The issue of boarding education at secondary level has been one of controversy in Nigeria at least throughout the period since Independence. From 1960 onwards the various authorities charged with the provision of secondary schooling have had to relate the educational legacies of colonialism, including the English boarding school model, to the needs and demands of a newly emerging and economically diversifying country. This thesis is therefore concerned inter alia to identify the influences, characteristics and problems of secondary boarding schools in Nigeria, and especially in the Eastern States of that country. It attempts first to identify significant formative influences through an historical/ documentary study, and then to ascertain empirically contemporary attitudes and perceptions of the various parties to the provision and operation of such schools today. In so doing, aspects such as organisation, administration, management, discipline, values, routine, facilities and infrastructure are described and discussed. The thesis has twelve chapters, organised in three parts: Part A comprises six chapters dealing with the identification of the problem and contributing factors. Chapters One and 2 Two outline the environmental and educational context. Chapter Three illustrates the history and nature of the problem, whilst Chapter Four provides an explanation of the research context. Chapter Five reviews some previous research on boarding and Chapter Six is a consideration of the nature and development of the most influential model, the English Public School. Part B, the development and nature of boarding in the study area deals mainly with aspects of the history and character of boarding schools in Nigeria and especially in the Eastern States. So Chapter Seven is concerned with the long period up to and including the Nigerian civil war, which ended in 1970. Chapter Eight reviews the post-war situation which is given a more detailed focus by Chapter Nine, an account of a preliminary field survey carried out by the writer in 1981. Part C of the thesis is concerned with the current attitudes of the various parties as ascertained by the writer's main empirical exercise, that is to say staff, students and parents. Chapter Ten describes the empirical methods selected and used, and is followed by Chapter Eleven which is a detailed account of the findings. Chapter Twelve 1S a discussion of the results obtained. The thesis concludes with a summary, and recommendations for improving provision in this sector, e~ecially in respect of the quality of facilities and staffing. 3 The Study confirmed what was generally assumed and suspected: that boarding school arrangements in the Eastern States of Nigeria continue to be in very high demand more than 25 years after Independence. The main conclusion was that parents, school authorities, members of the public and students, in general prefer bo~rding to day schools at this level despite the severe problems of plant and staff quality that are very evident. The thesis concludes with a number of alternative strategies, recommendations and comments aimed at improving the condition and provision in this sector of schooling. It is clearly not just a matter of improving physical facilities, there is urgent need for a clarification of the objectives of such provision in modern Nigeria as well as for suitable staff development programmes that will assist their realisation.

No description available.

This investigation set out to determine the level of Local Community contributions towards the development of secondary education in Imo State. It also set out to find out whether the derived gains with regard to the satisfaction of community needs are commensurate with the input into secondary education by the community. Twelve (12) hypotheses were tested to arrive at the decisions. Ten schools from each Educational Zone were randomly chosen for the investigation, giving a total of fifty (50) schools. The respondents for each school consisted of the principal, two teachers, two parents, two town union or community leaders, two final year students and the Eze (Traditional ruler) of that particular school community. The instrument of questionnaire as well as information from the Ministry of Education formed the basis of data collection. Structured interview questions were also used. It was found that in the establishment of schools, the Voluntary Agencies exceeded the government and the Local Communities. In the case of funding of the secondary schools before the government take-over of schools in 1970, it was found that the three bodies, the community, the government and the Voluntary Agencies contributed equally. The Analysis of Variance technique was used to test the difference. It was also found that there was no significant difference in the community contributions before and after the war; the same applied to that of the government, but in both instances, community contributions surpassed that of the government. In these cases the chi2 test was used to test the differences in contribution. With regard to the relevance of the curriculum to community needs it was found that despite the government's effort to satisfy the different needs and aspirations of the people, theoretical education still prevails, thus providing no solution to the unemployment problem. The Student-t test was used to identify significant differences in the opinions of adults and students with regard to the relevance of the curriculum in the achievement of educational objectives. Significant differences were found in the areas of employment, ability to acquire local culture and crafts, spiritual development, acquisition of high morals, discipline, ability to go for further education and ability to think objectively. Histograms were used to show the differences clearly. In spite of this, parents are still enthusiastic about secondary education in that they still contribute towards the establishment of new schools and are still keen on sending their children to school. It was therefore recommended that:- 1. Government should allow other bodies such as the voluntary agencies, individuals and other interested groups to be involved in the development of secondary education to reduce the costs borne by the community and the government. 2. The government should increase its areas of involvement in secondary education development. 3. The government should see that budgeting and curriculum planning should involve representatives of all interested groups in secondary education. 4. Artisans and people skilled in the local crafts should be incorporated in the School-Community Relations workshops by the government to train the crux of the new breed of teachers. 5. Workshops, seminars and in-service training should be organised by the government for serving teachers at minimal costs to the teachers. 6. The government should ensure that the least qualification for teachers in the secondary schools be the Nigerian Certificate in Education (N. C. E. ). 7. Government should ensure that guidance and counselling services be provided in schools to advise the students about vocational choice. 8. The people should consider alternative avenues of economic investments such as small scale industries, to absorb both secondary school drop-outs and graduates without jobs. 9. Specification of aims and objectives should be shared at four levels of the educational system. General aims by the Federal government, specific aims by the State government, general objectives by the local communities and specific objectives by the school. 10. Measures to improve curriculum design are also suggested. 11. The government should organise a carefully planned, coordinated and long-term investment in both community and educational welfare to avoid spirals of educational deprivation.

