APPRAISAL OF RESOURCES FOR IMPLEMENTATION OF THE SENIOR BASIC EDUCATION PROGRAMME.
CHAPTER ONE
1.1 Background of the Study
Acquisition, provision and adequacy of resources for basic education programme of any nation are instruments par excellence for smooth, efficient and effective instructional delivery. Teaching and learning cannot properly take place without educational resources. Okeke (2005) described educational resources as varieties of materials, infrastructure, funds, space, land and people available for teaching and learning purposes; a collection of all that can be used effectively for enhancing teaching and learning. According to Federal Republic of Nigeria in her National policy on Education (NPE, 2004), educational resources has been described as resources that improve teaching and learning, as they make teachers and learners to interact together. Educational resources can then be seen as all that can enhance teaching and learning for purposes of efficiency and effectiveness. This implies that the planned national curriculum about basic education cannot work out to effect national growth and development without resources for education. Any nation that genuinely wishes to attain greater height in national development will not compromise acquisition, provision and adequacy of resources for basic education programme implementation for her citizenry.
Akinpelu (2002) observed that education is an instrument par excellence for addressing issues like poverty, underdevelopment, population, governance and other social concern. In 1948 the United Nations (UN) made declarations on human rights that included the right to education (Ugwuoke, 2011). The United Nations (UN) charter on Human rights was emphatic about basic education and as such, many other global declarations about basic education which are in line have been made such as:Â The 1990 Jomtien world conference declaration of
•     Ensuring the acquisition of the appropriate levels of literacy, numeracy, manipulative, communicative skills as well as ethical, moral and civic values needed for life-long learning.
•     Catering for the learning needs of the young persons who for one reason or another have had to interrupt their schooling after primary schools through appropriate forms of complementary approaches.
•     Reducing drastically the incidence of drop-out rate from the formal school system through improved relevance, quality and efficiency.
•     Provision of free compulsory Universal Basic Education for every Nigerian child of school going age.
•     Developing in the entire citizenry a strong consciousness for education and strong commitment to national consciousness (Education for All Assessment (EFA): Country Reports, Nigeria, 2000:1).
The major aim of educational policies and programmes is to achieve desired results in the learners. Many educational programmes have been designed and implemented in the past  in Nigeria without achieving significant success. A lot of concerns have been raised by stakeholders on the issue of deteriorating school infrastructure in Enugu State. Many schools have been observed to be grappling with obsolete and inadequate instructional materials, dilapidating classrooms, teachers without pedagogical skills to impart knowledge to the students, fluctuating students population and problem of school fund. The situation in schools is compounded by poor maintenance of facilities available, making it difficult for students and teachers to enjoy conducive teaching and learning atmosphere.
Consequently, there is a current dissatisfaction with the product of the secondary school system in Enugu State due to unsatisfactory quality of instructional delivery by teachers. It is now almost evident that objectives of Senior Basic Education programme in Nigeria, though laudable in ideology, is becoming unattainable due to problems in implementation. Therefore, the problem of this study is to appraise extent of availability and adequacy of resources for implementation of the Senior Basic Education programme in Enugu State, using the minimum guideline for establishment of senior basic education schools in Enugu State.
The general purpose of this study is to appraise resources for implementation of Senior Basic Education (SBE) programme in urban and rural public secondary schools in Enugu State using the minimum guideline for establishment of senior basic education schools in Enugu State. Specifically the study sought to;
1. find out the extent of availability of qualified teachers in urban and rural public secondary schools for the implementation of SBE Programme based on the minimum guideline for establishment of senior basic education schools in Enugu State.
2. find out the extent of adequacy of qualified teachers in urban and rural public secondary schools for the implementation of SBE Programme based on the minimum guideline for establishment of senior basic education schools in Enugu State.
3. determine the extent of availability of infrastructural facilities in urban and rural public secondary schools for the implementation of SBE progrmame based on the minimum guideline for establishment of senior basic education schools in Enugu State.
4. determine the extent of adequacy of infrastructural facilities in urban and rural public secondary schools for the implementation of SBE programme based on the minimum guideline for establishment of senior basic education schools in Enugu State
5. ascertain the extent of availability of fund in urban and rural public secondary schools for implementation of SBE programme based on the minimum guideline for establishment of senior basic education schools in Enugu State.
6. ascertain the extent of adequacy of fund in urban and rural public secondary schools for implementation of SBE programme based on the minimum guideline for establishment of senior basic education schools in Enugu State.
The following research questions were posed to guide the study.
1.       To what extent are qualified teachers available for the implementation of SBE programme in urban and rural public secondary schools in Enugu State based on the minimum guideline for establishment of senior basic education schools in Enugu State?
