The Challenges Confronting Operators Of Private Primary And Secondary School In Some Selected Schools

1.1 Background of the Study

The history of private ownership in educational administration in Nigeria could be traced to the period when Western education was introduced to the country, in the 19th century. As at the time in question missionaries and churches played dominant roles towards the development and administration of education. Even, when the colonial and self-governments took over the control the significance of education towards national development made private individual, communities and even both the local and international organizations to have interest in the development of education at all level.

Thus, Ade-Ajayi (1968) opined that education is the mechanism by means of which a society generates the knowledge and skills required for its own survival and sustenance and which it transmits to future generations through the process of instruction to its youths. Society can only develop and exist decently and wisely if it ensures that its educational system is adequate, relevant and sustainable. Also, against the background of the apparent inertia of government apparatus in providing quality education for the teeming population, it becomes expedient that private initiative in education be facilitated and encouraged.

Formal education begins from nursery or pre-primary education which is the education given in day care centers and nursery schools to children aged between 0 to 6 years. It is enriched by the informal traditional upbringing given to the children of age 0 to 3 years which prepares them for school. The government is not directly involved in the establishment of daycare centers and nursery schools. The foundation of education of the child is the preschool education which forms an integral part of his or her early education which may be formal or informal and which is given in an educational institution to children aged 3 to 5 years plus prior to their entering into the primary school (National Policy on Education, 2004). This educational level of the child provides for the physical, motor, health, nutritional, intellectual, aesthetic, emotional and social development of the pre-school child. If child education can provide these vital necessities which are fundamental in human life, it is not therefore unlikely to have an important and strong relationship with the pupils? performance at the primary school level and perhaps at the secondary and tertiary levels (Nakpodia, 2003). The Universal Basic Education Act of 2000 cites nursery education (ECE) which has to do with early education of children between ages one to five as an integral part of basic education. It represents the first important step in achieving the goals of education for all (EFA). Since it is the foundation for a life-long education, government is expected to be actively involved in providing it for the younger children. Evidence on the ground, however, has shown that parents, private individuals and religious bodies constitute the largest proprietorship of ECE, while government agencies provide a paltry 10%. Adenipekun (2004) notes that this abysmally low government?s participation in proprietorship of daycare centers and nursery schools deny the poor, disadvantaged and marginalized groups access to ECE (Early Children Education). In fact, the nursery education which falls under pre-primary education, provides for physical, health, nutritional, intellectual, aesthetic, emotional and social development of the preschool child (Nakpodia, 2003). Primary means first and the first stage of formal education. Primary education studies as a field of study has attracted much attention and concern from the government, educationists and parents because this primary education level is most crucial and fundamental to Nigeria’s future educational stability. It serves as the springboard and holds the key to the success or failure of the whole system of our education. Its popularity is evidenced by the launching of the universal primary education (UPE) by the federal government in 1976. Though its implementation is not without hitches, it has recorded tremendous success hence; federal government has taken various devices and means to protect this level of education. Today, the federal ministry of education has established a National Primary Education Commission (NPEC) with its headquarters in Kaduna. The state ministries of education have their own units of this board. Local government authorities also have their constituted bodies charged with the coordination of primary education matters along the state and Nigeria’s formulated policies. Primary education studies are also becoming popular in Nigerian tertiary institutions. A good number of Nigerian universities and colleges of education have units or departments that teach or undertake research activities related to primary education. In fact, two or four universities in Nigeria now offer courses leading to a degree in primary education. Our colleges of education are not left out in this race to improve the quality of education at the primary school level by introducing the course in their curriculum. Most of these colleges of education are of the view that every trainee teacher ought to be exposed to the content, methods, evaluations and administration of education in “the foundation years” of our school system. From these explanations, it thus seems apparent that the study of primary education has gained more attraction and interest among researchers in the Nigerian educational scene.

1.2 Statement of the Problem

One of the shortcomings of private primary and secondary education is that there are unqualified teachers who did not attain their degrees from the university, polytechnics and colleges of education. Also, private primary and secondary education is suffering from lack of finance from the state government. This contributes to the lack of basic instructional materials e.g. textbooks, well equipped libraries, and facilities which include chairs, desks and tables in private primary and secondary schools. In the primary schools, some of the pupils sit on the floor to receive lessons while others stand. Some even have to bring chairs from their homes and after school, they take them back. Some chairs do not have desks to write on, this is common in public schools. Overcrowded classrooms are another major problem. There is not enough space for proper teaching and learning to take place and not enough ventilation. The problem is compounded by the uncontrolled enrollment of children in schools. Further problem is the mushrooming of private primary and secondary schools in the country, which could have been a solution to the problem but their fees are so much that these kinds of schools are meant for the rich only. The average or poor families cannot afford such exorbitant fees.