EFFECTS OF MISMANAGEMENT OF SERVICE DELIVERY ON THE WELFARE OF STUDENTS IN BOARDING SECONDARY SCHOOLS

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EFFECTS OF MISMANAGEMENT OF SERVICE DELIVERY ON THE WELFARE OF STUDENTS IN BOARDING SECONDARY SCHOOLS

ABSTRACT

The study is on the effects of mismanagement of service delivery on the welfare of students in boarding secondary schools in Jigawa state. The objective of the study is to ascertain the effects of mismanagement on students’ feeding, water supply, health, accommodation, power supply and safety/security in boarding secondary schools in Jigawa state. The study is descriptive by design in which structured questionnaire was used to collect the relevant data from respondents. The population of the study comprised of 30 boarding secondary schools in Jigawa state, the teachers, students, and the principals of the schools. A stratified random sampling technique was used in drawing the samples from the population. Thus, 10 out of 30 boarding secondary schools in the state were used as the sample of the study. The respondents sample comprised of the 10 principals and 3 academic staff each of the sampled schools. Results from the study showed that mismanagement has negative implications as far students’ welfare is concerned. It indicated that mismanagement as an indisciplinary problem affects students feeding, water supply, health, accommodation, power supply and safety in their school life in unpleasant manner that makes school life uncomfortable. The 6 hypotheses tested also indicated no significant difference in the opinions of the respondents i.e. principals and teachers on the questionnaire items on effects of mismanagement on the above mentioned students welfare aspects. Some major findings of the research showed that mismanagement practices such as students’ lack of orderliness at food collection points, inconsistency in keeping to food timings, students’ poor food practices and abuse impact negatively on students’ feeding services; in addition, students’ mishandling/misuse of water facilities and power failure were identified as impediments to effective water supply to students in boarding schools in Jigawa state. Based on the findings the researcher recommends the following; Feeding as part of both staff and students welfare services are of paramount importance in the management of schools thus; government and school managers should maintain the adequate and qualitative food supply and distribution to students, guarding against any form of mismanagement from any quarter; adequate provision of water supply aids in effective management of an organization. Therefore, government and school managers should ensure adequate supply of portable drinking water through improving power supply and alternative sources of water facilities in schools. In addition, school managers should guard against students misuse of water facilities among others.

CHAPTER ONE

INTRODUCTION

Background to the study

By 2050, Nigeria is forecast to have 400m people, meaning it will overtake the United States as the world’s third-most-populous country. The starkness of this fact (its population is currently about 200m) illustrates the degree to which demography will shape Africa’s future

(1). Nigeria has a federal system of government with 36 states and the Federal Capital Territory of Abuja. Within the states, there are 744 local governments in total. The country is multilingual, and home to more than 250 different ethnic groups. The languages of the three largest groups, the Yoruba, the Ibo, and the Hausa, are the language of instruction in the earliest years of basic instruction; they are replaced by English in Grade 4(2). Nigeria’s vision of education as an instrument for national development is reflected in the National

Policy on Education, which states that ―no nation can rise above the quality of its education system.‖ The Government relies on education as a springboard for its development and reform agenda. Thus, five main national objectives have been endorsed as the necessary foundation for the National Policy on Education:

(a)To build a free and democratic society;

(b)To build a just and egalitarian society;

(c)To build a united, strong and self-reliant nation;

(d)To build a great and dynamic economy;

(e)To build a land of bright and full opportunities for all citizens.

The National Policy on Education defines the structure of Nigeria’s education. The published document of the Policy consists of 13 sections that cover critical issues about the educational sector. As stipulated in the National Policy on Education (2004), basic education covers nine years of formal (compulsory) schooling consisting of six years of primary and three years of junior secondary education. Post-basic education comprises three years of senior secondary education in either an academic or technical stream. In the tertiary level, the system consists of the university, polytechnic and college of education subsectors. The National Policy on Education addresses the issues of imbalance in the provision of education in different parts of the country with regard to access, quality of resources and girls’ education. Education is organized into nine years of basic education, three years of senior secondary education, and four years of university/polytechnic/college education. According to (3) the responsibility for administering the education sector in Nigeria is shared among the federal, state and local governments. Thus, in the country’s constitution, education is on the concurrent list, but the Federal Government is empowered to regulate all its sectors, engage in policy formation and ensure quality control. Also, the provisions of the constitution allow each tier of government to focus its responsibilities mainly on a sector of education. The Federal Government is involved directly in tertiary education. The states take care of secondary education, while the local governments handle primary education. Despite this arrangement, the Federal Government is expected to support the state and local governments in counterpart funding to enhance the quality of education in the country.

