The Problem of Examination Mal-Practices in Secondary School

Tola Olujuwon,

Dept of Educational Foundation

Adeniran Ogunsanya College of Education

Otto/Ijanikin,Lagos.Nigeria

Email: cenduserve@yahoo.com

Abstract

The Nigerian educational system is in a state of confusion and disarray as a result of

inconsistencies, non-implementation of educational policies, corruption and corrupt

practices perpetrated by the stakeholders. There has been a clarion call by all and sundry

to re-examine and appraise the Nigerian Educational system in line with current trends.

This paper will examine some of the issues highlighted above and proffer transformative

education as a solution to these problems.

Introduction

Formal education in Nigeria was under the control of Christian missionaries control for

nearly forty years (1842-18881). They administered and formulated educational policies.

The Church Missionary Society was credited to be the first to open a training institution

in Abeokuta in 1895. The institute was later moved to Oyo in 1869 and later became St

Andrew’s College, Oyo. Other training institutions followed like the Hope Waddel

Institute Calabar in 1861, the Baptist Training Centre, 1897 at Ogbomoso, St Paul’s

Training Centre Awka 1904, Oron Training Institute, 1905 etc these were institutions

established by the missionaries for the training of teachers Abdullahi, (1990) cited in

1
Olujuwon (2004). These institutes provided the much-needed leadership in the

production of primary school teachers in Nigeria. Also, curriculum emphasis was on

theology and religion.The country manpower needs cannot be met, led to the intervention

of the colonial government in education especially with the various ordinances of

1882,1887,1904,1926 and then the Ashby omission of 1962 which recommended the

establishment of regional universities in the country in Lagos, Ibadan, Ife and Zaria.

These are first generational universities .As at the moment the country has more than 75

Universities under the control of the federal and State governments and private

institutions. This paper will look into the followings:

1. Inconsistencies in Government Policies.

2. Non-Implementation of Educational policies.

3. Historical and Contemporary Realities of Nigerian Education.

4. The Effect of Examination Malpractice on Nigerian Education

5...Tranformative Education

The various efforts of the missionary and the colonial government towards the early

development of teacher education in Nigeria according to Abdullahi, (1990) are

noteworthy and are as follows:

(1) The Colonial government became more interested in the development of

education in general by enacting enabling laws and policies in order to give

direction and clear government responsibilities for education.

(2) Professional standards and appropriate curricular for training of teachers were set

up by both missionaries and the colonial government education officers.

2
(3) Education of the youth was no longer limited to the Southern part of Nigeria. In

the Northern part, similar centres for training of teachers were

Established in order to encourage education of children etc.

However laudable the efforts of the missionaries might be the following

shortcomings are identifiable by Salami (2002):

(1) Instructions in their schools was limited to the 4Rs (Religion,

Reading, Arithmetic and Writing) to the neglect of other learning that

could pave way for all round development of the learner.

(2) Much emphasis was placed on book and examination to the detriment

of other needs of the society and the individual

(3) There was no uniformity in their system of education for a long time.

(4) Introduction of indirect rule accounted for the imbalance in the

educational development up till today

(5) Emphasis was place on certificate for most white collar jobs while

technical education was relegated to the background so on.

The general dissatisfaction with the existing educational system which had become

irrelevant to national needs, aspirations and goals led to the National curriculum

conference of 1969 where Nigerians from all walks of life debated their own aims and

content of education in the country Ojelabi (1980) cited in Olujuwon (2004).

3
The final document of this expression came into existence in 1977 as the National Policy

on Education (but reviewed in 1981, 1989 and 2004) education was conceived as an

instrument “par excellence” in achieving national unity, objectives and goals.

