University of Nigeria Virtual Library

Serial No. ISBN 1118-6852

Author 1 CHIAHA, G.T.U

Author 2

Author 3

Title

An Evaluation of the Contribution of Project Time to the Moral Upliftment of Nigeria Youth, (1971-1996)

Keywords

Description Open University and Learning: A Panacea to Enhanced Access to Higher Education in Nigeria

Category

Educational Foundation

Publisher Moral Education Religion

Publication Date 1999

Signature

(NJOMARE) * , L '

EDITORIAL BOARD

... Rev. Fr. Dr. I.J. Ekpo ...... Editor-in-Chief Rev. Sr. Dr. M.V. Ajuzie Dr 0.0. Nwaubani Mrs. S.C. Opara Mr. O.F. Nwachukwu

.............................. Miss C. Chuku Secretmy.

CONSULTING EDITORS I. R_EK FR. DR. J.K.A. ANIAGWU, St Leo

Itieja, Lagos. 's Catholic Church, . .

2 PROE J.O. OBEMEATA international t.enrrt= ~ n r rnrrmrlnna~ . Evaluation; Institute'of Education, Univc

.)

3. PROE E.O. FAGB~IYE, Dept. of Ed Administration, University of Lagos, La1

4

4. PROE X I . OMOREGBE, Dept of Ph ilo Lagos, Lagos.

5. PROEM. OMOLEWA, Dept of Adult E Ibadan, Ibadan.

, 1 - . 6 DR. (Mrs.) S.A OLOKO, Dept. of Educational foundations,

University of Lagos, Lagos.

7 R E K FR. DR. GEORGE EHUSANI, catholic secretariat, Lagos.

8 DR. I.A. NWMUOKE. Dept. of Special Education, University of Ibadan, lbadan.

2. REV FR. DR. J. UKPOArG Catholic Institute of west ~ f i i a (CIWA), Port Harcourt, Rivers State.

NOTES FOR CONTRIBUTORS

Nigerian Journal of Moral and Religious Education (ICITJOhTARE) is published annually (in October) by Saint Augustine's College of Educa- tion (Project Time) Akoka, Lagos.

Cbntributions with' special interest on Moral, Religious, Education and cqgnate.disciplines are welcome.

Papers for publication should not exceed 15 pages and should be clearly typed on qpmto size paper. A brief Abstract of not more thm 150 words should accompany each manuscript. These and other correspondence and enquires pertaining to the journal shouId be forwarded to:

The 'Edhor-in-~hkf, . NJOMARE Saint ~u~ustinc!.'~ College of Education, P.M.B. 1 140, Yaba, Lagos, Nigeria.

. . 3 * "

SUBSCRlPnON WTES I .

Nigeria W O O per copy, ex

Other CoGtries $10 per copy, excl 1 ~dinionn express& in this issue are not,ne L

. Copyright (c) 1989, st. Augustine's Colleg

r

luding postage.

cessarily those of the editors.

;e of Education (Project Time).

ISSN 1118-6852

- r ' *<- Printed by T-Excel Press, Lagos. + .

NOTES ON CONTRIBUTORS 4

Dr. /r.Irs. G. T.U. ~ l i i d r n , i s the Registrar, Federal I'olytechnic. iu'ekede. Oweri, ho-State.

7 -. Mrs. EN. Ndukwu is a Principal lecturer and the Dean, School of Education, St. .4irgustine1s College of Education, Akokn, I,agcs.

-a

3. Dr. M.A. Bidntos is a senior lecturer in the Department of Curriculurn Studies, University of Lagos, Akoka.

4. C CltuX-u is a lecturer in the dcpa'ment of English, St. Augustine's College of Education; Akoka, Lagos.

5 . A.A. Adegboh is a tecturer in the Department of Social Studies, ~ a g o s State College of Priniary Education; Noforija, Epe, Lagos State.

6. S.A. Abiop is a Principal iecturti ;.. the departnlint of b . Religious Studies, St. Andreik's College of ducati ion, Oyo,

.. Oyo State. . .

7. ~ e v . Fr. Dr. John A.Oniml:awo is a lecturer in the depart- ment of Religious Studies, Edo State University, Ekpoma.

8. Rev. Sr. Dr. M. K Ajuzie is a Principal lecturer in the School of Education, St. Augustine's College of Eduction, A koka, Lasos.

9 PopoolaS. Akorede is the Head, Department of Islamic' Studies, Lagos State College of Primary Education, Noforija, Epe.

0 8. Attcalr is a lecturer in the department Education, St. Augustine's College of Edccation, Akoka, Lagos.

1 of the Moral tone of Nigeria. Suggestions .& to areas of improvement were proffered at the end of the study.

STATEMENT OF PROBLEM

The deteriorating rate of moral standard is now a growing concern to'the Nigerian society. This concern is largely predicated in the seeming low performace of certain societal institutions to the Moral development of the Nigerian Youths. Thus. the problem of this study was to investigate the extent to which PROJECTTTME (Project for teachers training in Moral Education) has contributed to the Moral upliftment of the Nigerian YoutY between 19971 - 1996. Specifically it sought to find out the impact of project TIME products on die moral development of the Nigerian youthgin respect of the following: -- . I Owput m o v e r of NCE grndu~tes in moral ~ducarion

. between 1971'- 1996 i i . Pmforinance of PROJECT TIME ACE gr4duates vis a vis

orher aflliato colleges of Erluca~ion.'to the University oy Ibadan. iii Public r&ognitim of PROJECT TIME NCE graduates, . .

I . .

