INTERNATIONAL JOURNAL OF
EDUCATIONAL MANAGEMENT (IJEM)
VOLUME 2, NO. 1,1997
ISSN:0794-7684
Published by Department of Educational Management,
University of Ilorin
Printed by GOSHEN Printmedia Limited Ilorin
IJEM Vol. 2, No. 1, 1997
vii
TABLE OF CONTENTS
Title page……………………………………………………………………………..(i)
Editorial Board…………………………………………………………………...…..(ii)
Editorial comment..................................................................................……………..(iii)
Calls for papers......................................................................................………….…..(iv)
Notes on Contributors...............................................................................…………....(vi)
Table of Contents...................................................................................………….......(vii)
DR. (MRS.) A. N. OKORIE
Among educators and signals, sources and management of stress school
administrators in Nigeria.......................................................................………........…..1
PROF. SEGUN OGUNSAJU
A prognostic view of educational management in the 21 st century............………...…..9
AFOLAB1 POPOOLA
An assessment of the sufficiency of teaching time in Nigeria's school system…….....19
DR. A. Y. ABDULKAREEM
Prudence and accountability in managing primary school finances in Nigeria……....27
JOHNSON O. OLANIVI
National Interest and Nigerian Educational Policies: An overview........………..…...36
DR. (MRS.) YETUNDE IJAIYA,
Problems among teachers' perceptions of prevalent behavioural secondary school
teachers.............................................................…….................……………..............45
AFOLABI, STEPHEN OLUFEMI
Behavior patterns and academic performance of polygamy and Preliminary/
Remedial Entrants of Char State Colleges of Education..............….............……....55
DR. D. O. DUROSARO
A survey of educational development through socio-economic indicators in
Nigeria..………………………………………………………..……………………..63
IJEM Vol. 2, No. 1, 1997
vii
OLALEKAN ARIKEWUYO
Students perceptions and utilisation of University services: The case of
Ogun State University.............................................................………..................…....73
DR. G. O. OYESOLA
Building effective relationships between teachers and subject advisers: A case
study of Cherubim and Seraphim school teachers............................……….....……...84
A. A. ADEGOKE Ph.D.
Counselling service for manpower development..........................…..........………......92
ADEBAYO LA WAL, Ph. D.
Inter-relationship among aims, goals and objectives in the language arts
curriculum..................………...........................................................………...........…99
J. A. BAMIDURO
Total Quality Management (TQM) and the Nigeria educational system: An
appraisal.............….......................................................................………...................107
Dr. WOLE OBIYEMI
Some administrative practices of physical education in Kwara State Secondary
Schools..........................................................................................…......………........114
ELKANAH KAYODE ERINLE
Managing school libraries' resources problem in Nigeria: The Kwara State
experience.............……...............................................................………...................121
G. A. AKINLEYE
Structured approach as a technology of behavioural management of
handicapped children........................................................................……….......…...127
TAIWO, B. M.
Student unrest in Nigerian tertiary institutions: age and sex as determinants……....135
DR. N. B. OYEDEJI
Administration of schools in Kogi State under the transition period: The role
of governmental agencies...........................….....................................………...........144
A SURVEY OF EDUCATIONAL DEVELOPMENT
THROUGH SOCIO-ECONOMIC INDICATORS
IN NIGERIA
BY
DR. D. O. DUROSARO
Introduction
Literacy level is accepted world-wide as a measure of national development.
The government of Nigeria is quite aware that development of human resources is a sure
way to accelerate the development in all sectors of the economy. Hence, Education has
been adopted by government as “an instrument per exellence” for ensuring speedy
national development. Currently, the government invests between 6% and 27% of her
annual income on education (Durosaro, 1997). Modern civilisation demands knowledge,
understanding and technological know-how and the development of these comes through
sound education while a neglect of same invites misery, exploitation and eventual
disaster (Johnson and Marphet; 1960). A major purpose of all educational institutions is
to contribute to the development of a dynamic self-renewing society by assuming a major
role in preparing the citizens and especially the children and youth to participate in and
contribute effectively and constructively to the orderly development of the society (Johns,
Marphet and Relies, 1974).
To ensure a coordinated development of the educational system towards
achieving these goals, there is need for constant monitoring, evaluation and appraisal of
the system such as this study attempts to do.
The problem
The study seeks to find answers to the following basic questions:
1.
What are the percentages of the Gross National Product (GNP) devoted to
education in Nigeria from 1991 to J995?
2.
What are the percentages of population of primary school age people enrolled
in primary schools in Nigeria from' 1991 to 1995?
3.
