CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
In
Nigeria education is one of the vital tools utilized by the political class to
enhance their legitimacy and control the machinery of government and
administration. A careful look at organization and administration of education
in any given country will show that it is closely interwoven with its political
dispensation or ideology. According to Uchendu (2000:1) Educational system and
politics are symbiotically linked. Educational systems are based upon and
promote the ideologies of nations. Similarly abstract education that does not
serve the politics of a given clan does not exist in the world today. Formal
school system has become an important component for the political system to
implant its ideology on the youth. National Policy on Education FRN (2004)
states that Education in Nigeria is an instrument for effecting development. It
therefore seeks to fulfill that role the government has stated for the benefit
of all citizens in the country. Educational goals shall be clearly set out in
terms of their relevance to the needs of the individual and those of the
society, in consonance with the realities of our environment and the modern
world. Countries spell out in clear terms the philosophy and objectives that
underline their investment in education which is generally affected by the
political ideology of the country. Successive governments in the country insist
on education for all, so that they can contribute meaningful, to the
achievement of the ideas of a democratic form of government.
Education
has been defined by authors in various ways to suit their own ideals of what
education does or the gains of education. Anuna, (1996:2) defined education as
the systematic socialization of the younger members of the society into
learning, about the religion, morals, beliefs feelings of nationality and
collective opinion of all kinds. It embraces not only the planned and
deliberate process of school, colleges but also the indirect incidental
experience of life.
Many
authors have defined politics in different ways. Okunamiri (2005:2) defined
politics as “unbridled struggle for power among individuals or groups”. Dyke
(1966) defined “politics as, consisting of struggle among actors pursuing
conflicting desires on public issues”. These definitions perceive politics as struggle
for power which results in unhealthy competition among individuals or the
groups involved. Clump, in Uchendu (2000:1) defined politics as a science and
art of securing and advancing the temporal welfare, of community organized as a
state. The business of politics therefore involves both laying down of general
principles and their application to concrete problems. The scope of politics is
the temporal well-being of the community as a whole. To say this means that
politics is concerned with the relations of the members of the community
between themselves and the things of the world. Again, it is concerned with the
right and duties of citizens to each other and to state.
The
greater participation and interaction between politics and education in the
life of any nation is thus, what constitutes the major objective of community
development. Technology (no matter how modest) alone does not solve problems
nor does it even create friends. There is an increasing awakening that people
are more important than techniques. People should have some voice in and
understanding of what is being done. This is the basis of mutual benefit the
world over. Symbiotic relationship between politics and education as earlier
posited, comprises the people plotting their graph, the direction of their
values, identifying way of catching up with the graph so plotted and working
meticulously towards the realization of set goals and objectives. This implies
that a mutual relationship between politics and education requires that people themselves
exert their own efforts, joining with government to improve their economic,
social and cultural conditions. it is concerned with total community life and
needs. It should involve the entire community participation in decision-making.
In another dimension Obanya (2002) perceived politics and education as
interaction in the fullest and best sense for stimulation of the desire for
better things and the urge to attain such better things. To her, mutual
interaction of politics and education strive to educate and motivate people to
self-help with a view to developing responsible local leadership among them, as
well as inculcating in them a sense of citizenship and a spirit of civic
consciousness. Besides, to ensure a lasting mutual relationship between politics
and education, new ideas, researches and approaches must be injected into the
education system. For example, Akintoye (2004) argues: Most studies of
educational change have been concerned primarily with the adoption of specific
education innovations. They have been conducted where research has largely
focused on the diffusion concept, namely, the spread or permeation of an
innovation from system to system or from school to school.
In
recent times, it is generally accepted that the success or failure of any
educational system depends on the political system of the area concerned.
Education cannot be separated from politics because it is an aspect of
political needs of the society. Education is a vital instrument for national
unity and integration in Nigeria. That is one of the reasons why the federal
government is involved in education at primary, secondary and university levels
in Nigeria. The political system has influenced educational system over a long
period even during the period of Socrates and Plato. Rowley (1971:11) observed
that “educational plans are political in their nature and effect”. Adesina
(1884:170) stated that “there is hardly any problem marrying politics with
education”.” He further stated that in analyzing politics, the national aim of
making education available to every child, the idea of using education to wipe
out hunger, illiteracy, ignorance and diseases are on the whole less
educational than political. Education in Nigeria, like in any other country had
not been fashioned in a vacuum but had been regulated by the government
policies and therefore by implication had been a necessary function of
politics. Uchendu (2000:5) stated that no matter the system of education a
country adopts, the likely solutions to problems that may arise from
governmental attempt to regulate the aspirations of the citizens are related to
politics, as politics determines the type of education that is to be adopted,
so while one can take education out of politics, politics can hardly be taken
out of education. Almond, (1960:27) posited that all political systems tend to
perpetuate their culture, ideas and structure. And this could be achieved
through education. Hence the interest of the Nigerian ruling class in
education. Therefore, this study focuses on the influence of politics on the
management of secondary school, a case study of Olorunda local government area
of Osun state.
