ABSTRACT
The
study examined Inspectorate Service of Education Unit and Quality Control in
Public Secondary Schools in Education District VI of Lagos State. The purpose
of the study was to assess the extent to which Lagos State Educational
Inspectorate has been effective in its role as an agent of quality control in
secondary schools in Lagos State. Four research questions and four research
hypotheses were postulated to guide the hypotheses investigation that followed.
A structured questionnaire validated and found reliable was used for data
collection. A sample of 300 respondents consisting of State Inspectors,
Principals, Vice Principals, Teachers, Ministry of Education Officials and
Students were used for the study. Data collected were analysed by using
chi-square statistics. The result of the analysis revealed that (1) there was
significant relationship between the effects of school supervision and academic
performance of students. (2) There was significant relationship between the
relevant strategies employed by the Inspectors and school system. (3) The roles
of the principals have significant impact on the school supervision. (4) There
was significant relationship between the Inspectors hindrance to schools
supervision and quality assurance in schools. Based on the findings, the study
recommended that various tiers of government should formulate clear policies on
students enrolment, funding and provision of facilities as well as quality
assurance. The study therefore concluded that teachers and Inspectors should be
mandated to attend regular trainings, workshops and conferences to improve
their supervision skills.
TABLE OF CONTENTS
Page
Title i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement
of the Problem 5
Purpose of the Study 9
Research Questions 10
Research Hypotheses 10
Significance
of the Study 11
Definition
of Terms 11
CHAPTER TWO: LITERATURE REVIEW
Meaning of Supervision and Quality
control 16
Differences
between Inspection and Supervision 24
Traditional Versus Present Day
Supervision 26
The Basis
for Supervision 28
Scope of Inspection 29
Norms for Inspection 31
Duties
of the Inspectors of Education 34
Hindrances
to Effective Inspection of Schools 41
Strategies
for Improving Inspectors’ Performance 43
Summary
of Review 51
CHAPTER
THREE: RESEARCH METHODOLOGY
Research
Design 53
Population of the Study 53
Sample and Sampling Technique 53
Research Instrument 54
Validity of
the Instrument 54
Reliability of the Instrument 55
Procedure of Data Analysis 55
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION
Section A: Analysis of Background
Information 56
Section B: Analysis Research Questions and Test of
Hypotheses 60
Summary of Findings 64
Discussion of Findings 65
CHAPTER
FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATION
Summary
67
Conclusion 68
Recommendation 69
References 72
Appendix 74
CHAPTER ONE
INTRODUCTION
Background to the Study
This
study intends to investigates the extent to which Lagos State educational
inspectorate has been effective in its role as an agent of quality control in
Lagos State secondary schools. It also examines how efficient it is in the
performance of its duties as a quality control factor in line with the
provisions of the National Policy on Education (2004).
The
purpose of inspection and supervision is to ensure that the standard of
instruction is not compromised. This is what the inspectors refer to as quality
assurance. Quality control (assurance) which exists in every field of life,
considers the functionality of systems and procedures used to shape the inputs
on one hand and measuring the standard of the output or product on the other
hand.
In
education administration, quality control is concerned with effective planning,
control, tone, teaching aids, measurement, maintenance and improvement of
education services rendered to the society Ejiogu (2004). The National Policy
on Education (2004) stated that the objective of inspection/ supervision is to
ensure quality control through regular inspection and continuous supervision of
instruction and other educational services. Ogunnu (2000) noted that schools
supervision is the art of overseeing the activities of teaching and
non-teaching staff in a school system to ensure that they conform to generally
accepted principles and practice of education as stipulated by the authority.
There
have been various comments and articles on the strategies to arrest the falling
standards of education in the country. Osiyale (2004) remarked that policy
inconsistency and misplaced priorities of successive governments since
independence have been identified as the basic problem of Nigeria’s educational
system. Many Nigerians apportioned the blame on teachers, parents/ students,
and education authorities. Parents blame teachers, teachers blame parents or
students while education authorities are not left out in this act of
bulk-passing.
