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A CRITICAL
ANALYSIS OF POLICY FORMULATION AND IMPLEMENTATION WITH RESPECT TO EDUCATIONAL
PLANNING
ABSTRACT
The study
attempted to examine the effect of educational planning and implementation in
Nigerian secondary schools, and most especially, in some selected schools in
Mainland Local Government Education District of Lagos State. In this study,
some literatures were reviewed under sub-headings. The descriptive research
survey design was employed in this study in order to obtain the opinions of the
respondents using the questionnaires and the sampling technique. Two hundred
(200) respondents were selected and used as samples for this study. While three
null hypotheses were formulated and tested using the independent t-test and
Pearson product moment correlational statistical tools at 0.05 level of
significance. Also, the bio-data of the respondents and the questionnaire were
analyzed using the simple percentages and frequency counts. At the end of the
analyses, the following results emerged: (1)There is a significant effect of
educational policy formulation on educational implementation in Nigeria. (2)There
is a significant effect of poor educational planning on the standard of
education in Nigeria. (3)Finally, there is no significant relationship between
educational planning and implementation in Nigeria. Based on the outcomes and
conclusions of the study; the following recommendations among others were
forwarded by the researcher: (1)Nigerian educational plans should be short-term
based. This will enable educational planners to solve short-term educational
issues. (2)Manpower planning and educational development should be the
watchwords of Nigerian educational managers. (3)Nigeria should plan their
educational system along side with other developed nations of the world. (4)The
goals of the National Policy on Education (NPE) should be enforced and implemented
by educational planners and managers.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education
policies are evolved and formulated in every community in order to improve the
standard of living of the populace (Kola, 1996). According to Kola, free
education policy in some states was to alleviate the suffering of the indigent
students and parents in this austere period of our economy. Also, growing
awareness in the citizenry of a nation as regards the shortcomings in their
general existence on each could instigate virile educational or other sectoral
policies that could proffer solutions to their existential problems. As Adeyemi
(2000) puts it, the current document tagged the new National Policy on
Education (NPE) evolved after a long drawn seminars and conferences on the
relevance of our hitherto previous educational system in the realization of the
developmental dreams of an ambitious young nation like Nigeria. In fact, the
views, discussions and eventual report from these seminars and conferences, and
the National Seminar on National Policy on Education formed the basis for the
eventual 1977 National Policy on Education.
In essence,
educational policies are need-oriented. The need to live happily in a well
developed community that is free of poverty, hunger, disease etc, it could be
the need of safety and security. These needs could be grouped as organic
(human) and inorganic (environmental). At these two extremes, Awokoya (1982)
highlights three groups of policy objectives that are apparent. These are: the
individual needs on which policy objectives could be drawn; the community
pressures (communal sustenance); and the degree of complexity and
sophistication to which specialized personal must be educated and trained to
meet these demands.
The term
planning has no doubt, enjoyed wide application across all disciplines.
However, different institutional context and socio-political structures
determines the specific activity that can be classified as involving planning.
For example, what an architect may regard as a planning activity, may slightly
differ from that of a medical doctor, an engineer, an economist or an
administrator. In the same vein, the content of planning in the former
socialist USSR before the break up of the Republic or any other socialist
country cannot be the same as that in the capitalist economy like the U.S.A. or
any other capalist country (Agabi, 2001).
According to
Owolabi (1998), we need to facilitate the discussion of educational planning by
identifying a guiding definition. Planning has been used to mean the process of
determining in advance, what is to be done, including classification of goals,
establishment of policies, mapping out programmes and campaigns and determining
specific methods or procedures, and fixing day to day schedules (Newman,
1993:136). It is not necessary that we identify all the possible definitions
that have been put forward by scholars since the practice of planing began. In
comtemporary usage, Newman (1993) definition appears limited, since it did not
recognise the focal issue that has given rise to the adoption of planning in
every field of economic life. That focal issue is rationality or optimization
of resources use.
In this
study, planning can be said to connote a process which essentially involves
deciding in advance, the specific future view to optimizing the use of limited
organizational resources towards desirable and specified goal attainment. What
is clear from this is that planning is a conscious, deliberate, systematic and
rational decision making process, designed to influence future course of action
in an organisation or any field of human activity with the ultimate aim of
making the most economical use of the limited resources (i.e. profit or benefit
maximization) (Uzoma, 2000).
Beeby
(1993:4) states that educational planning is the exercise of foresight in
determining the policy, priorities and costs of an educational system, having
due regard for economic and political realities, for the systems potential for
growth and for the needs of the country and the pupils (students) served by the
system. The planning of education is now universally embraced as a tradition.