What are the percentages of secondary school age population enrolled in
schools hi Nigeria from 1991 to 1995?
4.
What are the growth rates of secondary level enrolment per 10,000 population
in Nigeria from 1991 to 1995?
IJEM Vol. 2, No. 1, 1997
5.
6.
7.
64
What percentages of the population whose age correspond to the prescribed
age for tertiary level education in Nigeria were enrolled in such institutions
from 1991 to 1995?
What an the growth rates in higher education enrolment per 100,000
population in Nigeria from 1991 to 1995?
What are the growth rates of teacher/student ratio at each educational level in
Nigeria from 1991 to 1995?
Conceptual framework
Education development as used in this study refers to the noticable changes or
growth identified in some aspects of education in Nigeria over a given period of time.
Socio-economic indicators simply refer to some social or economic indices
which could be used as pointer to the level of growth or retardation in the performance of
the educational system in achieving the goals set for it by the society. Thus, the socioeconomic indicators of educational development are pointers to the extent to which the
social and economic objectivies expressed in our National Policy on Education is being
achieved by the educational system over the given period. The monitoring of changes in
the system is perhaps the most common purpose for indicators. It is highly desirable that
changes in such features as enrolment ratios and participation level of female be detected
quickly in order to either publicise a favourable development or take remedial action
before a problem is aggravated (Johnstone, 1974). Without a battery of indicators of an
appropriate sort, educational planners and policy makers will have little to go on except
hunch and prejudice (Combs, 1969). It has been pointed out that the most important use
of development indicators is to provide targets for planning (Seers, 1972; Culyer, et al,
1972; Easier, 1972 and Cant, 1974).
There had been quite a lot of work in the area of educational performance
indicators in the past. For example, Johnstone (1974) developed an input-process-output
model for selection of indicators of educational system performance. According to him,
Educational input variables are those relating the amount of a particular quantity taken by
an educational system to the total amount available for distribution. Education process
variables are those linking the input and output variables throughout the educational
system. The educational output variables are those variables relating the amount of a
particular quantity leaving an educational system to the amount with some similar
characteristics which is available to leave.
Another scholar, Edding (1962) used the percentage of G.N.P on education as an
economic indicator of the educational systems performance while Svennilson et al
(1962), used enrolment ratio. Bowman and Anderson (1963) used percentage of
population in primary education and percentage of population in post primary education
as their own indicators. Harbinson and Myers (1964), used combination of second and
IJEM Vol. 2, No. 1, 1997
65
third levels enrolment ratios u the indicator of the educational systems performance.
McClelland (1966), in his own, study used secondary school enrolment per
10,000 population as the indicator of the educational systems performance.
The present study draw from the summation of the experiences of these previous
scholars in designing the current methodology used in the study.
Educational systems performance indicators, like indicators in other social
sciences, have a number of definitive characteristics. Such indicators are usually some
kinds of numerical values which express some relation, conditions, an amount of position
of an aspect of education. They are time-bound in the sense that each numerical value is
associated with a time period or some sequence of time periods which can thus enable
one to discern trends over time. They are often applicable at different levels of an
educational system; Pupil/teacher ratio, for example, could be computed at primary,
secondary or tertiary levels. It is sensitive to changing situation in the system and it is
based on data that are available when required and should have policy and planning
relevance.
Methodology
This study adopts case study approach. Using macro-level data covering the
entire Federation. The data were gathered from the records of the Federal Ministry of
Education, Federal Ministry of Finance, National Population Commision and the Federal
Office of Statistics. The data collected were used to compute the percentage of the Gross
National Product devoted to education during the period 1991 to 1995. The enrolment
ratios for the various educational levels were also computed from 1991 to 1995. The
percentage of the population enrolled at primary education level from 1991 to 1995 were
also computed. The percentage of population enrolled at secondary and tertiary level
were also computed. The secondary level enrolment per 10,000 population and the
tertiary education enrolment per 100,000 population were also computed.
Findings and discussion
To guide the presentation of findings and their discussion, the research questions
raised earlier in the study were taken one after the other for treatment.
1.
What are the percentages of the Gross National Product devoted to education
in Nigeria from 1991 to 1995?
IJEM Vol. 2, No. 1, 1997
66
Table 1 Percentages of Gross National Product on Education from 1991 to 1995
________________________________________________________________
Year
GNP
Allocation to education
% of GNP on
(N Million)
(N Million)
Education
________________________________________________________________
1991
325,010
2700
8.31
1992
549,608
3300
0.60
1993
697,090
9600
1.38
1994
914,940
10300
1.13
1995
1,977.740
12700
0.64
As shown on table l. the Gross National Product of Nigeria was 325,010 million
Naira in 1991, while 2,700 million Naira or 8.31 percent of tit was devoted to education.