Nwafuluku
(2003) asserts that not only supervision but some other indices determine
quality control in an educational enterprise, and these include the
availability of workable policy, adequacy of modern teaching and learning
models, adequate funding, continuous appraisal and upgrading of the educational
programmes and personnel, availability of teaching staff, regular staff
training and development programme. However, the immediate concern is to
examine the extent to which the inspectorate unit of Lagos State Ministry of Education
has been effective in discharging its role as the agent of quality control in
Lagos State Secondary Schools.
The
Lagos State Ministry of Education under the current civilian administration has
a vision to provide qualitative and free education. Its mission is to provide
citizens with good quality education in partnership with private sectors,
parents, stakeholders, non-governmental organizations and competent Teachers in
a conducive learning environment. The Lagos Government’s Policy thrust on Education
Upholds;
·
Construction
of Millennium schools in the state,
·
Refurbishment
of school buildings, laboratories and Libraries,
·
Provision
of School furniture, tools, workshops,
equipment,
·
Provision
of books, computers, instruction materials,
·
Curriculum
review, entrepreneurial and technical training,
·
Teachers
empowerment, welfare and enhancement programmes,
·
Community
Based Vocational Education,
·
Eradication
of Moral Decadence in schools,
·
Operation
Green and clean the Environment in schools, and
·
Functional
Scholarship schemes
The
Lagos State Post Primary Teaching Service Law came into force on the 1st of
March, 2005 though the bill was passed on June 7th 2005 by the Lagos State
House of Assembly. It repealed the Lagos State Teaching Service Law (No 5 of 1989).The
law which divided the state Ministry Of Education into six Education Districts has
the following benefits:
1.
It
provides for the enhancement of the career of teachers in post primary teaching
service in that they can rise to the level of permanent Secretary.
2.
It
ensures decentralized effective management of the post primary school systems;
thus
a)
Bringing
administration closer to the teachers.
b)
Making
it easier to disseminate information faster to schools.
c)
Treating
Staff complaints more quickly
d)
Aiding
promotion interviews to be conducted fast with quick release of results
e)
Bringing
workers, students, and parents nearer to the government
f)
Giving
immediate attention to all documents and applications by the staff.
These breed healthy competitions
among the Education Districts to enhance excellence in the performance of
teachers and students.
The
state law on Education of 1st March, 2005, also provided for five departments in each of the Education District
offices as follows:
·
Co-curricular,
Science and Technology.
·
Inspectorate
[Quality Assurance]
·
Personnel
·
Finance
·
School
Administration
The
law also provided District standing committees thus:
·
Funds
Allocation and Management Committee.
·
District
Tenders Board Committee
·
Community
Relations Committee
·
District
Coordinating Committee
·
Personnel
Management Board [junior and Senior]
Below are the Education Districts at
a glance as at January 2010
Local Government Areas Location
Alimosho, Agege and Ifako/Ijaye. Agege
Ikorodu, Shomolu and Kosofe Ikeja
Epe, Ibeju-Lekki, Etiosa and Lagos Island Ikoyi
Surulere, Mainland and Apapa Sabo-Yaba
Badagry, Ojo, Amuwo Odofin and Ajeromi Agboju
Ikeja,
Mushin and Oshodi-Isolo
Oshodi
Statement of the Problem
The
following are the problems of the study:
1.
Continuous
decline in standard of education,
2.
Increase
in School Population,
3.
Inadequate
Number of Inspectors,
4.
Inadequate
Number of Instructional Aids,
5.
Unavailability
of text books,
6.
Poor
Classroom Condition,
7.
Weak
Student Attitude to Learning, and
8.
Poor
Environmental Factor.
Continuous decline in standard of
education
There
had been a public outcry on the continual decline in the standards of education
in the country especially as indicated in public examination and the
performance of education outputs that are inadequate for employment. For
instance, in the year 2012 number of candidates that sat for the West African
Senior School Certificate Examination [WASSCE] were 1,572,224 while number of
candidates with five credits including English and Mathematics were 649,156
(38.81 percent) in the year 2014 number of candidates that sat for the West
African Senior School Certificate Examination [WASSCE] were 1,692,435 while
number of candidates with five credits including English and Mathematics were
529,425 (31.2 percent). Employers of labour
also complain about low performance of graduates from the nations institutions
of higher learning.