(in public und private institutions) 1 iv. Contributions of Project Time Nce graduates to the moral

' I I

uplifmrnt of Nigerian Youth between 1971.- 1996

RESEARCEtQUESTIOlciS

The following serve as research questions for the study. d. What is the figure vis a vis the ~nultiplier eflect of TIME

outputs beheen 1'99 7-1996 ii. Is there? a significant diflqrence be.tween the performance ~f

TIME graduates and other affiliate insirurions of the Uiriversiiy of I b a h in [he final NCE examinnrions con ducied by the Universiry of lbodan

iii. To what extent ure projec! i %WE products recognisrd and -.

employed in Nigerian schools. To what extent have TIME graduates confributed ro the Moral upliffnrenr of.Vigerian youtbs.

S

.' : - r

i ! I . .

Mefliotl of Rescrrrch - *$ . . - I :'

In trying to find answers to the above questions, the perfortnan~q.of5IME ' 3

graduates between 197 i and 1996 were compared with those df other affiliate colleges of the Un~versity o f Ibadan. This was obtainqd from the reports of rhe ~oin ; N C E final examinations conducted by the ~ n t e r &

in which all its affiliates participated. Opinions ofemployers and Annual , bar" .

performance Evaluation reports of Project TIME products in various schools in Lagos State were obtained from their employers and studigd to assess their performances on the job.

While a sample of 96 Heads of schools and 125 project TIME teachers in '

Lagos State schools were used, the major instrument I. A 13 item rating scalefionstructed by the res

had earlier been pre-tested on 5 head. teacher state . r

. . 11. A 12-item interview schedule ako d&'&

researcher after a pie-test on 5 head teacherr >

" studknts of project T . I . M . ~ The data coltected were anslysed using fmA----a----+- -.j----"--- md--

and t-tesi. Below is the ~ n d l ~ s i s of th 1

DA TA ANAL YSIS AND FINDIN&.

The information gathered in the coursc They are presented in 9 (nine) tables, 1 tains facts on the output figure of Projectl'IMEsince its mceptionin 1971,

to the last table, which contains responses of emp!oyers of ?mj:j'ec: E M E products as to their treatment, placement, remunerations and performance in their places of e:l~ployment. Below is a detailed presentation of these.

.' rrojecr I 1mc gr-uuiies obi-put figures rrom 197 1/72 to 1993196 session mi

their multiplier effects. '

No. of Pupils taught by Prc .'T.I.M.E graduates

(45 per class)

Cum~nulative No. of .Pupils by the graduate

- -

Session Graduate 1 ~ummulativ Output Graduate,

'Output

4'36 ,

n n ' -

Table 1 shows that Project TlME has produced a cummulative graduate out-put of 3. 763 who in turn had trained a total bf ?.452,790 pupils be: - - tween i 97 1/92 and ! 495196 session (25 years) using an average figure 6f . . 45 pupils per class. However on deduction of 10% attrition (assuming that 10% of the graduates were not teaching in primary schools), the table shows that the total project TIME graduate teahcers in primary schools by the 1995196 session was 3,387 who altogether had trained a total of 2,093,396 pupils. This implies that project TIME has contributed directly and indirectly to the uplift~nent ~f the morality of 2,093,396 Nigerian Youths within its 25 years of existence.

TABLE I1 Proportion of qualified primary school teachers in Nigeria during the 1991/92

- session, produced by Project TIME.

Total No. of qualified Cummulative Numbees P e r c e n t a g teahers 'in Nigeria of TIME graduate. Figure

Output ?

*Source JCCE state Report, July, 1991. ** 10% &tion figure deducted

TABLE III Proportion of primary school pupils in Nigeria taught by project TlME graduates during the I99 1/92 session. . . . .

Source JCCE State Report July, 199 1. The findings imply that within a 10 year period (197 1/72 to 199 1/92) project TIME had produced - 0.72% of the total number of qualified primary school teachers in ~ i~er ia -who had in turn given moral training to 0.76% of the .

Total Number of Pupils Total Number of Pupils Percentage

total primary school pupils in Nigeria. 11

.

* 12,345,945 taught by TIME Graduate

94,365 Figure 0.76

/ 1. An Evnl~rntion oftlte contributions ofPmj5ct Time to !Ire \ Morn1 Upli/lnzenr ofNigerian Youtlls, ( 1 97 1 - 1 996.)

, G.T.U Chinha. I 1 1 -- I

7 -. An illuminative Evaluation oftlte NCE (Pnrt-Time) 1 Progrtmme of Snint Augusrine's College of Education (Project Time). P.N. Ndukwu

3 . Metlr odology of Islnmic Studies in Primary Schools. I

M.A. Bidmos. 4. Effective Tetlching of Litreature for National Moml

Development. C.Chuku (

5 . Religic rd C f t kc t e r Formation 1 of the 1 1 A.A. A i

pus ~ ~ ~ r o & t to the Moral a] Vigerinn Youtlr. degbola.

- - - a - I

6 Thepfncc of Morn! EduenIiorr in the 6-'3-3-4 System 1

S.A. Abioye. 1 7. Youd and Moral ~nfue:- A* EwIuntion of a. ~ f r i c w I

, . Traditional Set- up.

i I

J.A. Onimhawo.

8 . Abortion: Physical and Psychological Afiermatlts. M.V. Ajuzie.

9 Tlte Islnn~ic Pattern: A modelfor National Lirrity and Development P.S. Akorede

10 Clrnnging Values and ~ k i o n a l Developtent 0. Attah.

Book Review

1 Abortion and Corrtraceptive Devices: Mornl Appronclr i 1

Q.F. Nwachukwu ! . ,

4 i ' I

eL.2 > - . - : ..- .d+>-- -, ,-:A>. ..-- - >LW ' . *-- - . . - .. .