The policy derives its philosophy from the five main national goals, which are:

(1) A free and democratic society

(2) A just and egalitarian society

(3) A United, strong and self reliant nation

(4) A great and dynamic economy

(5) A land of bright opportunities for all. NPE (2004)

The policy which consists of 13 sections and takes care of the various types/ sections and

issues critical to the education sector: The major highlights of the policy are as stated

below.

i) The education structure is 6-3-3-4, that is, six years of primary education, three

years of junior secondary education, three years of senior secondary education

and four years of university education.

ii) The education system, which is expected to be functional, also includes

citizenship training right from primary level. The intention is to equip the

children whose education will terminate at the primary level with knowledge of

general studies as well as, social and civic skills, which they will sue to function

as useful citizens in the community.

iii) The education system is supposed to be job oriented. This is why the junior

secondary school (JSS) curriculum contains only integrated studies and pre-

vocational courses. The goal is that at the end of the JSS course, students will

4
 branch out, depending on their ability, interest and academic performance into

different academics, business and technical programmes which include

arts/science/social science academic subjects. The products of the JSS can also

advance into the Grade II teachers’ colleges for professional studies in education.

iv) The policy provides that the system be given a scientific and technological

orientation by insisting that a sound basis for scientific and reflective thinking be

laid right from the primary level. It also provides that admission into tertiary

institutions in the country should be based on the ratio of 60 per cent for science

and technology courses and 40 percent for others.

v) The policy abolished Primary Schools Leaving Certificate Examination.

Teachers and headmasters now base certification at this level on continuous

overall guidance- oriented assessment.

vi) Guidance counseling services are to be provided at all levels of the educational

system

vii) Lifelong education will be the basis for the nation’s educational policies

viii) Each child is expected to learn at least one of the three major indigenous

languages (Yoruba” Hausa, Igbo) in addition to child’s own mother tongue in the

interest of national unity.

ix) A teacher registration council aimed at giving legal backing to teaching as a

profession is to be established. Meanwhile, the National Certificate of Education

(NCE) has been declared as the minimum teaching qualification in the Nigerian

schools.

5
x) Effort will be made to relate education to overall community needs. Towards this

end, Government will conduct a documentation of the social norms of various

communities and ensure distribution of the results through the Ministries of

Education and Information. In addition, all industries will be required to take on

a certain proportion of school-based apprentices while parastatals and

government departments will be required to provide apprenticeship places in

their organizations for the promotion of the sandwich, block release or day

release of training.

xi) Teachers Resources Centres, Curriculum Development Centres, Educational

Resources Centres, Audio-Visual Aids Centres, Language Centres, Science and

Mathematics Centres and Workshop and Libraries are to be established at the

federal, state and local government

xii) Government’s ultimate objective is to make education free at all levels. The

financing of education is a joint responsibility of the federal, state and local

governments. In this connection, government welcomes and encourages the

participation of local communities, individuals and other organizations.

In spite of the optimism in this policy and the success recorded in the early educational

attainment in the country, it would not be out of place to ask, where have we missed the

point and what can we do to salvage the situation.

Inconsistencies of Government Policies.

6
The inconsistencies in government policy can be seen from the academic calendar, which

was initially from January to December and later changed form October to June. In

addition the educational system was changed from 6-5-2-3 to 6-3-3-4 but there is a

proposal to change it into 9-3-3-4 or so. Moreover the Higher School Certificate (HSc)

program that was discarded sometimes ago is now being proposed without any research

or assessment conducted into its needs.

Non-Implementation of Educational Policies..

The non-implementation of the National Policy on Education, which advocates for

Bursary for Teachers, Teachers salary scale, the full introduction of Information and

Communication Technology into the school system, the repositioning of science,

technology and vocational education and giving it its pride of place etc.

This policy on education advocates the adoption of education as an instrument per

excellence for achieving National development. In spite of its strength, Ajiboso, (1988),

Gbamanja, (1983), Odewunmi, 1987 cited in Odewunmi, (1997) have picked holes in the

document, which has made a gap in the implementation of the policy impossible. This is

due to the incongruous position of the Colleges of Education in the policy on education

and non- relevance of some courses in the colleges of Education. They (the above

researchers) opined that some courses offered in the colleges of Education in non- JSS

subjects as stipulated in the policy are not necessary, so the policy must be followed. In

addition, the standard of the NCE certificate must be raised and that NCE graduates must

get back to the NYSC scheme.