Increase in School Population
The
Lagos State Government of Nigeria set up the Lagos State Inspectorate Service
in 2009 partly as machinery for inspection of schools and maintenance of standards.
Fagbamiye 2001, noted that when school population increased through various
Free Education Programmes. There was
also an increase in the school population from 1.9million students in secondary
school in 2006to 2.9million in 2009 and about 3.5million in 2012.
Inadequate Number of Inspectors
He contended that the available
number of inspectors even as at 2000 was inadequate for the number of schools
with the result that some schools were not inspected once in two years. The
Bagauda Seminar (2000), recommended one inspector to two hundred teachers. In
view of the shortage of personnel in the Inspectorate Division of the ministries
of Education (2007) stressed that inspectors of schools should be acquainted
with their new roles as advisors, guides, catalysts and source of ideas to
teachers in their instructional
endeavors.
Unavailability of Textbooks
Filler (2010) noted that students who have used two or more
books were almost three times better than those who have no textbooks in
schools. Inadequate supply of textbooks in school is having a toll of teaching
and learning activities in many schools. Its importance cannot be overemphasized
since they are indispensable to quality education.
Mapederun (2010) also emphasized that the availability and
adequacy of textbooks affect the academic performance positively. Effective
teaching and learning depends on the availability of suitable adequate
resources such as books. Goal attainment in any school depends on adequate
supply and utilization of educational resources which enhance proper teaching
and learning process with in a conducive environment.
Poor Classroom Conditions
Students in school building in poor condition had
achievement that was 6% below schools in fair conditions and 11% below schools
in excellent condition. (Edwards 2012)
Poor classroom conditions can encroach upon the teachers
sense of personal safety. Student learning is influenced most directly by
classroom conditions.
Weak student Attitude to Learning
Without positive attitude and perceptions, students have
little chance of learning proficiently. The concept of attitude includes ways
of feeling, thinking and behaving and maintaining an expression of one’s
identity within the environment.
Poor Environmental Factor
Decaying environmental conditions such as peeling paint,
crumbling plaster, non-functioning toilet, poor lighting, inadequate
ventilation and imperative heating and cooling systems can affect the learning
as well as the health and the morale of staff and student.
Purpose
of the Study
The
purpose of study is to examine and determine the extent to which the Lagos
State Inspectorate Service has justified its being setup as an agent of quality
control in Lagos State Secondary Schools. This study is to find out the role of
the inspectors of education as agents of quality assurance in Lagos State and
also evaluate their work in the light of the policy objectives for which they
are setup. Specifically, it seeks to identify the knowledge of inspectors on
their duties and strategies for improvement.
The
study will also highlight the problems facing the inspectors of education as
quality assurance agents and discusses ways of solving these problems with a
view to improve the quality of education in Lagos State.
The
study seeks to achieve the following objectives:
·
Identify
the job contents and responsibilities of Lagos State Inspectors of education as
agents of quality control.
·
Assess
the contribution to the quality control of education in secondary schools
·
Determine
how effective the inspectors are in evaluating the school, administration
according to the policy of education.
·
Determine
the extent to which the Lagos State inspectors perform their roles to achieve
the goals of the inspectorate.
Research
Questions
·
What are the effects of school
supervision on academic performance of students?
·
Do inspectors employ relevant
strategies in evaluating school system?
·
What are the roles of the school
principals in school supervision?
·
What are the hindrances to quality
assurance in schools?
Research
Hypotheses
·
There is no significant relationship
between the effects of school supervision and academic performance of students.
·
There is no significant relationship
between the relevant strategies employed by inspectors and school system.
·
There is no significant relationship between
the roles of the school principal and school supervision.
·
There is no significant relationship
between the inspectors’ hindrances to schools supervision and quality assurance
in schools.