.* EDITORIAL .. 1

L ', ' - '

This volume (Vol.2 oft he Jourrlnl oJMarnl nnd Re1;gtorts E&tcn!ir,rr~s ' ) - a follow-up to the maiden issue published in 1996 (Val. . I r;: The

opening anicle by G. TI/ . Cllialru xrays the contribution of the National : lnstitute of Moral and Religious Education (now St. ~u~us t in> ' s College

d of Education) to the moral development of the ~ iger ian Youth and calls for more support to this institution to enable it achieve the objecthtsaf the founders. In a related article, RN Ntiukwu obsemes that, the NCE

'

(Part-Time) programme of Project Time was undertaken to pcovide useful information for running similar progr

MA: BihroS, Clruku a d S.A. . need to begin a crusade for improvj~ usingprimary school subjects. B i h t Islamic Studies should focus attentior that is to be taught primary schooI pt a5e and mental preparedness.' Similar literahre more releva"t totthe youth throu&h improved subject, cont on his maintains that moral i n s t r u ~ ~ ~ ~ ~ 1s I I C L ~ X X I V lur LildldLLCI 1 ~ - *

mation among-the youth. For Abioye, the society holds as sacred because, acc vive without a moral order.

ammes elsewhere. . .

4bioye believe that~here is a great ~g the moral tone of the society by os opines that theteacher of . 1 on the aspect of Islamic Education ~pils'witk du6consideration to their ly, c Umku discusser how to make. nloral development of the Nigerian ent and quality teachin%- Adegbola . - -- --------. c!- -La-**-- c--

- . . - - - - - - - - , -

- -

school shduld teacfivalu& yhich '

ording to him, no society can sur-

- . .. - In related articles. Onimlrawo, A w e , Akorede and ATtrIi frown at the detsriorating moral order in the society and maintaiy that no meaningful

< .

development can be achieved in such a situation. Omimlrawo opines that the children are but the reflection of the parents, therefore the need to return to the fi~ndmental causes of moral decadence in the society in order to rectify an allegiance to the ~noral codes. Ajuzie, discusses the physical and psyc!iological irnpct of abortion and retraces the "oral. implicakons

of le~alizing it. Akorede on the other hand, identifies ignorance and lack

of proper moral orientation as the bane of corruption and indicipline in

Nigeria while Orinyn Ailah believes that the erosion of

- ,

. --- .- -- .

tradttlonal moral values is one of the.tactors whic!? miiitate against national

erate and promo1e societal and moral development and calls on ~ iger ians to reiti , . . , . . - values,, . . , . . . .. . . ,. .

. . . . . . , . . . , , . . : . . . . - A '

. . , . . . . - .- m.. . . - . - - . . - - It ~sour belief that each of the articles in this issue will be enriching, educating

and stimulating. We believe that they will provoke reactions and discussions

which we shall he vlnd to nnhlich

,,%..,.A. .--.-.; - " - 7 . - r . . - >.-.-.&A>. ..*. " . --------.

- AN EVALUATION OF THE CONTRIBUTION OF PROJECT TIME Ta THE MORAL UPLIFTMENT OF N I C E R ~ A N YOUTH, (1971-1996) I

G.T.U C H I A ~ A

INTRODUCTION

The National Institute of Moral and Religious Education, (Project TIME), now known and addressed as Saint Augustine's College of Education, was established in 197 1, by the Catholic Bishop's conference of Nigeria

A (CBCN), for the production of oral and religious Teachers. Till date. It is the only Institute of its kind in Nigeria. Thus, it was described by the former Minister of Education; professor Jubril Aminu in 1987, as, the

- ,

only hlslitution in which hdoral Education baied.on.fhe-cardinal p in- ciples ofchristjanity and Moharnmeda@m is being ofered side by side.

The major objectives of Project Time.are to;: I . Give leadership training through an indeplh'course of study to

4 people who will be engaged in both the moral and ri?ligious Education of Nigerian Youth.

2. Raise rheifondad of teaching ~ o r d &d religious Education ir, Schools.

3. Ensure that teachers are specificafi'y trainedfor religious and Moral Education of Nigerian Youths.

4. Ensure that teachers of Moral and Religiow training are recognised andplaced in the same professionalstanding with.their counterports from other disciplines.

5. Improve the Moral tone of Nigeria. To achieve these objectives,the College runs NCE FULLTime and Pan- Time as we!l as ~ r e - i ~ ~ programmes. The products are found in Primary and Sxondary SCIIOOIS as well as other establishements within and out- side Nigeria.

Records at the college show that project TIME turned out about 3,000 NCE Teachers between 197 1 - 1996. This study was therefore . . an attempt to evaluate project TIME aid its products, with a-view'to' finding out whether they have made any significant contribution towards the upliftnlenr

This means that by 1995/96 session (25years period) the 3,387 graduate teach- ers of Project TIME (10% attrition deducted) had affected 1.36% of the total primary school pupils in Nigeria.

TABLE IV T-test analysis of the mean scores of the final NCE EDUCATION results of TIME AND other institutions affiliated to University of Ibadan.

TIME GRADUATES OTHER GMDUATES PERFORMANCE PERFORMANCE

, Session Inst. N X SD Inst. N X SD DF T-rest

1988189 'TIME 112 3.23 23.30 P.H. 691 1.02 54.87801 '0.053

1988/89 TIME 112 3.23 23.30 Okme 361 3.01 3726 471 '0.047

~990/91 TIME 102 3.29 19.87 Abeokuta 543 2.25 53.75 643 '0.139

199!/92 TIME 115 3 40 25.lQ Gkene 307 2.90 11.81 440 '0.27

1 G h 3 (PT)'TIME 235 3 30 10.73 Poly Ib 28 3 21 13. 11 26 2 0. 041

199U9J(PT) TlME 268 3.22 37.81 Poly Ib 80 2. 89 21. 17 *0. 107

K&%gnificant at .05 fevel of confidence '

liversStare College of Education Porr Hurwurt redera! College of Education (FCE) Okene

. fa-~ederu! ~ o l l e g e of ~ducat ioi (FCE)~ A bcokuf u Poly Ib-Oyo Slate Polyrechnic Ibadm I? T. -Nee Part- Time Programme.

Table IV shows that there are statistically significant differences between the mean scores of TIME graduates and the graduates of the other affiliate institutions of the University of Ibadan, at their l988/89, 199 1 /92, 199 11 9 1 (PT) and l992!93(PT) Ena! NCE EOucatIcrn results.