In 1992, 549,608 million Naira was the GNP while 3,300 million Naira was devoted to
education making 0.60 per cent. In 1993, the GNP was 697.090 million Naira while
9,600 million Naira was utilised on education making 1.38 per cent. In 1994, the GNP
was 1,977,740 million Naira while 12,700 million or 0.64 per cent was utilised on
education. On the whole for the period under consideration, the proportion of the GNP of
the nation that was devoted to education ranged between 0.64 per cent and 8.31 per cent.
The second research question is treated below:
2.
What are the percentages of population of primary school age people enrolled
at the primary level of education in Nigeria from 1991 to 1995?
Table 2 presents the relevant data for answering this research question.
Table 2: Percentages of population of the corresponding age group enrolled at primary
school level in Nigeria from 1991 to 1995.
____________________________________________________________________
Year
Population of corresponding
Enrolment
% of population
age group
enrolled
____________________________________________________________________
1991
16,294,085
13,639,286
83.7
1992
16,864,377
14,805,937
88
1993
17,454,630
15,870,280
90.9
1994
18,065,542
16,190,947
86.4
1995
18,697,835
18,341,791
98.1
____________________________________________________________________
According to the table, the population of Nigerians whose ages correspond to
the primary education level in 1991 was 16,294,085 while 83.7 per cent or 13,639,286
were enrolled in schools.
IJEM Vol. 2, No. 1, 1997
67
In 1992, the population of primary school age children was 16,864,377, while
14,805,937 or 88 per cent of them were enrolled in school. In 1993, the primary^ school
age population was 17,454,630 while 90.0 per cent or 15,870,280 of these were enrolled
in schools. In 1994, 18,065,542 were of primary school age while 16.190,945 or 86.4 per
cent got enrolled in schools. By 1995, 18,697,835 people were of primary school age
while 18,341,791 or 98.1 percent were enrolled in schools. During the period under
study, the primary school enrolment ranged between 83.7 per cent and 98.1 per cent of
the corresponding primary school age population.
The next research question seeks to find out about secondary age population
enrolled in school in Nigeria between 1991 and 1995.
3.
What are the percentages of the secondary school age population enrolled in
schools in Nigeria from 1991 to 1995?
Table 3 presents the relevant information to be used in answering this question.
Table 3: Percentage of secondary school age population enrolled in schools in Nigeria
from 1991 to 1995
___________________________________________________________________
Year
Population of corresponding
Enrolment
% of population
age group
enrolled
1991
11,995,480
3,123,277
26
1992
12,415,321
3,600,620
29
1993
12,849,857
4,032,083
31.4
1994
13,299,601
4,451,329
33.5
1995
13,765,087
6,184,655
44.9
As shown on the table, in 1991, 11,995,480 people in Nigeria were of secondary
school age while 3,123,277 or 26 per cent of them were enrolled in schools. Also in 1992,
12,415,321 people were of secondary school age while 3,600,620 or 29 per cent of these
were enrolled in schools. In 1993, 12,849,857 people were of secondary school age but
4,032,083 or 31.4 per cent of them were enrolled in schools. In 1994, 13,299,601 people
were of secondary school age while 4,451,329 or 33.5 per cent were enrolled in schools
in the country. In 1995, 13,765,087 people were of secondary school age level while
6,184,655 of these or 44.9 per cent were enrolled in schools. Over the period 1991 and
1995 the proportion of the secondary school age population enrolled in schools in Nigeria
ranged between 26 per cent and 44.9 per cent. The next research question concerns the
growth rates of secondary education enrolment per 10,000 of the nation's population
between 1991 and 1995.
IJEM Vol. 2, No. 1, 1997
68
4.
What are the growth rates of secondary level enrolment per 10,000 population in
Nigeria from 1991 to 1995?
The data on this question are presented on table 4 below.
Table 4: Growth rate of secondary education level enrolment per 10,000 population in
Nigeria from 1991 to 1995.
