INTERNATIONAL JOURNAL
OF
EDUCATIONAL MANAGEMENT
(IJEM)
VOLUME 1, NUMBER 1, 1989
ISSN0794—7684
Publish by
Department of educational
Management, university of Ilorin,
Ilorin.
CONTENTS
Editorial Board…………………………………………………………..
i
Editorial Comments……………………………………………………..
ii
Contents………………………………………………………………….
iii-iv
Notes of Contributors……………………………………………………
v
1.
constraints on Educational Planning and Development:
Case of Nigeria.
- Professor Segun Adesina…………………..
2.
1
Educational Facilities and Students’ Performance in WASC
Examination.
- Professor Aderemi Olutola………………….
3.
“Leaders are made not born" : An Analytical Appraisal
- Dr. A. L. Ogunlade……………………………
4.
17
20
Application of Modern Management Techniques for
effective institutional level.
- Professor H. N. Pandit……………………..
5.
35
Auditinig the Production of Secondary Education through
the measurement of message in Nigeria Schools.
-Dr. I,0. Kuroaaro………………………………
6.
44
Approaches to developing a sound science and
technology base in Nigerian school system: perceptions
of Educators, Scientists, Technologists and Industrialists.
- Prof. Anthony Ali and
Rev. (Dr.) A. Akubue…………………………..
7.
58
The Programmes Expenditure Models Budgeting (PEMB):
An Option to the National Universities Commission's
Resource Allocation Parameters. (NUCRAP).
-Dr. F.O.E. Obayan……………………………….
8.
68
The Management of Human Resources in the Nigerian
University System.
-Prof. J.A. Aghenta……………………………….
9.
80
The supply and demand for Technical and Vocational
Teachers in Junior Secondary Schools in Kwara State.
-Mr. N.B. Oyedeji………………………………….
91
10.
The School as an Organisation.
- Dr. A.A. Mordi……………………………………
11.
100
A Critical Analysis of Education and Unemployment
Problem in Nigeria.
- Ogunrinola, I. O. and Oladeji, S. I...…………
12.
The Teacher Factor in the Nigerian Educational System.
- Professor A. Babs. Fafunwa…………………
13.
108
123
Social Development and the Challenge of Adult Education
Management in Nigeria.
- Mr. I. 0. Oni………………………………………
14.
130
Setting Equitable Educational Standard for Nigeria:
Problems and Prospects.
-Dr. J. A. Omotosho……….…………...…
15.
138
The Financial Implications of the 6-3-3-4 System for
Universities: A Case study of Lagos State University
-Dr. Tunde Samuel………………………..
16.
148
Part-time Teaching as a way of easing teacher
unemployment in Nigeria.
-Mr. Afolabi Popoola…………………….
17.
Notes to Contributors…………………………………….…
155
163
44
International Journal of Educational Management, Vol. 1, No. 1 1989
AUDITING THE PRODUCTION OF SECONDARY EDUCATION THROUGH
THE MEASUREMENT OP WASTAGE IN NIGERIAN SCHOOLS
DR. D.O. DUROSARO
ABSTRACT
Obviously, as a result of the scarcity of fund, we are having problems with
providing adequate educational facilities to our people. But, inspite of this
problem, we have been wasting our limited resources in various ways at the
various educational levels and there is need to measure this wastage and take
steps to minimise it.
This study focused attention on the computation of student wastage rates,
at the secondary level in some states of Nigeria using same as measurement of
both efficiency and effectiveness if the system. The crude cohort analysis and,
correlation analysis if other factors on student wastage were also computed.
The findings revealed, among other things that secondary education in
Nigeria is experiencing serious student wastage through repetition, dropout and
fail-out of students. The crude cohort wastage rates were 84.88 per cent for
Bendel state, 64.02 per cent for Kwara state, 68.73 per cent for Ondo State and
66.89 per cent For Oyo State.
Other environmental factors like financial difficulty of parents, withdrawal
of students from school to seek employment, dismissal student for disciplinary
purpose and natural factors such as death of students, illness and pregnancy of
female students have no Significant relationship with student wastage.
Based on these findings, some suggestions were made on how to
minimise student wastage in schools.