. . . ?

. . - $3 . . . . . . . . . '. , ....

TABLE V . . . . . . " - .

T-test analysis bf the mean sorei'bf thefi&I NCE Teaching ~rstice:re$ults of . . Time and other institutions affiliated to University of Ibidan.; '.." '*' -.. , '

Session Inst. N X SD lnst N ' X SD DF T-test . . . . 5' : ?, i 9118189 TIME 112 3.41 24.22 P.H 69 I . 2.<9 10.42 801 '0.31

. .

19118189 TIME 112 3.41 24.220kene 361 3.12 44.12 471 *O.312

1 99u19 1 .*p

TlME 102 3.64 25.89 Abeokuta 543 3.36 55.38 643 *0.30

:991/92(PT) TlME 235 2.90 15 5 Poly lb 28 4.21 28.74. 262 *0.376'

1991.92(PT) TlME 268 3.1 1 34.91 Poly Ib 80 3.55 20.89 346 *0.71

Significant

Source: Univlrsity of Ibadan. institute of

The table indicates that there is mean scores ofTTME graduates and the other affiliate institutions of University of Ibadan at their l988/89 final ~ e i c h i n ~ ~ r a 4 i c e exairiinatih with a mean of 3.41; 3.34,3.64 as against 3.99 fir P.H. and a i d better than FCE 0kencis~1988/89 and 1991192 and better than Abeokuta i;l 1990191 4th mean scores of 3.41, a3:34, . 3.64 ahgainst 3.1 2,3.23 and 3.36 recxded'for okenc (1988189 and 199 1/92) and Abeokuta (1 990192) respectively. However, project TIME part-time graduates

. did not perform bette; than Poly 1bad; @&time *duat& in die final ~ ~ d l e a c h . .

3 -55 for poly Ibadan in t 999 1E

TABLE VI Employers' response oci the contnbut~ons made by YroJect1lME graduates towards the upliftment of the moral tone of their schools in frequency,counts and percen tases.

:ontributions of TIME hduates

Obedience to authority Giving good example to pupils and colleagues Discipline '

4. satisfactory Statisfactory - not satis ~

Likeness by pupils

Relationship with

Colleagues

Kindnesdconsidera

tion

Friendliness

Mode of Dressing

10. Discouraging Exam 6 . r

dialpractices - 5 8 t

11.. ~ t t i t u d i t o ~ ~ r k

1 , , 5 1

12. ~ttitudetowq*

religious activities1

71. . ' - ,religion

, "AVERAGE +,

'Tab16.VI shows *that an average of l6(47 that TIME graduates contributed very satI moral tone of their respectiire schools t siginifiea that TIME gaduates performat rmnll .rrr..r.utL- 13 / I &lo/_\ r r h . + m - r d th

5

upliftment of the

2 12.50

3 0.00

28 29.17

10 10.42

0 0.00

5 5.21

17 17.71

\ .

5 5.21

indicated

Ices were satisfactory, but a very arlIelr ylvyvnlvll r r . vvarr rGu L I I ~ ~ their performance towards the 'same goal were not satisfactory.

. -

+ULE w 1n$kw responses of the employers and TIME graduates on the extent of recognition and remuneration given to TIME gradua:es N221.

q.

-L I -.-

Item

No -

1.

2.

3.

4.

5.

'. -

Treatment give11 to T!ME nrerluates when compared very ib their colleagi~es

Remuneraticn

recognition by government

and school authorities

Placement on appropriate

salary scale

Promotion .no higher

positions

Appointment to higher

posit ions

Admission into univer -

sities of other higher

institutions

AVERAGE -

i u L E E u Not

3 2 ~ ; Aii 50

37 16.7

20 9.0

20 9.C5

21 9.5

10'1 45.7

0 0.0

33 15.0

Table vii shows that out of the 22 1 respondents interviewedran averige of 1 S6 (S4.75%) indicated that the project TIME graduates are given very adequate recognition and remuneration when compared with their colieagues from other colleges of Education in Xigeria. Only 33 (1 5%) of the respon- dents indicated that they are given just adequate recognition and remucera- tion while.3 (0.8%) of the respondents expressed that they are not given adequate recognition and remunerations like their colleagues. The findings from Table vii supported by that of' tables vi and v show that the stated airx of the Institute have been achieved. To f p h e r authenticate these fiildings, 1992i93 and 1993194 Annual performance and Evaluation Report (Aper) of 105 TIME graduates were examined. The records show that 105 (I 04%) of

the TIhE graduates whose APER were studied were appointed based on

their NCE qualifications obtained from project TIME. Also, ail (100%) graduates were properly placed in their appropriated salary scale. S e v e q

four ( 1 0.5%) of them who were due for promotion were promotedwhiie

I5

. - . .- - _* ,-__- <---._WL*U*I

$

54(80%) had been offered admission into different Universities in Nigeria and abroad. Out o f these 95 (90Y0) were reading or have read religious

' studtes andsother education based courses. In addition,all(lOO%) of them had satisfactory comments on their APER forms These findings ssupport the interview responses that TIME graduates are well recognised and re- munerated like their counterparts. It also supports the findings that the stated aims of the instirute are being attained.

S U B W Y OF FINDINGS 1 . .The findings of the study show that, project TIME produced

0.7% of primary schools teachers in Nigeria between 197 1 and 1992.

2 . Between 197 1 and 1996,1.36% of primary school pupils in Nigeria had been thouglit by project TIME products. Thus, project TIME has affected the moral tone of 1.36% o f ~ i ~ e r i a n

. children who went through primary schools. .

3. The contribution of Pr;oject T&lE towards the upliftment of the moral tone of Nigeria though;not very significant is satisfactory

4. PROJECT TIME graduates appropriately recognised and . remunerated by their respective employers.

5 . There is no disparity ifi the placement and ~emuneration of TIME products and their counterparts from other institutions of - higher learning in Nigeria.

