CHAPTER ONE
Introduction
Background of the Study
For more than a century, education has been a fundamental right of the child. Education is acknowledged the world over as the basic, powerful and dynamic instrument for socio-political and economic change as well as tool for empowerment. To ensure the realization of the child’s development, education becomes one of the basic challenges facing any developing country including Nigeria.
Every educational institution requires effective management for its growth and progress. Management is the life wire of any educational establishment for the achievement of set policies and objectives. Management of primary schools is the statutory responsibility of the local government education authorities in Nigeria. According to Adesina (1990) management is defined as the organization and mobilization of all human and material resources in a particular system for the achievement of identified objectives. It involves the co-ordination of the resources of the school through planning, organizing, directing and controlling activities in the school for the attainment of educational goals. Etuk (2007) further sees management as the process of providing, organizing, utilizing and controlling human and material resources for accomplishment of goals. In this study, management is defined as the effective use of fund, men and materials for the achievement of school goals by the local government education authorities in Bayelsa State. (LGEAs)
The Federal Republic of Nigeria, in her National Policy on Education (FRN, 2004) also acknowledges education as an instrument par excellence for effecting national development. According to the policy, primary education is defined as the education given in an institution for children between six to eleven years. Primary education, therefore, is the first level of education and the most important as it forms the basic foundation for the nation’s educational system. Accordingly, the objectives of primary education as outlined in the National Policy on Education FRN (2004) include the inculcation of permanent literacy and numeracy and the ability to communicate effectively; the laying of a sound foundation for the basis for scientific and reflective thinking; citizenship education as a basis for effective participation in the affairs of the society in which one belongs. However, the achievement of the set objectives depends on the effective and efficient management of human and materials resources by those entrusted with the implementation of the goals at that level. The State Primary Education Board (SPEB) is charged with the main responsibility of managing and funding of primary schools in that states. SPEB according to Ogbonnaya (2000) was established by Decree 96 of 1993. Its functions include the appointment, promotion and discipline of teaching and non-teaching staff on grade levels 07 and above, deployment of staff and inter-state transfers. The Board carries out supervisory functions, retirement of staff, re-absorption of staff, staff training as well as leave matters.
At the local government level, the management of primary schools is done by the local government education authority (LGEA). The Decree No. 96 of 1993, also upholds that the Education Secretary who is in charge of LGEA shall be appointed by the Chairman of the Local Government Council. Hence, by implication, the seat of Education Secretary becomes politicized, as appointments are on longer based on relevance and professional qualification. The Education Secretary is the principal officer and the chief executive of the Local Government Education Authority (LGEA), and he reports directly to State Primary Education Board (SPEB) chairman who supervises his activities. On the other hand, he is also answerable to the chairman of the Local Government Council, who appointed him, even though the chairman has no direct link with the SPEB. The school is a controlled environment that facilitates the teaching and learning process and protects the physical well-being of the occupants. Teachers teach better where there is enough provision of facilities and equipment for proper implementation of instructional goals in the school system. Oyesola (2000) stated that the quality of education given by any school could be attributed to the provision of adequate education facilities which include well planned and purposeful school buildings.
The Bayelsa State Universal Basic Education Board Law, 2007, established a Local Government Basic Education Authority, charged with the following functional responsibilities in the state. These functions include;
- To supervise the administration of primary schools
- To appoint post, transfer, promote and discipline the staff from levels 01 – 6.
- To recommend the posting, transfer, promote and discipline of the staff on grade levels 07.
- To submit annual estimate and account to the Board.
- To pay salaries, allowances and other benefit to staff.
- To acquire, distribute materials and equipment to all basic schools.
- To undertake the general maintenance of the primary schools.
- To stimulate, promote, encourage communal participation in the running of primary schools.
- To provide regular feedback to the Board on peoples reaction to government education measures.
- To ensure that annual report are rendered to the Board on all activities of LGEAS.
- To supervise all education committees and
Performing such other functions as may be delegated to it by the Board.
Against this backdrop, appraisal becomes necessary to ascertain the actual performance level of the LGEAs in relation to their assigned management functions in Bayelsa State. This study is only interested in items 1, 2, 5, 6 and 7 that is payment of salaries and allowances, supervision of schools, appointment, posting, promotion, transfer, and discipline of teachers, supply of materials and equipment as well facilities to the schools and general maintenance of schools. This implies that the study will appraise the extent to which the functions of the items above are being carried out. Supervision of schools is one of the major administrative functions of the LGEAS. These functions are normally carried out on regular basis by the authorities to ensure proper learning and teaching in the primary schools. This helps to promote effectiveness and efficiency in the primary system.
It is the duty of the LGEAS also to appoint post, promote, transfer and discipline the staff. This ensures equitable supply of manpower needs to the schools. With adequate teachers and proper discipline, the primary schools are expected to lay a good foundation for the nations educational system for a better society.
Teaching is a job that requires proper motivation for effective achievement of schools goals. It is within the responsibilities of the LGEAS to ensure that through regular payment of teachers salaries and allowances. This will also promote their job satisfaction hence, making the achievement of the goals of education possible. Teachers are therefore expected to be promoted, transferred and equally disciplined as and at when necessary in the school system.