The purpose of this study is to describe the historical development of secondary education in Eastern Nigeria, taking into consideration the following periods: (1). before the coming of the British, (2) from 1842 to 1960 when Nigeria received her independence from Britain, and (3) from 1960 to 1986. The period between 1960 and 1986 is further subdivided into (a) 1960 to 1967 when the civil war began, (b) 1967 to 1970 when the civil war ended, and (c) the post-civil war era—1970 to 1986.

The purpose of this study was to develop a standard instrument for determining the basic elements to be contained in a state of national long-range plan for higher education and to utilize that instrument in evaluating the current planning efforts in Nigeria. In order to fulfill the purpose of the study, answers were sought to seven research questions and procedures were worked out for ten experts in higher-education planning to validate criteria statements about the major elements of a model long-range plan for higher education in a political unit. The findings of this study appear to warrant the conclusions that (1) state or national plans for higher education contain similar major elements and have certain underlying assumptions, (2) long-range planning documents can be evaluated using established criteria, (3) Nigerian planning for higher education has been somewhat systematic but lacks thoroughness, and (4) Nigerian planning for higher education can be strengthened and improved if future planning activities more closely meet established criteria of the model used in this study. Recommendations are offered which could strengthen the existing plan and aid future planning exercises in Nigeria.

The problem of this study was to describe higher education in relation to economic development and social change in Nigeria. The purposes of this study were (1) to identify the needs for economic development and social change in Nigeria; (2) to relate higher education goals to the identified needs; (3) to determine the perceptions of the participating groups of students, faculty members, academic administrators, and government officials about what priority of importance is being placed and should be placed on higher education goals to achieve the national needs; (4) to formulate recommendations for the future development of higher education in relation to economic development and social change in Nigeria.

No description available.

No description available.

The purposes of this study are to describe the past and the present systems of secondary education in the Cross River State of Nigeria; to examine the goals, achievements, and failures of each with special consideration for the period from 1970 to 1981; and to make recommendations for improvement of the secondary educational system in the Cross River State of Nigeria.

Nigeria's educational environment has witnessed rapid and wide-spread changes within the last five years to the extent that enormous pressures are being put upon the practitioners. The introduction of universal free primary education in 1976 and the establishment of the national policy on education in 1977 are two of the major reasons for these changes. Educational critics have discussed issues affecting education in Nigeria generally and in Oyo State particularly. The practitioners have continuously come under severe attack for the apparent shortcomings brought by these changes. It was viewed that principals could speak out regarding the seriousness of such educational issues which the critics have repeatedly emphasized. The two purposes of this study were to determine the perceptions of secondary school principals regarding the seriousness of selected educational issues; and to determine whether there were significant differences in the perceptions that could be ascribed to zonal location of schools, age of principals, enrollment, and years of experience as principals.