6 . Apart from Ibadan Polytechnic Part-Time NCE graduates of 1991192 and I992193 sessions, Project TIME students performed significantly better in Education and Teaching Pratice final

eizms than other afffiliate colleges to the University of Ibadan.

RECObZlMENDATIONS Based on these finding the following recommendation are made,

1 Religious and moral Education should be made a compuIsory subject in primary and secondary schools.

- -. Tezchers should be adequately remunerated and motivated to

.. - .

improve the intake into colleges of ~ducation;and ttik U Q ~ i n~ent of Education in the Universities. . C; .. .; .

3. Government should suppon the effort of the founding fathen of institution's like Project TIME, to improve their prfonnthct - and contributions in the society. This it could do by givibg them anuual subventions and by making them one of the benefjciaries of the education trust funds.

4. Efforts should be made by all and sundry-for the production of moral and religious teaclicrs. This is because tllrough religious

1 .

and moral education science and technologj coufd become more meaningful and beneficial to the Nigerian ~ocie 'b- , ' '

CO;NCLUSION The purpose of this study was to asce

TIME to the Moral upliftment of Niger r to f i out the extent the objectives of e s ~ b l ishhg the ~o l l ege have been achie4 Thepndings show that products of Project T I M E ~ ~ V ~ satisfactorily cc tributed to the moral and religious development ~f?$~eiian puths inth various places of endeavour. However, the findings show thatonlya mint propotions of the Nigerian Youths pass through P~O* TIME and its prc ucts. This was found out to be as a result ofthe size and financial sbndi.-,. ofthe college as yell as the present state of teachers in the'kciety which has affected the interest in the profession. . i . , . . . .

It was therefore suggested that apart from enhancing teacher's welfare, government should show adequate interest Ir! nnique Zr?sti%ticns like Pmject T.I.M.E. by giving it special grants, subvention etc., especially now that the moral tone of the society is almost at its lowest ebb. This will encour- age it to admit and turn out more teachers who will directly or indirectly. influence the moral tone of a larger proportion of the Nigerian youths.

REFERENCES Am inu, Ju bril(1988): Address on the occassioi~ of 1988 PROJECT TIME

graduution ceremony. Lagos: January 16th.

Enweron: A.S. (1 988): "Privatisution ofGovenment owned Enterprises in Nigeria: A Critical Anulysis" in strategic issue on the Management of Business in Nigeria. University o f Benin press: Benin City.

Lassa, P.N.C. (1 992): "No Education can rise above the quaiily of its teacher " NCCE Rewsietter Voi. 1. NO. 1

mderal Republic of Nigeria ( 1 989): National Policy on Education Lagos: NERDC press.

National Commision for colleges of Education ( 1 996): Minimum Standards for higeria Cert @ate in Education .

. kadunq NCC' ~ational commission for Colleges of Education ( I 997): katistical ~i~

in Colleges of -Education... ' r , I kadtina. NCCE. . I

! OJameruye, E.O. ( 1987): "Evaluating Econontic peformance of

public Enterprises in Nigeria" in strategic issues on the Management of Business in Nigeria. Benin .

City: University of Benin press

1

Spilsbury, M. (1 995): Measuring the Efectiveness, of Training Brighton: England institute for Emplayment studies.

'l5~:cye, E.A. ( 1988): An addresss a; rhe i987/88 ~kfatriculation cermony of Project TIME. Lagos: January 5.

IS

PRICE

CONTEXTS

. ;i 8 ,I Teacher Education fir Ss!f Re!imce: An ~valwtion of Policy Provisions ,, ..

*. . i3 , . J ,' . I j sad h p i c e n t a t i o n - Don Nwosri. -- . . ':!I ..:I :I Ton.ards a ncw Direction for Teacher Education inNigeria in the Year

. . & ' 1 : I 201 0; Issnes, Problems and ?rospects,.~.0,0, NwaJbani, . . ' . , . ,:! . . ..!I . . . . ' . :,:t . , ,

P r e , - ~ i ~ ~ h$g&ian TzcluLizii! ~each.&'tor Adult Education the 2lst :- .," . ' C z n w - M.A.A. Ogun!,e~ni,, ; i

i f

ilx P e d a g v of P ~ l o j o p h ? of Ed1 P.N. Ndukvu.

?iofessis~:alisn and Tcndx: Educe Vision 3 1 0 - S C Xladu~aerr..

,

Tw\-ards an Improvcc! Communicat

Financing ol'Tr3ihcr Ed2:n:ion. Basic Froblzms and Challenges. - . . , J I A 0 0 Os!r,to!.e and S u'zdka 4 l " ! i . !

The Pr~blzn: ~iSon-.~t:ai!at.ii~~;: of Data i11Educationa1 P!i~nning in ' . e . ..#I

4s i

Nigsrin. Elpe::aiion for : h t 2 is: C e n t u p - h1.V. .4jjurie. . ' I l l . . 7 i7 - . , . . ,L-: . . - , . . I i5.....l,,::!~n ,, in 1 :;ic!vs Educetian. Prohlcnls and Pro52ccts - ' 1 .,,:

. -- Chima Yx ssu. . ( y - .I

I@U xp s ~ e q s i u a ~ ~ d ' s l * ~ uemnnjo uo!~e~epac

lo spte 'nw5 m q p p q h o q xsunrra.+o% pw J

looqssam!rdo lev sagdur! s ! ~ ' d y s ~ u n o ~ p q ~ ~ o asnesaq .\'[a[os IOU ale.~ud palelt8p;;lp ase suo!ul!!lsr .iq pautio suo!anl!lsu! .irepq pue .irepuom '.< pwmwa.ioS-uou an s p y x alti.iud qy.(.u qooy s!Iqnd 3lOOqJS ?le,\Ud pm s r [ q ~ :sadi~ l o + ~ I o w

CC?!J'.%KKY_VC. Yl!F PLXFFOK;I?Lj:iCEE OF PLBLIC X\T PMTATE E-YTZXFRISES 7.. . I - 5 . ~ . -:vr:> ar.,i ~;.:;.~Ic:p~;~: af'~:iva.:e ::!;QG!.; ir. yigtr:e p b b > l y !in: ?~:lsor~~.lirit& \\ifi *.eir cT~i:is.e pr~r?zxx~<ces. Dif5ir:lt s ~ d i c s l?a;.e s h o n n ~ l a t pnvnie m t q x i s e s pcrhnn ;::rt; t?,m pbi i : ones.