INTRODUCTION
Nigeria, like many other countries of the world, is presently countering
severe economic depression. There had been sudden significant drop in the oil
revenue and the consequent reduction the amount of resources available for
distribution among the various sectors of the nation's economy. This
notwithstanding a dilemma that is increasingly assailing the educational system
the country is the need to expand education and ensure its quality, We also need
to ensure that the large number of non soling, school-age population get
educated. The scarcity of trees facing the system had led to the introduction of
some efficiency measurement criteria, which were previously left exclusively for
the areas of commerce and industries, to the field of education. However,
education, unlike commerce and industry has multidimentional input and output.
In order to measure the efficiency of the educational necessary to find cut
what the input-output relation is .
IJEM, Vol. 1, No. 1 1989
45
The major output of educational system is the graduate. The production of
a single graduate will require such inputs as teachers, textbooks, classroom,
furniture and equipment which are quantified, monetarised and costed per
student year.
Wastage in education could be used, as an expression of the efficiency of
resource management (Coombs and Hallak (1972:77) and three categories of
student wastage are identified as drop outs -those who left without completing
their course; repeaters - those who read a class more than once and fail-outs those who failed to obtain the terminal certificate and are thus unable to utilise
the training received.
Various ways of measuring student wastage had been adopted in some
previous studies. For example, Rao and Tikkiwal (1966:230), measured student
wastage in a given course of education as consisting of three aspects namely:
wastage as a result of stagnation; wastage due to drop-outs and wastage owing
to non-utilization of the training received during the course. They gave
quantitative measurement of the three types of wastage with the use of a case
study conducted at the university level. The result of their study carried out in
India, revealed that the wastage due to stagnation was 2.30 per cent, the
wastage due to drop out was 5.86 per cent and the wastage owing to nonutilization of training received was 39.4O per cent. The picture may be different
for other levels of the educational system in some other countries.
Similarly, Okedara (1981), conducted a study relating to formal and nonformal education wastage in Ibadan at the primary level using 60 adult learners
and 369 pupils enrolled in one of the primary schools. The result of the
comparative analysis showed that wastage rates were not the same for the two
groups but were higher among the adult learners than among the pupils enrolled
in school. But the major causes of wastage were quite similar for both groups.
Moreover, in a related study to that of Rao and Tikkiwal, Ojo (1980),
studied student wastage in Nigerian universities and he tried to determine the
marginal efficiency of investment in university education and the impact of
wastage on manpower planning in Nigeria." Am interesting aspect of the study
was that it revealed that some of the causes of wastage in Nigerian universities
include lack of interest in the course selected, poor guidance and counselling
poor level of commitment of some lecturers to their jobs, scarcity of resource
materials and financial handicap. It might be useful to find out if the same are
true for other levels of the Educational system in Nigeria.
Also, UNESCO (1970) gave some statistical measurement of educational
wastage. The study highlighted three methods of measuring wastage as
including: the apparent cohort method, the reconstructed cohort method and the
true cohort method. This cohort analysis method had for some time been serving
useful purpose to researchers on the problem of student wastage. For example,
Durosaro ("1985) adopted the reconstructed cohort method in studying the
internal efficiency of the secondary education in Bendel State.
46
International Journal of Educational Management, Vol. 1, No. 1 1989
The total wastage rate was found to be 19.19 per cent out of which
wastage due to repetition accounted for 4.05 per cent, wastage due to drop-outs
accounted for 0.68? per cent and wastage owing to failure in West African
School Certificate Examinations was 14.45 Per cent.
However, owing to the peculiar nature of the inputs to the educational
industry, there can be no situation of perfect efficiency in the schools. Hence, the
African Ministers of education at their Addis Ababa Conference in 1962 gave a
recommended permissible cumulative wastage rate of 41 per cent for African
Schools (Adesina (1983:34). The efficiency of individual school could [therefore
be measured with this prescribed yardstick from time to [time.
Apparently, owing to the paucity of resources, we are having (problems
with providing adequate educational facilities to our people but despite this, it
seems we have been wasting our scarce |resources in various ways. Hence,
there is the need for measuring this wastage in some ways and taking steps to
reduce it.
This study therefore focuses on computation of student wastage rates at
the Secondary level of Education in selected schools in some states of Nigeria
with a view to highlighting the various causes of student wastage in the schools
and suggesting measures that [could be taken to reduce it.
It is hoped that the findings of this study will help to guide the policy
makers and educational managers to trace the major causes Sand measures of
minimising student wastage, especially at the Secondary [level of our educational
system. It will also help to guide teachers [to know how to measure the
effectiveness of their classroom operation [from year to year.
