AN EVALUATION OF PRIMARY EDUCATION SYSTEM STANDARD IN NIGERIA: A CASE STUDY OF FUNAKAYE L.G.A OF GOMBE STATE (2015-2019)
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education as a development agent, is valued by all nations of the world because it has brought total liberation to man. It has transformed man from ignorance and misery to knowledge and happiness. It has made man useful to himself, his generation and beyond. As rightly observed by Umoh (2006), education helps the individual to develop physically, mentally, morally, spiritually, and emotionally by providing suitable environment, teaching him new knowledge, attitudes and skills that will enable him to be useful to himself and his society. Education at this level strengthens the learner’s feet to climb the educational ladder to the zenith of academic attainment if a good foundation is laid. The Federal Republic of Nigeria (2004), states that primary education refers to education given to children aged 6 to 11 plus in primary schools and that the primary level is the key to the success or failure of the whole system since the rest of the education system is built upon it. This statement confirms the fact that the primary level of education is most crucial to the success of other levels, hence the need for the stakeholders to do everything possible to lay a solid foundation for its sustainability.
For primary education to be the bedrock of educational system, Umoh (2006), maintains that it must bring to the learners elementary and general knowledge of science, by teaching them to use and operate scientific objects and gadgets so that they may be conversant with such foundational knowledge as they advance to other levels. In other to give the primary school (education) the focus FRN (2004) enumerated the goals of this level as to:
a. Inculcate permanent literacy and numeracy, and ability of communicate effectively;
b. Lay a sound basis for scientific and reflective thinking;
b. Give citizenship education as a basis for effective participation in and contribution to the life of the society.
c. Mould the character and develop sound attitude and morals in the child.
d. Develop in the child ability to adapt to the child’s changing environment.
e. Give the child opportunities for developing manipulative skills that will enable the child to function effectively in the society within the limits of the child’s capacity.
f. Provide the child with basic tools for further educational advancement, including preparation for trades and craft of the locality.
The lunching of the Universal Basic Education (UBE) programme was the Federal Government effort to salvage the primary education system which is the foundation stone of other educational levels and in fact, the corner stone of national development (Okpala, 2007). This confirms the submission by the present authors that primary education is the foundation for qualitative higher education in Nigeria. This is because it is the primary education graduates that gain admission into secondary education and later proceed to higher education. In this regard, the quality of output from primary education will definitely produce future professionals, such as technologists, engineers, educationists, lawyers, some of whom will become lecturers in higher education to teach students whose educational foundation is from the same primary education system. The term “qualitative” is used to portray the expected better output from higher education based on the desired good foundation laid at the primary education level.
As pointed out by Ijeoma (2004), Adedeji (2004), Onyeagba (2006), Saidu (2008), and Sen (2010), primary education is the foundation for a child’s learning on which every other level of learning depends. In the light of these objectives, this paper examines how the primary school may be seen and rightly recognized as foundation of education in the society. Furthermore, Olaniyan & Obadara (2008), submit that apart from the home as the first agent of socialization, primary school is the first that introduces formal education or literacy to the children. In other words, primary school education is a foundation upon which all other levels of education are built. Armstrong (2008) affirms that certainly, primary and secondary educations are both important elements of the sector, not least because they feed directly the quality of higher levels of education.
The stated goals are attainable hence the Federal Republic of Nigeria (2004) on education states that these goals must be pursued through making primary education tuition free, universal and compulsory, implementing the curriculum; providing educational services, using practical, exploratory and experimental methods of teaching, using the language of the environment for the first three years as a medium of instruction; making the teacher-pupil ratio 1:35; promoting pupils from one class to another based on continuous assessment; discouraging the incidence of drop out at this level; integrating information and communication technology (ICT) into education in Nigeria; proving basic infrastructure and training of teachers for the realization of these goals at the primary school level, etc. These proposals on the one hand, simply present the functions expected of government or relevant government functionaries charged with the responsibility of management of schools, provision of infrastructure, equipment and instructional facilities. On the other hand, present the functions expected of teachers in laying the foundation for quality output in primary schools. It is on this back drop that this research aims to find out by way of evaluation the standard of primary education system in Funakaye Local Government Area of Gombe state from 2015-2019.
1.2 STATEMENT OF THE PROBLEM
The inability of the current standard of primary education system in Nigeria to impart the necessary skills to students has contributed to the high level of unemployment in the country. Abimboye (2009) cited a World Bank report which estimated that about 40 million Nigerians are unemployed and that employers find it difficult to absorb young graduates because they do not possess the modern skills needed in the 21st century economy. Unemployment among graduates of tertiary institutions has also been blamed on the mismatch between the skills provided and job requirements in the market place, (Iwunze, 2002). A World Bank survey which was reported by Shiundu (2008) also revealed that most graduates are weak in problem solving, business understanding, computer use, team work, and communication skills. This is attributed to poor primary education system which forms the basis for the development of the skills mentioned.
In addition, the present method of teaching in primary schools seem to make students not to retain new information and achieve academic excellence. As observed by Lohr, Ross and Morrison (1995) primary school system instruction transmitted to the students do not follow proper sequential instruction. The lack of students’ direct interaction with the software, the control of pace and sequence of instructional material according to Nwoke (1993) cannot accommodate individual learning styles thereby causing frustration and loss of interest in learning at the primary school level. Therefore, the need for retraining of teachers of primary schools is imperative.
However, Okoro (1992) noted that primary education is a necessary background to other level of education. According to him, it could open the door to industrial development in the country. Based on the above premise, it therefore becomes imperative to ascertain the skills possessed, and needed, by teachers of primary schools.
