PROBLEMS AND PROSPECTS OF PRIMARY EDUCATION IN NIGERIA: A CASE STUDY OF KUJE AREA COUNCIL IN FEDERAL CAPITAL TERRITORY ABUJA
The study aimed at finding out the problems and prospects of primary schools administration a case study of Kuje Area Council of FCT Abuja. Ten (10) schools were used as sample out of about thirty (30) public schools, five schools administrators and sixty senior teachers were randomly selected from the ten (10) schools as sample population of over four hundred (400) teachers and administrators making up the schools in Kuje Area Council the opinion of the sampled population on the research topic were accessed through questionnaire items and simple percentage was used as means of evaluating their responses.
The findings showed that administration of LEA schools in Kuje Area Council had problems of inadequate funding, over population of classes, non availability of teaching aids and recommended textbooks for teachers and pupils, poor functioning of P.T.A; lack of security, necessary amenities plus infrastructure and furniture for teachers and pupils performance and weakened the strength of schools’ administration. The major area of prospects identified was proper funding of schools through government intervention and restoring of P.T.As to give assistance in the provision of necessary facilities to the schools to ease the administration of Local Education authority everywhere particular, Kuje Area Council.
TABLE OF CONTENTS
1.1 Background of the study
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Research Question
1.5 Significance of the study
1.6 Scope and delimitation of study
1.7 Definition of Terms
REVIEW OF RELATED LITERATURE
2.2 Concept of Education
2.3 Meaning of Primary Education in Nigeria
2.4 Types and systems of Education
2.5 Objectives of Primary Education in Nigeria
2.6 Problems of primary Education in Nigeria
RESEARCH METHODOLOGY AND PROCEDURE
3.2 Research Design
3.3 Population of the study
3.4 Sampling and sampling techniques
3.5 Instrument for data collection
3.6 Validity and reliability of Instrument
3.7 Method of data analysis
PRESENTATION AND DISCUSSION
4.2 Data analysis
4.3 Presentation and Analysis of Data
SUMMARY, CONCLUSION, RECOMMENDATIONS SUGGESTIONS FOR FURTHER STUDIES
1.1 BACKGROUND OF THE STUDY
The history of primary education in Kuje Area Council of the Federal Capital Territory can be traced as early as 1940s, with the advent of native authority administration now referred to as (Local Government) in the then Abuja now referred to as (Suleja) there were efforts to introduce Western Education in Kuje Area Council by then Abuja Native authority (N.A) which was under control of the Emir of Abuja (Suleja).
In 1942, the first primary school was established in Kuje town by Dami Dan Barau from Abuja (Suleja) through the effort of the community. In the early 1950s, more primary schools were established in Kuje district to supplement the existing ones. This period was regarded as the second stage in the history and development of primary education in Kuje.
With the introduction of U.P.E scheme in 1976 by the then head of state, General Olusegun Obasanjo, Kuje Area Council witnessed rapid development of primary education in the Area, through the scheme; many primary schools were established in most of the village.
Since then, primary education witnessed tremendous improvement both in number and quality.
This research is therefore dedicated to examine the problems and prospects of primary education in Nigeriain the area council with a view to identify the problem of the one hand, and proffers on the other.
1.2 STATEMENT OF THE PROBLEM
Since Nigeria’s attainment of independence in 1960, educational development has been a major challenge for successive governments. Interests along the line is to eliminate, illiteracy improve the standard of all levels of education, and above all, to eliminate poverty among its citizenry. The situation of basic education at independence and up till the early, 1970s showed picture of tremendous decay in the education industry with a very high rate of illiteracy in the country.
However, since National policy on Education, published in 1977 Nigeria has implemented various initiatives for improving education with varying degree of success studies have shown that one important area that need to be addressed is the capacity to efficiently and effectively manage education of all levels of the education system.
Therefore, in the mid 1970 universal primary Education (UPE) was introduced, followed by free education in 1979. Since then, Nigeria has continued to invest in education with varying degree of result it has however, faced many challenges such as uncontrolled population growth, civil unrest and political instability, poor capacity building higher number of school dropout e.t.c
In Kuje Area Council, the pre-UBE Area was characterized by infrastructural decay and dilapidation, inadequate classrooms, low enrolment in the rural schools. Congested classrooms in the urban schools large number of children on the street, inadequate furniture and lack of qualified teachers (Pai, 2007).
As a signatory to regional and international declaration on Education for All (EFA). In year 2015 in realization of the Millennium Development Goals (MDGs), Nigeria committed itself to the achievement of one hundred percent enrolment and provision of good quality primary education for all by the year 2015.
It was in this contest that the past president of Nigeria, Olusegun Obasanjo and his team decided to take up the challenge of achieving progress for all the people of Nigeria and put in place of the core of that challenge the Universal Basic Education (UBE).
In Nigeria, there are 36 states and federal capital city territory, 774 local government authority (LGAs) and thousands of words the federal constitution of Nigeria (1999) sets out the activities of the federal, state and local government. In the provision of education, the federal government has decided that primary education should be implemented by LGAs. The role of the federal government in implementing UBE is to provide political leadership, technical/professional co-ordination and financial support to the states and LGAs.
It is therefore vital to investigate the exeunt of the programme implementation and challenges faced using Kuje Area Council of FCT Abuja as example.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to examine the extent of implementation of UPE programme in Kuje Area Council, the study will also enable the researcher to identify major challenges facing implementation of the programme in this local Area Council of federal capital territory. The specific objectives are to verify of access the level of implementation of UBE programme in Kuje Area Council of federal capital territory, Abuja.
Identify problems facing the implementation of the UBE in Kuje Area Council of federal capital territory Abuja find out relevant means to overcome the identified problem.
1.4 RESEARCH QUESTION
For the purpose of accuracy and objectivity the following research question have been formulated to guide the research work.
i. To what extent are LEA primary school in Kuje Area Council equipped?
ii. Do the schools have adequate number of qualified teachers?
iii. How well are the school adequately funded?
iv. Do school have enough facilities for learning?
v. To what extent can these problems be solved?
1.5 SIGNIFICANCE OF THE STUDY
The study will help to suggest recommendations on the most effective and efficient approaches to the establishment and management of primary schools the fats obtained will be useful to appropriate agencies in the educational sector more so, we hope that the study will be useful reference materials to teachers and students teachers as well as to those who will want to carry out research on similar topic in future to come.
1.6 SCOPE AND DELIMITATIONS OF THE STUDY
The study is to be carried out with a view to find out the roles the Universal Basic Education programme has played in developing primary school in Kuje Area Council of Federal Capital Territory, Abuja. The scope of the study would be limited to ten primary schools.
i. Pilot science primary school Kuje
ii. LEA primary school Rubochi
iii. LEA primary school Gwargwada
iv. LEA primary school Gumbe
v. LEA primary school Pesilli
vi. LEA primary school Tika
vii. LEA primary school Ubo
viii. LEA primary school Kullo
ix. LEA primary school Ope
x. LEA primary school Atako
Inadequate time drastically limited the extent the study could have been conducted, since a time frame within which to work.
The unwillingness of some respondents to give accurate information equally affected the study for example some respondents neglected questions they needed to answer.
1.7 DEFINITION OF TERMS
Problem: Refers to factors that militate against the progress of something or an obstacle that brings about back wardens in something.
Prospect: This refers to what might or will happen in the future or the possibility that something will happen.
Primary Education: Refers to an organized school of learning for children between the ages of five and eleven years, or it refers to the education given in institution for children aged 6 to 11 years plus.