____________________________________________________________________
Year
Population
Secondary
Enrolment
Growth rate of secondary
education
per 10,000
education enrolment per
enrolment
population
10,000 population
1991
8,992,220
3,123,277
351
100
1992
89,303,692
3,600,620
403
114.8
1993
92,429,321
4,032,083
436
108.2
1994
95,664,347
4,451,329
465
106.7
1995
99,012,599
6,184,655
625
134.4
A look at the table shows that in 1991, the population of Nigeria was
88,992,220. The secondary level enrolment for year was 3,123,277 while the enrolment
at secondary school level per 10,000 of the population was found to be 351. In 1992, the
population of Nigeria was 89,303,692 while secondary enrolment was 3,600,620 and the
secondary enrolment per 10,000 was 403. The enrolment per 10,000 population in
Nigeria grew by 114.8 per cent between 1991 and 1992. In 1993, the population of
Nigerian rose to 92,429,321 while secondary school enrolment was 4,451,329 and the
enrolment per 10,000 was found to be 436. The figure for secondary enrolment per
10,000 population rose by 108.2 per cent between 1992 and 1993.
In 1994, the
population of Nigeria rose to 95,664,347 while secondary level enrolment rose to
4,451,329 and the secondary level enrolment per 10,000 population was found to be 465.
The secondary level enrolment per 10,000 rose by 106.7 per cent between 1993 and
1994. In 1995, the population of Nigeria stood at 99,012,599 while the secondary level
enrolment was 6,184,655 and the enrolment per 10,000 population was 625. The
secondary level enrolment per 10,000 population rose by 134.4 per cent between 1994
and 1995.
The next research question relates to the proportion of tertiary school age
population enrolled at that level from 1991 to 1995.
5.
What percentages of the population whose age correspond to the prescribed
age for tertiary level education in Nigeria were enrolled in institutions from
1991 to 1995?
IJEM Vol. 2, No. 1, 1997
69
Table 5: Percentage of population whose age corresponds to the prescribed age for
tertiary education in Nigeria who were enrolled in institution from 1991 to
1995.
______________________________________________________________________
Year
Population which are corresponding
Enrolment
% of population
to tertiary education level
enrolled
1991
8,218,907
605,089
7.4
1992
8,506,569
792,869
9.3
1993
8,804,299
838,540
9.8
1994
9,112,449
931,690
10.2
1995
9,431,385
1,000,758
10.6
In 1991, 8,218,907 have their ages corresponding to the prescribed age group for
tertiary level education in Nigeria but only 605,089 or 7.4 per cent of them were enrolled
in Nigerian higher institutions. Also in 1992, 8,506,569 people were of the corresponding
age to teriary education in Nigeria but only 792,869 or 9.3 per cent were enrolled. In
1993, 8,804,299 were the population of tertiary education age level but only 838,540 got
enrolled or 9.8 percent got enrolled. In 1994, 9,112,449 were in corresponding age to
tertiary level education while 931,690 or 10.2 per cent were enrolled. In 1995, 9,431,385
people were of the corresponding age while 1,000,758 or 10.6 per cent of this population
were enrolled in tertiary institution. On the whole, between 7.4 per cent and 10.6 per cent
of the population whose age correspond to the prescribed tertiary level ages in Nigeria
were enrolled in the institutions between 1991 and 1995. It might be useful to also find
out the rate of tertiary level enrolment per 100,000 population in Nigeria. This is taken
care of in the next research question.
6.
What are the growth rates in higher education enrolment per 100,000
population in Nigeria from 1991 to 1995?
IJEM Vol. 2, No. 1, 1997
70
Table 6: Growth rate of tertiary educational enrolment per 100,000 population in
Nigeria from 1991 to 1995.
______________________________________________________________________
Year
Population
Tertiary level
Enrolment
Growth rate of tertiary
enrolment
per 100,000
level enrolment per
population
100,000 population.
______________________________________________________________________
1991
88,992,220
605,089
680
100
1992
89,303,692
792,869
888
130.6
1993
92,429,321
838,540
907
102.1
1994
95,664,347
931,690
974
107.4
1995
99,012,599
1,000,758
1,011
103.8
______________________________________________________________________
According to the table, in 1991 the population of Nigeria was 88,992,220 while
enrolment at tertiary level was 605,089. The enrolment at tertiary level per 100,000
population in Nigeria was found to be 680. In 1992, the population of Nigeria rose lo
89,303,692 while the tertiary level enrolment was 792,869. The enrolment at tertiary
level per 100,00 was found to be 888. The enrolment at tertiary level per 100,000
population rose by 130.6 percent between 1991 and 1992. In 1993, the population of the
country was 92,429,321 while the tertiary level enrolment was 838,540 and the enrolment
at tertiary level per 100,000 population was 907. The growth rate in enrolment per 100,00
population at tertiary level between 1992 and 1993 was 102.1 per cent. In 1994, the
population was 95,664,347 while the enrolment at tertiary level stood at 931,690 and the
enrolment at tertiary level per 100,000 population was found to be 974. This figure
presents an increase of 107.4 per cent over the figure for same for 1993. In 1995, the
population was 99,012,599 while the enrolment at tertiary level for the year was
1,000,758. The tertiary level enrolment per 100,000 population was found to be 1011.