7
Historical and contemporary realities

The UNESCO Lagos office in 1998 remarked in its report On the State of Education in

Nigeria, that the Nigerian University system between 1948 and 1973, was elitist in the

sense of creaming, say the top five percent of graduates’ commitment to scholarship was

high. Universities offered overseas training for non-doctoral degree holders. Great

scholars and teachers from top overseas institutions were part of the teaching pool in

Nigerian universities, polytechnic and Colleges of Education The welfare scheme for

teachers was attractive and facilities, such as books, were available to support the

instructional process in the Universities. These combined to enhance good quantity

teaching. Also karani, (1997) cited in the same report affirms that in terms of quantity

and quantity, the research output of tertiary institutions in Nigeria was about the best in

Sub Saharan Africa up to the late 80s.

It is no doubt that in 1980s; Nigeria had established a well-regarded higher education

system offering instruction at an international standard in a number of disciplinary areas.

The Universities of Ibadan and Ahmadu Bello for example earned global recognition for

their research in tropical health and agriculture. Saint et al (2003)

That made El-Rufai (2006) to assert that the government of the 70s in the country

focused then on developing the economy, building refineries, roads, steel rolling mills,

and funding researches in the universities. The country per capita income is placed

among the League of Nations with enormous potentials as compared to present realities

where two third of the population is struggling to survive on less than one dollar a day.

8
The sparkling reputation of universities became a thing of the past under successive

military governments during the late 80 and 1990s.Enrollment grew at an astronomical

rate and more universities were established and government interference in University

affairs became more rampant. We have cases were Vice Chancellors and military sole

administrators were appointed by the government. The university powers were eroded;

incentives and rewards for research, teaching excellence and associated innovation

gradually disappeared leading to brain drain, low research output and quality,

management structures rigidified. Between 1990 and 1997 real value of government

allocations to universities decline by 27% and enrolment grew by 97%. Hartnet 2000

cited in Saint et al (2003). As observed by Oni 2000 cited by Saint et al(2003) the

downward pressure on staff salaries together with deteriorating working conditions and

political repression on campus, generated a series of staff and student strikes during the

19990s culminating in year-long closures of the university system in 1992 and 1996, even

primary and secondary schools teachers were not left out from months strikes. In

addition, the number of scientific publications in 1995 was 711-significantly less than its

output of 1,062 scientific publications in 1981 by a comparatively much smaller

university system in contrast; scientific publications were 3,413 for South Africa, 14,883

for India, 310 for Indonesia and 5,440 for Brazil. (TASK FORCE 2000 cited in Saint et

al (2003).

The factors responsible for the poor quality in the tertiary sector appeared to be internal

and external. Internal factors include strikes, lack of employee motivation and weak

accountability for educational performance while external factors comprise of teacher

9
shortages, corruption, and inconsistent funding efforts by government and admissions

based on quotas rather than merit. Oni 2000 cited in Saint et all (2003).

The country continued to suffer educationally and various woes started beguiling the

country as identified by EL-Rufai (2006): declining morale, flight of talent, poor, ill-

equipped libraries, and the open and shut syndrome, the scepter of violence and cultism,

explosion of student enrolment and a self triggering explosion of the value system. In the

Thisday Newspaper report of 3rd April 2006, in which the Nigerian President, Olusegun

Obasanjo has expressed concern over the high rate of illiteracy in the country, describing

it as unacceptable. The President noted with regret the country literacy’s level, which he

puts at 41. %. 62.5 of the nation’s literate population are male, while girls account for

about 62% of the 7.2 million children of primary school age still not in school.

In the same vein, former Minister of Education, Prof. Aliu B. Fafunwa has lamented the

comatose state of the nation’s educational system and urges the federal government to be

more committed to uplitment of the sector to enhance manpower development for a better

tomorrow. He noted that majority of about 5,000 public Secondary schools in the country

lack library facilities and adequate supply of guidance personnel among others. The

Guardian, of 20th May 2006.