1.2 STATEMENT OF THE PROBLEM
The
government interest on education has some implications for planning and
administration of education. It is planned and administered in the contest of
existing governmental structure. The success or failure of any educational
system depends on the political system at a time. The political issue which,
has influenced education in Nigeria is equal opportunity, and according to the
1979 constitution, equal opportunity implies: the availability of places for
students in the educational system, the social institutional support for
attendance and the economic ability of individuals to pursue their education.
The political leadership is committed to ensuring that the fundamental right of
all Nigerians for equal opportunity is assured. That is the reason why the
government has mounted several programmes, to attain this objective in
education. The Universal Primary Education (UPE) program is expected to ensure
that every Nigerian child has free access to education irrespective of
historical, political, cultural or socio-economic background. There is also
plans especially with the recent introduction of Universal Basic Education
(UBE) in Nigeria to ensure fee-free Junior Secondary education in all the
states. Institutions for special education to take care of the handicapped and
disabled children and adults are being spread all over the country. Also
established in many parts of the country are adult and non-formal educations
for fishery communities. All these are aimed at ensuring that even these adults
who lost the opportunity to go through formal school system when they were
younger are availed of the opportunity to education. This however aroused the
interest of the researcher to investigate the influence politics has on the
management of secondary school, a case study of Olorunda local government area
of Osun state.
1.3 OBJECTIVE OF THE STUDY
The
main objective of this study is to find out the influence politics has on the
management of secondary school, a case study of Olorunda local government area
of Osun state, however to arrive at a valid result the specific objectives of
this study is to:
1. Investigate
the influence of politics on availability of quality education in secondary
schools in Olorunda LGA of Osun state.
2. To
discover the effects of politics on the implementation of education policy in
secondary schools in Olorunda LGA of Osun state.
3. To
find out the impact of politics on academic performance of students in
secondary schools in Olorunda LGA of Osun state.
4. To
ascertain the influences of politics on the provision of infrastructural development
to secondary schools in Olorunda LGA of Osun state.
1.4 RESEARCH
QUESTIONS
1. What
is the influence of politics on availability of quality education in secondary
schools in Olorunda LGA of Osun state?
2. What
are the effects of politics on the implementation of education policy in
secondary schools in Olorunda LGA of Osun state?
3. What
is the impact of politics on academic performance of students in secondary
schools in Olorunda LGA of Osun state?
4. What
are the influences of politics on the provision of infrastructural development
to secondary schools in Olorunda LGA of Osun state?
1.5 SIGNIFICANCE OF THE STUDY
This
study will expose government at different levels, schools managements,
politicians, parents and other stakeholder involve the in formulating education
policy in Nigeria on the influence and effects of politics on Nigeria education
sectors. Also this study will serve as a reference to other researcher who wish
to continue this research or embark on the same research.
This study will create awareness in
the minds of members of the school management board about the policy decision
that affects their management of secondary schools.
The findings will reveal to the
communities the negative or positive influences of politics in the management
of secondary schools in their area so that the community can take into
consideration those policies that affect the school negatively and find means
of reducing the negative influence and at the same time help to promote or
sustain the positive influences.
The information from this study can
guide the management of schools in the day to day performance of their
responsibilities to schools under their care. It can also help them make
recommendation to government on necessary improvements in their policies.
This study will enhance the existing
body of literature by contemplating the areas of the literature that have not
yet been examined or considered and incorporating these factors into the
current study. The study will thus form the basis for further studies in the
field.
1.7 SCOPE
OF THE STUDY
The scope of this study is restricted tothe influence politics
has on the management of secondary school, a case study of Olorunda local
government area of Osun state. A
questionnaire was used for the purpose of this study and the sample population
are teachers and principals of secondary schools in Olorunda LGA of Osun state.
1.7 LIMITATION
OF THE STUDY
Some of the major
constraints the researchers encountered in putting up this research include
lack of time, lack of willingness to give information by respondent and also
limited resources.
1.8 DEFINITION
OF TERMS
Politics: the activities associated with the governance
of a country or area, especially the debate between parties having power.
Influence: ability
to have an effects on someone of something
Education: the process of receiving or giving systematic
instruction, especially at a school or university.