METHODOLOGY
The data used for this study were collected in 1987 from one hundred and
sixty secondary schools. The schools were selected by stratified random
sampling from the schools located in the state [capitals of Bendel, Kwara, Ondo
and Oyo States. Only schools that id been graduating students were included in
the sample. A pilot tested questionnaire styled Secondary Education Student
Wastage. Analysis Questionnaire (SESWAQ) was used for the data collection.
The questionnaire had five major sections which included identification of school,
enrolment history, student flow history attrition history and the West African
School Certificate Examination's performance history of the cohort admitted to
the schools during the 1982/83 session. A section of the questionnaire also
collected information about other factors responsible for student wastage in
schools.
The data collected were collated and the reconstructed cohorts the pupils
in the schools sampled in each state were prepared. The cohort analysis
technique was used to compute the crude cohort stage rate, that is, the loss of
students between the first and final years of the course as the cohort passes
through the level of education.
IJEM, Vol. 1, No. 1 1989
47
This was computed using the algebraic notation:
Wkt = Nkt - Nkt+5 x 100
Nkt
Where Wkt refers to crude cohort wastage rate;
Nkt refers to number of students enrolled in form 1 in the schools during
the 1982/83 session and, Nkt+5 refers to the number of students from the cohort
that finally got to final year in 1986/87 session and who graduated successfully
with passes in five subjects at credit level and above.
Also, the student wastage rates due to repetition, drop - out and fail - out
of students/were computed.
In analysing the data on the contribution of other factors responsible for
student wastage in the schools, in terms of financial difficulty of parents,
dismissal of students, students withdrawing from school to seek employment,
death, pregnancy of female, illness and pupils academic incompetence; the
correlation analysis was computed using the crude cohort wastage rates of the
sampled schools in each state as the dependent variable and the other factors
mentioned as the independent variables. The statistical package for the social
sciences (SPSS) format was used for the computation.
RESULTS AND DISCUSSION
The data collected were summed up for all the schools sampled for each
state and the reconstructed cohorts were prepared to trace the evolution of the
cohorts
CLASSES
YEARS
FORM FORM
1
2
FORM
3
FORM
4
FORM
5
OUTPUT
SUCCESSFUL
GRADUATES
89
1982/83
4445
156
1983/84
445
3912
32
548
3208
1985/86
270
481
2695
1986/87
270
43
2156
2113
Fig. 1 Flow of cohort in the schools sampled from Bendel State.
672
48
International Journal of Educational Management, Vol. 1, No. 1 1989
Figure 1 presents the reconstructed cohort of the samples for Bendel
State, The cohort diagram shows that a total of 4445 students were admitted In
to form 1 in the chosen schools in 1982/83 session. Of this number, only 672
graduated successfully, 3775 students constituted wastage as a result of
repetition of classes, dropping out before completion of course or failing out in
the final examination.
The findings of the study, as computed from figure 1, revealed that the
crude cohort wastage rate for the sampled schools in Bendel State was 84.88
per cent. Of the said wastage rate, 39.24 per cent was owing to repetition of
students, 13.27 per cent was owing to drop-outs while wastage owing to fail outs in West African Schools Certificate Examination was 32.42 per cent.
CLASSES
YEARS
FORM FORM
1
2
FORM
3
FORM
4
FORM
5
OUTPUT
SUCCESSFUL
GRADUATES
94
1982/83
4683
1983/84
281
4308
307
1984/85
474
3834
245
1985/86
1986/87
460
3067
123
2699
2699
1685
Fig, 2: Flow of cohort. In the schools sampled from Kwara state.
The findings, as regards, Kwara State schools are presented in figure 2.
The reconstructed cohort of the schools sampled shows that 4683 students were
enrolled in from 1 in all the sampled schools during the 1982/83 session. Out of
this number, only 1685 students successfully graduated from the school 2.998
students constitutor; wastage to the system by repeating classes, dropping out or
failing out in the end. The crude cohort wastage rate was computed as 64.02
per cent. 28.57 per cent of the wastage was owing to repetition of students,
13.79 per cent was owing to drop out while fail out of students accounted for
21.65 per cent of student wastage in the school sampled in Kwara State,
IJEM, Vol. 1, No. 1 1989
CLASSES
YEARS
FORM FORM
1
2
49
FORM
3
FORM
4
FORM
5
OUTPUT
SUCCESSFUL
GRADUATES
211
1982/83
4225
203
1983/84
634
3380
115
1984/85
304
2873
272
1985/86
287
1986/87
198
2471
2002
1982
1321
Fig. 3: Flow of cohort in the schools sampled from Ondo State.