In a recent study of secondary education in four states in Nigeria, Enugu, Kaduna, Lagos

and Rivers, Obanya, et al (2005) found out the following.

 There are shortfalls in the supply of secondary school teachers in all the four

States studied

 Shortfall affects virtually every subject taught at the secondary level

10
  Even ‘soft-option’ subjects (religious studies, commerce, etc) are characterised by

a severe shortage of teachers

 The same can be said for mother tongue languages (Hausa in Kaduna, Igbo in

Enugu, Yoruba in Lagos).

 Mathematics and technical/vocational subjects are top of the list of teacher-

deprived subjects

 Lagos, perhaps the most economically endowed of the four States, also has the

longest list of teacher deprived subjects.

The table below sums it up of the demographic shortage of teachers in the system.

Table I: Shortfalls in Teacher Supply – Secondary Level – 4 Nigerian States

STATE TOLERABLE SERIOUS SEVERE DANGEROUS

(up to 40% (41-60% (61-80% (More than

short fall) shortfall) shortfall) 80% shortfall)

ENUGU Biology Christian Mathematics

Chemistry Religious Home

Economics Knowledge Economics

Igbo Commerce

English History

Language

PH/Health

Ed.

Introductory

11
 Technology

KADUNA Home Mathematics Commerce Physics

Economics Introductory Islamic Woodwork

English technology Religious

language Integrated Studies

Biology Science

Chemistry Hausa

Geography Fine Art

Agric. Science

P/health Ed.

Christian

Religious

Studies
LAGOS Arabic Agric. Social Studies

Music Science

English

Language

Yoruba

French

Bible

Knowledge

Home

Economics

12
 Business

Studies

Integrated

Science

Mathematics

Introductory

Technology
RIVERS Economics PH/Health Mathematics Music

Government Education Physics Fine Art

Christian Chemistry Introductory

Religious. Agric. Technology

Studies Science Home

History Biology Economics

Business English

Studies Social Studies

.Obanya PAI(2006) Teaching Without Teachers,AOCOED,Lagos pg9

Examination malpractice and corrupt practices.

Examination malpractice as a form of corruption and corrupt practices has crept into the

fabrics of all levels of the educational enterprise in the country In defining Examination

malpractices attempts have been made by experts to define it from various perspectives.

For this presentation, it will be defined as a corrupt practice. This is supported by

13
Olayinka (1993) that examination malpractices are a ‘misconduct or improper practice in

any examination with a view to obtaining good results through fraudulent action”.

According to Oluyeba and Daramola (1992) Examination malpractices is an “irregular

behaviour exhibited by candidates or anybody charged with the conduct of examination

in or outside the examination hall before, during or after such examinations. This view is

upheld by Azinge (1993), Imogie (1993).

Ahmed (1993) believed that an Examination malpractice is ”any act of wrong doing or

neglect that contravenes the rules of acceptable practices before, during and after an

examination by any body in any way is tantamount to malpractices”.

Shonekan (1993) sees it as “irregularities, which are premeditated and perpetuated by the

candidates or their agents with the intention of gaining undue advantages in the

examinations.

The problem of examination malpractices in Nigeria seems to be as old as the

introduction of formal system of Education (Afigbo 1993). The first major incidence of

Examinations malpractices was in 1914, when the Senior Cambridge local examinations

leaked. This scenario took an unprecedented surge in 1963 when two public examinations

of 1967, 1977, 1981 and 1987 leaked. These leakages then attracted the attention of the

Federal Government, which led to the promulgation of Decree 27 of 1973, and

miscellaneous decree 20 of 1984 to curb Examination Malpractices, and the latter decree

prescribed 21 years jail term for offenders.

14
These and other measures put in place still do not deter people from engaging in

examination malpractices. In the WAEC conducted examination in 1991, 30,982 students

where involved in Examination malpractices while 35,479 were reported in 1922. Thus

the number of offenders and related offences resulting in cancellation of results is quite

disheartening.

