduction to Educational Management in Nigeria. Ibadan:

Kemiso Educational Consultant.

ANSWER
SAE 1
a. School examination is the process by which learner’s achievement is
determined in the three domains – psychomotor, affective, and cognitive
through a set of instruments under the supervision of an examiner or
examiners.
b. The factors include decision on when the examination is coming up,
availability of accurate data, collection and moderation of examination
questions, decision on the venue and invigilator.

60
TMA
1. See SAE 1(a)
2. See SAE 1(b)
3. To assess the success of curriculum and determine the students’ progress.
4. The administrative problems include non-cooperation from the staff, poor
examination invigilation, leakage of examination questions, and examination
malpractice.
5. The acts of indiscipline include truancy, lying, stubbornness, discourtesy,
noise making, cheating in examination, and so on.
6. Good management, effective rules and regulations, emphasis on moral
education, cooperation of parents, judicious use of reward and punishment,
effective control of external influence, and so on.

61
UNIT 6: STAFF DISCIPLINE AND EXTRA CURRICULAR ACTIVITIES IN
PRIMARY SCHOOLS

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main content
3.1 Staff Discipline
3.1.1 Meaning of staff discipline and indiscipline
3.1.2 Acts of indiscipline by primary school teachers.
3.1.3 Code of ethics for teachers.
3.1.4 Types of punishment for acts of indiscipline.
3.2 Extra curricular activities in primary schools.
3.2.1 Meaning of extra curricular activities.
3.2.2 Some extra curricula activities.
4.0 Conclusion
5.0 Summary
6.0 Tutor-marked Assignment
7.0 References/Further Reading

1.0 Introduction

62
In the last Unit, you learnt about school examinations and the processes involved in
conducting a successful examination. You also learnt what constitutes acts of indiscipline
in primary schools and how to curb such acts. In this unit, we are going to learn issues
pertaining to staff discipline in primary schools and extra curricular activities.

2.0 Objectives
At the end of this unit, you should be able to:
· Explain staff discipline.
· Mention forms of indiscipline among primary school teachers.
· State the content of the code of conduct for teaching staff in primary schools.
· Discuss staff punishment for acts of indiscipline.
· Explain what extra curricular activities are.
· Discuss some extra curricular activities in primary schools.
· Highlight some of the problems militating against extra curricula activities in
schools.

3.0 Main Content

3.1.1 Staff Discipline

Staff discipline involves self-control, restraint, and respect for oneself on the part of both
teaching and non-teaching staff. We can also talk about types of discipline. There are two
types of discipline. These are:
1. Internal Discipline: This refers to the orderly conduct of both teaching and non-
teaching staff in habits of obedience to socially approved standards of thought and
actions, irrespective of the existence of external authorities or laws to regulate
behaviour. It is self imposed. Staff that are usually associated with this kind of
discipline do not expect order or law before he/she does the right things.
2 External discipline: This is an externally imposed kind of discipline. It is the
orderly conduct of staff in habit of obedience to socially approved standards of
thought and actions which are developed in response to external threats of
punishment or sanction.

63
This kind of discipline (ephemeral) is temporary. It is sustained for a while.

Staff Indiscipline
Staff indiscipline simply means lack of discipline among members of staff. It is an
impediment to the attainment of goals and objectives of the school system. All
behaviours contrary to the norms and values of school as an organization constitute
indiscipline.

3.1.2 Acts of indiscipline by primary school teachers.

Acts of indiscipline by primary school teachers could manifest in the following ways:
1. Lateness to school.
2. Irregularity in school.
3. Non-challant attitude to writing of lesson note.
4. Sexual harassment of female pupils.
5. Leaking of school official matters.
6. Insubordination.
7. Aiding and abetting cheating in examinations.
8. Collection of illegal money from pupils.
9. Smoking in the school premises, among others.

3.1.3 Code of Ethics for Teachers in Primary Schools.

In order to guard against immoral acts from teaching staff, government has made
some efforts in drawing up some rules that should guide them in the process of
discharging their duties. According to the Nigeria Teachers Service Manual (1987),
all members of the teaching staff are expected to abide by the following general
guidelines:
(1) Teachers should set good examples to their students particularly in their
manner of dressing, speech and attitude to work.
(2) They should show loyalty to the school Head teacher and colleagues. They
should respect one another especially in the presence of students.
(3) They should try to live within their means to avoid financial embarrassment.

64
(4) They should never disgrace themselves or their school by their action or
speech.

Specific Regulations for Teachers

Teachers are expected to observe the following specific regulations which are briefly
highlighted below:
a. Recognition and respect for constituted authority (head teacher) by discharging
duties to the best of their abilities.
b. Keeping confidential school matters secret.
c. Punctuality to school and classes.
d. Avoidance of truancy.
e. Keeping school records up to date, such as attendance register, scheme of work,
lesson notes and mark books.
f. Active participation in co-curricular activities.
g. Activities unrelated to school duties should never be undertaken without the
express permission of the school authority.
h. Defamatory statements or comments about fellow teachers are forbidden.
i. Conducting classes outside school hours on fees for students is unethical.
j. Examination leakages or any forms of examination malpractice are forbidden.
k. Indecent relationship or carnal knowledge of a teacher with his/her pupils is
highly forbidden.
l. Smoking and drinking are forbidden.

3.1.4 Types of Punishment for Acts of Indiscipline.

Infringement of any article of the code of conduct shall incur punishment by the Head
teacher and the School Management Board or Local Government for Teachers. Such
punishment ranges from caution to dismissal depending on the gravity of the offence.
(1) Punishments for teachers by head teachers are: oral caution, written
caution (recorded) surcharge, adverse annual report, suspension from class
(this should be reported to the Local Government or School Management
Board.

65
 (2) Punishment by School Management Board.
a. Written caution.
b. Withholding of increment.
c. Withdrawing of salary.
d. Reduction in rank.
e. Retirement.
f. Termination of appointment.
g. Dismissal
The power to dismiss or exercise disciplinary control is vested in the SUBEB or the
LGEA.

Self-Assessment Exercise 1
1. What are the types of discipline in primary schools?
2. What are the acts of indiscipline in Nigerian Primary
schools?

3.2 Extra-Curricular Activities.

3.3 3.2.1 Meaning of Extra-Curricular Activities.

These are the activities that students are exposed to in the school which complement the
activities in the written curriculum.
3.2.2 Some of Extra-Curricular Activities
A school is an organization of many activities and programmes packed for the
accomplishment of stated objectives. Thus, there are extra curricular activities in which
pupils engage outside the class work in primary schools to complement classroom
exercise. Some examples of extra curricular activities that take place in primary schools
are:
(i) Debate and Quiz Competitions. This is one of the important extra curricular
activities in primary schools. Students are organised under a debate forum to express their
feelings, ideas, and opinions concerning a particular topic. A group can speak against a
particular topic such as ‘What a boy can do, A female can do better’ while the other

66
group speaks in support. In quiz competitions, a set of questions is prepared and students
are asked to pick numbers at random. Debate and quiz competitions can take place within
the school setting and between schools. Intellectual abilities of the students are developed
through these programmes.
(ii) Association/Society Day/Week. This is one of the extra curricular activities in
primary schools. The various clubs in the school system are given a particular day to
exhibit their activities. Examples of these are Farmers’ Club, Science Students Club, Boy
Scout, Red Cross, Igbo Club, Yoruba Society, and so on.
(iii) Field Trip/Excursion: It is a programme designed to familiarise the students with
real objects, places, other things of which the theoretical aspects have been taught in the
classroom. For instance some geographical features taught like mountain, hill, valley,
island, shrines in Yoruba land like Osun, Oranmiyan, Sango, can be visited. This will
allow the pupils to have the advantage of having real knowledge of things explained to
them during class session by their teachers.
(iv) End-of-Year Programme: This programme marks the end of an academic session.
The members of staff organise this in conjunction with the pupils. Many activities take
place. These include cultural dance, drama, etc.
(v) Inter-House Sports: It is a programme in the school system, where the
psychomotor domain of students is developed. Pupils are grouped into
number of houses, usually four houses. The common sports houses are
Yellow, Blue, Green and Red. Events involved are hockey, relay race,
shot-put throwing, javelin throwing, high jump, long jump, swimming,
march past, among others.

3.2.3 Problems Associated with Extra Curricular Activities in Primary

Schools
There are some impediments militating against extra curricula activities in primary
schools. Some of these problems are as follows:
1. Inadequate sports facilities. This problem hinders pupils’ involvement in sports
activities. One of the common facilities is sports field. Most of the sport fields are

67
 not properly kept in primary schools. Other facilities include football kits, hockey
sticks, balls, volley balls, etc.
2. Insufficient time devoted to extra curricular activities: Most schools do not allow
their pupils to participate in extra curricular activities. Events like debates and
quiz have become history in most schools.
3. Little or no cooperation among staff in organizing extra curricula activities. There
is the tendency for teachers who do not have interest in most of the extra
curricular activities to decline invitation to plan for such exercise. This in turn
leads to their non-cooperation when implementing the plan.
4. Inadequate funding: funding is a major problem militating against the effective
organization of some activities/events such as Inter-house sports and excursions
which require money. A school without a school bus may find it difficult to take
pupils out for excursion.

Self-Assessment Exercise 2
List extra-curricular activities in primary schools

Conclusion.
Staff discipline is as important as student discipline. An unruly behavior from a
teacher can put the entire school in jeopardy. Therefore, activities of teachers are
expected to be moderated by code of conduct and rules and regulations highlighted.
Extra curricular activities are viewed as being complementary to class work because
‘All work and no play makes Jack a dull boy’. Therefore, schools are expected to
balance the two. The school management should incorporate the extra curricular
activities in their time-table.

5.0 Summary
In this unit, you have learnt that acts of indiscipline by staff are teachers’
activities that negate an effective school system. The specific regulations to moderate
their activities are also brought to limelight. You were acquainted with the types of
punishment for teachers who deviate from school norms or involve in acts of

68
 indiscipline. This unit also refreshed your memory with extra curricular activities in
school and some of their impediments.

6.0 Tutor-Marked Assignment.

1. What are the factors responsible for indiscipline among staff in primary
schools?
2. How do we minimize staff indiscipline in our primary schools?
3. Discuss other extra curricula activities you know.
4. Suggest solutions to some of the impediments to extra curricular activities in
primary schools.

7.0 References/Further Reading

Adewale, E.E, Olaniyi, W.O. and Tuoyo, M.O. (1994). Focus on Primary Education.
Ondo: Ife Oluwa Ent.(Nig.) Ltd.

Ajayi, I.A. and Ayodele, J.B. (2006). Introduction to Educational Planning

Administration and Supervision.. Lagos: YPPS

Atanda,, A.I and Lameed, W.O (2006). Fundamentals of school Organization and
Classroom Management. Ibadan: Awe Industrial Printers.

Federal Republic of Nigeria (1987). Nigeria Teachers Service Manual. Lagos:

Federal Ministry of Education.

ANSWER
SAE 1:
1 (a) Internal discipline
(b) External discipline.

69
 (2) Lateness, irregularity in school, non-challant attitude to lesson-note writing,
sexual harassment.
SAE 2:
They include: debate and quiz competitions, association/society day, field trip/excursion,
end of year programme and inter house sports.

TMA
1. School management, personality, politicising of educating system.
2. Staff indiscipline could be minimize through, good leadership, emphasis on
teachers code of conduct (see the content), good condition of service.
3. See SAE 2
4. Provision of adequate infrastructural facilities, devotion of sufficient for the
activities in school time table, and maximum cooperation among staff and
students.

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MODULE 2: PECULIAR ADMINISTRATIVE PROBLEMS IN
SECONDARY SCHOOLS

Unit 1: Secondary Education, its goals and problem of Students Age.

Unit 2: The problems of Quality Teachers and Instruction and Physical plant in
Secondary Schools.
Unit 3: Problems of Financial position of Secondary Schools
Unit 4: Secondary School Relationship with Ministry of Education, TESCOM
and the Community.
Unit 5: Examination Issues in Secondary School and Students Discipline.
Unit 6: Secondary School Staff Discipline and Extra Curricular Activities.

UNIT 1: SECONDA RY EDUCATION, ITS GOALS AND PROBLEMS OF

STUDENTS AGE

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Contents

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 3.1 Secondary Education and its Objectives.
3.2 Administrative Structure of Secondary Schools.
3.3 Age and Enrolment problems of Secondary Education.
3.4 Solution to problems of Enrolment in Secondary Schools.
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTODUCT ION

In Module 1, all what you learnt was based on primary education. In Module 2, our
discussion will centre on secondary education, being the second level of the educational
system. This Unit 1 shall introduce you to the meaning and objectives of secondary
education. You will also learn the hierarchical structure of secondary education. The
latter part of the unit will reveal problems of age and enrolment and possible solutions.

2.0 OBJECTIVES
At the end of studying this unit, you should be able to;
· Define secondary education.
· State objectives of secondary education.
· Explain the administrative structure of secondary schools.
· Discuss age and enrolment issues in Secondary Schools.
· Proffer solutions to the problem of congestion or overcrowding (of classrooms).
3.0 MAIN CONTENT
3.1 Secondary Education and its Objectives.

Secondary Education is the education that children receive after primary

education and before the tertiary education. Based on the 6-3-3-4 system of
education, secondary education comprises six years duration, but given in two
stages: a junior secondary school stage and a senior secondary school stage, each
to run for three years duration.

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i. Junior Secondary School: The junior secondary school is both pre-vocational and
academic. It is tuition free, universal and compulsory. Basic subjects that will enable
students to acquire further knowledge and skills are taught. Students who complete junior
secondary school are to be streamed into:
a. the senior secondary school
b. the technical college
c. an out-of-school vocational training centre
d. an apprenticeship.
ii. Senior Secondary School: This is the second phase of secondary education. It is
comprehensive with a core-curriculum designed to broaden students’ knowledge. This is
the stage where students pick subjects of their choice and begin to prepare for their
intended careers.

Objectives of Secondary Education

The broad goals of Secondary Education according to the National Policy on Education
(2004) include, the preparation of the individual for:
i. Useful living within the society and
ii. Higher education.
In specific terms, the objectives are to:
a. provide all primary school leavers with the opportunity for education of a
higher level, irrespective of sex, social status, religion or ethnic background;
b. Offer diversified curriculum to cater for the differences in talents,
opportunities and future roles;
c. Provide trained manpower in the applied science, technology and commerce
at sub-professional grades;
d. Develop and promote Nigerian languages, art and culture in the context of
world cultural heritage;
e. Inspire its students with a desire for self improvement and achievement of
excellence;
f. Foster national unity with an emphasis on the common ties that unite us in our
diversity;

73
 g. Raise a generation of people who can think for themselves, respect the view
and feelings of others, respect the dignity of labour, appreciate those values
specified under our broad national goals and live as good citizens;
h. Provide technical knowledge and vocational skills necessary for agricultural,
industrial, commercial and economic development.

Self-Assessment Exercise 1
List the specific objectives for secondary education in Nigeria

3.2 Administrative Structure of Seconda ry Schools in Nigeria

Secondary schools are directly under the state government. The State Ministry of
Education handles planning, administration, supervision and other fundamental functions
relating to schools. The State Ministry of Education has different departments/units that
are entrusted with various functions to ensure the achievement of goals of secondary
education. In addition to the departments in the Ministry of Education, there are other
parastatals and regulatory agencies that are involved in secondary school administration,
such as the Teaching Service Commission (TESCOM).
The functions performed by the State Ministry of Education and other regulatory
agencies shall be discussed later in this module.

The organizational structure of Secondary School.

Figure 1:Secondary School Organogram

Principal

Bursary Secretariat/ Vice Guidance Health Staff

staff Recreational principals Counsellor

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 At the secondary school level, we have both line and staff. Line officers are those
who are directly involved in the teaching-learning process while the staff are those
rendering support service to complement the line.

Principal: He or she is the professional and administrative head of the school. He/she
plans, organises, directs and coordinates all the affairs of staff and students. The Principal
assigns duties to teachers and supervises them so that the objectives of the school can be
achieved.
Vice principal: The Vice Principal in secondary school assists the principal in his/her
daily administration of the school. He/she deputizes for the principal by standing in for
the principal whenever he/she is not present in the school. He/she vets the lesson plan of
the teachers. He/she helps the principal to maintain discipline among the teachers as well
as the teachers. The vice principal is a custodian of some records such as the time table,
duty roster, examinations time table and school registers.
Head of Department (HOD): The head of department coordinates the activities of the
teachers in his/her department. The principal or vice principal could delegate authority to
the head of department to go through the lesson plans of teachers in his department.
Examination questions can be retrieved through the head of department.

