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METHODS FOR EFFECTIVE MANAGEMENT AND SUPERVISION OF SECONDARY SCHOOLS

METHODS FOR MANAGEMENT AND SUPERVISION OF

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METHODS FOR EFFECTIVE MANAGEMENT AND SUPERVISION OF SECONDARY SCHOOLS

ABSTRACT

In the field of education, supervision is a well-known term. Many secondary schools continue to lack proper care and monitoring, both within and externally. Internal and external supervision, if properly implemented, will aid in the eradication of problems in the Nigerian educational system. This study also looked into the issue of secondary school management in North L.G.A. with the goal of addressing the problem of inadequate funding, a lack of facilities, and a lack of maintenance facilities.

CHAPITRE ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Nigeria is at a crossroads in its growth and hence requires decisive action to save it from catastrophic collapse in the face of political, economic, socio-cultural, environmental, ecological, religious, and communication challenges. It has been said many times that no nation can advance above its education, and Nigeria is no exception.

The method of schooling used by a country speaks volumes about how far the country will go in resolving domestic or internal problems, as well as her relationships with others, particularly her external neighbours.

Each country has challenges and needs that are unique to her and her surroundings, and as such, she must tailor her education philosophy to meet those demands. In Nigeria, education is the most effective tool for achieving national development (N.P.E. 2004:4).

Individuals, communities, non-governmental organisations, and the government have all actively participated. As a result, it is preferable for the country to state unequivocally the philosophy and aims that underpin its investment in education.

The Federal Government of Nigeria has stated that the country's educational goals shall be clearly set out in terms of their relevance to the needs of individuals and those of society in accordance with the realities of our environment and modern world for the benefit of all citizens (ibid).

Unfortunately, Nigeria's education system is still in the woods as a result of her former British colonial master's strict adherence to the conventional pedagogical method of education, which does not consider the implications of such education philosophy to Nigeria's political, socio-cultural, economic, environmental, and ecological needs.

Because the British came to Nigeria and other African colonial dependencies not to develop them but to saturate their economic and political ambitions, their educational objectives are based on how to maximise their profit and expand their territorial ambition.

They introduced to the colonies the type of education that ensured their continued dominance of those colonies, focusing primarily on 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 educational technique lacks the 41h. Reasonableness, which is the missing link in our educational system.

Because the system does not teach reasonableness, it lacks the ability to empower citizens towards self-actualization, self-fulfillment, and self-emancipation. The system was only capable of producing local teachers, catechists, interpreters, clerks, and other small workers, none of whom are capable of playing any leading role in their nations' economic or socio-political arenas.

The colonial masters tended to cling to their leadership roles indefinitely, while keeping the population of the colonies in servitude. It therefore became evident that no education philosophy could more appropriately handle a country's problems than one created by its own residents, because only the person who wears the shoe understands where it pinches him. It is important to note at this point that we understand our problems better and should solve them using our own indigenous resources.

Nigeria's educational goals in the twenty-first century are vastly different from those of 18th-century Britain. Because the two countries' spatiotemporal views differ greatly, educational philosophy planned by the British and for British purposes in the 18th century cannot be to tackle Nigeria's challenges in the 21st century.

The main purpose of the British venture into Nigeria was to assure a stable supply of raw resources to their businesses back home, not to train the indigenous people of Nigeria. They toiled for profit rather than grace.

Thus, it can be stated unequivocally that the educational system handed to Nigeria by the British people was utterly pedagogical in practise, dehumanising and depersonalising in intent, and servile in execution. Any pedagogical education system emphasises competitiveness over cooperation, meism over wehood, egoism and monocracy over democracy.

Even as stated in the 1981 national policy on education (updated 1998 and 2004), pedagogists' education policy always gave lip regard to the teaching of introspective, critical, and creative thinking.

When we examine the input and output of the nation's education system, we will see how much we have fallen far short of expectations “due to misapplication of priorities associated with the pedagogical stance of education.” The Nigerian education system has failed to meet the wide educational goals outlined in the national education strategy.

Most of our secondary school leavers lack the and abilities to reason correctly, they do not appreciate the dignity of employment, and all they live and hope for is to pass their final exams through cheating and “expo 419.” They, like school officials, are solely concerned with the ultimate result.

They are unconcerned about the methods used to obtain such goals. The values and conventions of honest life had always escaped those children, so how could they be expected to live honest lives after being trained and graduated in dishonesty? That is why we demonstrate bitterness, rancour, and turgery in our political lives.

The school curriculum is designed and given in such a way that students are not encouraged to think. They are expected to replicate exactly what the teachers have given them, which encourages laziness among the pupils/students and results in a severe lack of inventiveness.

Our educational system has been greatly harmed by the pedagogical method. As a result, we are dealing with cultism issues in secondary schools and tertiary institutions. Students vandalise school property, kill and maim their classmates and teachers, pose a threat to themselves and the society in which they live, and, most importantly, have consistently performed poorly in academics.

According to Anih, S. (2004: 109), disregard for reason results in the loss of everything. He emphasised the importance of rethinking Nigeria's educational ideology. To overcome Nigeria's national difficulties, we need an authentic philosophy of education.

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