Investigations conducted by the National Concord of Tuesday June 1998 revealed how

teachers help Students to engage in examination malpractices by coaching them before

examination and the changing of incorrect answers afterwards. This trend according to

the report is being used by the schools involved to improve their position in the

performance tables, which have become a key indicator for parents choosing a school for

their children.

In view of the adverse effects that examination malpractices have on the educational

system, it becomes necessary to critically examine it. At what stage do examination

malpractices occur, what are their impacts on the students themselves and on educational

standards?

Causes of Examination Malpractices

Examination malpractices could be seen as by product of existing societal ills. Experts as

the causes of examination malpractice have identified the following.

(a) Over crowding in the school for example, a ratio of 1 teacher to 85 – 100 pupils

15
(b) Inadequate qualified teachers

(c) Inadequate teaching and learning facilities, which made students ill-equipped for

the examinations

(d) Parental contributions for example, some parents pay for live papers, and hire

people to sit for examination on behalf of their words.

Bunza (1993) supported the above, and added that:

i) Immorality in the wider society, inadequate supervision of teachers by

inspectors, poor teaching in schools and non-completion of syllabus before

examination., tying of promotion of teaches to success of candidates at public

examinations, absence of guidance and counseling services in schools, lack of

confidence on the part of teachers and students, high enrolment fees, the desire to

be successful at all cost.

While Gbenedio (1993) also identified the following as causes of examination

malpractice.

(a) Constant closure of schools, inadequate proper tutelage and poor teaching style,

over-emphasis on examinations and certificate, poor living conditions

(b) Non-provision of extra curricular activities, staff and students dysfunctional

behaviour that could jeopardize the realization of set objectives.

Forms of Examination Malpractices

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Researchers have shown that examination malpractices take difference forms. The

following list is not exhaustive, but the major ones being identified by Ogunu (1992)

Ivowi (1993) Imogie (1993) Denga and Denga (1998) are as follows:

(1) Collusion (2) Impersonation (3) Smuggling of answer scripts

(4)Examination Leakage’s (5) Mass Cheating (6)Insult / Assault on Examination

Officials (7)Irregular Activities Inside and outside the Examination Hall.(8)Expo

(9)Contractor (10)ECOWAS or OAU.(11)Dubbing (12)Super print (13)Bullets or

Missiles (14) Microchips (15) Hi-tech Micro computer (16)Networking (17) Refusals to

submit answer script at the end of examination

Agents of Examination malpractices:

According to researches carried out by Aina (1993), Mahmoud (1993), and Bunza

(1993), the following have been identified as the perpetrators of examination

malpractices.

(a) Parents / Guardians who buy “Live’ papers or bribe examiners or invigilators

(b) Teachers/Head Teachers – Those who collect money and turn a blind eye.

(c) Lazy students who do not take their studies seriously and still want to get the

best score, the examiner who set and mark the papers, the printer of the questions

papers, officials of the examining body who process questions paper, supervise

printing arrangements or transport printed questions, supervisors/ Invigilators at

the centers, Government by establishing schools without adequate equipment and

staffing, Law enforcement agents, Society due to its guest for materialism

17
(d) Government officials, Institutions – use of our crowded hall and inadequate

incentives for invigilators.

The consequences of examination malpractice on the students especially are enormous. It

will be recalled that in 2005 the Joint Admissions and Matriculation Board cancelled

95,000 University Matriculation Examination Students’ results. The JAMB Registrar,

remarked “it is unfortunate that the board is being forced to withhold many results this

year because of the large scale irregularities and malpractice discovered during the

processing of the results, all of which took place at the centres during the course of the

examination. This is quite unhealthy for the education sector. The Guardian 28th July

2005).

Transformative Education

Transformation is a multifaceted concept and does not have a precise definition and

means so many things to so many people. Vera 1999 cited In Obikeze (2003) sees

transformation as the process through which change is initiated within existing forms and

in the view of Nwamwenda (1999) also cited in Obikeze (2003) it is a fundamental

change. While the Longman Dictionary of contemporary English (1995), defines as a

“complete change in someone or something. Transformation refers to opening up to

novel ideas, and ways of seeing the world, with the purpose of enriching that which has

been “inherited’. Transformation is necessary to open up new vistas and to bring each

person and each society into the wider horizon to a fast changing world. He believes

18
within transformation, most cultures will become mere museum pieces, as they will be

denied enrichment, dynamism of the capacity to adapt to changing times. Obanya (2004)

That is why transformation entails creating something new or different through the

remolding or reconfiguration of the constituent element of the old (Obikeze, 2003).