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Teacher: A teacher is an academic staff who is mainly responsible for the academic
progress of students in the class. A teacher can be asked to be a class teacher coupled
with the subject/discipline he/she handles. He/she is responsible to the head of
department.
Bursar: He/she is a personnel that handles the financial matters of the school. He/she
prepares salary vouchers, and keeps the financial expenses as well as cash or grants
received, among other responsibilities.
Secretariat Staff: The Secretariat Staff include typist, the Clerical officers, and the
secretary. The secretary keeps the necessary information about the school such as
minutes of the meetings of staff, typing of the examination questions, memo etc, while
the Clerical officers run errand for the principal, vice principal, teachers and the
secretary.

3.3 Age and Enrolment Problems in Secondary Schools.

Secondary schools absorb pupils from primary schools. Ideally, primary education is
expected to terminate at age 11. All things being equal, it means that the minimum age to
enroll in secondary school is between 11 and 12 years.
There are so many factors responsible for enrolment problem in secondary
schools in Nigeria. It is expected that population data that are available are of help to
project enrolment for different levels of education. This gives room for adequate
planning.
Unfortunately, such data are not accurate in Nigeria. The last population census
that was conducted in 2006 has remained controversial since it was released. What do
you expect educational planners to do with such data?
There are remote causes of age and enrolment problems in public secondary
school. These include:
a. Lack of reliable demographic statistics on age distribution.
b. Failure to consider enrolment projection in school plan expansion.
c. Politicization of population census leading to falsified data.

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Self-Assessment Exercise 2
Highlight the significant stakeholders within the secondary school system

3.4 Solution to problems of enrolment.

The following measures can be taken to minimize problem of
overcrowding in secondary schools:
a. Objectivity in population census exercise.
b. Awareness of the need to supply accurate data by the public when
conducting a census.
c. Parents should avoid delaying their children to enroll at specified
age.
d. Educational planners should be used in planning for our
educational system.
e. Adequacy of school facilities to accommodate target population.
4.0 Conclusion
Secondary education is the next level after primary education. The major goals of this
level of education are to prepare individuals for useful living within the society and
higher education. For these goals and other specific objectives to be realized, enabling
school environment is essential. The hierarchical structure in school has to be functional.
Efforts have to be made to resolve the problem of congestion, which if left unchecked,
could lead to over-utilization of school resources.

5.0 Summary: In this unit, you have leant what secondary education implies, its
major goals and specific objectives. The hierarchical structure of secondary school was
also discussed. In the same manner, problems of enrolment and possible solutions were
explained to close the unit. In the next unit, you are going to learn about the problems of
quality teacher’s instruction and physical plants in secondary schools.

6.0 Tutor-Marked Assignment

1. What is the importance of secondary education to the individuals and the society
at large?

77
2. Discuss the administrative structure of secondary schools in Nigeria.

7.0 References/Tutor Readings

Adewole, E.E and Olaniyi, W.O (1992). School Organization and Management. Ondo:
Ifeoluwa Ent. (Nig) Ltd.

Federal Republic of Nigeria (2004). National Policy on Education. Yaba: NERC Press.

ANSWER

SAE 1:
i. Provide all primary school leavers with the opportunity for education of a
higher level, irrespective of sex, social status, religion or ethnic background;
j. Offer diversified curriculum to cater for the differences in talents,
opportunities and future roles;
k. Provide trained manpower in the applied science, technology and commerce
at sub-professional grades;
l. Develop and promote Nigerian languages, art and culture in the context of
world cultural heritage;
m. Inspire its students with a desire for self improvement and achievement of
excellence;
n. Foster national unity with an emphasis on the common ties that unite us in our
diversity;

78
 o. Raise a generation of people who can think for themselves, respect the view
and feelings of others, respect the dignity of labour, appreciate those values
specified under our broad national goals and live as good citizens;
p. Provide technical knowledge and vocational skills necessary for agricultural,
industrial, commercial and economic development.

SAE 2:
They include: principal, vice-principal, head of department, teacher, bursar,
secretariat staff and students.

TMA
1. See the objectives
2. see the content.

UNIT 2: TAECHERS, INSTUCTIONAL QUALITY AND PHYSICAL

PLANTS IN SECONDARY SCHOOL.

CONTENTS
1.0 INTRODUCTION
2.0 OBJECTIVES
3.0 MAIN CONTENT
3.1.1 Entry Qualification into Junior and Senior Secondary
Schools.
3.1.2 Issues in secondary school teachers licensing by the
Teachers’ Registration Council (TRC)
3.2 Quality of Teachers and Instruction delivery in secondary school.
3.3.1 Physical plant in secondary schools.
3.3.2 Problems of physical plant in secondary schools.
3.3.3 Remedies to problems of physical plant.

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4.0 Conclusion.
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading.

1.0 INTRODUC TION

The introductory Unit of this module, that is, Unit 1 has introduced you to the
expected goals from secondary education. Do you still remember the goals? If
you have forgotten, take out few minutes to revisit them. Having done that, you
need to bear it in mind that those goals and objectives cannot be realised without
teachers. That was why the National Policy on Education (1998:33) simply put it
that “no education system may rise above the quality of its teacher”. Therefore, in
this Unit, you are going to learn about the kind of teachers required to teach at the
secondary education level, the current practice, how teachers’ quality determines
quality of instruction, the prescribed minimum standard for physical plant in
secondary schools and the situation analysis of what they are in schools as well as
the way forward.
2.0 Objectives
At the end of this unit, you should be able to;
· State minimum teaching qualification in secondary schools.
· Discuss teachers’ reaction to efforts at professionalizing teaching through the
Teachers’ Registration Council.
· Discuss the relationship between quality of teachers and instructional delivery.
· List the components of physical plant in secondary schools.
· Explain problems of physical plant in secondary schools.
· Suggest how to tackle the problem of physical plant.

3.0 MAIN CONTENTS

3.1.1 Entry Qualification for Teachers Into Junior and Senior
Secondary Schools.

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 The National Policy on Education and the Minimum Standard for Schools specify
the entry requirement for teachers into junior and senior secondary schools. At the junior
secondary school level, a candidate for teaching appointment is expected to possess a
minimum of the Nigeria Certificate in Education (NCE). Other qualifications include
Bachelor of Education (B.Ed) degree or any first degree with a Postgraduate Diploma in
Education (PGDE). This means that anyone who does not possess a teaching
qualification does not have any business teaching at this level.
In the second phase of secondary school, which is senior secondary school, the
policy on education recommends the minimum of a Bachelor of Education (B.Ed) or any
first degree with a Postgraduate Diploma in Education (PGDE). Any qualification below
this requirement is not expected to be employed to teach at this level.
The reason for the emphasis on educational qualification is to enhance
achievement of stated objectives. Though, a candidate seeking teaching appointment with
first degree in Bachelor of Science (B.Sc) might be master of his/her discipline, this is not
a sufficient condition for him/her to be considered for teaching. The skills and techniques
of disseminating what he/she knows are not there. The subject matter mastery without
instructional delivery technique is incomplete. The two are very important in teaching.

3.1.2 sIssues in Secondary School Teachers Licensing by the

Teachers’ Registration Council.

The Teachers Registration Council of Nigeria (TRCN) is an agency of the Federal

Ministry of Education. It was established by the TRCN Act 31 of 1993. The major
mandates are the regulation and control of the Teaching Profession at all levels of the
Nigerian Education system, both in the public and private sectors. One of its main
responsibilities is to certify teachers who possess educational qualifications related to
teaching. Every practicing teacher is expected to register with this Council if he or she
wants to remain on the job. Table 2.2.1 shows the percentage of teachers in secondary
schools who have been registered.

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Table 2.2.1: Registered Members of Teachers Registration Council of Nigeria at
Secondary School Level (2003-2005)
Status 2003 2004 2005
Registered teachers 117,258 (65%) 138,286 (89.5%) 150,109 (96.5%)
Unregistered
teachers 63,020(35%) 316,308, (105%) 5,449 (3.5%0
Total 180, 278 154,594 155,555
Source: Computed from Annual Abstract of Statistics 2006.
Table 2.2.1 shows proportion of secondary school teachers that have registered
with Teachers Registration Council of Nigeria between 2003 and 2005. In 2003, out of
180,278 teachers, 117,258 were registered members representing 65% while 63,020 did
not register. In 2004, the number of registered teachers increased to 89.5% of the entire
teachers because 138,286 out of 154,594 registered. The registered members also
increased in 2005 to 96.5%. A total of 150,109 teachers registered out of 155,555
teachers in secondary schools. The remaining 3.5% did not register.
The trend of teachers’ registration with Teachers Registration Council was
encouraging because the percentage of registered members increased yearly. However,
the remaining 3.5% unregistered teachers is a source of worry to concerned stakeholders
with respect to quality of education. These unregistered teachers are likened to medical
doctors practicing without certification by the national medical body. The menace caused
by unqualified teachers is more than that of uncertified medical doctors.
To ensure compliance, government needs to apply force because the future of any
country lies in the quality of education offered.

SELF-ASSESSM ENT ASSIGNM ENT 1

Why do you consider the Teachers’ Registration Council as good step in enhancing
teachers’ quality?

3.2 Quality of Teachers and Instruction Delivery in Secondary Schools.

The place of teachers in the quality instruction and learners’ achievement in schools
cannot be over-emphasized. It means that the quality of teachers found in secondary

82
schools is very important. Scholars have identified some measures of teacher quality.
These include:
a. Teacher educational qualification.
b. Teacher experience on the job.
c. Teacher self concept

Greenward (1997) established that inexperienced teachers (those with less than three
years of experience) are typically less effective than the more senior teachers, that is,
those with more years of experience. Such teachers must have come across different
categories of learners that demand different skills or methodology. This experience helps
handling such a case when it reoccurs. Teachers’ academic qualification is also
confirmed to be significant influence on school’s academic performance (Goldhaber and
Brewer, 1999). The quality of a teacher in the classroom has been described as the single
most important factor in determining how well a student learns. Teachers with
professional educational qualifications find it easy to impart what they have acquired to
learners. They are ready to accommodate learners’ differences.
The quality of teachers’ instruction is enhanced at secondary school level by the
following:
1. Participating in professional development activities that foster their responsibility.
2. Becoming familiar with current research on student achievement.
3. Networking with colleagues to learn more about teaching expertise.
4. Practicing a differentiated instruction, data driven instruction and identifying areas of
weakness in students are crucial to developing the quality of classroom instruction.
5. Taking cognizance of external characteristics, such as student socioeconomic status
and parental educational attainment that impact on achievement of students (Ballard and
Befes 2008; Gallaher, 2002).

3.3.1 Physical Plant in Secondary Schools

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Recall that you have come across the concept “physical plant” in Unit 2 of Module 1
under primary education. The explanation here is a bit different since this is the
secondary level of education.
Physical plant can also be referred to as school plant, school site and all the
structures that have been put in place to aid effective teaching and learning in the school.
School plant includes the site, the building and the equipment. Ajayi (2007) highlighted
some components of school plant as follows:
(i) School site: this refers to the entire landscape on which the school’s
permanent and semi-permanent structures are built.
(ii) Building: These include classroom blocks, administrative offices, libraries,
workshops, laboratories, students’ hostels, toilets, dinning halls, etc.
(iii) Equipment: This consists of typewriters, photocopiers, computers, sporting
equipment, laboratory and workshop equipment.
(iv) Machinery: It includes machines and tools used in the workshop, duplicating
machines etc.
(v) Furniture: Desks and seats used in the classrooms, office furniture, residential
quarters' furniture etc.
(vi) Vehicles
(vii) Books: These include textbooks, notebooks, magazines, etc.
(viii) Electrical infrastructure: Air conditioners, electric fans, generating sets, other
electrical fittings, etc.
Others include water supply facilities and accessories.
The importance of school physical plant in the accomplishment of the educational
goals cannot be over stressed. It facilitates the teaching and learning process, the
buildings protect students and school staff from the sun, rain, heat and cold.

3.2.2 Problems of physical plant in Secondary Schools.

The rapid expansion of students’ enrolment in Nigeria since the attainment of
political independence has led to inadequacy of resources available to education. Poor
funding of schools hinders them from expansion and replacement of ageing school
buildings. The classrooms are overcrowded owing to the increase in enrolment and

84
inelastic condition of school buildings. Table 2.2.2 reveals the average class size in
Nigerian Secondary Schools.

Table 2.2.2 Average class size in Secondary Schools in Nigeria

Years Enrolment No of Classrooms Average Class Size
2001 4,601,105 124,229 37
2002 4,897,048 140,983 35
2003 6,509,772 167,378 39
2004 6,279,562 98,078 64
2005 6,255,522 96,634 65

The data on Table 2.2.2 indicates congestion in classroom from 2004. The minimum
number of students in a class is 40 though it is 1:35 by UNSECO standard. There are
other administrative problems associated with shortage of classroom. These include
unconducive teaching-learning process, difficulty in individualizing instruction by the
teachers and encouragement of abnormal behaviour from the learners and above all,
misplacement of school objectives could be a repercussion.

3.3.2 Remedies to Problem of School Physical Plants.

The achievement of secondary education goals could be in great jeopardy against the
challenges posed by inadequate classrooms and other physical facilities like library,
laboratories, toilets, and so on. The following could serve as remedies:
1. Increase in educational funding by government.
2. Needs of different schools should be identified in the area of school plant
before necessary action.

85
 3. Admission into schools should be based on spaces in school. This can be
achieved through gathering of reliable data.
4. Communities should be involved in the construction of blocks of classrooms,
laboratories, toilets and purchase of some apparatuses.
5. Non-governmental organisations (NGOs) can also be of great assistance in
erecting school plants.

4.0 Conclusion
The role played by teachers in quality sustenance in secondary schools is very important.
This calls for recruitment of qualified teachers that possess education degree. In addition,
their registration with the Teachers Registration Council of Nigeria is a must. Those in
practice should be compelled to do so. The data on secondary school physical plant like
classrooms showed inadequacy. The suggestion made will be of tremendous help in
reducing the average class size to the barest minimum.

5.0 Summary
You have learnt about the minimum qualifications expected of candidates to be enlisted
as secondary school teachers. Discussion was also made on the relationship between the
quality of teachers and instruction delivery. More so, the situation of physical plant in
secondary school is unveiled. If the situation continues, it could lead to displacement of
our educational goals. Finally, you learnt about some suggestions to rectify problems of
physical plant in secondary schools.

6.0 Tutor-Marked Assignment

· How can you handle the problem of uncertified teachers if you are appointed as
the Honourable Minister for Education?
· Propose solutions to problem of inadequate physical plant in public secondary
schools to complement government efforts.

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7.0 References/Further Readings

Ajayi, I. A. (2007). Issues in school Management. Ikeja: Bolabay publications.

Ballard, K and Bates, A. (2008). Marking a Connection Between Student Achievement

Teacher Accountability and Quality classroom instruction. The Qualitative Report
13:4,560-580.

Federal Republic of Nigeria (1998). National Policy on Education. Yaba: NERDC Press.

Gallaher, H.A (2002). The Relationship Between Measures of Teacher Quality and
Student Achievement: The case of Vaughn Elementary. Paper presented at the
annual meeting of the American Educational Association New Orleans, L.A

Goldharber, D.D and Brewer, D.J (1999). Teacher Licensing and Students’ Achievement.
In M. Kanstoroom and C.E Funi Jr (Eds) Better Teachers, Better Schools.
Washington D.C: Thomas B.Fordham Foundation.

Greenwald, R (1997). The Effect of School Resumes on Student Achievement. Review of

Educational Research, 66:361-396.

ANSWER
SAE 1
The establishment of the Teachers’ Registration Council is a good step in
enhancing teachers’ quality because it aims at professionalizing teaching like
other professions.

TMA

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 1. (a) Giving them the opportunity of enrolling for professional course in teaching
(that is, Diploma Certificate in Education) with deadline.
(b) Regular in-service training and workshop will also be organized.
2. See the content.

UNIT 3: PROBLEMS OF FINANCIAL POSITION OF SECONDAR Y

SCHOOLS

CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main content
3.1 Major sources of finance to public secondary schools.
3.1.2 Other sources of finance for public secondary schools.
3.2 Financing private secondary schools.
3.2.1 Problems of secondary school finance in Nigeria.
3.2.2 Need for financial plan for secondary schools.
4.0 Conclusion
5.0 Summary

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6.0 Tutor-marked Assignment
7.0 References/Further Reading

1.0 INTRODUC TION

This unit is going to expose you to how secondary education is financed in Nigeria. You
will learn about the major sources of finance to public secondary schools. In addition,
other sources of financing secondary school will equally be examined. The problems
associated with secondary school finance are also very important issues you will learn.
The need for long range financial plan in secondary school forms part of the contents you
will learn in this unit.