Figure 3 presents the reconstructed cohort diagram of the schools
sampled in Ondo state. The figure shows that 4225 students were enrolled into
form 1 in all the schools sampled for the study in Ondo state. Of this number,
only 1,321 students successfully completed their courses, 2904 other students
constituted wastage in the system. The crude cohort wastage rate was
computed as 68.73 per cent for the schools sampled in Ondo state. The
wastage owing to repetition was found to be 33.68 per cent while wastage due to
drop - out was 18.96 per cent. The wastage owing to fail out of students in West
African School Certificate Examination was 16.12 per cent.
CLASSES
YEARS
1982/83
FORM FORM
1
2
FORM
3
FORM
4
FORM
5
OUTPUT
SUCCESSFUL
GRADUATES
4720
217
1983/84
378
4342
111
1984/85
434
3691
263
1985/86
295
3285
27
1986/87
329
2694
2667
Fig. 4: Flow of cohort in the schools sampled from Ondo State.
1563
IJEM, Vol. 1, No. 1 1989
50
The findings with regard to Oyo state schools is figure 4, The figure
shows that a total of 4,720 students were enrolled in all the sampled schools
from Oyo state in Out of this number enrolled, only 1,563 students successfully
graduated. 3,185 students precipitated wastage in the system. The crude
Cohort wastage rate of the schools sampled was computed as 66.89 per cent.
Of this amount if wastage, 30.42 per cent was owing to repetition, 13.10 per cent
was owing to drop-out while 42.0 per cent was as a results of fail out of student
at the final year.
Table 1 presents a summary of the findings for the in the four states. A.
juxtaposition of the findings a table 1 makes it easy for quick comparative
analysis,, table shows for all the states, over sixty per cent of the student enrolled
in the 1932/83 cohort contributed to wastage in one form or the other. The
findings for the four states revealed repetition of students contributed the largest
proportion wastage of the total wastage in the system. It is also noteworthy that
for failure of students in the West African School Certificate Examination
constituted the second major contributor to the magnitude of wastage
experienced in the system. The incidence of Drop-out to have contributed least
to the wastage in the system. The reason may be due to the fact that student as
well as their greatly realised the need for proper education, as an investment for
better future. The effort of the new dispensation on war. Against indiscipline is
also gaining reflection in the schools.
However minus repetition drop - out, and fail - out some other factors that
have been influencing wastage schools, in these factors include financial
difficulties of parents, dismissal of students, withdrawal, from school to seek
death, pregnancy in female, illness and academic incompetence of pupils. This
study sought to find out the relationship of each these factors to wastage in the
sampled schools in each state using the correlation analysis. In computing the
correlations analysis, the factors were grouped into two categories.,
These
include those factors that are environmental such as financial handicap of parent,
withdrawal of student from school to seek employment. Dismissal of students as
a result of discipline problems, and academic incompetence of the students. The
second category include those factors that relate to nature such as death, illness
and pregnancy in female students.
The finding of the correlation analysis of the enviromental factors are
presented on Table 1.
IJEM, Vol. 1, No. 1 1989
51
Table 1. Correlation Matrix of Student wastage and some environment factors in
the sampled schools in Bendel State.
F1
F2
F3
F4
W
F1
1.0000
F2
0.7568
1.0000
F3
0.4109
0.4061
1.0000
F4
0.6999
0.2750
0.6634
1.0000
W5
0.1750
0.0363
0.1245
0.2208
1.0000
F1 = Financial difficult
F2 = Withdrawal to seek employment.
F3 = Dismissal on grounds of discipline,
F4 = Academic incompetence of student,
W = Wastage rate.
According to the findings on table 1, all the environmental factors have no
significant relationship with wastage. Only financial difficulty of parents has a
positive but significant relationship while withdrawal to seek employment,
dismissal on grounds of discipline and academic incompetence of students show
negatively low correlation. This findings imply that the environmental factors may
not have significant influence on wastage in Bendel State schools.
Table 2 presents the findings with regard to other factors that might
influence wastage. It seems clear from the findings that all the factors tested
show no significant correlation to wastage rate.
Table 2 Present the finding with regard to other factor that might influence
wastage. It seems clear from the finding that all the factors tested show no
significant correlation to wastage rate.