The administration of the education system is shared mainly among the education ministries at the federal and state levels, as well as statutory bodies referred to as commissions. There are commissions established for different subsectors of the education system and are charged with various responsibilities for the subsectors. The FME is responsible for the coherence of the national policy and procedures and for ensuring that the states’ policies operate within the parameters of the national policy as adapted for local needs (4). Coordination of policy at the political level is handled by the National Council of Education, the highest policymaking body chaired by the Federal Minister of Education and includes all the State Commissioners of Education. This body is advised by the Joint Consultative Committee on Education, which consists of all the Federal and State Directors of Education, Chief Executives of education statutory bodies, and Directors of University Institutes of Education (3). The state-level education ministries are responsible for the development and implementation of educational policies, management and supervision of educational institutions in their respective states. Specifically, the responsibilities for maintaining all public elementary and secondary schools are vested in the education ministry. Such responsibilities include: determining the salaries of teachers; recruitment, appointment, promotion and discipline of staff; and provision of guidelines on the establishment of new schools and training and re-training of teaching and non-teaching staff. The oversight functions of the Ministry of Education are carried out through a number of agencies. For instance, the State Universal Basic Education Board (SUBEB) is responsible for the management of basic education, while the Teaching Service Commission takes charge of senior secondary education at the state level (3).

The Nigerian educational system at glance. According to a report, Nigeria has some of the worst education indicators globally. The report indicates that Nigeria has about 10.5 million out-of-school children, which is the largest in Africa in absolute terms. It also identifies inequity and education costs as indices that have contributed to the damning evidence of the state of education. From these indications, it is obvious that Nigeria might not achieve the MDGs of the EFA by the 2015 global timeline in spite of the commitment and efforts of the Federal Government towards the attainment of such goal (5).

The report on Teaching and Learning: Achieving Quality for All indicates that Nigeria is among the 37 countries that are losing money spent on education, because children are not learning. UNESCO disclosed that the menace is already costing governments USD 129 billion a year. It stressed further that despite the money being spent, rejuvenation of primary education is not in the near future because of poor-quality education that fails to ensure that children learn (5). According to the (5) report, Nigeria is one of the only 15 countries that are projected to have less than 80 per cent of its primary school-age children enrolled in school by 2015. Nigeria’s out-of-school population grew the most worldwide since 2004–2005 by 3.4 million; the country also had the fourth highest growth rate of out-of-school population in the world. (6) In its 2016 report on perception of wellbeing, the United Nations Development Program stated that only 55 per cent of Nigerians were satisfied with the country’s education quality, 48 percent were satisfied with its healthcare quality, and 36 percent were satisfied with the standard of living. The perception of wellbeing is much better in countries that have much higher quality education. For instance, 83 percent were satisfied with the education quality in Singapore, 88 percent were satisfied with her healthcare quality and 84 per cent were satisfied with the standard of living.

At the basic education level. (NPC & RTI International 2011) observed that even when children are in school, a large proportion are not learning. Nearly half of all children who have completed primary school in Nigeria cannot read a complete sentence, and more than two thirds of children in the north remain illiterate by the end of primary school. At the secondary schools level, (7) submitted that the declining of standard of secondary education in Nigeria poses serious challenge to principals, teachers, and students who constitute the primary focus in quality assurance system. It therefore assumes that principals as quality assurance agents in secondary schools need to ensure qualitative service delivery by continuously monitoring performances of teachers as well as students against educational objectives to ensure best practices in inputs and through-put which lead to quality outputs that will meet the yearnings and aspirations of the larger society (i.e. national and international acceptable standard). At the higher education, (8) observed that 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.

(9) Affirmed that the quality of education offered by higher education institutions in the recent times has deteriorated substantially. (10) Described the situation in our tertiary institutions as ―institutional failure‖ because of skill mismatch. He said skill mismatch is a major concern in Nigeria while (11) submitted that the Nigerian educational system is in mess and needs total restructuring for better performance.

1.2 Statement of the problem

Education is widely believed to be a tool of development. It is seen as a means of

developing an individual, the society and nations. Education is a veritable tool for social change, national integration and development (National Teachers Institute, 2011). It is considered as one of the most essential basic services to be provided by government and even concerned well-to-do individuals. For this undisputable reason, nations are investing a lot of resources in educating their citizens. Nigeria, like other countries of the world, acknowledges that education is a vital tool for achieving national development. Consequently, she has joined other nations in their match towards worthwhile educational investments and reforms (Ebelechukwu in NTI, 2011).

For this reason Nigeria like other comity of nations, believes in functional education as a means of achieving its national goals and hence invests heavily on the sector with a view to reap the benefits therein. But it is believed that the achievement of this objective can only be possible if all efforts are put in place properly. By this; it is meant all stakeholders discharge their assigned responsibilities with all seriousness; among which include purposeful and competent school management. The school managers provide leadership in coordinating and directing human and material resources to ensure achievement of learning objectives. It is necessary for school heads to know how to manage school effectively and efficiently in order to improve the quality of teaching and learning (NTI, 2011).

Objectives of the study

To understand challenges boarding secondary schools face in Nigeria
To identify effects of mismanagement of service delivery on welfare of students in boarding secondary schools
To understand the relationship between mismanagement of service delivery and students academic performance in boarding secondary schools

Research Questions

What are the challenges boarding secondary schools face in Nigeria
What are the effects of mismanagement of service delivery on welfare of students in boarding secondary schools
What is the relationship between mismanagement of service delivery and students academic performance in boarding secondary schools