2.0 OBJECTIVES
At the end of this unit, you should be able to
· Explain how secondary schools are financed in Nigeria.
· Mention major sources of financing secondary schools.
· Differentiate between private secondary and public secondary school
funding.
· State problems of secondary school finance in Nigeria.
· Discuss the need for long range financial planning in secondary schools.
3.0 MAIN CONTENT
3.1 Major Source of Finance of Secondary Schools.
Secondary schools are divided into two based on the ownership. We have the public as
well as private-owned secondary schools. Public secondary schools are those established
by either the Federal or State government. They are referred to as public secondary
schools because they are established and being financed from taxes paid by the public.
The major source of finance to public secondary schools is grant. Grant is the
fund provided by government for building of structures, repairs and purchase of
necessary equipment, maintenance, payment of salaries and allowances of staff in the
school. Government grants are in two categories, these are:

89
 a. Capital Grant: This is part of government grants which is meant for provision
of physical resources or fixed assets such as classrooms, libraries, buildings,
office furniture, laboratories, typewriters, photocopiers, etc.
b. Recurrent Grant: This is part of government grants that cover the payment of
salaries and allowance of staff and all other consumable materials such as
chemicals, writing materials and stationery.
Budgeting is very necessary in secondary school administration. School budget is a
financial plan through which educational goals are translated into reality (Mussazi,
1982). It is the responsibility of the school principal to prepare the school budget,
even though he may delegate the duty to his bursar. After the school budget has been
prepared, the principal has to present it before the Board of Governors for their
perusal and approval. Before the Board of Governors’ meeting on the budget, a draft
copy is sent in advance to each member to allow all the members to study the budget
and come up with their observations during presentation.
On the presentation of the budget to the Board of Governors, members will
deliberate on the budget and make any change they consider necessary before getting
their approval.
After the budget has been approved by the Board of the Governors, the draft is
sent to the Planning Division of the Ministry of Education for ratification. The
Ministry of Education could make amendment on the draft budget before its
ratification. The moment the budget is ratified by the Ministry of Education, it
becomes operational.
It is the responsibility of the school principal to administer the budget by ensuring
that records are kept on financial activities carried out in implementation of the
programmes contained in the budget.

3.1.1 Other sources of Finance to Secondary Schools.

Other sources of finance to public secondary schools in Nigeria include:
i. Donation and Endowment funds: This is one of the sources of financing
secondary education in Nigeria. Many private sectors, corporations and
companies and other individuals and philanthropists have often contributed

90
 fund for the support of education through the award of scholarship,
establishment of schools, supply of books and equipment.
ii. International Aid sources: Educational Finance also comes from international
organizations. Notable among these organizations are the World Bank, the
United Nations Educational Scientific and Cultural Organization (UNESCO),
the United Nations International Children’s Fund (UNICEF), the United
Nations Development Programme (UNDP) and the World Health
Organization (WHO).
iii. Loans: This is a source of financing individual person’s education through
borrowing from relations, communities or cooperative societies to pay school
fees. Loan as a source of financing education is embarked upon by individuals
as a last resort.
iv. Community participation: Communities also participate in financing
education. This may come in form of Parents Teachers Association (PTA)
levies. Apart from financial resources for education from government, land
resource is also needed; some communities sometimes donate land to schools
on request and build classrooms from the community purse.

3.2 Financing of Private schools

As part of government efforts in widening access to education at all levels, the
private sector is being encouraged to establish secondary schools. Private
secondary schools are owned by individuals, organizations/associations or
religious bodies that establish them. The initial fund for the establishment of the
school for capital project and recurrent expenditure comes from the owners
known as proprietors or proprietresses.
The major source of finance for private schools is the school fees that are
charged. This comprised money paid as tuition, and other payments such as
boarding fee and furniture.

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 Other sources of finance for private secondary schools include proceeds
from school projects, donations, loans, and so on.

3.3.1 Problems of Secondary School Finance in Nigeria

There are various problems encountered in financing public secondary schools,
some of which are examined below:
a. Greed on the part of school Principals: Where school heads are insincere
and greedy, there may be misappropriation and embezzlement of funds
made available for a particular project at the expense of educational
objectives.
b. Unstable political environment: political instability in Nigeria gives room
for unstable policies of government and poor economy. Consequently, the
public funding of schools is adversely affected and execution of capital
projects becomes difficult.
c. Inflation: Inflation is a persistent fall in the purchasing power of money. It
refers to a situation whereby too much money buys few goods. Such
situation makes the preparation and implementation of school budgets
cumbersome particularly when an accurate estimate of the rate of inflation
over the budget period cannot be made. As a result of inflation, some of
the projects budgeted for may not be implemented due to rising cost of
materials.
d. Poor remuneration of teaching staff: Over the years, teachers have made
persistent complaints about poor salaries being paid to them. The strike
action embarked upon in early 2009 by teachers of both primary and
secondary schools was a good example. Most state governments are still
battling with the nagging issue of Teachers Salary Scale (TSS).
e. Inadequate Funding by the Government: Grants released to schools are far
below expectation. The reason for this is not far fetched, because different
sectors are competing with education. What government allocates to
education falls short of UNESCO’s recommendation of 26% of a
country’s national budget.

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The resultant effects of these include ageing facilities, inadequate classrooms,
incessant strike actions by teachers, shortage of laboratory and laboratory
materials, brain drain, among others.

Self-Assessment Exercise:
State some of the problems of secondary school financing in Nigeria.

3.2.2 Need for Long Range Financial plan in Secondary Schools.

We all know that finance is essential in the fulfillment of the goals and objectives
of secondary school education. Thus, there is the need now for state-wide and
more sophisticated forms of multi-year, systematic financial planning which
brings together various observations, suggestions, and experiences through the
involvement of different interest groups to accelerate and guide financial planning
for qualitative secondary education (Nduka, 2001).
The long range plan for secondary schools is expected to contain student
enrolment projections, an instructional programme development plan, a staff
development plan, a support services development plan, a capital facilities
improvement plan, and a multi-projection of expenditures and revenues. If those
are adequately planned for, the problem of financial crisis will be minimized.
Therefore, the need for a long-range financial plan for secondary schools
includes:
(i) To protect the state secondary schools from unnecessary and harmful
dislocation and fluctuation in programmes and services to the students.
(ii) To tamper decision-making at the board or commission and state
Ministry of Education levels with greater prudence or toughen it with
greater courage and initiative by setting programmes and policy
proposals which are being considered in the context of the future
financial conditions of the state.
(iii) To build public and staff confidence in the State Universal Basic
Education Board and State Ministry of Education by giving assurance

93
 and proof that a careful planning process is in place and long-range
plan really exists and that the decision makers will not deviate
unnecessarily from the afore mentioned plans.
(iv) To increase the likelihood of success in bringing about change in the
state-owned secondary schools.
For the financial long range plan to work successfully, every stakeholder
needs to be sincere. Government should improve allocation to the
education sector as well as avoiding financial leakages. The school
administrators should be financially disciplined.
4.0 Conclusion
School finance is an important aspect that determines expected quality of
graduates from the system to some extent. The trend of financial allocation to
education confirmed that government alone cannot bear the burden of education
finance. The grants meant for the administration of secondary schools are not
released as and when due. In some states, a term or two terms grants are
outstanding. This is a serious problem. The relationship between secondary school
and Ministry of Education as well as the Teaching Service Commission can also
be strengthened through adequate funding. The regular visit by the Ministry
depends on availability of vehicles. Having known that educational funding is a
thorny responsibility for government to shoulder, communities in the
neighborhood of schools have to come to the aid of schools.

5.0 Summary.
In this unit, we have discussed secondary education funding. The main source of
funding of public school is grants from the government, while private secondary
schools rely on school fees. It is clear that all is not well with our public
secondary schools. Remember that other sources of education finance were
explored. Owing to the problems of funding, we recommended long term
financial plan for secondary schools.

6.0 Tutor-Marked Assignment

94
1a. What is the major source of finance to public secondary schools in Nigeria?
1b. List other sources of finance available to public secondary schools.
2. Enumerate some of the problems of secondary school finance.
3. Of what significance is long term financial plan to quality of secondary education
in Nigeria?

7.0 References? Further Reading.

Atanda, A.I and Lameed, W.O (2006). Essentials of Educational Management. Ibadan:
Awemark Industrial Publishers.

Edem, D.A (1987). Introduction to Educational Administration in Nigeria. Ibadan;

Spectrum Books LTD.

Nwagwu, N.A, Ehiametalor E.T, Ogunu M.A and Nwadiani, M (Eds) Current Issues in
Educational Management in Nigeria. Benin: Nigerian Association for Educational
Administration Planning Publication.

Jaiyeoba, A.O (1994). Impact of School Administration Operational Areas in the

Implementation of the Two-tier system of Secondary Education in Oyo State. An
unpublished Ph.D Thesis in the Department of Educational Management,
University of Ibadan.
Jaiyeoba, A.O and Atanda A.I (2004). Community Participation in the Provision of
Facilities in Secondary Schools in Nigeria. In E.O. Bamisaye, J.B Babalola, M.
Fabunmi, and A.O. Ayeni (Eds). Management of Primary and Secondary Education
in Nigeria. Ibadan Nigerian Association Educational Administration and Planning
Publication

95
Musaazi, J.C.S (1982). The Theory and Practice of Educational Administration. London:
Macmillan publishers LTD

Nduka, G.C (2001). Financial Planning for State Secondary Schools: Strategies for
Qualitative Secondary Education in Nigeria.

ANSWER
SAE: Greed on the part of school principals, unstable political environment,
inflation, poor remuneration, inadequate funding.
TMA
1a. The major source is grants from the government.
1b. Donation and endowment funds, international aids, loans and community
participation.
2. See SAE 1
3a It aids the achievement of stated educational goals at secondary school level. See
the content.
3b. To get rid of some of the problems such as inadequate facilities, classrooms,
teaching staff, and so on.

UNIT 4: SECONDARY SCHOOL RELATIONSHIP WITH MINSTRY OF

EDUCATION, TESCOM AND THE COMMUNITY.

CONTENTS
1.0 Introduction

96
2.0 Objectives
3.0 Main content
3.1 Secondary school relationship with Ministry of Education.
3.2 Secondary school relationship with TESCOM.
3.3 Secondary school relationship with Community.
4.0 Conclusion
5.0 Summary
6.0 Tutor-marked Assignment
7.0 References/Further Reading.

10 INRODUCT ION
You are going to learn about the relationship between secondary schools with
Ministries of Education and Teaching Service Commission in this unit. The
pattern of relationship with the community will also be discussed.

2.0 OBJECTIVES
At the end of this unit, you should be able to do the following:
Explain the relationship that exists between secondary schools and the:
i. Ministry of Education.
ii. Teaching Service Commission.
iii. Community.

3.0 MAIN CONTENT

3.1 Secondary School Relationship with Ministry of Education.

The Ministry of Education is a major government department that handles issues

relating to education at both national and state levels. The Federal Ministry of
Education regulates both Federal and State secondary schools. However, the State
Ministries of Education are specifically concerned with state-owned public
secondary as well as private secondary schools.

97
 The Ministry of Education has five departments which have different functions in
maintaining standard in secondary schools. The Federal Ministry of Education is
headed by the Minister of Education (Political appointee) while the State Ministries
of Education are headed by Commissioners for Education (Political appointee). The
Director-General is the administrative head of the Ministry.
The Inspectorate unit of the Ministry visits both private and public schools for
inspection. The types of supervision carried out by the unit include full inspection,
routine checking, follow-up inspection, and recognition inspection/certification.
The unit has mandate to upgrade schools and call up any secondary school that does
not meet up with expected standard. The Planning, Research and Statistics (PRS)
unit is the custodian of school statistics. The number of schools by local
government, enrolment by gender, number of teaching and non-teaching staff are
among school statistics expected to be kept by this unit. Schools are expected to
relate effectively with this unit so as to update the staff strength and enrolment as
well as information on facilities in schools. These data enable government to take
appropriate decisions. However, it is quite unfortunate that planning, research and
statistics units of some state Ministries of Education do not possess current data on
schools.

3.2 Secondary school relationship with TESCOM.

The Teaching Service Commission (TESCOM) is another government department
that handles secondary school matters, especially teaching staff. Schools are
expected to relate properly with the TESCOM. The commission has mandate to
appoint, post, transfer, promote, dismiss and exercise disciplinary control over
teaching and non-teaching staff. For the purpose of administrative convenience, the
TESCOM in every state groups the Local Government Areas into zones. Each zone
is handled by a Zonal Education Administrator who reports to the Permanent
Secretary.
Teaching Service Commission maintains three (3) committees, each headed by full-
time members. The committees are:
a. Promotion Committee

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 b. Disciplinary Committee.
c. Appointment Committee
Teaching Service Commission sees to quality assurance of public secondary
schools through healthy relationship with schools.

Self-Assessment Exercise
Mention three functions performed by the Teaching Service Commission
in the effective running of secondary schools in Nigeria.

3.3 Secondary school relationship with Community.

Schools and their local communities are interrelated. As put by Jaiyeoba
and Atanda (2004), a school is viewed as an institution set up to bring about
desirable changes in the lives of learners as well as the community as a whole.
School gains from the community and vice-versa. Thus, the school system cannot
be isolated from the community if its existence is to be justified.
Edem (1987) recognized the capacity of a school to interact and cooperate with
other agencies in the community as an important factor in determining the success
of the school. Jaiyeoba (2004) viewed school community relationship as part of the
operational areas of school administration. It is a situation in which the local
community of a school participates in school programmes and activities.
A good avenue for the school-community relationship is the Parents-Teachers
Association (PTA). The PTA is an organization which brings parents and teachers
together in the interest of the students.
There are reasons why there must be healthy relationship between secondary
schools and their host communities. Some of the problems of secondary schools of
which community could be of help include inadequate facilities, classrooms, and
laboratory teaching staff as well as problem of indiscipline among students. Table
2.3.1 shows the typical areas of participation by the various community groups.

99
Table 2.3.1: Facilities Provided by Community.
COMMUNITY GROUP MAJOR FACILITIES
1 Parents-Teachers Association School buildings, Blocks of classrooms,
(PTA) Administrative Blocks, equipping
laboratories and workshop.
2 Old Students Association Blocks of Classrooms, school hall, sporting
facilities.
3 Clubs and Societies Bore holes, drinking wells, toilets.
4 Non-Governmental Organizations Enlightenment programmes, Documentary,
(NGOs) Books.
5 Philanthropists Equipping Libraries with Books.
6 Commercial Houses, Banks, Money, Books, Stationery.
Bookstores, etc.
Source: Jaiyeoba and Atanda (2004)

4.0 CONCLUSION
The survival of secondary schools depends on their healthy relationship with
specific bodies saddled with certain responsibilities. These bodies or agents include
Ministries of Education, TESCOM and the Community.

5.0 SUMMARY
In this unit, we have discussed three major entities that relate with Nigerian secondary
schools. Their relationship is germane to the success in secondary education. These
bodies are both State and Federal Ministries of Education, Teaching Service
Commission (TESCOM) and the Community.

6.0 Tutor-marked Assessment

List the stakeholders in the community and their likely contributions to the
development of secondary schools in a tabular form.

7.0. References/Further Reading

100
 Jaiyeoba, A.O (1994). Impact of School Administration Operational Areas in the
Implementation of the Two-tier system of Secondary Education in Oyo State. An
unpublished Ph.D Thesis in the Department of Educational Management,
University of Ibadan.
Jaiyeoba, A.O and Atanda, A.I (2004). Community Participation in the Provision of
Facilities in Secondary Schools in Nigeria. In E.O. Bamisaye, J.B Babalola, M.
Fabunmi, and A.O. Ayeni (Eds). Management of Primary and Secondary Education
in Nigeria. Ibadan: Nigerian Association of Educational Administration and
Planning Publication

Musaazi, J.C.S (1982). The Theory and Practice of Educational Administration.

London: Macmillan publishers LTD

Nduka, G.C (2001). Financial Planning for State Secondary Schools: Strategies for
Qualitative Secondary Education in Nigeria.

ANSWER
SAE
(a) Appointment of teachers.
(b) Payment of salaries and allowances.
(c) Discipline and promotion of staff of secondary schools.

TMA
COMMUNITY GROUP MAJOR FACILITIES
1 Parents-Teachers Association School buildings, Blocks of classrooms,

101
 (PTA) Administrative Blocks, Equipping
laboratories and workshop.
2 Old Students Association Blocks of Classrooms, school hall, sporting
facilities.
3 Clubs and Societies Bore holes, drinking wells, toilets.
4 Non-Governmental Organizations Enlightenment programmes, Documentary,
(NGOs) Books.
5 Philanthropists Equipping Libraries with Books.
6 Commercial Houses, Banks, Money, Books, Stationery.
Bookstores, etc.

UNIT 5: EXAMINATION ISSUES IN SECONDARY SCHOOL AND

STUDENT DISCIPLINE
Contents

102
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Kinds/Types of Examinations for Secondary Students
3.1.1 Forms of Examination Malpractice in School
3.2 Government Provision for Dealing with Malpractice in Examination
(Examination Malpractice Decree 1999).
3.3 Recommended Solutions to Problems of Examination malpractice in Secondary
Schools
3.4 Forms of Indiscipline in Secondary Schools
3.5 Handling Problems of Indiscipline among Students in Secondary Schools

7.0 Conclusion
8.0 Summary
9.0 Tutor-Marked Assignment
10.0 References/Further Reading

1.0 Introduction
In this unit, you are going to learn more on examination issues, especially at the
secondary school level. Some other acts of indiscipline that are prevalent in secondary
schools will also be learnt.