Significance of the Study
The result
of the study will be of benefit to educational policy makers, teachers,
supervisors, inspectors and administrators of schools who can use the findings
of this study as a basis for in-service training programme for modifying and
improving the quality of Nigerian secondary schools teaching delivery.
In
addition, the study will be eye-opener to inspectors in all the states of the
Federation, Lagos State being the sample of study at the state level. The study
will make inspectors to realize the roles that are expected of them by virtue
of the position they hold.
Lastly,
researchers in the field of educational administration and measurement could
use the finding of this research as a basis for research.
Definition of Terms
Inspectorate
Services
This is the state ministry of education machinery
for inspection of schools and maintenance of standards. It was set up in 1973.
Quality
control
Quality control
is all processes employed by the inspectorate division of the ministry to
ensure a certain level of quality in
service delivery. It includes whatever actions that the inspectorate deems
necessary to provide for the control and
verification of certain characteristics of a teaching service delivery.
National
Policy on Education
According to the relevant provisions of the National
policy, the purpose of the inspectorate is to supervise school systems to
ensure that the standard factor in line with the provisions of the Policy on
Educational instruction is not compromised.
Quality Assurance/Control
This
considers the functionality of systems and procedures used to shape the inputs
on one hand and measuring the standard of the output or products on the other hand
Educational Administration
This is
management of educational programme. Educational programme refers to what the
school is teaching and what the students are learning within and outside the
school environment.
Educational Inspection
This
is an activity of visiting, examining and accessing a place of learning so as
to offer professional advice for the purpose of improvement.
Theoretical Framework
In
many countries of the world, there is an inward look at the performance of
their educational system because of the critical role education plays in
economic and social growth. Many times, it has been seen that limitations in
terms of growth and global competitiveness are being propelled by the
operations and output of the educational system and this has been traced to the
quality of teaching and learning in schools. It has been observed that teaching
and learning have declined due to ineffective and inefficient monitoring and
evaluation of the system among other factors. Formally, the main objectives of
inspections were based on two focal points, namely:
·
To ensure that schools are accountable
(usually to their proprietors and to a certain degree the general public); and
·
To give support to teachers for
greater improvement in their pedagogical skills.
In
practice, the responsibility of monitoring and evaluation of schools was seen
as that of people outside the school, and quite often limited to inspectors
alone. However, it has been realized that monitoring and evaluation cannot be
left to external agents alone no matter how frequent these evaluations are
done. The opinion of other stakeholders–teachers, pupils and parents are
relevant. Moreover, the top down approach to the formulation and application of
inspection policies tended to create friction between evaluators and teachers.
This makes schools receive the helplessness. In addition, the general clamour
for an improvement in the quality and standard of education can no longer be
ignored.
According to Act 16
of 2005, Quality Standards in Education have been the responsibility of the
Minister of Education which he executes through the Federal and State
Inspectorate Service. The Federal Inspectorate Services (FIS) carry out her
functions through various forms of inspections of schools below tertiary level.
It also provides national guidelines for inspection, accreditation of schools
and supports states to develop their own inspectorate services.
The deficiencies and
weaknesses which have been found to be a clog in the wheel of the inspectorate
service elsewhere are presently quite evident in Nigeria as well. For example,
it has been observed that there are no uniform standard expression guidelines
for formal and non-formal institutions nationwide. All along, different states
and Federal Inspectorate Services have been using different instruments for
school inspection leading to incongruence in inspection and lack of uniformity
in inspection reports.
In an attempt to improve
the system of inspection, it borrowed from the United Kingdom. Nigeria became
confronted with the challenges of various inspectorate innovations in countries
like Thailand, China, South Africa and the United Kingdom itself. One of the
main features of the innovations include greater devolution of monitoring
activities to the school level as a means of achieving greater accountability,
transparency and an increased sense of ownership.
These innovations in
inspectorate activities go under terminologies such as Whole School Evaluation
which involves School Self-Evaluation and External Evaluation. The system aims
to insure quality in teaching and learning. The aim is to produce a good or an
effective school, which knows what its standard should be, asks itself whether
it attains them and who also motivates the pupils, staff, parents, the community
and the proprietor to synergise them in reaching the goals.
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