CHAPTER ONE
INTRODUCTION
Background of the Study
Education is probably the most important instrument of
change. If developed and used properly it will give individuals in the society
knowledge and understanding, also it will make a better society. Education is
also the best tool that enables an individual to fulfill his basic
responsibility to the rest of the society. Therefore, education must always be imparted
and received with a dear understanding. If this is not the basic objective of
education, then education is not only totally misplaced, but will not be able
to serve the purpose of education.
Education is regarded as the foundation and stepping
stone to success. It is a legacy that every parent strives to leave behind to
his children. Education could be regarded as a very vital instrument of change
in any progressive society. The intellectual and material advancement of modern
industrial nation depend heavily upon her education. Hence education is a
powerful instrument for change and radical transformation of any developed
nation, education contributes to investment level of every society that contributes
and invest huge amount of on the level of education of individuals and citizens
of its country to develop their standard.
Economic and political development of any nation
depend on the level of emphasis placed on education of its citizens and
consequently any nation that aims at development must invest huge amount on the
level of education of its citizens.
Aderohunmu B. (1984) corroborated this when he
authoritatively asserted that our greatest assets are our children and must be
offered the best education which will make them useful to their parents, the
nation and to themselves.
Fafunwa (1982) describes education generally as an
immediate induction into the society and preparation for adulthood.
Williams and Health (1936) describes education as a
process which provides the young with knowledge, skills and values which a
society believes are necessary for its development.
However, education is inevitable in the life of every
normal individual due to the development of knowledge, abilities and
opportunities. The training starts from birth and ends at death which means it
is a life long process.
Education in Nigeria has undergone different
stages ranging from informal or indigenous education to formal western type of
education.
Before the advent of Europeans, training of children
was majorly informed which did not involve writing and reading. Children learn
by imitating the adults. It was handled by micro-family society. At the advent of
Europeans, western education was introduced. The aim was to train and produce
interpreters, clerks, pastors, messenger’s e.t.c. for effective training,
schools were established. Standard was used by then and the admissions were
based on maturity. As a result of civilization and change in time, primary
schools were introduced.
The universal primary education (U.P.E) was introduced
in 1955 by late Obafemi Awolowo. Admission was also based on maturity, that is,
there was no specified age for admission.
At this juncture it is worthwhile to state that
traditionally, the primary school has place most emphasis on establishing foundation
habits in the simple skills of learning and in giving the pupils store of basic
factual knowledge.
Familiarity habituation acceptances are the usual forces
that keep an institution stable. To be aware of different assumption and
practices elsewhere does not ensure that innovation or revolution will occurs,
but at least make it more likely if we can see the need for the change, then,
it is of value to know what is happening elsewhere. And how these changes are brought
about. It is this belief and many others that prompt the researcher to
investigate this topic “An Investigation into the Problems and Management of
primary Schools in Ondo
State.
Statement of the Problem
Since the study is concerned with the management and
administration of primary schools in Ondo State and probably the problem facing
the management and administration and the possible solution to these problems:
(a)
Is there adequate
instructional facilities for the pupils use?
(b)
What are the
problems that might be encountered in the management and administration of
primary schools?
(c)
What are the causes
of these problems?
(d)
Are there any
possible solutions to these problems?
(e)
To what extend
does the government contribute to the effective management and administration
of these schools?
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