In the context of this paper, transformation education is refocusing and re-energizing the

educational system which will bring about quality research, governance and

administration and above all, aligning with individuals’ needs, aspirations and goals

towards a better society.

That is why Nwagwu (203) has suggested the following as critical areas of reform in

secondary education in order to improve upon the outcomes and results.

1) Quality of primary school leavers, class size and leaver – student Ratio

2) Secondary school curriculum, aching and learning facilities and materials

3) Time utilization and management, discipline and character formation

4) Boarding houses, recreational facilities, finding arrangement

While Adalemo (2004) believes that critical reforms should be in the area of diversifying

the sources of finding in our schools, review of the role of some institutions and the

curricular and above all research must be accorded its highest priority.

The Goals of tertiary education

19
The goals of tertiary education as enshrined in the National Policy on Education, 2004

edition in its section 8.The goals are:

(a) contribute to national development through high level relevant manpower training

(b) develop and inculcate proper values for the survival of the individual and society

(c) develop the intellectual capability of individuals to understand and appreciate their

local and external environment

(d) acquire both physical and intellectual skills which will enable individuals to be self

reliant and useful members of the society

(e) promote and encourage scholarship and community service

(f) forge and cement national unity and

(g) promote national and international understanding

The policy states further that tertiary education institutions shall pursue these goals

through the followings:

(a) Teaching (b) research and development. (c ) virile staff development programmes, (d)

generation and dissemination of knowledge (e) a variety of modes of programs

including full time, part time, block-release, day-release, sandwich so on

(f) access to training funds such as those provided by the industrial training funds (ITF)

(g) students Industrial Works Experience Scheme (SIWES)

(h) Maintenance of minimum educational standards through appropriate agencies

(j) Inter-institutions co-operation

(j) Dedicated services to the community through extra mural and extension services.

20
As can be seen above, the guiding philosophy of tertiary education is commitment to

knowledge, and knowledge has four dimensions, which constitute the four university

functions namely.

Knowledge production i.e. discovery and extension, this is achieved through research and

publications and is generally regarded as pure scholarship.

(a) Knowledge interactions and training – this is achieved through formal teaching and

instruction based on some curricula

(b) Knowledge presentation and retrieval: This fundamental, specialized knowledge –

function, very often ignored or at best subsumed under teaching and research is

carried out through the library, achieves and museums, and

Knowledge applications – which is public service and social commitment and

entrepreneurial l undertakings. (Obikezie, 2003)

Organizations principles of transformative education,

These principles as highlighted by Obikezie(2003) are as follows:

1) High Emphasis on Commitment or people oriented research. This is the process of

harnessing and galvanizing all intellectual and scientific forces of inquiry and

discovery towards the solutions of perceived societal problems so as to ensure an

overall improvement in the conditions of life of the people.

2) A blend of General with specialist knowledge. This is an integration of knowledge in

science, political economic, information, technology with disciplinary specialization

3) The enterprising university model. Ability to create own wealth and endowment to

ensure adequate funding and survival

21
4) Visionary and transparent leadership. This is the process of assembling, positioning,

enabling and motivating people to work co-operatively to achieve defined goals.

Those that will man the leadership of our tertiary institutions should be men and

women of good character, transparent, honest with high moral and professional

principles, full of innovative and creative ideas.

For transformative education to be effective in the country the following must be

adhered to

1) Review of the curricula – This is necessary to integrate a general knowledge based

on incorporating new courses based on the dynamism of the society and the needs

of the country, e.g. Entrepreneurial Education, HIV/AIDs Education.

2) The recruitment and retention of high quality staff in appropriate numbers and mix.