U S X ~ : ~ (!?%) fcur.d that pb i ic e:-i:e,l;r:sss have k z n 2 .?eia!ly usuccrssful in Yigsi-ia, t!c rez?.rked k i t p;o;.isi:ri c t ' p d ; m d ser;ice$ kc!uJing edxntionb!.t:r,e public s d o r hi15 5c-?:: :sl:cos: z t s td disastzr due to p: mm.agemmt. G s v m ~ n e n t lizs also been* . . ~sl.isc.c! cib:nii!;: mar? Lha? i t could z!xv; 3:. s r~b l i sh ing too many sciioois, t&ir~g ove- o:hers cc: ~3i.!i~;hs:! jv it, as \I sll as involvkg itse!rin odlsr \ arious businesses. This ha red!-? ts inzf.iziezcy ir; Cc masageniem u d scntrol of public szctxs as observed b: C.g:~nd-.yi ( 1995).

! :x r d m n a n c e s sfFc-1mJ, sz:e and privatz onzed 'oznksuerc. studied b!.Ojcmenuye ( I $ST). Ye fmnd that priva:e b a r k rt-zrc more essient. Likenisc, En\\.erom (1987) \ ~ h o

. . came: o ~ t 3 ;:udy of priva::zntio:i o f g o v t n ~ ~ z n t onned enterprises inNigeria, fouid that !ni'o:i tv ~i'i!ii. ;z~po!l:!ents pXcr &st goi..nim:nt c n m < en;<rpiises be privatized. Kiliizk (: 9S !! a::ril.ui-d i ! ~ pea p r . r ! j n ~ x e s of public ciirq.riscs when compared \\ i ~ l i !I . ir pri:at- co~~req~artr- ; , to the !iiul:ivdeizt nature oit&lr objectives ithich arc primaril!. !lot

- . p-ot:t ~i.i;':lttd r!!;like the p+vate ventures.

. Fe.ir;iicr sl!iJii.j oil governrr~ent orin"< en tqr i ses she\\. that p b k enterprises do not s c m ir: ~erfcrn? n.c.Il even \\tien the objective is profit oriented. h a o fl98'l'jiir his e..3,!,91,, .,.,.,..,;tin S rile fiii~mtiaI psrfxrmice of 2 p w n m e c t onnzd constrxtion cornpan!.,

!hiid :!!at :lie :>mpa!i!. fell '-subsrmiia1ly b?iiiv averagz on all scores?. I+ b~arnzd'he poor pzi.c>n;!rinie o r go\a:mlerr; onned scznpcries s.2 inadquate pla!~~luig, supervision and .:, ~ i : ~ . r . g , ..I; . a si?i:itic!i a!:,k!; ;are!? occ::rj ir: :he privak sector. This is .'cecause private r'-.tr;';;tfi:;l;i dc evcrl~i!i::$ to prztcnr tlie coi l~ipc of ihtii b \ ! j i n ~ s j e ~ ~ l i ! i k ~ public , .,.-:..-,,. n-l:cr.-. :;o or? i:: ~x t izu ia r suKr'rs ih2 irnpct oithc iiquidation.

'

L; i!.: Xi : 13 sxtis;j- gzl.em7ie:it's I;igli rrininum srandxds, private schccls invest . .. :-eiv::\.:a c'ii.:i;: ii;tirs:liwl.j adquatel! :o ,!\:i? 2:eir c;cixe by govcmi-iienc. , 4 l i n ~ ~ u r n i ) i . .

.'i$S" 11: ji:id.. c < 7:i:jts L?ji!~\~:lc;:sl 3e:elo~msnt E\,al>intion, c k 5 t d that'the :r~rT;.e:~~: pij:Liifi~b:& i::vest ps,-+ ,.;,- a i n x ~ t .. o i zioney in t k i r es:abiickments in . . .,:\;s:!:;:; -..d:?::i:s' s::;!i-n :.r;tr,rc:::-1:;:5 :? ~i le sz:e!lt that solcc o i ill2 fxiijties 5-0111 :,,?i::* .:f:hz5: :r13{j:;:&z ;xi :;2yjc, bc f,;,;!i; i~ :?=? : : . ; ~ ~ ~ ~ c . ~ : s:hc,c!s. 1: is 5::efore ->. .,.. ........,. ::: ...;{. -. ;:at r!:e ;ic:: ::rcr;:::;I::; 22: ~~.ii:e:vi+:n aipf.;'arc sihocis by g i v e m a t ?LC:.(.: k.~,;< :?~:tj~il;~j 7.; f-.:.ii t:-e;::\e p : ~ : : ~ ~ n ~ e ~ .

(-L ,.-., . * ;;p;~., i2:r. Lies ::!a; ;yi..d?e z . ' IT T2y.Jy. , . :L6~,db!b -:. -.*- A * , - aP-,=T ~ w v . n to be XIX?I k d ~ x 2- ;>>: ::,... . .:.:s< - :h-ir f;pil 2 p:j:.-.r :-1.:j3 .;.&-I ~ l ~ i ~ ,:id p"bii2 ;;h:~? s<hools.

