TEACHERS PERCEPTIONS OF THE EFFECTS OF GOVERNMENT TAKE OVER OF SCHOOLS FROM VOLUNTARY AGENCIES IN ETSAKO LOCAL GOVERNMENT AREA OF EDO STATE
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TEACHERS PERCEPTIONS OF THE EFFECTS
OF GOVERNMENT TAKE OVER OF SCHOOLS FROM VOLUNTARY AGENCIES IN ETSAKO LOCAL
GOVERNMENT AREA OF EDO STATE
ABSTRACT
The research work was aimed at
examining teachers perceptions of government take over of schools from
voluntary agencies in Etsako Edo State. Seven worker hypotheses were
formulated and tested. Sixty questionnaires were distributed to a sample of
selected teachers who completed the questionnaires which the researcher there
on analyzed by means of percentages. From the analysis, it was discovered that
while government take over was initially applauded in that is gave equal
opportunity and accessibility to formal education to all, and resulted in the
formulation of a uniform curriculum, the question of teacher welfare employment
and conditions of service still remained largely unresolved, contrastively,
moral laxity, depreciation of standard and quality and the dilapidation of
structures and equipment were the consequences of government control of
schools. The study therefore shows the need for the government to return
schools to voluntary agencies grant aids to the school and ensure that
government policies and guidelines are complied with in the schools through
regular inspection to curb excesses in the areas of admission, teacher’s
employment and welfare, and the course contents of the schools curricular.
TABLE OF CONTENTS
Chapter
One
Introduction/ background of study
Statement of problems
Purpose of the study
Scope of delimitation of study
Significance of the study
Research questions
Research hypothesis
Definition of terms
Chapter
Two
Literature review
The need for education
A brief survey of missionary
Activities and their impact on education before the takeover
A review of peoples perceptions of the effect of the take
over
Chapter
Three
Method of study
Design of study
Research population
The sample
Research instrument
Method of data collection
Method of data analysis
Chapter
Four
Data analysis: interpretation and findings
Introduction
Findings
Chapter Five
Summary, conclusions and recommendations
Summary
Conclusion
Recommendation
Bibliography
Appendix
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Etsako , as a geopolitical entity comprises three local government areas;
Etsako East, Etsako West and Etsako Central with their
headquarters at Agenebode Auchi and Fugar, respectively. The entire area is occupied
by the Etsako speaking people of Edo State, Nigeria. The three local
government areas are made up of clans consisting of Auchi, Uzairae, South Ibie,
Anwai, Aviele and Jagbe Clans in Etsako west local government area and
Avianwu, south Uneme and Experi clans in Etsako central local government
area.
Etsako land mass is on the north eastern part of Edo state. Approximately
between latitude 7025 and 6045 east.
It shares common boundaries with Akoko Edo, Owan East and Esan North East local
government area in Edo state, Kogi state to the north and the River Niger
across to Idah in Kogi State.
Before the advent of the Europeans in the later part of the 19th
century, there existed a defined informal system of education where vocational,
moral and proper housekeeping ethics were taught. As early as the 19th
century, Islam had filtered from Idah in Bendel state across the River Niger
and Okene Via Okpella, into this area, however, their presence did not subsist
as Christianity gained ascending instead. However, one Islamic sect the
Quadirriyya brotherhood, an academic or scholarly sect of Muslims founded
pockets of study centres in areas such as Auchi, South Ibie, Aviele, Agbede
e.t.c.
Where
the Quaran was memorized solely for religious purpose. The only landmark
educational institute which still stands as a monumental evidence of Islamic
contribution to formal education in this area is the present Momodu college,
Agbede, then known as Asarudeen college.
The
Christian missionaries, consisting the Catholics, Methodists and Anglicans, in
tandem with European merchants established a firm foothold in this area. As it
was in other parts of Nigerian evangelism was the sole aim of the missionaries
as commerce was for the merchants. In this dual transaction, the need to
communication barriers necessitated the establishment of schools by the various
missions to teach the three “RS” of the reading, writing and arithmetic. They
aimed at training interpreters and clerks for their different faiths and
administration for economic conveniences.
Erhagbe (1975: 1-3) wrote about the activities of catholic missionaries in
Uzairue clan in Etsako West local government area. According to him, the first
missionaries to set foot on Etsako soil were of French and German origin
he noted that they came into the religion in 1833. their first settlement,
according to him and Asoera, was at Ivianokpodi near Agenebode in Weppa wanno
of Etsako east local government area.