Table 2 Correlation Matriz of Student Wastage and other natural factors in the
Sampled schools in Bendel State.
F5
F6
F7
F5
1.0000
F6
0.0798
1.0000
F7
0.9526
0.1209
1.0000
W
0.0571
0.1245
0.0500
W
1.0000
F5 = Pregnancy in female students, F6 = Death of students,
F7 = Illness of students and W = Wastage rate of student in schools
IJEM, Vol. 1, No. 1 1989
52
While the factors of pregnancy in female students and death of students
have low positive correlation with wastage, the factor of illness of students have
very low negative correlation with wastage.
The findings of the correlation analysis for schools sampled in Kwara
State are presented on Table 3. The table presents the correlation matrix for
student wastage and the environmental factors in the schools .sampled.
According to the Table, all the factors show no significant correlation with
student wastage in the schools. The factors of finance and employment show
negative correlation with wastage while the factors of dismissal of students and
academic incompetence show positive correlation,
The correlation matrix for other factors of wastage due to nature and presented
on Table 4.
Table 3. Correlation Matrix of student wastage and environmental factors in the
sampled school in Kwara State.
F1
F2
F3
F4
F1
1.0000
F2
0.1855
1.0000
F3
0.1786
0.2010
1.0000
F4
0.7023
0.3444
1.4530
1.0000
W
0.1271
0.1172
0.1979
0.1147
W
1.0000
F1 = Financial difficult
F2 = Withdrawal to seek employment.
F3 = Dismissal on grounds of discipline,
F4 = Academic incompetence and W = Wastage rate.
Table 4: Correlation Matrix of student Wastage and other natural factors in the
sampled schools in Kwara State.
F5
F6
F7
W
F5
1.0000
F6
0.4138
1.0000
F7
0.2358
0.1390
1.0000
W
0.2202
-0.1979
-0.2314
1.0000
F5 = Pregnancy, F6 = Death F7 = Illness and W = Wastage rate
IJEM, Vol. 1, No. 1 1989
53
The r - values of the three factors show no significant relationship to
wastage. While pregnancy has positive correlation with wastage, both death and
illness have negative correlation with wastage. This shows these factors have no
significant relationship with wastage in the sampled schools.
As regards the schools sampled for Ondo State, Table 5 presents the
correlation matrix for wastage and the environmental factors. The table shows
that the environmental factors have no significant relationship with wastage. Out
of the four factors, academic incompetence seems to have non significant
negative relationship to wastage.
Table 5 Correlation Matrix for student Wastage and environmental factors
in the sampled schools in Ondo State.
F1
F2
F3
F4
F1
1.0000
F2
-0.6670
1.0000
F3
-0.3117
0.4890
1.0000
F4
-0.5411
-0.1063
0.1305
1.0000
W
0.0856
0.1134
0.0081
-0.1200
W
1.0000
F1 = Financial difficult, F2 = Employment, F3 = Dismissal
incompetence and W = Wastage.
F4 = Academic
The correlation matrix for the other natural factors and student wastage in
the sampled schools in Ondo state are shown on Table 6.
Table 6: Correlation Matrix for Student Wastage and other natural factors
in the sampled schools in Ondo State,
F5
F6
F7
W
F5
1.0000
F6
0.0498
1.0000
F7
-0.8622
0.3239
1.0000
W
-0.2567
-0.0277
0.2233
1.0000
F5 = Pregnancy, F6 = Death F7 = Illness and W = Wastage rate
IJEM, Vol. 1, No. 1 1989
54
The findings also reveals no significant correlation between the factors
and wastage rate in the schools.
The correlation matrix for the student wastage and the environmental
factors in the schools sampled Iron; Oyo state are presented on Table 7.
Table 7:
Correlation Matrix for Student Wastage and other environmental
factors in the sailed schools from Oyo state.
F2
F1
F1
1.0000
F3
F4
F2
-0.1383
1.0000
F3
0.1921
0.0183
1.0000
F4
0.0756
-0.0124
0.0211
1.0000
W
0.0740
0.0679
-0.1544
-0.4257
F1 =
Finance,
F2 = Employment,
W
1.0000
F3 = Dismissal
F4 = Academic incompetence and W = Wastage rate.
The correlation matrix shows that the environmental factors have no
significant relationship with wastage in the schools. Only the factors of academic
incompetence seems to show a fairly high :negative coefficient of –0.4257.