Those to be recruited as academic staff into the University system should be

allowed to sit for examination and students should be allowed to rate their lecturer

performance in the teaching and learning processes. This will encourage

commitment and scholarship.

3) Funding of research and disseminate of the research findings should be made

available to the public or companies, this will provide an alternative funding to the

schools

4) Ensure accountability, transparency in all transactions with all stakeholders.

5) There must be commitment to change as Obanya (2004) observes that one way to

build up commitment is to take steps to ensure that the determinants of educational

change also become its determiners.

22
 6) There must be learning competencies in which the learner is able to organize and

regulate his own learning, to use time efficiently, to solve problems, to plan, carry

out, evaluate and reflect and acquire new skills and knowledge. NUC (2004)

Conclusion and Recommendations

The success of any educational system hinges on proper planning, efficient

administration, adequate funding and motivation. The Government needs to

provide an enabling environment for teaching and learning for Nigerian Education

to have its pride of play in the commity of nations; all stakeholders must contribute

their quota with particular reference to the following:

1. The Government must as a matter of priority stop paying lip service to the full

restoration of autonomy in our institutions. The interference in the selection and

promotion of staff in institutions by Government will boomerang. This is seen in

the case of the 49 Academic staff sacked by the University of Ilorin, in which the

Court had asked for their reinstatement and which the federal Government and the

University yet to obey the court order.

2. Staff salaries and fringe benefits must be paid as when do, so as to reduce corruption

within the educational system.

3. All stakeholders within the educational system must uphold the sanctity of

examinations, so that quality may be restored to the system.

4. The government must make teaching to be lucrative by employing and retaining the

best brains and fill the shortfalls in teacher supply in our schools.

23
5. Institutions must periodically review educational system and present it to the policy

makers. All must be committed to change and be part of change

5. In rethinking educational change the table below should serve as a model in ensuring

quality in the system.

24
 Table 1: A Model for rethinking Educational change.

Inputs Processes Output

1. Society 1.1 Popular involvement in implementations (all facets) Successful learning

1.2 Societal acceptance of the programme * acquisition of socially desirable

2. Policy 2.1 adaptability to local conditions
intellectual and non-intellectual skills.
2.2 democratic policy review practices

25
3.Management 3.1 decentralizations/devolution of powers down to the grass root level

framework 3.2 empowerment and autonomy for operators all down the line

Continuing interest in learning

4. Curriculum 4.1 responsive to societal and individual needs Full-fledged societal support

4.2 comprehensiveness: courage of the three (the head, the hands, and Permanent, unqualified

the heart) Society’s interest in the promotion of

4.3 adaptable to changing times, changing needs, and changing education

conditions

A well motivate teaching and

5. Teaching 5.1 quantitatively adequate educational management force

Force 5.2 adequately educated and professionally prepared Teachers fully devoted to continuous

5.3 adequately able to promote teacher-pupil self improvement for concerted

interaction to maximize learning (pedagogically skilled) promotion of education

5.4 well-motivated through appropriate welfare package

professional support, and opportunities for self-improvement

26
6. Infrastructure 6.1 Quantitatively, aesthetically and spaciously adequate A self regenerating educational system

6.2 Learner and teacher friendly for a self-regenerating society

6.3 Integrated pedagogical space of classrooms-laboratories-libraries. The ultimate goal, a committed

Toilet, water, farms – workshops- recreational facilities society, a critical mass of

7. Materials 7.1 Quantitatively adequate
productive/creative citizens and
7.2 User friendly, easily exploitable and challenging to both teachers
education system that goes on
and learners
improving.
7.3 a judiciously mix of print-audio aural and other materials

7.4 closely related to the goals of the curriculum

8. Funds 8.1 Quantum (adequacy) of funding

8.2 Targetting funds to those things that will really make a difference

8.3 Prompt release of funds

8.4 Prudent applications of funds.

Source: Obanya Pai (2002) Revitalizing Education in Africa, Stirling-Horden Publishers, Ibadan, pp 39

27
REFERENCES

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