7 . !, . * . , ; A t-. seen h i r4 Cilx fndi;:& !!\a[ Fr.vat2 %kmls xe ir. dvanraged position to .. . -. - + .,. - 9 , ; , i .-n;-- ...,,,. - - . . . . ,:-. > , .. . L \ l . x t ~ ;;i e:::~a::cxi J-.:&-T:~: ,- ..A oT ilic nest century.

. .. TABLE . . c, :-.

.C .

. i

Soic - Rcl. Groups Cormu- OL!eis Tab! ' Pe;:=:qe proprie- Organi- niries ,:!8f lhe tors zstion ?:e~ Fi=w?

TOTAL SIlJIBEll OF PLBLIC SCHOOLS.PL'PILS A5D TEACHERS 15 SIGERLA PCBLIC PRIZI.4R~'SCIIOOLS IY 1994

- - -

GROCPS

SULRCE. S t a t i s h Branch F.LI.E, \'iaan'a island, Lagos. June, 1995.

TABLE

457

116,756

57,611

4,325

2.091 '

1

STATE GOIT. L 0 C . a GOIT. TOT.&

. a

6.557 28.102 31,659

3,359,957 11,482,341 14 $52,293

1.5TS,392 4,48 1.195 6.5Q0.197

701 Tohl Szhls.

.. ?

Sczrce: S:atistics . Branch F.M.E.. Victoria Island, Lagos June, 1995- : -:

1390 1 3,990 b.20 1

499.226

. 225,059

- 14,162

6.086

L

125

5 13.73 1

250.567

28,929

13,444

135,004

8 7 . 1 2

10,068

5,861

L ",obi S o o i

h p i l s (SIFj 1 3. I ;;;a 1,338,469

634.393

48,959

25960

S 3 O b

8.9%

Il.?.

1Z.W. j

18.788

11,029

Tot11 Ye of pup!^ (P)

Toul S o o f Twben (UP)

- 1,605

963 .

4. .

5.

-7 . .., . ' I , 1 . ..

c .

mcs: ~r;.\s!: s:ilpc!s ir, Laze: Stake pr i5nn poor!!.. M ~ ~ Z O V P F , if th; sittratik n.a =bad es .kk;--?.ln s ~ ; , t(, posray it; p r r n t s ccui:r have v:ithdrav.n thcir c h i l ~ r q fi-&&cse .

s I T . . . . > , ~ , ~ ~ ~ ~ ~ h ~ c . . ~ c > L c - i , ~ ) i ~ , 5 ~L . ,buLa , ,.LC :;iL:, > L ~ ~ i k i > , : ~ , c s L ~ ~ ~ ~ , v . - ~ ' ~ ' ~ ~ ~ ~ : , ~ ~ ~ ~ . . . . -y,: : LL \\i& p o x e~,ii;.:t:~x: j C T \ . l i ? F siiil OK?: much than U-hat p h ! k ~ I : o s l s c 2 ~ aiYc,rrd to ~iy.a, Tr,i.; -s:k,:,~:: t. s,;p!;lin: \v1:;; si,z:. ?aicnts still parronize ~ r i v n i ~ s c i n o l ~ . Honrvcr, it cz.mat

- , be d2rZd :$at ss :x 2riva:z ?;h$o!s o p - a : ~ be!ou siandard. X e v e r t k k s , il ls t ! ~ e dut(.of zo~~c.r;~.ncni :2 s?< 2.::: SUC?I x!:oo!s Z i t adeq1.1ately guided by proper supenision 2114 +,\here tk is b e ~ ~ . ; r r t j k i p s i b l e : :he scliod sliculd be closed donn. Tiis is to say that it is'rhe duty o ~ g o = c x ~ e i i : i? e%::;? t h a : hot:: public and private schools provide adequate ed&&iiial si.r;i:<s d r r ':cndxivc er:;.iro!im,ent \vlizie &is fails, goveminent and rrot private scJpls -

shouIZ be chidzd. As,.,sP:e: i 3 s 2 oi',:~~i,::m ts cstics ofprivntc schools is that of indoctrination especially

as it concerns r=!igious or+isatiorts. The fear of indocirination is not csaiestsd by this paper but it jli?il!d he rtaiiszd that the school is only one of the agents of socialisation. Parens, t!je chursb ~ l :2 p e r soups zlso have a lot of roles tc p!a) in.#srsgard. The cnrv of the martc: is ::a: schoo!~ ! i 2 x s!:llnbuses \vhich z c usualiy designed and approved by, g~vezxe :~ : , In a.ldition a3eqlxate moniroring and supervision are also the concem-of p c n x e r r t , Ail :i;se are to pievent csiessive indwtrination and erk.trc qua1i~;Ieading to ti!? as5c~eme:;t of Xational educational goals. . '

. . , . . -

EX-PECTATIOSS OF THE XST CENNRY , . , , l ' , ' : ' - ' . . . . ' ' . .

The 21 st cc:lh~n. s:aninp froi~t y c a ; ~ ~ ~ ~ t b p i r L>IJ is full oferpecta t ions . ,~anypm~l~ . .:. . . . pcrseik.cd it as tl:c ctntu? ofexcellcnce, the pried oleducation for all, health for a l l ; . f d : ,

. . . for all, jcb i o r aii, s.t.2. S ~ n x belieye that'itis'the timewhenall good desiris ofthecounuy . .

' .

vill t.? aAiz\a!.'Ta oi!wrs, it is 3 ceiltury of espectations, chal!engr.s and coi~~~e!itio&.in. ' '

. . . . . . . . . . -. .

' . . . . :. a teti;.oic,zi~a!ly adva~iced world. . ' . . . .. . . . . . . .

,-.I! :he;? SI:::: :; S U ~ X S : :h~ i i idn is eagerly~eanin~'Tor a bcltcr\r:orld whiclihe I w k . '

ioni:.x! ;o i:1 !I:? n<\t i?n!i%?'. 11 is Lherefore expected that t!~-2 1st centu? \\ill beaper id , - . . n i < l . ~ : ~ - - . J <:-,> iLL ill ' Ell1 Kil'Ail!~2!i~n~. - ,

. . . , .