2.0 Objectives
At the end of the unit, you should be able to:
§ Define the concept ‘examination’.
§ Explain the term examination malpractice.
§ Mention the forms of examinations in secondary schools.
§ Suggest measures to curb the incidence of examination malpractice
§ Mention acts of indiscipline in secondary schools

103
 § Highlight ways of getting rid of acts of indiscipline among students in secondary
schools.

3.0 Main Content

3.1 Kinds/forms of examination for Seconda ry Schools
Before we begin to discuss types of examination available for students in
secondary schools, it better to remind ourselves of what examination means once again.
Examination is defined as the process, which comes after a period of learning and as an
organized assessment of individuals’ performance on the basis of his/her institutional
procedural exposure (Adelusi, 1998). In a related definition, Hornby (1995), defined an
examination as a formal test of somebody’s knowledge or ability in a particular subject
especially by means of answering questions or practical exercises.
Examinations in secondary schools could take different forms. Examinations
could be internal or external. It could be oral, written or both. Examples of internal
examinations are continuous assessment tests, terminal and annual or promotion
examinations.
Examples of external (public) examinations common in secondary schools in
Nigeria are the Senior School Certificate Examination (SSCE) conducted by the West
African Examinations Council (WAEC) and National Examinations Council (NECO).
In some public secondary schools, before a student on transfer is admitted into
any class, an entrance examination is usually conducted to assess his/her level of
intelligence.

3.1.1 Forms of Examination Malpractice

In the conduct of examinations, some irregularities could render it invalid.
Examination malpractice is the greatest stigma that renders most secondary school
examinations unreliable. Examination malpractice has become a source of worry to
educational stakeholders in Nigeria.
Adeyemi & Akindele (2002) considered examination malpractice to be all forms
of students’ misdemeanor that take place prior to and during the conduct of examinations
which are capable of undermining the smooth flow of the examination process. One may

104
need to add to their definition, that they occur not only before or during the conduct of
examinations, but also after the examination has taken place. To Okezie (2001), it is the
undue and unfair advantage to pass an examination by circumventing the laid down
procedures and failing to render the account of one's scholarship.
The following are forms of examination malpractice in secondary schools:
1. Impersonation: This happens when a candidate sits in an examination hall for
another candidate pretending to be the real or original candidate.
2. Bringing foreign materials into examination hall: This is when a candidate
brings into the examination hall textbooks, notes and some other materials.
3. Collusion: This happens when two or more candidates agree to receive or give
assistance to each other.
4. Irregular activities inside and outside the examination halls. These manifest in
diverse ways outside the examination halls. They include:
(a) Stealing, substituting or misappropriating the scripts of other candidates.
(b) Tearing part of the question paper or answer booklet during the examination
to enhance cheating.
(c) Substituting worked scripts during or after an examination.
5. Assault on or insult of Examination Officials: This occurs when students
insult examination officials as they carry out their business. The aim is to
distract them from effective supervision so that they can have their way.
6. Electronically-assisted malpractice: The advancement in technology has its
negative impact on examination process. Students make use of electronic
gadgets to cheat during examinations. Such gadgets include calculators,
organizers, compact disc (the smallest size) and mobile phones (GSM).
7. Inscription: Another form of malpractice is when students inscribe materials
or information on anything like parts of their body, such as palms, thighs,
dresses, handkerchiefs, rulers, purses, chairs, tables, and so on.
8. Personality Connection: This is a situation whereby some influential students
make use of godfathers in politics, economic high towers, parents and cult
members to influence the outcome of examination.

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The problem of examination malpractices are too numerous to mention. Some of the
dangers include:
(i) It makes nonsense of the educational system and it militates against the
country’s goal of a ‘just and an egalitarian society’.
(ii) Inability to defend the certificate obtained through malpractice.
(iii) It discredits certificates issued by the national examination bodies.
(iv) Spill over effect borne by parents and other relatives. When parents or
guardians have to bear the cost of re-registering their wards for another
examination after he/she has been expelled due to malpractice.

3.2 Government Provisions for Dealing with Examination Malpractices

Owing to the stigma of examination malpractices on the image of Nigeria abroad
and within, the then military government under the leadership of General Abdul-Salam
Abubakar promulgated the Examinations Malpractice Decree in 1999. The document
spells out the malpractice offences (that is, types of examination malpractice) and the
attendant penalties (see Table 2.4.1).

Table 2.4.1: The Offences and the Penalties

S/N Offences Sanction
1 Cheating at examination: (a) In the case of a person under the age of 18 years, to
pay a fine of N100,000 or imprisonment for term not

106
 exceeding 3 years to both such fine and imprisonment.
(b) In the case of principal, teacher, an invigilator, a
supervisor, an examiner or an employee of the
examination body concerned with the conduct of an
examination, an imprisonment for a term of 4 years
without the option of a fine.
2. Stealing of Question 3 years imprisonment or fine of N100,000
paper
3. Impersonation - 3 years imprisonment or fine of N100,000 (for
student).
- 4 years imprisonment in case of teacher, principal,
agent or employee of examination body.
4. Disorderliness at 3 years imprisonment or fine of N50,000
examinations
5. Disturbances at - 3 years imprisonment or fine of N100,000
examinations - In case of a principal, teacher, an invigilator, a
supervisor, an agent, 5 years without the option of
fine.
6 Obstruction of supervisor 3 years imprisonment or fine of N100,000
In case of an invigilator, a supervisor, an agent, 5
years without the option of fine.
7 Forgery of result slips - 3 years imprisonment
- in case of a principal, teacher, an invigilator a
supervisor, an examiner, or an agent or employee of
examination body concerned with examination, 5
years imprisonment without the option of fine.
Source: Examination Malpractice Decree 1999.
Self-Assessment Exercise
List some of the examination malpractices in secondary schools.
3.3 Recommended Solutions to the Problems of Examination Malpractices in
Secondary Schools

107
 The concerned stakeholders, especially scholars have come up with different
suggestions or measures to curb examination malpractice. They include:
(a) Putting a stop to automatic promotion of students in primary and
secondary schools.
(b) Stepping up enlightenment campaigns by the National Orientation
Agency (NOA) on the issue of examination malpractices. Also, mass
media have to intensify their effort in the campaign.
(c) Adequate payment of staff of examination bodies.
(d) Posting of invigilators should be changed daily or on weekly basis.
(e) Provision of conducive learning environment by government through
enhanced remuneration for teachers and provision of adequate
facilities. This will enhance effective teaching-learning in schools, and
thereby allaying students’ fear of examinations.
(f) Ensuring the enforcement of the examination malpractice law by state
and federal government.

3.4 Forms of Indiscipline in Secondary Schools

Recall that you learnt about indiscipline in primary school in the Unit 4 of Module 1. The
definition of indiscipline does not differ at any level of education but its forms or acts do.
Indiscipline is simply described as the mode of life that is not in conformity with rules
and also involves non-subjection to control. Adeyemo (1985) said indiscipline connotes
the violations of school rules and regulations capable of obstructing the smooth and
orderly functioning of the school system.
Some of acts of forms of indiscipline in secondary schools include:
1. Cultism
2. Indecent dressing: Some of the students in secondary schools deviate from
proper ways of dressing. Male students fly their shirts, wearing rough uniform
and wearing bathroom slippers to school. On the other hands, the female
students turn their uniforms to body-hug, mini-skirt and so on.
3. Stealing
4. Fighting

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 5. Truancy
6. Examination malpractice

There are factors responsible for indiscipline among the students. They include the
following:
(1) School Management: The components of this factor include lack of facilities
and equipment, admission of children with poor academic standards into
schools, lack of sufficient moral and religious instructions and automatic
promotion. These could be remote factors for the students’ act of indiscipline.
(2) Staff factor: These include lack of sincerity and devotion to duty; moral laxity
of teachers, incompetent staff and undue familiarity of some teachers with
students.
(3) Society and parents: Interference of influential parents in school
administration, failure of parents to provide necessary school requirements,
undue publicity of sensational news by the mass media.
(4) Peer group influence
(5) Ignorance of the rules and regulations in the classroom by the students.

3.5 Handling Problems of Indiscipline among Secondary School Students

Effective teaching and learning can only take place in an environment devoid of
indiscipline. To this end, acts of indiscipline could be minimized in our secondary
schools through the following:
1. Effective communication between school management and students.
2. Teachers should be of exemplary behaviour for students to emulate.
3. Behaviour modification can be used by the teachers and the parents. In this
case, what is unsuitable behaviour is first established and the desired
behaviour is aimed at, often the culprit is consulted quietly and privately in
order to assist him/her in dropping the undesirable ideas.
4. Another way of handling of problems of indiscipline is the development of
moral values through moral instruction as part of school subject.

109
 5. Parents should be concerned about the type of friends their children keep or
have.

4.0 Conclusion
Examination malpractice and other acts of indiscipline can lead to goal
displacement in secondary schools. It has been confirmed that students are not the only
ones perpetrating this act; nearly all stakeholders have their portion of the blame.
Examination malpractice is rampant in both internal and external examinations. Its
occurrence makes mockery of our national certificates like the National Examinations
Council Certificate and West African Examinations Council Certificate.
The various acts of indiscipline among secondary school students are hindrances
to the achievement of educational goals in Nigeria.

5.0 Summary
You have learnt two major issues that are obstacles to the fulfillment of secondary
school objectives. These are examination malpractice and acts of indiscipline among the
students. The two forms of examinations taken by the students are internal and external
examinations. None of the two types of examinations is free of examination malpractice.
The forms of examination malpractice identified in the lecture include impersonation,
collusion, bringing into examination hall items such as textbooks, among others. In
addition, you also learnt about the penalties prescribed by government for perpetrators of
examination malpractice. The penalties range from fine of N100,000 to 5 years
imprisonment. We also discussed measures to curb the incidence of examination
malpractice.
Forms of indiscipline in secondary schools are also discussed in the lecture. In the
next unit, you are going to learn issues in secondary school staff discipline and co-
curricular activities. Before then, you may reflect on what you have learnt in the Unit 5 of
Module 1.

6.0 Tutor-Marked Assignment

1. What is examination malpractice?

110
 2. Do you agree that students are not the only people responsible for malpractice in
external examinations?
3. What effort is being made by the government to curb examination malpractice?

References/Further Reading

Adewusi, R.A. (1998). Moral, Religious, Social and Legal Approaches to Solving
Examination Malpractice. A paper presented at a seminar on examination
malpractices and cultism, organized by Ondo State Ministry of Education Akure.

Adeyemi, J.K. and Akindele Ige, A.M. (2002). Examination Malpractices in Nigerian
Education System: Causes Effects and the Way Out. Nigerian Journal of Clinical
and Counselling Psychology. 8(1) 56-75.

Adeyemo, P.A. (1975). Principles and Practice of Education. University of Ile-Ife.

Federal Republic of Nigeria (1999). Examination Malpractice Decree. FME

Hornby, A.S. (1998). Assessment and Education Malpractices. Proceedings of the 16th
Annual Congress of the Nigerian Academy of Education, held at the University of
Jos, 12-16 November.

Oredein, A.O. ( 2009 ). Checking Examination Malpractice in Nigerian Schools.

111
 ANSWER
SAE: Impersonation, bringing foreign materials into examination hall, collusion, assault
on examination officer, electronically assisted malpractices and so on.

TMA
1. It is the act of compromising examination rules and regulations by the
stakeholders.
2. Yes, because parents, teachers, principals and others involve.
3. The issuance of examination malpractice decree.
4. Putting a stop to automatic promotion of students in primary and secondary
schools, stopping up enlightenment campaign by National Orientation Agency
(NOA), Posting of invigilators should be changed on weekly basis.
5. They include’ collusion, indecent dressing, stealing, truancy, and examination
malpractice.

112
UNIT 6: SECONDARY EDUCATION STAFF DISCIPLINE AND EXTRA
CURRICUL AR ACTIVITIES

Content
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Forms of Indiscipline among Staff in Secondary Schools
3.1.1 Cause of Indiscipline among Staff of Secondary Schools
3.1.2 Enforcement of Discipline among Staff of Secondary Schools
3.2 Extra Curricular Activities in Secondary Schools
3.2.1 Problems Militating against Effective Extra Curricular Activities in Secondary
Schools
3.2.2 Toward Improvement of Extra Curricula activities in Secondary Schools

4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

113
1.0 Introduction
Secondary schools prepare students for higher level of education. Though
students are central figure in the teaching-learning process, the role played by the
teachers is of great importance. Teachers are models that students look unto. Their
discipline is very important if they are to inculcate right types of attitude and value into
learners. This unit therefore, exposes you to some of acts of indiscipline by secondary
school teachers as well as other staff, the remote causes of their misconduct and
suggested solutions to the problem. You are familiar with the dictum that “All work and
no play make jack a dull boy”. The unit will also explain extra curricular activities that
aid cognitive development of learners.

2.0 Objectives
At the end of this Unit, you should be able to:
§ Mention some of acts of indiscipline among secondary school staff.
§ Explain remote causes of indiscipline among secondary school staff.
§ Suggest solutions to acts of indiscipline among staff.
§ Discuss the importance of extra curricular activities.
§ Mention obstacles to effective extra curricular activities.

3.0 Main Content

3.1 Forms of Indiscipline among Staff in Secondary Schools
Indiscipline simply means lack of discipline. Staff indiscipline is lack of
discipline on the part of teaching and non-teaching staff. Any behaviour by the staff that
is contrary to the norms of the school constitutes indiscipline. Some common examples of
acts of indiscipline among staff in secondary schools are:
1. Collusion in examination malpractice.
2. Sexual harassment of the opposite sex.
3. Illegal collection of money from students
4. Drinking of alcohol during school hours
5. Smoking of cigarette during official hours
6. Insubordination in official matters.

114
 7. Embezzlement of school funds
8. Lateness to school
9. Absenteeism
10. Divulging official secret
11. Laziness/irresponsibility

3.1.1 Causes of Indiscipline among Staff of Secondary School

The various forms or acts of indiscipline highlighted above have remote causes.
They include the following:
1. Ineffective school head
2. Unhealthy relationship between the principal and staff.
3. Poor remuneration of staff
4. Ineffective supervision
5. Employment of incompetent staff
6. Evils of society such as corruption
7. Economic hardship
8. Indecent dressing by the students
9. Communication gaps among school heads, teachers and non-teaching staff.

3.1.2 Enforcement of Discipline

The enforcement of discipline in secondary schools is not a one-man affair but
such that requires the joint efforts of all stakeholders. Otherwise, such enforcement would
not be effective. Therefore teaching staff, students, non-teaching staff, the public,
government and the principals have crucial roles to play in ensuring staff discipline. The
following suggestions are necessary:
1. Both teaching and non-teaching staff should be adequately motivated through
improved conditions of service.
2. Teachers’ salaries should be increased to be equivalent to that of what their
counterparts in corporate organizations do earn.
3. Parents should encourage their children to dress properly to school. The
length of uniform for female students should extend beyond the knee.

115
 4. Regular stakeholders’ meetings of secondary schools should be held regularly
to bridge any existing communication gap.
5. Secondary school staff, especially teachers should be given copies of
“professional ethics” and codes for proper perusal. This may reduce acts of
indiscipline on their part.
6. Disciplinary measures should be instituted and consistently implemented to
deter staff from acts of discipline.
7. The head teachers (principal) should build healthy relationship between them
and the school staff.
8. Regular and objective supervision should be carried out by principals. This
would help to improve on the performance of incompetent teachers and also
guide against irresponsibility on the part of some lazy teachers.

3.2. Extra Curricular Activities among Secondary Schools Students

Remember that you have learnt about extra curricular activities in Module 1, Unit
5. In order to advance our discussion, this unit focuses on extra curricular activities that
are peculiar to secondary schools. Extra curricular activities are complementary activities
in school that enhance the cognitive development of learners. Extra curricular activities
that are common in secondary schools include:
1. Sports: these include football, basketball, volleyball, handball, hockey, table
tennis, lawn tennis, athletics such as short, medium and long-distance races,
shot put, javelin, high jump, long jump, and so on.
2. Club activities: Students of secondary schools do engage in club activities as
part of extra curricular activities. Some of the secondary school-based
legitimate clubs that students can belong to include: the Boys Scout
Movement, Man ‘O’ War Club, Leo club, Girls Guide, Rotaract Club, and the
Red Cross.
3. Socio-cultural activities: there are several socio-cultural activities which take
place in secondary schools. These are part of a school’s extra curricular
activities. Students could belong to different legal and registered socio-

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 cultural groups in schools. Such socio-cultural activities include Egbe
Akomolede Yoruba, Igbo Cultural Dancers, Drama Groups.
4. Literary and Debating Society activities: these are part of extra curricular
activities. Students are given topics to speak in support or against some topical
issues that are prevalent in the society.
5. Excursion: Secondary school students go on excursion from time to time to
substantiate what they have learnt in the classroom. Students studying
Government could be taken to the State House of Assembly to observe
legislative procedures or court premises to have idea of court processes.

