Teachers Perceptions of the Effects of Government Take Over of Schools From Voluntary Agencies in Etsako Local Government Area of Edo State

Teachers Perceptions of the Effects of Government Take Over of Schools From Voluntary Agencies in Etsako Local Government Area of Edo State

CHAPTER ONE

PREAMBLE

KGROUND 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 7⁰₂₅and 6⁰₄₅east. 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 19^th century, there existed a defined informal system of education where vocational, moral and proper housekeeping ethics were taught. As early as the 19^th 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.

CHAPTER TWO

LITERATURE REVIEW

This study is designed to asses the perceptions of teachers on the effects of the take over of schools from voluntary agencies in Etsako . Edo state Nigeria.

THE NEED FOR EDUCATION

Too many Nigerians, education is the passport to economic, social and political advancement similarly. The three tiers of government in Nigeria place a high premium on the education of their teeming youths. This evidence by the enactments of various education Acts, Edicts and Ordinances, and the promulgation of decrees which are all aimed at providing qualitative and affordable educational services to all Nigerians.

In support of the above, Louis Francois, in his book titled, “the right to education” asserts that in the developing countries, education has been recognized as the yeast in the loaf of political unity, as the means of creating national consciousness. In buttressing this point David West, in his book, observes that the introduction of the national policy on education assures all citizens that the federal government of Nigeria adopted education as an instrument “par excellence for affecting national development”

According to section 1, subsection 2 of the national policy on education, “Nigeria’s philosophy on education therefore is based on integration of the individual into a sound and effective citizen and equal educational opportunities for all citizens of the nation at the primary, secondary and tertiary levels, both inside and outside the formal school system.

In pursuance of the above laudable objectives the federal military government under Lt. Gen Olusegun Obasanjo launched the universal primary education (UPE) scheme in September, 1976. on that occasion, t head state stated that from this date, primary education will be free and universal throughout the country, while from 1979, it will become compulsory.

A BRIEF SURVEY OF MISSIONARY ACTIVITIES AND THEIR IMPACT ON EDUCATION BEFORE THE TAKE OVER

The earliest known contact between any African State in the sub continent of Africa was in Benin as early as 1515 A.D by setting up a school in Oba’s palace for the training of the princes of the kingdom by 1571; the Catholic mission established a seminary on the island of scio tome, off the coast of Nigeria. This was established essentially to groom teachers priest and Catechists for evangelical work. These evangelists visited Warri from Sao Tome to established schools and preach the gospel. However Fafunwa summarized that;

These early achieved if the school mission at this period were almost all wiped out without any traces by the obnoxious trade in human beings which ravaged wets Africa for nearly three hundred years.

CHAPTER THREE

METHOD OF STUDY

DESIGN OF STUDY

The research is a survey study designed to find out the perceptions of teachers of the effects of the take over of the schools from voluntary agencies in Etsako.

RESEARCH POPULATIONS

The population was made up of some of the teachers who were either directly involved in the education provided by the missionaries.

CHAPTER FOUR

DATA ANALYSIS INTERPRETATION AND FINDINGS

INTRODUCTION

This chapter presents the analysis of the data collected via the questionnaires. Percentages were used to represent the number of respondents who were either for or against each of the hypothesis presented in this study.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY

The purpose of this study was to find out the perceptions of teachers of the effects of government take over of schools from voluntary agencies in Etsako.

To enable the researcher to carry out the study, seven hypotheses were formulated to guide the study.

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.

To test this hypothesis, an instrument tagged “effects of take over of schools from voluntary agencies” questionnaires was used. The sixty questionnaires were duly administered, completed analyzed and worked out in percentages.

CONCLUSION

From the data collected and the findings of the researcher based on the analysis there from the following conclusion to be drawn:

The exercise brought about equal opportunity and accessibility to formal education for all, especially at the introduction of the universal primary education in 1976.
The take over also ensure uniformity in the area of curriculum development and implementation.
The take over did not bring a significant measure of job satisfaction since teachers who had worked or are still working in the government schools are still agitating for enhanced salaries and prompt payments.
The issue of discriminatory terms of employment and conditions of service still remain unresolved under the government as it was during the era of mission schools.
From the study, it is obvious that the take over did not result in a marked increase in the standard and quality of education. This is evidenced by the spirited efforts of all stakeholders in the education industry calling for the return of schools to their formal owners, that is, the voluntary agencies. Very many states, including Edo state has already done so by returning schools to their previous owners.

BIBLIOGRAPHY

Adetoro, J.E (1976): “Universal primary education and teachers supply problem in Nigeria” journal of comparative education, vol.2, No. 3, June, pp. 206-216.
Ahiuma, Y.V (1999): “NUT opposes handover of schools” THE VANGUARD, Friday, 29^th October, p4.
Ajayi, J.P.A (1975): Christian missions in Nigeria, 18841- 1891: the making of new Elite. Common wealth printing press Ltd, Hong Kong, pp. 126-317.
Ajimoke, I.O (1976): quality and quantity in Nigeria primary education” perspectives on U.P.E programme” West African journal of education; vol xx, No. 1, February, pp . 23-30
Ananigie, P.I (1946): A brief history of Etsako ope ifa press, Lagos, pp. 36-49.
Asoera, J.O (1965): the history of early Christianity in Uzairue land: catholic mission, Apashio Benin province. Willioughby unity press, serulere Lagos, p. 10
Bel – Gam, Victor (1994): an introduction to curriculum studies, pp. 36-38.
David West, T.S (1980): education as an instrument for building an egalitarian society: philosophical essays, Ibadan university press, p. 182.
Eleta, P.S: “A toast on the occasion of the vist of his excellency, Archbishop Jerome Prigione to Uzairue parish in 1975.
Erhagbe, John: “A toast of the catholic church in Uzairue proposed on the occasion of the visit to Uzairue parish of his Excellency Archbishop Jerome Prigione, Apostolic Delegate to Nigeria and Ghana on the 6^th of May, 1975.
Fafunwa, A.B : the history of education in Nigeria page 75 and 77.
Federal republic of Nigeria: national policy on education, 1977, p.4
Francois, Louis (1980): the right to education London: Hutchinson publishers, P.B

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