2.        To what extent are qualified teachers adequate for the implementation of SBE programme in urban and rural public secondary schools in Enugu State based on the minimum guideline for establishment of senior basic education schools in Enugu State?
3.      To what extent are infrastructural facilities available for the implementation of SBE programme in urban and rural public secondary schools in Enugu State based on the minimum guideline for establishment of senior basic education schools in Enugu State?
4.     To what extent are infrastructural facilities adequate for the implementation of SBE programme in urban and rural public secondary schools in Enugu State based on the minimum guideline for establishment of senior basic education schools in Enugu State?
5.    To what extent is fund available for SBE programme implementation in urban and rural public secondary schools in Enugu State based on the minimum guideline for establishment of senior basic education schools in Enugu State?
6.   To what extent is fund adequate for SBE programme implementation in urban and rural public secondary schools in Enugu State based on the minimum guideline for establishment of senior basic education schools in Enugu State
The following null hypotheses were formulated to guide the study and were tested at 0.05 level of significance (P = 0.05).
H01:Â There is no significant difference between the mean ratings of urban public secondary school teachers and rural public secondary schools teachers with regards to the extent of availability of qualified teachers in the secondary schools for implementation of SBE programme in Enugu State.
H02:Â There is no significant difference between the mean ratings of urban public secondary school teachers and rural public secondary school teachers with regards to the extent of adequacy of qualified teachers in the secondary schools for implementation of SBE programme in Enugu State.
H03: There is no significant difference between the mean ratings of urban public secondary school teachers and rural public secondary school teachers with regards to the extent of availability of infrastructural facilities in the secondary schools for implementation of SBE programme in Enugu State.
H04:Â There is no significant difference between the mean ratings of urban public secondary school teachers and rural public secondary school teachers with regards to the extent of adequacy of infrastructural facilities in the secondary schools for implementation of SBE programme in Enugu State.
H05:Â There is no significant difference between the mean ratings of urban public secondary school teachers and rural public secondary school teachers with regards to the extent of availability of fund for implementation of SBE programme in Enugu State.
H06:Â There is no significant difference between the mean ratings of urban public secondary school teachers and rural public secondary school teachers with regards to the extent of adequacy of fund for implementation of SBE programme in Enugu State.
The theoretical significance of this study is anchored on the McGregor’s Theory x and y. Theory x assumes that the average worker is lazy, dislikes work and will do as little as possible, while theory y assumes that average workers are not lazy, would like to do a good job but the job itself will determine if the worker will do a good work. This implies that the theory y is likely to influence a good implementation of Senior Basic Education programme if schools are provided with adequate teaching resources to enable teachers do a good job. The present study will help to consolidate on McGregor’s theory x and theory y assumptions in management of educational institutions.
The study will stimulate principals’ interest towards upholding maintenance culture in schools. This will facilitate effective utilization of existing resources by teachers to improve performance and productivity. The teachers will be saved the hardship of managing a classroom which had hitherto no instructional materials, equipment and infrastructure when the government or proprietor is sensitized about the need for resources and have them provided, which will motivate teachers to discharge their duties creditably. Furthermore, the findings will assist principals in determining extent to which they will admit students in each class, knowing that the stipulated students-teacher ratio in the national policy on education should be adhered to.
Communities will benefit from proper training of the youth in secondary schools which will enhance social responsibility awareness of young citizens of communities to embrace civic values, exhibit moral judgment with patriotic zeal and determination because a well educated youth is the future hope of the community for a transformed society.
Students will benefit from adequate supply of educational resources as this will improve school setting. They will readily use equipment in school for conducting experiments in laboratories. In this situation their learning exercise will be enhanced.
Other researchers will find the information in this study a relevant material for further investigation on how to improve upon teaching and learning. Through the data to be collected and analyzed and subsequent recommendations, other researchers will find a gap which they will want to cover in their subsequent studies in order to contribute to knowledge.
The study was carried out in all the urban and rural public secondary schools in Agbani Education Zone, Enugu Education Zone and Udi Education Zone in Enugu State. The content scope focused on six aspects of resources for effective implementation of SBE programme namely: extent of availability of qualified teachers, extent of adequacy of qualified teachers, extent of availability of infrastructural facilities, extent of adequacy of infrastructural facilities, extent of availability of fund, and extent of adequacy of fund.
“Education For All (EFA) by the year 2000, made in Jomtien, Thailand; the New Delhi 1991 declaration of nine countries of the world with the largest concentration of illiterates of which Nigeria is one of them (E-9 countries); the Arman Jordan Re-affirmation 1995 call for the forceful pursuit of Jomtien recommendation of basic education for all… (Okah, 2012: 103).
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APPRAISAL OF RESOURCES FOR IMPLEMENTATION OF THE SENIOR BASIC EDUCATION PROGRAMME.