3.2.1 Problems Militating against Effective Extra-Curricular Activities in

Secondary Schools
Regular and effective extra-curricular activities are affected by some factors
which include the following:
(a) Inadequate sports facilities: inadequate sports facilities limit secondary school
students’ participation in sporting activities. The only common and popular game in
school is football. Games like hand ball and hockey are becoming history in schools
because government does not provide schools with the facilities for playing such games.
(b) Personality of the Principals: Principals are the chief executives in the various
secondary schools. Their love for the sports will determine their level of involvement and
encouragement that would be given to both staff and students.
(c) Time factor: Apart from 20 or 30 minutes break time, schools hardly have any
period set aside to encourage students to participate in sports and club activities. Some
teachers even engage students in note-writing during break time.
(d) Shortage of Funds: Most of the facilities and equipment for sports are not in place
because of paucity of funds. Government hardly makes separate provision of grant for the
execution of extra-curricular activities.
(e) Non-cooperation from parents and the public: Some parents do not encourage
their children to participate in extra curricular activities. This might be as a result of lack
of moral support or open declaration of their dislike for certain sports activities or club
activities.

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3.2.2 Towards Improvement of Extra Curricular Activities
We are already aware that academic activity is not complete without some
experience in extra curricular activities. Extra or co-curricular activities can be improved
upon and encouraged in secondary schools in the following ways:
1. Provision of sports facilities by government
2. Enlightenment of the general public on the importance of co-curricular
activities.
3. Special time for extra curricular activities should be provided in the
time table.
4. School principals should be role models in extra curricular activities.
5. Philanthropists and clubs in the society should sponsor some extra
curricular activities.
6. The school principals need to sensitize and motivate their staff to
participate in extra curricular activities.

4.0 Conclusion
The role of both teaching and non-teaching staff is very germane in students’
effective learning. As it is necessary for students to be disciplined, teaching and non-
teaching staff are expected to be disciplined as well. This unit explains forms of
indiscipline among secondary schools, staff and how to minimize or eradicate them. You
have also learnt about the importance of extra curricular activities. Factors militating
against effective extra curricular activities were also discussed.

5.0 Summary
In this unit, you have learnt about some acts of indiscipline by staff of secondary
schools. Some of them include smoking, sexual harassment, drinking alcohol during
school hours, illegal collection of money, and collusion in examination malpractices.
Because of the menace of these acts on school quality, certain suggestions were made.
We also learnt that extra curricular activities are essential in school curriculum but some
obstacles hinder their effectiveness. Principals were enjoined to play major role in
creating awareness on the importance of extra curricular activities within their schools.

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Among the solutions suggested were the incorporation of extra curricular activities on the
school time table, equipping schools with sports facilities to enhance involvement of
students in track and field events.

6.0 Tutor-Marked Assignment

What are the factors hindering the effective extra curricular activities in secondary
schools?

7.0 References/Further Reading

Adeyemo, P.A. (1975). Principles and Practice of Education. University of Ile-Ife.

Atanda,, A.I and Lameed, W.O (2006). Fundamentals of school Organization and
Classroom Management. Ibadan: Awe Industrial Printers.

ANSWER
TMA
(a) Inadequate sports facilities
(b) Personality of the Principals
(c) Time factor
(d) Shortage of Funds
(e) Non-cooperation from parents and the public

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MODULE 3: PECULIAR ADMINISTRATIVE PROBLEMS IN TERTIARY
INSTITUTIONS
UNIT 1: Tertiary Education and its Goals
UNIT 2: The quality of teachers and instruction in Nigerian tertiary institutions
UNIT 3: Physical plants and financial position of tertiary institutions in Nigeria.
UNIT 4: Tertiary Institutions relationship with Ministry of Education, Governing
Councils and other Regulatory Agencies (e.g. NUC, NCCE).
UNIT 5: Acts of Indiscipline in Tertiary Institutions (Cultism, Examination
Malpractice and Extra Curricular Activities).

UNIT 1: Tertiary Education and Its Goals

Contents
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Tertiary Education and the major goals
3.2 Specific Objectives of different Tertiary Institutions
3.2.1 (a) University Education
3.2.2 (b) Teacher Education
3.2.3 (c) Polytechnic Education
3.2.4 (d) Monotechnic Education
4.0 Conclusion
5.0 Summary
6.0 Tutor-marked Assignment
7.0 References/Further Reading

1.0 Introduction
In Module 3, we are going to focus our attention on higher education. Higher
education serves as the climax of the three levels of education. In Unit 1 of the Module,
you shall learn about global objectives of higher education. You shall also learn about the

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specific objectives of different institutions of higher learning. The specific educational
objectives of each of the different institutions of higher learning will be discussed.

2.0 Objectives:
At the end of this unit, you should be able to:
§ Define higher education
§ Mention overall objectives of tertiary education in Nigeria
§ State different institutions that offer tertiary education
§ List specific objectives of different institutions of higher learning (that is,
Universities, Polytechnics, Colleges of Education).
§ Discuss the relevance of each of the higher institutions to individual and societal
survival.

3.0 Main Content

3.1 Tertiary Education and its Major Goals
The National Policy on Education (2004) defined tertiary education as the
education given after secondary education in Universities, Colleges of Education,
Polytechnics, Monotechnics, as well as those institutions offering correspondence
courses. Scott (2005) stated that tertiary or higher education has two meanings. First, it
means the next academic level (without research component) after secondary education.
Second, it signifies the system of institutions that provides post-secondary school courses
and also engages in research. The second meaning is most relevant to university
education. The goals of tertiary education are considered next.

The Goals of Tertiary Education

The goals of tertiary education, according to the National Policy on Education
(2004:31) are to:
(a) contribute to national development through high level relevant manpower
training.
(b) develop and inculcate proper values for the survival of the individual and
society.

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 (c) develop the intellectual capability of individuals to understand and appreciate
their local and external environments.
(d) acquire both physical and intellectual skills which will enable individuals to
be self-reliant and useful members of the society.
(e) promote and encourage scholarship and community service.
(f) forge and cement national unity, and to
(g) promote national and international understanding and interaction.
The policy document added that, tertiary institutions shall pursue these goals
through:
i. Teaching;
ii. Research and development;
iii. Virile staff development programmes
iv. A variety of modes of programmes including full-time, block-release, deny
release, sandwich etc.
v. Access to training funds such as those provided by the Industrial Training Fund
(ITF)
vi. Students Industrial Work Experience Scheme (SIWES).
vii. Maintenance of minimum educational standards through appropriate agencies.

Self-Assessment Exercise 1
What are the general goals of tertiary education in Nigeria?

3.2.1 University Education

The university is the apex of all tertiary institutions. It is expected to make
optimum contribution to national development by:
(a) Intensifying and diversifying its programmes for the development of high
level manpower within the context of the needs of national requirements.
(b) Making professional course content to reflect our national requirements.
(c) Making all students, as part of a general programme of all-round improvement
in university education, to offer general study courses such as history of ideas,
philosophy of knowledge and nationalism.

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 For the university education to make significant impact on national development,
its research has to be relevant to the national development and its results disseminated to
both government and industries.
There are three categories of university by ownership in Nigeria. These include
federally-owned universities, state-owned universities and private universities.
Universities can also be categorized along the courses offered. We have specialist
universities that offer particular programmes. For instance, we have universities
specializing in Agriculture like the University of Agriculture, Abeokuta (UNAAB), Ogun
State, universities specializing in technology like the Federal University of Technology
Akure (FUTA). The second type is the general universities, where different programmes
are offered. Examples include University of Ibadan (UI), Ibadan, University of Nigeria,
Nsukka (UNN), National Open University of Nigeria (NOUN), Ahmadu Bello University
(ABU), Zaria.

3.2.2 Teacher Education

Nigeria shows her belief in teacher education in realizing the goals of the
education system as well as being a veritable means of achieving national development.
Thus, she asserted that teacher education shall continue to be given major emphasis in all
educational planning and development. The objectives of teacher education include:
(a) To produce highly motivated, conscientious and efficient classroom teachers
for all levels of the educational system;
(b) To encourage further the spirit of enquiry and creativity in teachers;
(c) To help teachers to fit into social life of the community and the society at
large and enhance their commitment to national goals;
(d) To provide teachers with the intellectual and professional background
adequate for their assignment and make them adaptable to changing
situations;
(e) To enhance teachers’ commitment to the teaching profession (NPE, 1998).

The institutions that are given recognition by the government to provide teacher
education are as follows:

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 i. College of Education
ii. Faculties of Education
iii. Institutes of Education
iv. National Teachers’ Institute.

3.2.3 Polytechnic Education

Polytechnic refers to any non-university tertiary institution in Nigeria offering
varieties of technical, technological and business diploma programmes at the National
Diploma (ND), Higher National Diploma (HND) and post-HND levels that qualify
holders for registration in their professional fields (National Board for Technical
Education, 2002).
Polytechnic education provides the technical knowledge and skills necessary for
agricultural, industrial, commercial and economic development of Nigeria (FGN, 2004).
The specific goals of polytechnic education in Nigeria are to:
(a) Provide full-time or part-time courses of instruction and training in
engineering, other technologies, applied science, business and management,
leading to the production of training manpower.
(b) Provide the technical knowledge and skills necessary for agricultural,
industrial, commercial and economic development of Nigeria.
(c) Give training and impart the necessary skills for the production of technicians,
technologists and other skilled personnel who shall be enterprising and self-
reliant.
(d) Give exposure on professional studies in technologies (NPE, 1998).

3.2.4 Monotechnic Education

Monotechnics are single-subject technological institutions for specialized
programmes such as agriculture, fisheries, forestry, surveying, accountancy, nursing,
mining, petroleum and so on. The structure and status of the programmes in the
monotechnics are equivalent to those of polytechnics and regulated by the National Board
for Technical Education (NBTE).

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 Since monotechnics have the same mandates with polytechnics, their objectives
do not differ. Hence, the monotechnic education objectives are to:
(a) Provide full-time or part-time courses of instruction and training in
engineering, other technologies, applied science, business and management
leading to the production of trained manpower;
(b) Provide the technical knowledge and skills necessary for agricultural
industrial, commercial and economic development of Nigeria;
(c) Give training and impart the necessary skills for the production of technicians,
technologists and other skilled personnel who shall be enterprising and self-
reliant;
(d) Give exposure on professional studies in technologies (NPE, 1998).

Self-Assessment Exercise:
Differentiate between polytechnic and monotechnic.

4.0 Conclusion
Education is the bed rock of national development. However, the kind of
education that will bring about national development goes beyond primary and secondary
education. This emphasizes the importance of tertiary education. Tertiary education
offers skills required for individual self-reliance which in turn boosts economic growth.
In Nigeria, the institutions offering tertiary education include universities, polytechnics,
colleges of education and monotechnics. Out of these institutions of higher learning,
universities are at the peak of the educational system. This implies therefore, that the
priority given to university education by the stakeholders, will determine the extent of a
nation’s growth.

5.0 Summary
In this unit, you have learnt what tertiary education is and the general objectives.
You also learnt that tertiary education is provided in the universities, polytechnics,
monotechnic and colleges of education. University occupies the highest level of the
educational system. The specific objectives of these institutions offering tertiary

125
education were also learnt in this unit. In the next unit, you are going to learn about the
quality of teachers in higher institutions.

6.0 Tutor-Marked Assignment

What is the role of tertiary education in national development?

7.0 Reference/Further Reading

Federal Republic of Nigeria (2004). National Policy on Education. Abuja; NERDC.

Babalola, J.B. (2007). Reform and Development in Nigeria’s Tertiary Education: focus
on the Obasanjo Administration. In Babalola, J.B; Akpa, G.O; Ayeni, A.O. and
Adedeji S.O. (Eds) Access, Equity and Quality in Higher Education. Ibadan:
NAEAP 9-31.
Emetarom, U.G & Emunemu, B.O. (2009). Research in African Higher Education:
Challenges and Management Opportunities for Reform and Sustainable
Development. Being Paper Presented at the Fourth Regional Conference on
Higher Education Research for Sustainable Development in Africa, organized by
the Higher Education Research and Policy Network (HERPNET) in collaboration
with Kampala International University (KIU) at Kampala, Uganda August 17-20.
Onuka, A.O.U; Emunemu, B.O & Onuka, P.S. (2009). The Role of Evaluation, Research
and Higher Education for Sustainable Development in Nigeria. Being Paper
Presented at the Fourth Regional Conference on Higher Education Research
for Sustainable Development in Africa, organized by the Higher Education
Research and Policy Network (HERPNET) in collaboration with Kampala
International University (KIU) at Kampala, Uganda August 17-20.

126
 ANSWER
SAE 1:
The goals of tertiary education, according to the National Policy on Education
(2004), shall be to;
A. Contribute to national development through high level relevant
manpower training.
B. Develop and inculcate proper values for the survival of the
individual and society
C. Develop the intellectual capability of individuals to understand
and appreciate their local and external environments;
D. Acquire both physical and intellectual skills which will enable
individuals to be self-reliant and useful members of the society.
E. Promote and encourage scholarship and community service;
F. Forge and cement national unity and
G. Promote national and international understanding and interaction.

SAE 2:
Polytechnics refer to any non-university tertiary institution in Nigeria offering
varieties of technical, technological and business diploma programmes at the
National Diploma (ND), Higher National Diploma (HND) and post-HND level.
Monotechnic is a single-subject technological institution for specialized
programmes such as agriculture, fisheries, forestry, surveying, and so on.

TMA
See the overall goals for tertiary education in Nigeria in the content.

127
UNIT 2: THE QUALITY OF TEACHERS AND INSTRUCT ION IN
NIGERIAN TERTIARY INSTITUTIONS
Contents
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Higher Education and Teacher Selection
3.1.1 Problems of Teacher Quality in Tertiary Institutions
3.1.2 Attraction and Retention of Quality Teachers in Tertiary Institutions.
3.2 Tertiary Education, Quality of Instruction and Labour Market Demand
3.3 Ensuring Graduate Employability through Improved Quality Instruction
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 Introduction

In this Unit, we are going to learn about quality of teachers and instruction in tertiary
institutions. These two factors are very important in the achievement of the goals of
tertiary education. Though technological advancement has introduced different media of
instruction, all these media are to complement teachers’ effort and not to replace them.
The quality of these teachers is therefore important.

2.0 Objectives
At the end of this unit, you should be able to:
§ Explain the criteria for entering into teaching in tertiary institutions.
§ Discuss problems of teacher quality in tertiary education in Nigeria.
§ Suggest measures to enhance teacher quality.
§ Relate the curriculum of tertiary education to labour market demand.

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3.0 Main Content
3.1 Higher Education and Teacher Selection
The National Policy on Education (FRN, 2004) states clearly that no educational
system can rise above the quality of its teachers. The laudable goals of tertiary education
are only realizable when the curricula to achieve them are delivered by professionals in
their various fields.
The Nigerian Government knows the worth and value of teachers in tertiary
institution. Indeed, the participants at the Baguada Seminar on “Quantities and qualities
in Nigerian Education” (NERC, 1980) shared the consensus that the quality of any
educational system depends very much on the competence, commitment and motivation
of the teachers. The report of the seminar puts it succinctly as follows:

Teachers are the main determinant of quality education; if they are

apathetic, uncommitted, uninspired, lazy, unmotivated, immoral,
anti-social, the whole nation is doomed. If they are ignorant in
their disciplines and impart wrong information, they are not only
useless but dangerous. The kind of teachers trained and posted to
the schools may well determine what the next generation will be.

The employment of teachers in different tertiary institutions takes different forms.

However, the minimum entry qualification of a teaching staff into polytechnic is
Bachelor’s degree in relevant field. In Colleges of Education, the National Commission
for Colleges of Education (NCCE) requires that candidates to be considered for
appointment should have, in addition to first degree, some qualification in education.
This means that they have to be certified as professional teachers. The minimum
academic qualification required for appointing a university teacher in Nigeria is Master’s
Degree. Occasionally, “persons who earned high quality Bachelor's degrees are given
positions of Assistant Lecturer”, while in some cases, “those who have Second Class
(Honours) Upper Division are given the job of a Graduate Assistant” (Mgbekem,
2004:65). Mgbekem further noted that those appointed without the doctoral degree are

129
expected to work and grow through promotions and acquisition of Master’s and Doctoral
Degrees in their areas of specialization.
Nevertheless, for university lectureship, there is an emphasis by the NUC that the
minimum requirement should be a doctoral degree. Government expects that “persons
with Third Class (Honors) and Pass degrees are never considered for lectureship
appointment (Mgbekem, 2004).
To demonstrate her keen interest in teachers’ professionalism, government
emphasized in the National Policy on Education, that all teachers in tertiary institutions
shall be encouraged to undergo training in the methods and techniques of teaching”. To
this end, some of the teachers in the universities who are not certified teachers have
enrolled for courses leading to the award of a Post Graduate Diploma in Education
(PGDE).