The reasons for this are many: (1) education is planned so that the limited
resources of a society like finance, personnel and material can be rationally
allocated among the various competing educational demands and programmes or
types. Educational planning therefore enables those involved in education to
gain economical insight in the use of scarce educational resources, (2) with a
proper definition of objectives, educational planning helps in concretising a
society educational choices in terms of specific tasks to be accomplished. This
helps in giving direction to actions, permits delegation, facilitates control
and provides the basis for evaluation, (3) educational planning is done to
ensure that the various educational interest and demands of all those interest
groups like students, parents, school managers, community members etc; are
harmonized with those of the society in terms of needs, capacity and
constraints, (4) the production of skilled manpower or inculcation of desirable
habits through education takes a very long time to mature. Investment decision
here therefore needs to be planned for ahead to time, (5) government the world
over, have found the need to plan education to ensure that there is adequate
investment in education. This is because the spill-over benefits and costs
associated with it makes it unenticing for adequate private sector investment,
(6) above all, education is planned to avoid wastages by providing just the
type and quantity of educational services needed in the society (Barnes et al.,
1999).
1.2Statement
of the Problem
Educational
policies are evolved and formulated in every community in order to improve the
standards of living of the people in that community. However, certain problems
militate against the planning and implementation of these policies in the
educational system. For example, the planning of education and the consequent
implementation of the plans have had very limited success in Nigeria. It is not
likely that the stage of things will be better in the near future. There has
been recurrent problems in educational policy formulation, planning and
execution. These recurrent problems of educational planning and implementation
are: the cart before the horse syndrome, for example, in most cases,
educational planning efforts normally start after implementation. National
leaders merely make public pronouncements about educational policies or
programmes without any regard to the actual process. Also, the problem of poor
functional differentiation where educational planning and implementation have
the problem of ineffectiveness, because educational objectives in Nigeria have
been very vague in implementation.
Another
problem is weak data base, in Nigeria, the culture of educational planning has
been without accurate data base. This has limited the progress made in
education. The problems of inadequate outdated and inaccurate data have been highlighted
by Ashby (1960). The lack of qualitative and quantitative data base in
educational policy formulation, planning and implementation has stalled
progress in that sector.
Other
perceived problems that militate against planning and effective implementation
in education are explosive population, inadequate resources (human and
materials), the depressed economy, unprogressive administrative tradition,
politics, lack of public support etc.
1.3Research
Purpose of the Study
The main
purpose of this study is to examine a critical analysis of policy formulation
and implementation with respect to educational planning in Lagos State.
Other
specific objectives are:
(1) To find out whether there is good
policy formulations in Nigerian educational sector.
(2) To examine whether there is effective
implementation of educational policies in Nigeria.
(3) To identify the problems militating
against effective implementation of educational policies in Nigeria.
(4) To investigate whether educational
planners in Nigeria have effectively implemented the same.
(5) To proffer adequate solution to the
problem of poor implementation of Nigerian educational plans.
1.4Research
Questions
The
following research questions will be raised in this study:
(1) Is there any good formulation of
educational policies in Nigeria?
(2) To what extent can we examine whether
there is effective implementation of educational policies in Nigeria?
(3) How can we identify the problems
militating against effective implementation of educational programmes in
Nigeria?
(4) To what extent can we investigate
whether education in Nigeria have effectively executed?
(5) What are the possible solutions to the
problems of poor implementation of educational policies in Nigeria?
1.5Research
Hypotheses
These research
hypotheses will be formulated in this study:
(1) There will be no significant effect of
educational policy formulation on educational implementation in Nigeria.
(2) There will be no significant effect of
poor educational planning on standard of education in Nigeria.
(3) There will be no significant
relationship between educational planning and implementation in Nigeria.
1.6Significance
of the study:
This study
will be benefited to the following people:
(1) Educational Planners: With the
findings and recommendations of this study, educational planners would be in
good position to plan effectively, the education of Lagos State. It also
enables them to seek ways of implementing the plans made. The recommendations
of this study will help educational planners in the school to brace up and
explore effectively the meaningful ways of putting the policies so formulated
into proper execution.
(2) School Administration: The
recommendations of this study will assist educational planners who will use the
proffered solutions to carry out their day to day activities in our educational
sector. The recommendations will give them the needed insights on the ways of
efficient implementation of the plans or policies formulated by the educational
planners or policy formulators in Nigeria.
(3) Stakeholders in Nigeria Education:
This study will be beneficial to the stakeholders such as parents, students,
teachers and the entire society who will be adequately exposed to the benefit
and importance of good policy formulation and effective implementation of
educational plans in the country.
1.7Scope of
the Study
This study
covers the critical analysis of policy formulation and implementation with
respect to educational planning in Lagos State. A case study of Mainland Local
Government Area of Lagos.
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