While the factor of dismissal of students too show negative correlation with
student wastage, Financial difficulty and withdrawal from school to seek
employment have positive correlation with student wastage in the schools.
The other natural factors of pregnancy, death and illness were also
correlated with student wastage in the Oyo state school and the findings are
presented on the Table 8.
IJEM, Vol. 1, No. 1 1989
55
Table 8:
Correlation Matrix of Student Wastage and other natural factors in
the sampled schools Oyo state.
F5
1.0000
F6
F5
F6
0.2635
1.0000
F7
-0.5984
0.0979
1.0000
W
0.1347
0.1544
0.0563
F5 = Pregnancy,
F7
W
1.0000
F6 = Death, F7 = Illness and
W = Wastage.
The table reveals that even though there is no significant correlation
between the factors of Pregnancy, death and illness and the dependent variable
of student Wastage in the sampled schools, there is positives correlation of all
the factors with student wastage. This means that these natural factors of
pregnancy, death and illness are likely to have relationship with wastage in the
schools.
CONCLUSION AND RECOMMENDATION
This study had focused mainly on the assessment of the internal efficiency
of secondary schools through the measurement of student wastage. Three
major aspects of students vast age measured include! student wastage owing to
drop outs and student wastage due to failure in the final examination leading to
non- certification and non-utilization of training acquired.
The study found out, among other things, that the crude cohort wastage
rates of secondary education in Nigeria were 84.88% for Bendel state, 64.02%
for Kwara state, 68.73% for Ondo state and 66.89% for Oyo State.
It was also discovered that other environmental factors like financial
difficulties of parents, withdrawal of students from school to seek employment,
dismissal of students for disciplinary purpose, and academic incompetence of
students had no significant relationship with student wastage.
Also, the study revealed that other wastage factors associated with natural
phenomena like death of students, illness of students and pregnancy of female
students had no significant relationship with wastage too.
It is rather obvious from the findings of this study that the secondary
education in some states of Nigeria is experiencing serious student wastage
which makes the efficiency and effectiveness of the system quite questionable.
This situation appears to be matter serious concern to Government, teachers,
IJEM, Vol. 1, No. 1 1989
56
parents and the educational planners and it becomes imperative to find out the
causes and suggest measures to prevent student wastage in our schools.
Based on the findings of the present study, the following
recommendations are put forward as measures to minimise student wastage in
schools.
The Ministry of Education should ensure through the inspectorate division
that arrangement is made by all schools to provide remedial coaching to the
academically backward pupils. This remedial classes could be held after the
normal school period, possibly in the evenings. This will help reduce the
incidence of repetition. The remedial coaching classes could operate spiral
curriculum that will permit students to interact with the curriculum items for each
subject at the point where the amount of cognitive disequilibrum promotes
learning (Fajemidagbe 198U). School should be discouraged against over-sized
classess since this may affect the teacher effectiveness.
The Government should take step to encourage the establishment of
Guidance and Counselling unit in each school. This will be beneficial to pupils in
terms of subject selection, sex education, health education and disciplinary
areas.
There is also the great need for government to legislate and ensure strict
compliance by parents on the issue of employing young people who should be in
school to serve as bus conductors, or hawkers.
It may be useful for further correlation studies to be conducted across the
states on teacher wastage and student wastage at secondary education level,
especially these days when the level of funding of schools is declining. This
might help come up with suggestions to improve teacher effectiveness which
may in turn reduce student wastage in our schools.
REFERENCES
Adesina, Segun: Education for Development: The challenges of the 1980s" in
Adesina, S., Akinyemi K. and K. Ajayi (Eds.), Nigerian Education: Trends
and Issues, Ile-Ife, University of Ife Press, 1983, p. 34.
Coombs, P.H. and J. Hallak (Eds.), Educational cost analysis in action: case
studies for Planners, Paris, UNESCO - IIEF, 1966.
Durosaro, D.O,: Resource Allocation and internal Efficiency of Secondary
education in Bendel State, Nigeria. Unpublished Ph.D. thesis, Ibadan,
University of Ibadan, 1985.
Fajemidagba, O. "An empirical approach to sequencing mathematics curriculum
items”, in Nigeria Journal of Curriculum Studies, Vol. II, No. 1, Feb. 1984.
Nwankwo, J. I. Educational Planning: Theory and Practice, Lahore, Izharsons
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