3.1.1 Problems of Teacher Quality in Tertiary Education

A lot of factors constitute problem to teachers’ quality across tertiary institutions
in Nigeria. The problems of teacher quality are listed below:
1. Jettisoning of employment procedure into tertiary institutions: Some institutions
of higher learning compromise standards in their employment process. Out of the pool of
applicants for teaching appointment, mediocre are sometimes selected based on
recommendations from the “powers that be”. The consequence of this is borne by the
students.
2. Over-crowding in lecture room: The enrolment explosion in the various
institutions of higher learning creates problems for the teacher. Most lecturers often find
it extremely difficult to recognize more than fifty percent of students in their class.
3. Brain Drain: The recurrent problems invading Nigerian university education
system have also led to a number of lecturers and researchers leaving the shores of the
country for greener pastures abroad.
4. Inadequate infrastructural facilities: There are resources that are expected to
enhance teachers’ quality like regular supply of electricity, access to Internet facilities,
well-equipped laboratories, functional libraries, and befitting offices, etc. This
inadequacy has often formed part of the Academic Staff Union of Universities’ (ASUU)

130
agitation over the years. Of great importance is the nagging erratic power supply which
often demoralizes teachers in tertiary institutions and consequently hindered their
effectiveness.
5. Inaccessibility to Grants: Research and Conference attendance are very crucial
and of great importance to faculty members in tertiary institutions of learning. Regular
research improves teachers’ quality because new discoveries are often made, and it is
through research that teachers could become innovative. This would consequently
enhance their performance. In some institutions, teachers do not enjoy research grants.
This limits their exposure to a large extent.

Self-Assessment Exercise 1
State four problems of teacher quality in tertiary institutions in Nigeria.

3.1.2 Attraction and Retention of Good Quality Teachers in Tertiary Institutions

Employment of good quality teachers in tertiary institutions is a pre-condition to
quality of instruction. The case study on how to attract teachers of good quality and their
retention in University is considered here. The same process transpires in polytechnics,
monotechnics and colleges of education.
According to Babalola (2008), the general procedure for attracting, selecting and
retraining the best scholars to teach at the university level in Nigeria involves articulation
of staff post, requisition by heads of academic units, authorisation by the establishment
unit to recruit, advertisement (internal/external to contact all sources), application
analysis into suitable, possible and unsuitable applicants, short-listing from the suitable
list, assessment of suitable applicants through interviews, appointment (letter) subject to
medical test and references and acceptance of offer by the most suitable applicant(s).
Others include administrative appropriation (opening of a file and organization of
induction), assumption of duty by filling of an engagement form, addressing the letter of
regret to unsuccessful applicants, and accounting system for effective coordination of
pay-roll. Having recruited the best scholars from diverse sources, the conditions of

131
service should be such that would ensure that these scholars are retained in the system
and are motivated to high level of performance.
After the employment, quality teachers can be encouraged to stay on the job
through these means:
2. Provision for research grants
3. Sponsoring them to attend conferences
4. Providing them good office accommodation
5. Provision of necessary tools such as desktop, laptop, scanner, printer,
Internet facilities.
6. Regular payment of salary and allowances.
7. Involving them in decisions that affect them.
8. Allow them to use their initiatives.
9. Organising capacity building workshops/seminars for them, and so on

3.2 Tertiary Education, Quality of Instruction and Labour Market Demand

Concern has been raised about the decline in the quality of education in
Universities, Polytechnics and Colleges of Education. This is evident by the quality of
graduates produced by these institutions. For instance, graduates from Nigerian
universities are faced with problem of unemployment upon graduation. In 2006, the
Federal Ministry of Education conducted a large survey involving more than 10,000
online participants to track the products of Nigeria’s educational sector. The survey
clearly showed a disturbing trend that over 60% of participants were unemployed or
under-employed (Babalola 2007). This could be attributed to their poor quality as well as
mismatch between labour market and higher education curriculum.
From their observation, Saint, Hartmet and Strassner (2003) lamented that the
Nigerian university system is performing poorly in the area of teaching and learning in
terms of labour market absorption and employers’ assessment of graduates. Thus
Mohammed and Gbenu (2007) and Obayan (1999) affirmed that the quality of education
offered by higher education institutions in the recent times has deteriorated substantially.
Babalola (2007) described the situation in our tertiary institutions as “institutional
failure” because of skill mismatch. He said skill mismatch is a major concern in Nigeria

132
where tertiary education graduates acquire skills that are not demanded by the labour
market. Therefore, Federal Ministry of Education (FME, 2006) submitted that university
graduates go jobless for the following reasons:
i. A mismatch between teaching in our institutions and the needs of the labour
market.
ii. Lack of consultation with private sector has led to teaching of outdated
curriculum, resources and teaching methods.
iii. Majority of students learn through lectures and academic textbooks and are
academically sound, but often have limited opportunities of acquiring
practical experience by using machinery, equipment and practical techniques
associated with the profession.
iv. Lack of qualified teachers to teach vocational, innovative, entrepreneurship
and job skills.
In addition to the above, strike actions in the tertiary institutions of learning has
constituted a serious threat to effective learning. All the tertiary institutions witnessed a
strike action in 2009. Non-accreditation of some of the programmes in our tertiary
institutions is another major factor for quality of instruction. A report shows that out of
836 undergraduate programmes evaluated for accreditation in 1991, only 185 met the
requirements in terms of academic content, staffing and physical facilities, 79 were
denied accreditation and as many as 572 received only interim accreditation (Sanyal, et al
1995). Also, the NUC report in 2006, observed that of 1,345 academic programmes
evaluated, 102 (7.6%) were denied accreditation, 670 (49.9%) had interim accreditation
while 371 (42.5%) had full accreditation (NUC, 2006). What do we expect from
programmes that are not given full accreditation and those with interim accreditation?
They are signals of poor instruction.

3.3 Ensuring Graduate Employability through Improved Quality

We all know that tertiary education has potentials to make significant
contributions to economic and social development. There is urgent need therefore to
arrest the situation that renders graduates of the institutions of higher learning misfit in

133
the labour market. The following measures are necessary in ensuring employability of
Nigerian graduates:
(a) Review of curriculum to suit emerging needs.
(b) Development of consumer driven and entrepreneurial programmes in all
higher institutions of learning.
(c) Strong linkage with the private sector. The needs of private and corporate
organizations have been put into consideration through their involvement in
curriculum review.
(d) Inculcation of requisite skills to thrive in the labour market.
(e) Regular accreditation exercises to improve quality of instruction.
(f) Upgrading of instructional facilities in institutions of higher learning.

4.0 Conclusion
The place of higher education in realising national goals and industrial survival
cannot be over-emphasized. Teachers as well as instructional quality determine the extent
to which higher education goals can be realised. Acknowledging this fact, government
requires teachers in tertiary institutions of learning to be knowledgeable in method and
technique of teaching.

Self-Assessment Exercise 2:
How can we ensure graduate employability through tertiary institutions in
Nigeria?

5.0 Summary
In this unit, you have learnt about what it requires to be a teacher in any
institution of higher learning. The problems of teacher quality were discussed. You also
learnt about measures to attract and retain quality teachers in tertiary institutions of
learning. The latter part of the unit exposed you to the problem of instruction in the
institution and how to improve it to make graduates employable.

6.0 Tutor-Marked Assignment

134
 Advise the Nigerian government on how to attract and retain teachers of good
quality in our institutions of higher learning.

7.0 References

Babalola, J.B. (2008). Modelling Nigerian University System for Effective Learning and
Global Relevance. Ibadan: Awemark.

Federal Ministry of Education (2003). Education Sector Status Report. Abuja: FME.

Federal Republic of Nigeria (2004). National Policy on Education. Abuja: NERDC.

Mgbekem, S.J.A. (2004). Management of University Education in Nigeria. Calabar:

University of Calabar Press.

Mohammed, M.O.B. and Gbenu J.P. (2007). Public Universities on the Brink of Collapse
in Nigeria Private Sector Participation as a way out. In Babalola J.B., Akpa G.O.,
Ayeni, A.O. and Adedeji S.O. (Eds). Access, Equity and Quality in Higher
Education. Ibadan: NAEAP 63-73.

National Educational Research Council (1980). Perspective on Quantities and Qualities

in Nigerian Education: A Synthesis Report of the Baguada Seminar September 1-
5.
National Universities Commission (2006). Counting the Blessings of Obasanjo
Administration to the Nigerian Universities System. A memo.

Obayan P.A.I. (1999). Higher Education for an Emergent Nigeria. 50th Anniversary
Lecturer, Ibadan: University of Ibadan.

135
Sanyal, B.C. et al (1995). Institutional Management in Higher Education in Western
Africa, Dakar, Paris: UNESCO, International Institute for Educational Planning
(Report of Sub Regional Workshop).

ANSWER

SAE 1:
Jettisoning of employment procedure into tertiary institutions, over-crowding in
lecture rooms, brain drain, inadequate infrastructural facilities, inaccessibility of
grants.

SAE 2:
Review of curriculum, development of answer-driven and entrepreneurial
programmes, strong linkage with the private sector, and regular accreditation
exercise by the bodies concerned.

TMA
Provision for research grants, sponsoring staff to conferences, provision of good
office accommodation, provision of necessary tools, regular payment of salary
and allowances involving them in decision making, and so on.

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UNIT 3: PHYSICAL PLANTS AND FINANCIAL POSITION OF
TERTIARY INSTITUTIONS IN NIGERIA
Contents
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Components of Physical Plant in Higher Institutions
3.1.1 Current Status of Physical Plant
3.1.2 Reasons for Poor Status of Physical Plants in Tertiary Institutions
3.2 The state of Funding of Higher Institutions
3.2.1 Problems of Funding and Implications for Education Quality
3.2.2 Resolving Financial Crisis in Tertiary Institutions
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 Introduction
The physical plants host both teacher and students in institutions of higher
learning. This status and quality of physical plant have implications on the quality of
instruction and graduates of these institutions. In this unit, you are going to learn about
what constitutes physical plants in higher institutions of learning, their current status.
Again, the issues on higher education financing will also be learnt.

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2.0 Objectives
At the end of this unit, you should be able to:
§ Explain what constitute physical plant in tertiary institutions.
§ Discuss the present status of physical plants in tertiary institutions.
§ Suggest how to improve physical plant status.
§ Explain situation of funding in tertiary institutions

3.0 Main Content

3.1 Component s of Physical Plants in Tertiary Institutions
As you already aware, this level of education is the peak in the educational system
and it requires befitting physical plants. Physical plants are required for teaching, learning
and research. They include classrooms, laboratories, workshops, staff offices and
libraries. Others include hostels (in residential institutions), staff quarters, students and
staff recreational facilities, sports and games facilities. They also include roads,
electricity and water supplies (UNESCO, 2006). We can examine each of these briefly:
Lecture Rooms: A classroom or lecture room is referred to as a geographical space that
has furniture (that is, table and chairs) where a class of students are taught. For the sake
of effective teaching and learning process, there is need for well ventilated classrooms.

Laboratories: Practical-oriented courses demand the use of laboratory. Disciplines like

Chemistry, Physics, Microbiology, and so on, require the use of well-equipped
laboratories. Apparatuses and chemicals meant for practical have to be made available
because a laboratory without the expected apparatus amounts to no laboratory.

Workshops: Courses such as Electrical Electronics, Mechanical Engineering, Wood

Work, and Metal Work involve hands-on (practical) experience. Thus, universities,
polytechnics and colleges of education offering these courses need functional workshops
where theoretical aspects that are taught are complemented with practical.

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Office Accommodation: Lecturers, instructors and non-academic staff have to be
accommodated in offices. The offices have to contain essential tools that will make them
function properly. A functional computer system is one of the tools required by academic
staff to deliver quality instruction. They is the need for them to have access to Internet
facilities. They require printers, scanners and other stationery in their offices.

Functional Library: Webster’s (concise edition) Dictionary and Thesaurus (2002) view
library as a collection of books, tapes, records, photographs, etc for reference or
borrowing, a room, building or institution containing such a collection. On the other
hand, Olowokere (2004) described a library as a place that is entrusted with the selection,
acquisition, processing, organising storage, retrieval and dissemination of information in
whatever format either book or non-book materials. Every higher institution is expected
to have a standard central library.
Students’ hostels in higher institutions that are residential need good hostel
accommodation for the students. The construction of hostels and other structures are
expected to be carried out by experts to avoid the risk of collapse. The security of lives
and properties should also be guaranteed.

Self-Assessment Exercise 1
List components of physical plants in tertiary institutions

3.1.1 Current Status of Physical Plant in Nigerian Tertiary Institutions

Okebukola (2000) intimated that there was a steady improvement in the physical
plants from the 60s and 70s to the mid-90s in the universities, polytechnics and colleges
of education that grew or were established during the period. He added further that, as the
oil boom period waned in the early to mid-80s, tertiary institutions that were just being
established could not match with new demands.
The quantity and quality of the facilities that characterized institutions established
in the pre-oil boom era. He later pointed out that there is the decay in the facilities in all
the institutions, regardless of generation of establishment.

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 Akindutire and Ajayi (2007) noted that the resources such as lecture rooms,
laboratories, libraries, workshops, studios and many other physical facilities are
inadequate, and those that were available are in deplorable conditions. Their submission
corroborated the report of Presidential visitation panels which looked into the operations
of all Federal Universities between 1999 and 2003. They revealed that academic and
physical facilities in all universities were in deplorable state with insufficient lecture
theatres/halls, laboratories, among others (NUC, 2005).
In most Nigerian Universities especially in the old ones, hostels were built and
furnished for students. These hostels were designed to accommodate two students per
room. Owing to the tremendous increase in students’ population, a room now takes eight
students at the University of Benin (official allocation) (Osagie, 2001). Consequently, the
facilities such as toilets and baths meant originally for two students are over stretched.
Inadequate classroom is another thorny issue resulting from the unplanned student
population. In addition, laboratories designed to hold a few students are now used for
hundreds of students. This leads to over-utilization of resources in the laboratories and
poor supervision. The quality of instruction is compromised.
Worse still, office accommodation is inadequate in all tertiary institutions. About
three to four lecturers share offices in some of the institutions (some of which are
prefabricated buildings). The offices are not comfortable, and hence hinder effective
performance of staff, especially the teaching (academic) staff.
The roads on campuses are not properly kept. Some are even becoming death
traps because drivers could not maintain their lane due to presence of pot-holes.

3.1.2 Reasons for Poor Status of Physical Plants in Higher Institutions

The increase in demand for tertiary education especially university education
resulted in continuous increase in enrolment. Jaiyeoba and Atanda (2009) affirmed that
the demand for university education has gone far beyond the supply. In 1960, there were
1,399 students in Nigeria’s two universities (Ibadan and Nsukka). In 1961, the enrolment
increased to 2,406 (Adesina, 1977) while in the 1962/63 academic session, the total
universities enrolment stood at 3,646. This increased rapidly to 8,888 in 1966/67 session
but witnessed a reduction in student enrollment during the civil war between 1967 and

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1970 (NUC, 1988). The set back was temporary as enrolment doubled every four or five
years between 1970 and 1985.
The recent enrolment shows tremendous increase as revealed in Table 1. The
demand for access is much higher than the system’s physical capacity to accommodate
students. The enrolment increases without any appreciable addition to the institutions
infrastructure. The resultant effect would eventually be inadequacy o infrastructural
facilities and some other resource.

Table 3.3.1: Nigerian Universities Total Enrolment 2000/01 – 2004/05

Year Total Enrolment
2000/01 368, 866
2001/02 444, 949
2002/03 606, 104
2003/04 727,408
2004/05 654, 856
Source: Computed from National Bureau of Statistics (Statistics of Education in
Nigeria: 1999-2005) 2006.

Table 3.3.2 reveals number of institutions of higher learning in Nigeria as at 2009.

Table 3.3.2: Nigerian Institutions of Higher Learning in 2009

Ownership Universities Polytechnics Monotechnics Colleges of
and specialized Education
institutions
Federal 27 21 49 21
State 35 38 161 38
Private 34 12 3 4

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Total 96 71 113 63
Sources: NUC, NABTE and NCCE website 2009.
The total number of universities in Nigeria is 96, polytechnics 71, monotechnic
and specialized institution 113 (including Colleges of Health and Agriculture) and
colleges of education 63. The total number of higher institutions in Nigeria is 343.
Inadequate and dwindling budget allocation to tertiary institutions is also a remote
factor that put physical plants in poor condition. The allocation collected in most cases is
meant for recurrent expenses. Some institutions have to augment funds received from
government with internally generated revenue (IGR). This prevents institutions
concerned from embarking on capital projects.
Lack of maintenance culture among stakeholders in institutions of higher learning
is another factor reducing physical plants to nothingness. The abuse of toilet facilities,
classrooms and some other facilities in schools is worthy of mentioning here.
Maintenance departments in most institutions of learning are handicap. There are
inadequate staff and tools for maintenance work. Some facilities that require minor
repairs get spoilt beyond what could be repaired because of negligence.

