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STRATEGIES
FOR EFFECTIVE SUPERVISION AND MANAGEMENT OF SECONDARY SCHOOLS
ABSTRACT
Supervision
is a household name as far as education is concerned. It is still alarming to
see many secondary schools lacking adequate care and supervision both
internally and externally. Internal and external supervision if well practiced
will help to eradicate the problems with Nigerian educational system. This
study also looked into the problem of management of secondary schools in Awka
north L.G.A. with the aim of eradicating
the problem of poor funding, lack of facilities and lack of maintenance
facilities.
CHAPTER ONE
1.0
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Nigeria is
at the cross roads of her developmental stage and therefore needs a decisive
action to liberate her from the danger of total collapse in the face of
political, economic, socio-cultural, environmental, ecological, and religious
and communication problems. It has been repeatedly said that no nation can rise
above her education and Nigeria is not an exception. The method of education
adopted by any country speaks volumes as to how far the country would go in
solving her domestic or internal problems and her relationship with other
people especially her external neighbours.
Each country
has problems and needs that are peculiar to her and her environment and as such
need to construct her education philosophy with regards to her needs. Education
in Nigeria is an instrument par excellence for effecting national development
(N.P.E. 2004:4).
It has
witnessed active participation by individuals, communities, non-governmental
agencies as well as government intervention. It is therefore desirable for the
nation to spell out in clear and unequivocal terms the philosophy and
objectives that underlines its investment in education. The Federal Government
of Nigeria. has stated that for the benefit of all citizens the country's
educational goals shall be clearly set out in terms of their relevance to the
needs of the individuals and those of the society in consonance with the
realities of our environment and modern world (ibid).
Unfortunately,
Nigeria's education system is still in the woods courtesy of strict adherence
to the conventional pedagogical method of education which she received from her
erstwhile British colonial master which does not consider the implications of
such education philosophy to Nigeria's political, socio-cultural, economic,
environmental and ecological needs.
The
pedagogical method of education is devoid of reasonableness ab initio because
the British came to Nigeria and other African colonial dependences not to
develop them but to saturate their economic and political ambitions and so
their educational objectives are based on how to maximize their profit and
expand their territorial ambition. They introduced to the colonies the type of
education that ensured their continuous domination of those colonies which
emphasizes basically the "3Rs" - Reading;' writing and (A) rithmetic
through which they produced those who could read their letters or directives
(Anih,s ; Igwe, S. and Igwe, C. 2004: 110). This method of education is devoid
of the 41h. Reasonableness which is the missing link in our education system.
Since the
system does not teach reasonableness, it does not possess the capacity to
empower the citizens towards self - actualization, selffulfillment and self -
emancipation. The system was only able to produce local teachers, catechists,
interpreters, clerks and other minor workers, who have no capability to play
any leadership role in economic cum socio-political arena of their countries.
The colonial masters tended to cling to these leadership roles perpetually
while keeping the citizens of the colonies in perpetual bondage of servitude.
It then became true that no education philosophy could appropriately address
the problems of a country than the one made for her by her own citizens because
it is one who wears the shoe that knows where it pinches him. It is pertinent
at this juncture to state that we know our problems better and should solve
them better with our own indigenou's, resources.
The
educational objectives of Nigeria in the 21st century differ completely from
that of Britain of the 18th century. There is a big gulf of difference in the
spatio-temporal perspectives of the two countries and so educational philosophy
planned by the British and for the British interests in the 18th century can
not be used to solve Nigeria's problems in the 21st century.
The major
alms of the British venture into Nigeria were for politico-economic interests
to ensure steady supply of raw materials to their industries back home and not
to train the indigenous people of Nigeria. They worked for gain and not for
grace.
Thus, it can
be said free of any equivocation that the system of education which the British
people bequeathed to Nigeria was completely pedagogical in practice,
dehumanizing and depersonalizing in intent and slavish in execution. Any
education system based on pedagogy emphasizes competition instead of
cooperation, me ism instead of we hood, egoism and monocracy instead of
democracy.
The
education policy formulated by the pedagogists always paid lips service to the
teaching of reflective, critical and creative thinking even as enshrined in the
national policy on education 1981 (revised 1998 and 2004) respectively.
When we
examine the in-put and out-put of the nation's education system, we shall see
how far we have performed woefully below expectations 'because of
misapplication of priorities which is associated with the pedagogical stance of
education. The Nigerian education system has failed to achieve the broad goals
of education as mapped out in the national education policy.
It is common
knowledge that most of our secondary school leavers do not possess the ability
and skills to reason well, they do not respect the dignity of labour, all they
live and hope for IS to pass their final examinations through cheat and
"expo 419". They like the school administrators target only the end
result. They are not interested in the means by which they achieve those
results. The values and norms of honest living have eluded those children from
the beginning and so, how would they be expected to live honest lives after
they had been schooled and graduated in dishonesty. That is why in our
political lives, we exhibit bitterness, rancor and turgery. The school
curriculum is prepared and delivered in such a way that the children are not
invited to think. They are expected to reproduce exactly what the teachers had
given them thereby encouraging laziness among the pupils/ students hence there
is acute lack of creativity.
The
pedagogical method of education has dealt a great havoc to our education
system. As. a result we have the problems of cultism in the secondary 'Schools
and tertiary institutions to contend with. The students vandalize school
properties, kill and main their fellow students and teachers; they are threat
to themselves and the society in which they live and above all they have been
performing woefully in their academic out-put generally.
Anih, S.
(2004: 109) states that negligence of reason results in the loss of everything.
He emphasized the need for redesigning of Nigeria's education philosophy. We
need an authentic philosophy of education to solve national problems in Nigeria.
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