Asoera (1976) an eye witness of the early activities of the catholic
missionaries in Etsako asserted that the mission built and maintained
elementary schools and colleges in this area. Eleta (1965:2), also stated that
the catholic mission established and financed three boys secondary schools,
namely; St. Peters college, Agenebode, our lady’s Fatima college in Auchi, and
St. Johns college in Fugar. A girl secondary school St. Angela’s college,
Uzairue was also established.
However, the Methodist and the Anglicans established more elementary schools in
ever accessible village in this region.
Thus,
the advent of formal education in Etsako comprising the present local
government area of Etsako west, Etsako east and Etsako
central in Edo state.
At
this stage, it is pertinent to briefly examine the goals and content of the
educational package of these missionaries or voluntary agencies as they came to
be known. The focus of their curriculum was to train Nigerians as evangelists
or catechist to help in propagating their denominational doctrines.
Working in tandem with the European merchants, the missionaries also aimed at
producing low skilled workers to assist them in their commercial and
administrative activities. The entire educational system was parochial and self
serving and so did not meet the needs of the people. as in Nigeria, between
1842, which marks the beginning of formal education and 1916 when the first
education code was enacted with a provision for the government grants in aid to
voluntary agencies, there was little or nothing to reflect the needs of the
people in planning and execution of the curriculum in these mission schools;
However, by 1925, the Phelps stokes commission, which was set up in 1920 to
examine ways of making education relevant to the aims, aspirations and culture
of the people, cae up with a memorandum of education with the following
recommendations.
i.
education
should be adopted to local conditions.
ii.
Elementary
education should be provided for both boys and girls.
iii.
Secondary
education should be diversified to include technical, grammar, and vocational
education.
iv.
To
make provision for institutes of higher education.
To this end, by 1943, the Elliot and
Abby commissions were inaugurated to fashion a blueprint on higher education in
Nigeria.
Inspite of the above attempts,
educational activities of the agencies were still circumscribed and restricted
to maintaining private interests and standards and to serve the whims and
caprices of the colonial masters. Consequently at independence in 1960, the
need to draft a more practical, relevant and cost effective curriculum became
imperative. This led to the conveyance of a curriculum national conference
between the 8th and 12th of September 1969 in Lagos. At
the end of the conference, a communiqué christened “A philosophy of Nigeria
education” was issued. To implement the communiqué the Nigerian education
research and development council (NERDC) was set up to organize seminars and
workshops to further deliberate on the recommendation of the conference. The
result of these efforts was the birth of the national policy on education (NPE)
in 1977. this document was reversed twice in 1981 and 1998, respectively. The
NPE, thus became the curriculum documents which encompasses the basic goods for
achieving, maintaining and adopting self reliant and home grown education to
both personal and national needs in sharp contrast to the parochial, religious
oriented, colonial tainted, self serving an fixated curriculum as was been
operated by the voluntary agencies spread across the entity called Nigeria.
Little wonder then that prior to the emergence of the national policy on
education in 1977, the federal government pronounced the take over of schools
from voluntary agencies in 1973 and provided legal security for states to do
same. Consequently, the Midwestern government (later Bendel state and now Edo
and Delta states) announced the take over of both primary and secondary schools
owned by voluntary agencies.
RESEARCH HYPOTHESIS
The
hypotheses tested in this study are:
H01: the takeover of schools brought about equal
opportunity and accessibility to formal education for all children.
H02: the take over brought about uniformity in
terms of curriculum development and implementation.
H03: the take over that brought about teachers
job satisfaction.
H04: the take over brought about the eradication
of discrimination in terms of employment and condition of service.
H05: the takeover did not result in moral
decadence among students in the schools.
H07: the take over did not result in increased
and sustained funding of the schools.
DEFINITION OF TERMS
Below
are the contextual meanings of the keywords using in this study.
1.
Voluntary
agencies: they are organized religious and non governmental bodies, which
established and owned in Nigeria.
2.
Perception:
These refer to the way one observes or view something or an issue. In this
context, it refers to one opinion about the issue of take over of the school
from voluntary agencies.
3.
Take
over: this implies to assume total control of something, in this case, it
refers to the government assumption of the total asserts and liabilities of all
schools belonging to voluntary agencies in Etsako west, East, and central
local government area of Edo state in 1973
4.
Teachers:
it refers to those teachers who were active players in the education system
before and after the take over and the products of the system who later became
teachers themselves.
5.
Quadiriyya:
an academic brotherhood of Muslims formed by Quadiri. It believes that the best
way to spread Islam is through literacy education.
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