3.2 Higher Institution Funding

Higher education is a social service that requires huge amount of money if its goals are to
be met. Funds for running both federal and state institutions of higher learning are
derivable from two major sources – external and internal. They secure grants for
recurrent and capital expenses from government.
On the other hand, the private tertiary institutions depend on their proprietors for sizeable
proportions of such subvention to meet recurrent and capital costs. A sizeable proportion
of such subvention is tapped from tuition and sundry fees (Okebukola, 2003).

Other Sources of Funds to Tertiary Institutions

Apart from the funds received by public tertiary institutions from government,
other sources of funds available to tertiary institutions are:
1. Education Tax Fund (ETF)
2. Grant from Bilateral and Multilateral Organisations

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 3. Endowments
4. Contributions from Corporate bodies and individuals
5. Consultancy Services
6. Charges paid by students
7. Transport services
8. Commercialization of guest houses
9. Commercialization of patent
10. Commissioned research
11. Staff schools
12. Bookshops/Printing Press
13. Remedial Programmes

The state of Funding in Tertiary Institutions

There is constraint on public funding for higher education not only in Nigeria but
also in all countries; both developed and developing (UNESCO, 2004). Despite the fact
that tertiary education presently received a larger share of the education budget, Babalola
(2001) NUC (2002), Oyeneye (2006) and Akindutire and Ajayi (2007) have identified
inadequate funding as one of the major problems facing Nigerian universities.
Between 1990 and 1997, for example, the real value of government allocation for
higher education declined by 27% - even as enrolment grew by 79% (Hertnett, 2000).

3.2.1 Problems of Funding and Implications on Quality of Tertiary Institutions

Higher education is facing a remarkable expansion as discussed earlier and this
will continue under the combined effect of population growth and the demand for higher
education. The 2009 strike actions by the three labour unions {Academic Staff Union of
Universities (ASUU); Senior Staff Association of Nigerian Universities (SSANU) and
the Non-Academic Staff Union (NASU)} in the university system are testimonies to this
fact. The unions’ argument was that Nigerian government has not been able to meet up

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with the minimum recommendation of UNESCO on educational budget (that is, 26% of
the total country’s budget.
The financial crisis in Nigerian tertiary institutions has implications on the
following or may result in the following:
(a) Continuing decline in quality of infrastructure: The continuous decline in
educational budget has spillover effects on infrastructural facilities
(b) Brain drain: Most of the renowned lecturers and experts are leaving the
country in search of greener pastures outside the country’s shores.
(c) Limiting access to tertiary education: As the infrastructure declines without
replacement, the resultant effect is reduction in spaces in the institutions.
(d) Graduation of incompetent graduates: Inadequate facilities due to inadequate
funding affect the quality of instruction. The products from such system will
eventually be half-baked.
(e) Congested classrooms
(f) Poor quality research

When all these happen, it implies difficulty in realizing laudable goals of Nigerian
tertiary institutions and the development of the nation is at stake. The graduates turned
out by the institutions become objects of ridicule. What do you think we can do to guard
against this menace?

3.2.2 Resolving Financial Crisis in Nigeria’s Tertiary Institutions

The fact remains that education is under-funded in Nigeria and that government
alone cannot shoulder financial responsibilities of education. Therefore, to sustain our
tertiary institutions for the benefit of the individuals and the nation as a whole, the
following suggestions are offered:
1. Government should improve on her education funding, especially tertiary
education, in order to achieve expected goals. The minimum percentage of the
total budget of a country that was recommended by UNESCO for effective
educational system is 26%.

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 2. Reducing expenditure on insignificant projects since all projects could not be
executed at once in the face of inadequate funding. Tertiary institutions need
to prioritise their projects so as to meet the pressing ones.
3. Cost-sharing: In public institutions where government is committed to a
tuition-free policy, the beneficiaries should be allowed to bear certain
responsibilities. The parents of students in such institutions could be made to
pay for some services enjoyed by their children in addition to taxes.
4. Performance-based funding: This is a situation whereby institutions are
funded based on their performance. In this case, performance can be assessed
using measures of efficiency (the relationship between inputs and outcomes)
and effectiveness (the extent to which the desired outcomes are achieved).
This will motivate institutions to utilize funds allocated to them wisely.

Self-Assessment Exercise 2
Discuss five implications of financial crisis in Nigerian tertiary institutions

4.0 Conclusion
The incessant increase in enrolment without corresponding increase in financial
allocation to tertiary institutions resulted into over-utilisation and inadequate physical
plant. The resultant effects of the scenario are low quality of instruction, brain drain, and
production of incompetent graduates. It shows glaringly that government alone cannot
bear financial burden of higher education.

5.0 Summary
In this unit, we have learnt that both finance and physical plant of tertiary
institutions are in crisis. Since the problem of physical plant is an offshoot of inadequate
funding, it implies that when problem of funding is resolved physical plant issue is
resolved as well. We therefore, discussed how crisis of under funding can be solved. In
the next unit, we are going to discuss the relationship of tertiary institutions with various
relevant bodies.

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6.0 Tutor-Marked Assignment
Suggest alternative ways of solving problems of under funding in public tertiary
institutions.

7.0 References

Adesina, S. (1977). Planning and Educational Development in Nigeria. Lagos:

Educational Industries Nigeria Ltd.

Akindutire, I.O. & Ajayi, I.A. (2007). The unresolved issues of quality assurance in
Nigerian Universities. Journal of Sociology of Education in Africa 6(1) 14-25.

Babalola J.B. (2001). University Finding Responses and Performances Under a

Declining Economy in Nigeria. Ibadan: Dept of Educational Management,
Faculty of Education, University of Ibadan: Research and Seminar Series.

Jaiyeoba, A.O. and Atanda, A.I. (2009). University Education Expansion and Relevance
of Graduates in the Labour Market: Way Forward for sustainable Development.
Being a paper presented at the First International Conference of Faculty of
Education, University of Ibadan, Ibadan 18th – 22nd May, 2009.

National Universities Commission (1980). 25 Years of Centralized University Education

in Nigeria. Lagos: NUC.

National Universities Commission (2002). Report on the Performance of the Federal

System 2002. Report presented at the Special Meeting. Governed by the
Honourable Minister of Education on Thursday, December 12, 2002.

National Universities Commission (2004). The State of Nigerian Universities: Nigerian

University System. Newsletter, 2, 1.

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National Universities Commission (2005). The role of National Universities Commission
in quality assurance in Nigerian Universities. Nigerian University System 12(1) 2.

Okebukola, P. (2003). Funding University Education in Nigeria. Education Today Vol.

10 (1) 27-32.

Osagie, R.O. (2001). Facilities and University Development. In Nwagwu N.A,

Ehiametalor E.T. Ogunu M.A, and Nwadiani, M (Eds) Current Issues in
Educational Management in Nigeria. Benin City: NAEAP Publication.

Oyeneye, O.Y. (2006). Current Issues in the Administration of Universities Education in

Nigeria. Lecture Delivered at the 15 Convocation Ceremony of the University of
Ado Ekiti on March 29, 2006.

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 ANSWER
SAE 1:
Lecturer rooms, laboratories, workshop, office accommodation, functional library,
hostels, staff quarters and so on.

SAE 2: .
Continuing decline in quality of infrastructure, brain drain, limiting access to
tertiary education, graduation of incompetent graduates, congested classroom,
poor quality research and so on.

TMA
Government should improve her education funding, reducing cost sharing, performance-
based funding, and so on.

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UNIT 4: TERTIARY INSTITUTIONS RELATIONSHIP WITH MINISTRY
OF EDUCATION, OTHER GOVERN ING BOARDS/COUNCILS
AND REGULATORY BODIES

Contents
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Tertiary Institutions relationship with Ministry of Education
3.2 Tertiary Institutions relationship with Governing Board / Council
3.3 Tertiary Institutions relationship with Regulatory Bodies
3.3.1 Relationship between Universities and the National Universities Commission
(NUC)
3.3.2 Relationship between Colleges of Education and National Commission for
Colleges of Education (NCCE)
3.3.3 Relationship between Polytechnics and National Board for Technical Education
(NBTE)
3.4 Tertiary Institutions and Community Relationship
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 Introduction
Tertiary institutions are set out to achieve a set of objectives for the survival of
individuals and society. The establishment, resource allocation, appointment of staff,
administration and funding of these institutions are handled by one body or the other. In
this unit, you are going to learn about the relationships that exist between institutions of
higher learning and various statutory bodies like Ministry of Education, the governing
council and bodies saddled with quality control functions for given institutions.

2.0 Objectives

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 At the end of the unit, you should be able to:
§ State roles played by the Federal Ministry of Education in administration and
management of federal tertiary Institutions.
§ Discuss the composition and responsibilities of governing council/board of
various institutions of higher learning such as the Universities, Polytechnics and
Colleges of Education.
§ Mention the regulatory bodies for higher education.
§ List functions performed by the different regulatory bodies for higher institutions.

3.0 Main Content

3.1 Tertiary Institutions Relationship with Ministry of Education
It is very important to start the discussion here on the legal framework for
educational management in Nigeria. The 1979 constitution of the Federal Republic of
Nigeria provides the basic legal framework for educational management in the country.
Section 18, of Chapter 2 of the constitution spelt out the national educational objectives
thus:
(1) Government shall direct its policy towards ensuring that there are equal and
adequate educational opportunities at all levels
(2) Government shall promote science and technology.
(3) Government shall strive to eradicate illiteracy;
Schedule II of the constitution defined the legislative powers of the three tiers of
Government. Education is on the concurrent legislative list, giving powers to both
Federal and State governments to make laws for the planning, organization and
management of education. Item ‘K’ on that list deals with university, technological and
post-primary education, including professional education and provides that federal and
state governments can legislate on, establish and manage institutions for the purposes of
providing University, technological, professional or post-primary education.
In view of the above, the establishment of institutions of higher education in the
country can be done by both Federal and State Governments. For effective planning and
administration, both Federal and State governments utilize ministries on various issues.
Thus, Ministry of Education bears the responsibility that relates to education. Federal

150
Ministry of Education handles educational issues right from pre-primary to tertiary
education. Since Nigeria is a federal state, the States have duplicate of education ministry
that exists at the centre.
The federal and State Ministries of Education have different departments of
education. Federal Ministry of Education has mandate to issue policy that is binding on
both federal and state tertiary institutions for quality assurance while States too have
authority to regulate higher education policy in line with national policy on education.
The following are some areas where the Ministry of Education and tertiary
institutions relate:
(1) Ministry of Education advises government on the establishment of tertiary
institutions.
(2) Ministry of Education is responsible for the supervision of higher education in
areas such as curriculum and staff matters, physical plant, and so on.
(3) Involvement in staffing of higher institutions.
(4) Recommendation of members of governing councils
(5) Preparation of budget for higher education
(6) Collection and analysis of relevant demographic information and data
necessary for the effective and efficient organization and management of
tertiary education.

3.2 Tertiary Institutions and Governing Board or Council

As discussed earlier, the Federal Ministry of Education has the mandate to
establish federal higher institutions, so also the state enjoys the same opportunity through
concurrent list . After the establishment of tertiary institutions either by the federal or
state government, there is need to constitute governing body. The governing board can
also be referred to as governing council. This is the body charged with the responsibility
of running the affairs of the concerned institution. Let us use a case study of the
University of Ibadan governing council here.
In the University of Ibadan Act of 1962, the council (that is, governing board or
council) consists of:
(a) The pro-chancellor;

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 (b) The vice-chancellor and the deputy vice-chancellor.
(c) Four persons appointed by the Minister of Education.
(d) A number of persons equal to twice the number of regions of which Nigeria
consists for the time being of whom two shall be appointed by the Governor
of each Region respectively (amended by University of Ibadan (amendment)
Decree 1972 as follows: twelve persons representing a variety of interests and
broadly representative of the whole federation, appointed by the Federal
Executive Council).
(e) Four persons appointed by the Senate from among the members of that body.
(f) Two persons appointed by the congregation from among the members of that
body.
(g) One person appointed by convocation from among the members of that body;
and
(h) Such persons, not exceeding four in number as may be appointed by the
council to be members of the council.

Functions of University of Ibadan Council

The functions of the University of Ibadan include:
1. The Council shall be the governing body of the University and shall have the
general management of the affairs of the University and in particular the
control of the property and expenditure of the University.
2. The Council shall have powers to do anything which in its opinion is
calculated to facilitate the carrying of the activities of the University.
3. The Council may make statutes regulating the constitution and conduct of the
University and regulating any authority or matter connected with the
University.
4. The Council shall keep proper accounts in respect of the period of twelve
months ending with the thirtieth day of June in each year, and proper records
in relation to those accounts.
5. The Council shall prepare and submit to the Prime Minister not later than the
thirty first day of January in each year, a report in such form as the Prime

152
 Minister may direct on the activities of the University during the period of two
months.
The composition and functions performed by the Council of University of Ibadan may be
similar to all federal institutions of higher learning especially universities. The State and
private tertiary institutions may take different forms. We can therefore conclude that the
governing council has an important role to play in effective administration of tertiary
institutions.

3.3. Tertiary Institutions Relationship with Regulatory Bodies

In this subsection, we are going to devote our attention to the statutory bodies
established by the Federal Government to regulate the establishment, operation and
administration of our different institutions of higher learning. These bodies include:
(1) National Universities Commission
(2) National Board for Technical Education (NBTE)
(3) National Commission for Colleges of Education (NCCE)

3.3.1 Relationship Between Universities and National Universities Commission

The National Universities Commission was established in 1962 as an advisory
agency in the cabinet office. However, in 1974, it became a statutory body and the first
Executive Secretary, in the person of Professor Jubril Aminu was then appointed.
The National Universities Commission (NUC) is a parastatal under the Federal
Ministry of Education (FME). The Commission has a governing council currently
dissolved by the President and its Executive Secretary is Professor Julius Okojie, who
assumed office on August 3, 2006.

Functions of National Universities Commission

The main functions of the commission are outlined as follows:
i. Granting approval for all academic programs run in Nigerian Universities.
ii. Granting approval for the establishment of all higher educational institutions
offering degree programmes in Nigerian Universities.

153
 iii. Ensuring quality assurance of all academic programmes offered in Nigerian
Universities, and
iv. Being channel for all external support to the Nigerian Universities.

The commission has six departments, they are:

i. Department of Academic Standards
ii. Department of Inspection and Monitoring
iii. Department of Management Support Services
iv. Department of Students Support Services
v. Department of Research and Innovations
vi. Executive Secretary’s office

The organogram of National Universities Commission is shown below in Figure 1.

Board

Executive Secretary

Deputy Executive Deputy Executive

Secretary University Secretary (Support
Education Services)

Academic Resource and Inspection Student Mgt. support Dept. of

Standards Innovation Monitoring Support Service Dept. Executive
dept. Dept. Dept. Service Secretary

Source: www.nuc.ng/06/10/09

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 The National Universities Commission has remained the most powerful external
quality assurance agency for the Nigerian University system through its supervisory
functions.
However, the empowerment of the NUC to perform additional functions hitherto
performed by the Senate in the Universities is seen as infringement on university
autonomy and academic freedom (Tamuno, 1987, Akinkugbe, 2001, Akinwumi and
Afolayan 2001). In his opinion, Akinkugbe perceived MAS document of NUC as an
intention to reduce academic freedom in Nigerian universities. Thus, it appears that there
exists a frosty relationship between the NUC and university community, a development
that is not supportive of quality assurance in the Universities. This has been one of the
major issues that ASUU is contesting with government. It was one of the reasons for
strike actions embarked upon by ASUU in recent time. Therefore, to ensure effectiveness
in the universities, Ade-Ajayi (2001) suggested that the NUC must revert to its traditional
role at inception, which is that of advisory function.

Relationship between Colleges of Education and National Commission for

Colleges of Education (NCCE)
The National Commission for Colleges of Education was established by Decree
(now Act) 13 of 17th January 1989 (Amended Act 12 of 1993) as completion of
tripod of excellence in the supervision of higher education in the country.
The establishment of the Commission was a resultant effect of the utmost
importance accorded to quality teacher education by the Federal Government of Nigeria
since inception. The Commission has continuously pursued goals of quality assurance in
teacher education. There are 63 Colleges of Education including Federal, State and
private under its supervision.

3.3.3 National Board for Technical Education (NBTE) and Polytechnics and
Monotechnics
The National Board for Technical Education is a principal organ of the Federal
Ministry of Education specifically created to handle all aspects of technical and

155
vocational education falling outside university education. It was established by Act No 9
of 11th January, 1977.
In Addition to providing standardized minimum guide curricula for technical and
vocational education and training (TVET), the functions of NBTE include the following:
(a) Supervises and regulates polytechnics, monotechnics and other technical and
vocational education falling outside university education through an accreditation
process and the programmes offered.
(b) It is also involved in the funding of polytechnics owned by the government of the
Federal Republic of Nigeria.

