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DISTRIBUTION
AND UTILIZATION OF EDUCATIONAL RESOURCES IN TWO STATE/FEDERAL GOVERNMENT OWNED
SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND
TO THE STUDY
Interest in
the study of how resources are allocated at variety of levels within
educational system grew rapidly during the 1970’s and 1980’s (Adeleke, 1994).
According to Adeleke, the desire to learn more about the internal allocation of
resources for education has not been limited to decentralization of the
schooling systems such as in the United States, Canada and Nigeria. Even in
highly centralized school governance systems, considerable variation exists at
local levels on how educational resources are ultimately distributed and
utilized. Studies have began to examine these internal distribution practices
in wide variety of nations around the world (Allenson, 2000). Otis (1997)
states that in Nigeria, the early work on education resources allocation dates
back from the early twentieth century and this focused on the availability,
apportionment and utilization of the resources among constituent local
Education Agencies or Authorities.
The
distribution and utilization of education resources witness challenges such as
how much resources are allocated to various schools, how has the population of
the schools commensurate with the resources allocated to them. There is
interest on what happens to the resources allocated for distribution to various
educational levels of primary, secondary and tertiary institutions in Nigeria.
Also, there is an interest on the type of programmes run by the schools and the
type of students admitted. These determine to a large extent whether the
resources allocated to the schools are well utilized or not (Anyamele, 2001).
According to Obadina (1998), there is the desire to learn more about what
educational managers do with the resources allocated to their schools. Also
there is the desire to learn more about these internal resources allocation.
According to
Uzoma (1994), the budget allocation for education is nothing to write home
about, a situation where less than 10 per cent of fiscal allocation is given to
education, a sector that requires enormous or huge expenditure. This has
resulted in low salary structure of teachers, lack of full remuneration by
teachers and even the standard of education in the country has been affected.
Another problem of allocation and utilization of educational resources is the
corrupt practices of the managers of the resources and their lack of vision and
misplaced priorities they give to certain areas of education sector which ought
not to be so. Research examining inequalities within schools is hardly new.
Analysis such as Abel (1999), for years have been concerned with the phenomena
such as the tracking of students by academic specialization or the grouping of
students for instructional purposes. According to them, there have been studies
of high school tracking where findings suggest that students assigned to the
non-academic track are seriously discriminated against. There has also been
studies of instructional grouping where the findings reveal substantial
inequalities in the amount and character of the instructional resources that
are supplied (Breaben and Oakes, 1991). This study among other things will
treat the availability, distribution and utilization of resources to various
levels in the state and federal government owned schools.
STATEMENT OF
THE PROBLEM
According to
Anyanwu (1990), education in Nigeria has not been well treated in terms of
location and utilization of resources. For instance, the state and federal
government owned schools suffer the problem of low funding which is as a result
of low budget allocation of below 10 per cent to the education sector, whereas
education ought to be given a lion share of the fiscal allocation from
federation account. The inadequate allocation and poor utilization of the
education resources has resulted in the low remuneration of the teaching personnel
as well as low or poor availability of instructional materials for effective
teaching and processes. This has affected the standard of education negatively.
Many schools
lack current materials in their libraries, poor equipment in science laboratories
and poor maintenance of available infrastructure and in some cases even lack of
manpower to utilize the scarce material resources that are available in
schools. This has been the greatest problem of our school system, and has
impacted negatively on our schools generally. The problem of this study
therefore, is on poor distribution and utilization of educational resources in
Lagos State Secondary Schools and Federal Government Colleges in Lagos State.
PURPOSE OF
THE STUDY
This study
examines the distribution and utilization of education resources in two state
schools and two federal government owned schools in Lagos State. The specific
objectives of this study are:
i. To determine whether education resources
have been distributed well in Nigerian schools.
ii. To determine whether the resources
allocated to schools are utilized effectively by educational personnel.
iii. To compare and contrast between the
allocation and distribution of resources to both states and federal government
owned schools.
iv. To examine the problem of ineffective
distribution and utilization of education resources in our schools.
RESEARCH
QUESTIONS
The
following research questions will be answered during the course of the study:
i. Have education resources been well
distributed in Nigerian schools?
ii. To what extent is the resources allocated
to schools effectively utilized?
iii. Does the government allocate adequate
resources to the education sector in Lagos State?
iv. To what extent can we compare and contrast
the allocation and distribution of the resources in both the federal and the
state owned schools?
v. What are the problems of resource
allocation, distribution and utilization in Nigeria schools?
RESEARCH
HYPOTHESES
The
following hypotheses will be tested in the course of the study: There is no
significant relationship between allocation of resources and educational
standard in Nigerian secondary schools (both Lagos State and Federal Schools).
There is no significant relationship between distribution and utilization of
resources in schools.
SIGNIFICANCE
OF THE STUDY
This study
will benefit teachers, principals and school authorities at both the state and
the federal levels of our schools system. For instance, teachers would find out
this beneficial because it will give them an insight on the low level of funds
and other resources allocated to educational sector. Also, the government
especially at the federal level will through this study understand that the
budgetary allocations given to education is inadequate and may have a change of
policy or a rethink on the issue of budgetary allocation to education in
Nigeria. the study will be an important reference material to new researchers
and students as well as the general public.
SCOPE OF THE
STUDY
The study
attempts to investigate the distribution and utilization of educational
resources in two state owned schools and two federal government owned schools
in Lagos State of Nigeria.
DEFINITION
OF TERMS
The
following operational terms have been defined as they will be used in this
study:
Distribution:
This refers to the way and manner in which educational materials (resources)
are shared or sent to various arms of our educational system to be utilized in
order to sustain growth and educational development.
Utilization:
This refers to the usage of the shared educational resources for a practical
purpose of developing the entire school sector.
Resources:
This could be human or material resources in education. It is the human or
material resources that are needed to enhance the growth and development of a
country’s educational system. Human resources are the personnel
(principals/teachers/other staff), while material resources are the funds and
other educational materials used in schools.
Allocation:
This is an amount of money and or space that is given to a particular school
for a specific purpose. This is the act of giving instructional material to a
particular school for the aim of achieving desired goals or objectives.
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