This figure presents a 103.8 per cent increase over that of 1994.
The next research question relates to the teacher/student ratio at each
educational level of the Nigerian educational system from 1991 to 1995?
7.
What are the growth rates of teacher/student ratio at each educational level in
Nigeria from 1991 to 1995?
The required data on this question are shown on table 7.
IJEM Vol. 2, No. 1, 1997
71
Table 7: Actual teacher per students ratio by levels of education in Nigeria from 1991 to
1995
Year
Level of
Number of teachers
Enrolment
Teacher/student
education
ratio
1991
Primary
353,600
13,776,854
1.39
Secondary
141,491
3,123,277
1.21
Tertiary
11,332
605,089
1.53
1992
Primary
384,212
14,805,937
1.39
Secondary
147,491
3,600,620
1.24
Tertiary
10,200
792,869
1.78
1993
Primary
428,097
15,870,280
1.37
Secondary
151,722
4,032,083
1.27
Tertiary
9,300
838,540
1.90
1994
Primary
435,210
16,190,947
1.37
Secondary
152,596
4,451,329
1.29
Tertiary
8,331
931,690
1.112
1995
Primary
401,319
18,341,791
1.46
Secondary
158,150
6,186,655
1.39
Tertiary
9,705
1,000,758
1.103
It could be observed from the table that the teacher/ students ratio vary from
1.21 at the secondary level to 1.39 at the primary level and 1.53 at tertiary level in 1991.
The same ranges from 1.24 at secondary level to 1.78 at tertiary level in 1992. In 1993,
secondary level has 1.27, primary level teacher/students ratio stood at 1.37 while that of
tertiary was 1.90. In '1994, primary level has a teacher/student ratio of 1.37, secondary
has 1.29 and that of tertiary level stood at one teacher per 112 students. In 1995, the
teacher/student ratio for primary level was 1.46 at secondary level it was 1.39 and at
tertiary level it was 1.103.
Conclusions and recommendation
The findings of this survey had clearly shown that the Nigerian educational
system had developed quite remarkably during the period covered by the study in terms
of participation rate of the population in the age-group eligible to enrol in each particular
level, provision of teaching personnel and proportion of resource allocation to education
vis-a-viz other sector of the economy.
IJEM Vol. 2, No. 1, 1997
72
However, it might be useful to prefer the following suggestion for further
improvement and the growth of the system.
1.
There is still room to do more in the area of financial allocation to education.
The proportion of the capital and recurrent budget devoted to education yearly
needs further improvement.
2.
There is also the need to improve the extent to which social demand for the
third level education is met by the country.
3.
There is also the need to step up production of and device strategies for retention
of the third level education teachers in order to improve the teacher/student
ratio.
4.
There is also the need to conduct further research into the areas of certification
practice at all levels, structural elements of educational system provision at all
levels and relative responsibility between sexes for educational instruction,
among others.
References
Baster, N. (1972), "Development indicators: an introduction. Journal of Development
Studies. Nos 3 & 8.
Cant, R. G. (1974), "The spatial dimension of national planning: the role of territorial
socio-economic indicators in the formulation and impementation of national
development plans in the Asian region". Paper sent to the working-group on
Applicability of Socio-Economic Indicators to Development Planning, Bangkok,
UNESCO, Sept. 16-20.
Coombs, P. H. (1969), Time for a change of strategy, in Beeby C. E. (ED) Cumulative
Aspect of Educational Planning. Paris, UNESCO/IIEP.
Cuyler, A. J. (1972), Health indicators in Shanfield, A & Shaw S. (Ed) social indicators
and social policy. London, Heinemann Educational Books.
Durosaro, D. O. (1997), “Parental social class and rate of investment in secondary
education in Nigeria”. A paper presented at the Annual Conference of Nigerian
Academy of Education held at Christ Ogunbanjo Center, Erunwon, Ijebu Ode.
Johns, R. L. and Marphet. E. L. (1965), Financing the public schools. Englewood Cliffs,
Prentice-Hall Inc., June.
Johnstone, J. N. (1976), Indicators of performance of educational systems. Paris, IIEP,
Occassional Papers No. 41.
Marphet, E. L., Johns, R. L. and Reller, T. L. (1974), Educational Organisation and
Administration: Concepts, Practices & Issues, Eaglewood Cliffs, Prentice Hall Inc.
Seers, D. (1972): “What are we trying to measure?” Journal of Development Studies No.
8.