Other specific functions performed by NBTE are:

i. To support the training and development of teacher and vocation education
managers, technical teachers and other technical personnel;
ii. To review and update technical vocational education curricula and prepare
curriculum for new disciplines and for other target groups.
iii. To support identification and preparation of feasibility studies and project
documents for further projects to strengthen the development of technical and
vocational education in Nigeria.

Self-Assessment Exercise 1
What are the bodies meant to coordinate the activities of tertiary institutions in
Nigeria?

3.4 Tertiary Institutions’ Relationship with Community

As you have learnt in Modules 1 and 2, that schools are institutions established by
the community to preserve and promote values. Tertiary institutions are hopes of the
community to sustain development. The relationship between institutions and their host
communities is not unidirectional but a double-edge sword. The two entities derive some
benefits from each other. In fact, one of the three cardinal points for which tertiary
institutions are established is community service.

156
 Institutions of higher learning and communities are bound to relate harmoniously
based on these facts:
(1) Community conceived the idea of establishing school in some cases.
(2) Community resources like land are used for erecting institution of higher
learning.
(3) The institutions are financed through public taxes
(4) The teaching and non-teaching staff are from the community, that is, the
larger society which is Nigeria.
(5) The enrolment is drawn from the community
(6) The products/graduates from the institutions come back into the society to
practice.

In view of the above, none of the two could exist in isolation. Therefore, the
community enjoys the existence of tertiary institutions in the following ways:
i. Offer of job opportunity to the community or the country.
ii. Admission opportunity for the children in the society.
iii. Facilities like halls are used by the community for social engagement.
iv. Sports facilities are used by the community. Events like inter house sport, football
league and some other events are held on campuses. This strengthen the school-
community ties.
v. Places like Botanical gardens and Zoological garden serve as tourist centre
vi. Expertise of tertiary institutions are asset to the community in some cases like
workshop, community development.
On the other hand, our tertiary institutions also derive these benefits from the
community:
1. Financial support in executing some projects from philanthropists.
2. Donation of material resources for the benefit of the institution.
3. Moral support in achieving some objectives
4. Participants in research work.

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 In recent time, our tertiary institutions have resorted to the use of parents’ forum
to iron out some issues that could lead to unrest from the students. This is a good avenue
to relate with community members. It is also a measure to achieve accountability.
However, meaningful relationship is only guaranteed in the atmosphere of good
leadership. Thus, the management of our tertiary institutions should endeavour to create
enabling environment that will bring about healthy relationships between the institutions
and the community.

4.0 Conclusion
The activities of our institutions of higher learning are regulated by concerned
authorities saddled with such responsibilities. Tertiary institutions are offshoots of the
larger society. The survival of these institutions depends largely on healthy relationships
between the two entities. Therefore, the management teams in these institutions have the
responsibility to create enabling environment that could facilitate good community
relations. Through such avenue, the institutions could solve most of its problems.

5.0 Summary
This unit has introduced you to regulatory bodies like National Universities
Commission (NUC), the National Board for Technical Education (NBTE) and National
Commission on Colleges of Education (NCCE) with their various roles. We also
discussed the relationship that exists between communities and tertiary institutions and
how to enhance such relationship.

6.0 Tutor-Marked Assignment

Why do you think the relationship between tertiary institutions and their host
communities has to be sustained and improved?

7.0 Reference/Further Reading

Ade-Ajayi, J.F. (2001). Paths to the Sustainability of Higher Education in Nigeria. The
Nigerian Social Scientist, September 4 (2): 2-11.

158
Akinkugbe O.O. (2001). The Piper, the time and University Autonomy the Nigerian
Social Scientist, 4(10, 2-6 March.

Akinwumi, F.S. and Olaniyan, D.A. (2001). Analysis of University Anatomy in Nigeria,
African Journal of Educational Management. 9(2):117-129.

Tamuno, T.K. (1987). Management of the Universities in Nigeria: A Look at the past, the
present and the future. In Resources Management in the University System, Zaria
Proceedings of the NUC/CVC/BC International Seminar.

University of Ibadan (1998). University of Ibadan Calendar 1996- 1998. Ibadan:

University of Ibadan.

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 ANSWER

SAE
- National Universities Commission (NUC)
- National Commission for Colleges of Education (NCCE)
- National Board for Technical Education (NBTE)

TMA
The relationship has to be sustained because Nigerian communities established
tertiary institutions for her survival. The survival of the Nigerian community depends on
the quality of her tertiary institutions while tertiary institutions too depend on the
community at large for their sustenance.

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UNIT 5: DISCIPLINARY ISSUES IN TERTIARY INSTITUTION AND
EXTRA CURRICULA ACTIVITIES

Contents
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Forms of Indiscipline among Students in Tertiary Institutions
3.1.1 Causes and Effect of Students Indiscipline
3.1.2 Solutions to Acts of Indiscipline among Students of Tertiary Institutions
3.2 Forms of Indiscipline among Staff in Tertiary Institutions
3.2.1 Solutions to Staff Indiscipline
3.3 Forms and Status of Extra Curricular Activities in Tertiary Institutions
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 Introduction
In this unit, you are going to learn about discipline in tertiary institutions. Your
previous knowledge of Modules 1 and 2 will be of help. In addition, forms of extra
curricular activities in institutions of higher learning will also be learnt.

2.0 Objectives
At the end of this unit, you should be able to:
· Mention acts of indiscipline in tertiary institutions
· Explain causes of indiscipline among students in tertiary institutions
· Discuss solutions to problems of indiscipline
· Highlight extra curricular activities in tertiary institutions
· Enumerate how to enhance extra curricular activities in institutions of higher
learning.

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 3.0 Main Content

3.1 Forms of Indiscipline among Students in Tertiary Institutions

Your previous knowledge of what discipline and indiscipline imply based on what you
have learnt in Modules 1 and 2 is important here. You may need to go back and revise.
Discipline implies conformity to rules and regulations prescribed by constituted authority
while indiscipline means disorderliness in regard to norms and rules of an organization.
The acts of indiscipline being perpetrated by students in tertiary institutions are more than
what is experienced in primary and secondary schools.
The acts of indiscipline as specified by the University of Ibadan Students’
Information Handbook for instance are classified into two. These are:
1. Misconduct, and
2. Criminal Offences
Let us examine items under each category.
Misconduct
(a) Examination Misconduct: This involves any action or inaction of any student in
and around the examination hall which is inimical to or subversive of the integrity of the
University Examination process such as:
i. Non-display of Identity Cards
ii. Entering the examination hall after the first and during the last 30 minutes
iii. Smoking during an examination.
iv. Noise making during an examination
v. Refusal to submit oneself for search by an invigilator of the same sex
vi. Use of scrap papers in the examination hall.
vii. Possession of University examination answer sheets.
viii. Mutilation or removal of any paper or answer script supplied
ix. Failure to submit answer script to the invigilator after an examination.
x. Oral communication between examinees during examination
xi. Oral communication involving passing of notes or other accessories to aid
performance in an examination.

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xii. Possession or use of any material such as notes, scraps, etc, to aid performance in
an examination.
xiii. Refusal to sit for and/or prevent other students from sitting for an examination.
xiv. Smuggling of prepared answer scripts into an examination hall or submission of
same under false pretence that they were prepared in the examination hall.
xv. Possession of question paper, acquisition of live question paper, etc, before an
examination is held.

(b) Unruly Behaviour: This includes disorderly behaviour or act of indiscipline

indicating lack of self reliance. Offences classified under this include reckless driving on
campus, disturbance of peace of any kind anywhere on campus, jumping the queue,
crossing the lawn, defacing a university building in any way, throwing of missiles,
injecting of a private or public vehicle on campus, use of threat of violence of any kind
on anybody, fighting and illegal detention of people.

(c) Indecent Behaviour: The acts that constitute indecent behaviour are as follows:
defecating outside designated areas, urinating outside designated areas, streak brushing of
teeth outside designated areas, spitting in public places and overt sexual gestures in
public places.

(d) Vandalism: This is willful damage or destruction of University or private

property.
(e) Bedspace Trafficking: It implies unauthorized transfer and receipt of bed space
gratis or by direct sale. It also includes squatting within hall, squatting across halls and
squatting of non-students.
(f) Pilfering and Stealing: Pilfering is the unauthorized removal of any small property or
petty object belonging to another person with the intention of permanently depriving the
owner of its use. While stealing is the unauthorized removal of a property that belongs to
another person.

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(g) Insubordination: This is unwillingness to submit to, or willful disrespect of
constituted authority.
(h) Membership of secret cult on campus.
(i) Double Matriculation: It is a very serious offence in which a matriculated student
retakes a JAMB examination in order to change to another course in the same or another
university.

Criminal Offences
Criminal offences are acts that contravene the laws of the land and as such shall
be handled by the law enforcement agents. These include:
(a) Fraud
(b) Theft
(c) Burglary
(d) Assault occasioning harm
(e) Murder
(f) Membership of secret cult
(g) Arson
(h) Rape
(i) Possession and use of hard drugs and drug trafficking

The punishment for these misconducts and criminal offences depends on gravity of the
offence. The punishment ranges from reprimand, rustication for one or two semesters to
expulsion.

Self-Assessment Exercise 1
List some of the criminal offences that are likely to be committed by students in
Nigerian tertiary institutions.

3.2 Causes and Effect of Acts of Indiscipline Among Students in Tertiary

Institutions

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 There are remote causes that contribute to acts of indiscipline on our campuses.
They include the following:
1. Parental upbringing: The mode of child upbringing by parents determines the
life style of the child as he/she grows up. Parents with laissez-faire style or
autocratic parents have tendency of bringing up a spoilt child or deviant.
2. Peer Group Influence: The company of friends a student associates with has
great influence on his/her character. The dictum of “birds of the same feather
flock together” and the adage of “a bad company corrupts good manner” attest
to this.
3. Maladministration by the institutional management: Some managers of
tertiary institutions do not posses the managerial skills required to thrive in
administration. When school administrators take same vital decision for
granted, it has detrimental effect.
4. Insensitivity to Students needs: When students’ needs are not attended to, they
could resort to disorderliness. For example, when school management fails to
construct adequate toilet facilities, students may resort/take to defecating
school environment.
5. Societal Influence: Since schools are offshoot of the society, the activities of
the larger society influence whatever happens on our campuses. Thus, cult
activities in the society can influence students on campuses.
6. Absence of control measures: Acts of indiscipline thrive in a system where
there is no control measure to curtail or forestall acts of indiscipline from
students.

Effects of Acts of Indiscipline

Knowing fully well that indiscipline means disorderliness, its effects are grievous
to peaceful existence of our tertiary institutions. The general effects or impact of acts of
indiscipline on our institutions of higher learning include:
1. Campus disturbances: Activities of cult members constitute disturbance on
our campuses in most cases.

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 2. Feeling of fear on campus: The menace of cultism instills fear in people on
campuses (Smah, 2007).
3. Hindrance to effective teaching-learning.
4. Stigma on integrity of the concerned institution: An act of indiscipline like
examination malpractice brings dent or stigma on the integrity of the
concerned institution.
5. Disruption of school calendar
6. Loss of lives and property
7. Production of incompetent graduates
8. Closure of institution

3.1.2 Solutions to Acts of Indiscipline among Students in Tertiary Institutions

Acts of indiscipline among students in tertiary institutions are inimical to progress
on campuses. Here are suggested solutions to curb the act of indiscipline:
(a) Proper upbringing of children by the parents or guardians.
(b) Functional guidance and counseling clinics for students in every campus
(c) Good administrative style by school managers
(d) Involvement of students in the process of making decision relating to
discipline that will affect them.
(e) Emphasis on moral education
(f) Sensitivity to students’ plight
(g) Implementation of rules and regulations on discipline with sincerity
(h) Involvement of parents in students’ affair for proper modification.

3.2 Forms of Indiscipline among Staff in Tertiary Institutions

The members of staff of tertiary institutions are not left out of acts of indiscipline.
The following are some of acts of indiscipline by the staff:
1. Undue familiarity with students of opposite sex
2. Trading marks/scores for sex with students
3. Exchange of scores for money with students
4. Involvement in secret cult

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 5. Irregularity in lecture attendance
6. Illegal sales of handouts
7. Leaking of official secret/matter
8. Misappropriation of funds
9. Violation of copyright in their publications
10. Academic fraud. Some of them are involved in examination malpractice by
falsifying scores.
There is a host of acts of indiscipline exhibited by the staff.

Self-Assessment Exercise 2:
Think of other acts of indiscipline among academic staff in tertiary institutions.

3.2.1 Solutions to Staff Indiscipline

In order to eradicate acts of indiscipline among staff in tertiary institutions in
Nigeria, some of these tips are important for consideration:
1. Issuance of code of conduct to all staff which contains job ethnics, rules
binding them and consequences for their violation.
2. Regular management and staff meeting to discuss matters relating to peaceful
co-existence on campus.
3. Putting functional staff-disciplinary committee in place to handle cases of
indiscipline as and when due.
4. Due consideration to staff welfare in order to guard against collection of
illegal money and illegal sales of materials.
5. Educate students, especially females on dress code so as to avoid sexual
harassment.
6. Allow freedom of expression of staff.
7. Involve students in the assessment of staff for promotion. This will correct
absenteeism from lectures by some staff.

3.3 Forms and Status of Extra Curricula Activities in Tertiary Institutions

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 Extra curricular activities play important roles in the academic pursuit of students
in tertiary institutions. Students in tertiary institutions engage in various forms of
extra curricular activities. Some of the activities are:
(1) Union Activities: Every student belongs to campus union of his/her
institution. By virtue of this, he or she can contest any post or vote candidate
of his/her choice during union election. He/she can participate in Rag Day as
part of union activities.
(2) Social Clubs: These are other avenues for students to exhibit their social
skills. Students are allowed to join any of the recognized clubs on the campus.
The organisations or clubs existing for students’ membership are Nigerian
Red Cross Society, Palm-wine Drinkers Club (Kegites club), Jaycees
International, Sigma Club, and so on.
(3) Religious Activities: Religious activities are legitimate for student to
participate voluntarily.
(4) Academic Associations. Literacy and debating societies and press clubs are
good examples here.
(5) Sports Activities: Sports for which facilities are available for students in many
tertiary institutions in the country are: Athletics (track and field), Badminton,
Basketball, Cricket, Handball, Hockey, Judo, Karate, Tennis, Soccer,
Swimming, Squash, Table tennis, Volleyball.
To encourage students’ participation in sports, various institutions of higher learning
avail themselves of national sports activities for students in the Universities,
Polytechnics and Colleges of Education. In the University, there is a sports festival
tagged “Nigerian Universities Games Association (NUGA), Nigerian Colleges of
Education Games Association (NACEGA) for Colleges of Education while
polytechnics have the Nigeria Polytechnic Games Association (NIPOGA).
It is quite unfortunate that some tertiary institutions do not have well equipped
sports field for track and field events. These prevent students from effective
participation in sports activities. Government as well as school management need to
improve sporting facilities on campus so as to create interest in sports.

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4.0 Conclusion
There are different forms of students’ acts that could disrupt academic activities
and effective learning. Some of these acts are classified as misconduct, while
others are tagged criminal offences. Whatever the case, they are referred to as acts
of indiscipline. Both students and staff are not left out of these acts. Those acts
could jeopardize the achievement of the goals of tertiary education. Therefore,
this unit recommended some measures that could restrain perpetrators of acts of
indiscipline.

5.0 Summary
In this unit, you have learnt different forms of indiscipline among students and
staff. In addition, the remote causes of student acts of indiscipline were also
discussed vis-a-viz measures to control them. Finally, we discussed different
forms of extra curricular activities in tertiary institutions which range from
religious, social, sports, and union activities, among others.

6.0 Tutor-Marked Assignment

1. List some acts of indiscipline among staff in tertiary institutions
2. Highlight five solutions to minimize staff indiscipline in Nigerian
Polytechnics

7.0 References/Further Reading

Smah, S.O. (2007). Violent Couples Cultism: Implication for University Management in
Babalola, J.B. and Emunemu B.O. (ed) Research Evidence from Sub-Saharan
Africa. Lagos: Bolabay Publications 37-62.

University of Ibadan (1999/2000). Student Information Handbook Ibadan: The Student

Affairs Division.

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 ANSWER

SAE 1:
The criminal offences include fraud, theft, burglary, assault, murder, membership
of secret cult, arson, and rape.

SAE 2:
Other acts of indiscipline by academic staff in tertiary institutions include
plagiarism, threat to students, and so on.

TMA
(a) See acts of indiscipline by students and staff.
(b) Conflict between government and staff leading to strike
(c) Students’ unrest and so on.

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