, . . Tz xb, i tw !lie ssccllcxc ahich i s i s F e c t z d o f l k ? ~ s t csntur\., the contributiork ofthe

? d ~ i : ..:?i x.-torcarno! kcv=rs;nFhasiscd. This i s k c a u s e h o u ~ h e$kt ioi i , tl~eyouths v. i!! ::: .:ie~m!e';y pi<';arcr? to cepe w i h the situations oftye n c s Lenhn. The &@tionel s::izr s i d 1 ~iicrefcri. lx !eft out orthe preparations ior the c e n p ~ ~ . Saund edutatim . , 1s 7 i z ~ " b : one s;C;z :hi:::. x & d b\'n?an h: tf,e sun.i\.al not o ' e during [lie Z t 1st ~,-!?:-7.- b:!r h r iiC2 T d m . r'rz!;3sk . is on reading andwiring, by the Z 1st ~ c n & ~ , the be.c .. .,.u..bL.;., - . \r ,,,.-,>; *...- J y.<.L -r,iab,l,; u i - -V , % . <,,><. ac ill it^:^^^ LC!.:L:sk i: !ibC C ~ , : ~ L : ? : i i t m ~ c , Lq a h i ,:... .. .,, ..>. I - 2:; 3 - IS^;& =xi ci:l;e 2 i 5: centu? must !lave an ali romd ed:~cation~omnie!~surak <A,'. ...,, 21,..a2<2.1 --.,,-a . , ._ . . ..- ..- ,.JL.., , cf centup. ,

. . v

~s;?r;~r,cnL :koug> i t coilld ixp;svc its psblic s:':loc!s fc: z!:iz:-;cr - qx>zli:\-. . . ; c ~ ~ > ~ ~ , LF!,~ :x::sir,.nent of ; - - - - LIL~.l,a.i,,.i,i * --. stmducs h ali r a i f , : ~ t i c ? ~ s . I! is tkicr:5re '!:t:cby

I sus;es;ed - - that: I . 2 spc-ial tmp:nsctic,r, s>ould Sc. peid to th,c stat: ~ 5 t k 1 gzn:;a:es :kc hig!!eii . - . . .

ific1.i; ~ i ~ ! u : c : ~ i i i i s c ~ ; Z I zad t , s ~ ~ r e s ~ x r x s j 1 ; s ~ . I' : ? - i v a ~ . ?:LIWI~: .I ;'w2j -;.. ,.--. A . ,I,c.' ! t r?n~3 private schools i;;~!:! !x ir.;~::~zi o? ;.:blii.: c fxo!s .

j 3. ,.F.YCI =., . . l ; .h i , : . - =" ,:,cllict . - cns.;;c ajc31la;csaaer~isic:i rfp::i;:~%sc.l:cc!sk~yerpr.::-e!r

i a;-xirs. . . 4. h?2lLf!). csx?i.r!licfis jf;.oi!ld be encgu,+z6 a;nc.r;g ;.kvzrz a:;d n!:?,;ic s&;a1 j il 1 adz: !c irr>p;;\.e h i r qi;alitits.

i REF1REYCF.S

I d ,S>,ir,,!::,, (!?S7) "fien:!. Y e x j ~[Edxat iona! Administratior, in Lasts State" L.%GQS

ST.ATE ZDIJCAI?GX MO?.;iTOii ( L ~ S E T V ~ , VG~. I I Yo.! k j a , Lagos Stat? 1 '. ' 3 . i m ~ s : r : ciEr'iucatiori Schoc!~ ad Sc.ri.iccs Divisicn, Jan.

i d .Xiinnuxiju, J.A. ( I X S ) , "Private Instiiutional Develop~ziit and Eva!:lation: A Case

1 Stui! of C?C Univzrsip. of I'cadan" .? jr icn,~ .Jnii)v01 ~ f E d ! ! ~ ~ ? f i ~ i , c .\d<iwg:"ne!:! Vol. I No. I ; Xlsrch 11 3-120. 3

3 Anao, A.R. (I SS I j P ~ y j m r i a ~ ~ c e atid Sinrctrire of Control irr Sm:e 0,ttrsd Conrpcnie~: A

r l : rcse ofBendd Cot~stntctiorr Company Lrd (CEXSER); BeniF. Cic]: bWEN.

1 Arirze, C:lr21rha1 F. (It!5): Pa~aership , in Education bshvezr! Church a d Sk-tte in E z s t m ,:. '

.. . ..;geria, E n u s ~ d e ' s printing and j u b ~ i s h i n ~ company. :-I . Ezjah: S.T. (1 994) 'Tx Production of Teachzrs and Hoe to r rbin then in the TeecL-4 .: * ! . . Trcf~ssior" P,-LDZR Frcsented at i!e c o r ~ t t e e of Provosts of Niger% Aiud

.J conferclce: kadan, Edu., U.I. ICEE Dec: 4 . , ::' Ei-:i\.<rom: A.S. ::! SE7j: "Privatisation of G o v e m z n t onned E i x q r i s e h~ Nigcza, .4 :I criticzl ;iinal::ji:" in Strategic Iss:te-s 011 rhe.\Imag+wzt of ~ I A S ~ ~ . S S in .'t'ig@iu. : f : 1 Zk:;!.: of Sus. .S?nin:,'LlTEE?J~ Benin City, 170. . '

;I Es:.i!z. < ! 99 1 :;. PI-:') a~c-fi~icrrce,rrmf . \ ;aw~me.vt qfc'dxca~is~!. i ~ ~ - f i e d o p i ~ ! p l COIOIMCS: .\ !:ijir). 'oliq, c i ~ d Dc\.e:v^zrt:rrir ,+!,I IIEP serirs>i, Q ~ i e ~ r a ~ i o n clid Training