Primary school education is in a state of quagmire in terms of both materials and human resources. Obsolete materials and gross inadequate human resources is the situation bewildering primary school education in Gombe state. This poor state of resources for teaching and learning needs to be addressed quickly due to the negative effects it has on the skills acquisition and competencies of students. From the researchers’ experience in teaching primary school courses, it has been observed that there are gross inadequacy of quality material resources and enough qualified human resources which have affected teaching and learning. The provision of necessary resources in learning institutions especially for primary school’s education in funakaye L.G.A of Gombe state has been left unattended to. The provision of adequate resources and utilization constitutes a major strategic factor for effective organizational functions (Manabete & Makinde, 2015). It is on this premise that the study intends to unravel the primary education system standard in Funakaye L.G.A and hence the following research questions have been propounded;
1.2.1 RESEARCH QUESTIONS
The following questions are thus put forward in order to arrive at answers, suggestions or recommendations to knowing the standard in primary education system in Funakaye local government Area of Gombe state;
1. What is the rate of availability of teachers in primary schools in Funakaye L.G.A?
2. How competent are primary school teachers in Funakaye L.G.A of Gombe State?
3. What is the standard of primary school education system in Funakaye L.G.A of Gombe state?
4. How can we improve the standard of primary school education system in Funakaye L.G.A of Gombe State?
1.3 AIMS AND OBJECTIVES OF THE STUDY
Primary schools are set up to help young Nigerian students discover their potential, develop their skill and prepare them towards secondary school and also later to the tertiary institution in pursuits of their dreams and towards fulfilling their dreams and for the betterment of the nation at large.
The purpose of this research is to evaluate the primary education system standard in Funakaye L.G.A of Gombe State. The study would also find out whether these schools have qualified teachers that are competent to produce the quality of students that the Nation is in dear need of to be able to meet the challenges in the technological world today. In order words the study was motivated by a great concern about the future and continuity of primary school education in all tiers of society.
The study will also try to find out if the various schools have enough materials for the effective teaching and learning e.g. Drawing room, library, text books, adequate seats, adequate classrooms etc. Questions were also asked to find out from student and teachers the methods employed to the teaching and learning in primary schools.
With the aforementioned, it is clear that the objectives of this study are as follows;
1. To ascertain the rate of availability of teachers in primary schools in Funakaye L.G.A.
2. To examine the rate of competence of primary school teachers in Funakaye L.G.A of Gombe State.
3. To examine the standard of primary school education system in Funakaye L.G.A of Gombe state.
4. To profer ways of improving the standard of primary school education system in Funakaye L.G.A of Gombe State.
1.4 RESEARCH HYPOTHESES
The following Hypotheses is hereby proposed for this study;
Ho1 There is no significant difference in the mean scores of students and teachers of primary schools on the availability of teachers in primary schools in Funakaye L.G.A of Gombe state.
Ho2 There is no significant difference in the mean scores of students and teachers of primary schools on the rate of competency of primary school teachers in Funakaye L.G.A of Gombe state.
Ho3 There is no significant difference in the mean scores of students and teachers of primary schools on the standard of primary education system in Funakaye L.G.A of Gombe State.
1.5 SCOPE AND LIMITATIONS OF THE STUDY
The study examines the standard of primary education system in Funakaye L.G.A of Gombe state. Eight schools were selected, four each from Funakaye North and Funakaye South. This is to cover the entire local government by way of adequate representation. The selected primary schools are central primary school Bajoga, Sangaru primary school, Ashaka gari primary school and Bage primary school in Funakaye North and Kupto primary School, Ribadu primary school, Tongo Primary school and Mannari primary school in Funakaye South. It is apparent that some limitations will be recorded in the way of achieving a successful research. The limitation that will be encountered by the research will be difficulty of getting access to some data or information because some data are kept for secrecy and equally the lack of cooperation on the part of some members of staff and students will also serve as a challenge. Another challenge will be inadequate fund due to the fact that the researcher is single handedly sponsoring this study and could not secure any form of financial assistance by any agencies of the government or by any tier of the government or non-governmental organization. Lastly, the research work will be affected by time. In the face of the above limitations the research will achieve its objectives by the use of both primary and secondary data and with consultations of previous but similar studies and finally, persistence and persuasion will form part of the researcher’s success.
1.6 SIGNIFICANCE OF THE STUDY
The findings of the study will be of benefit to different individuals and groups. The findings of this study will benefit students of primary schools as it will provide them opportunity of learning useful employment skills thereby making them prepared for later or future employment.
Parents will benefit from the findings of the study as their wards will no longer search for long period of time before being employed, thereby creating relief and improving economic statue for the home. Also, they will suffer less boredom and their mental health is improved.
The society through the findings of this study may change their notion about primary school education when their graduates are able to demonstrate competency in Technical Construction industry, thereby reducing unemployment.
The findings of this study will be of benefit to primary school Teachers as their skills will be improved and new knowledge will be learnt. They will find the job more interesting and derive more pleasure and satisfaction from it.
The findings of this study will benefit the official of both Federal and State Ministries of Education in providing sound policy backed by institutions such as Science and Technology Education Post-Basic (STEP-B) and Education Trust Fund (ETF), to organise periodical capacity building for teachers of primary schools.
Teachers will benefit from the findings of this study as it will make them more efficient, create more jobs where there is none and also improve their skills on personal grounds. On the other hand, students will benefit from the findings as they will have access to quality knowledge of the subject and make them more productive in the future.
The ministry will also use the finding of the study to employ teachers, that is using the finding as an interview schedule to select qualified primary school teachers.
1.7 ORGANIZATION OF THE STUDY
The study is broken into five chapters which are briefly discussed as follows;
Chapter one consists of the study background, problem statement, purpose of study, Research hypothesis, Scope and limitations of the study, Significance of the study, Organization of the study and definition of terms.
Chapter two which is literature Review and Theoretical Framework consists of Primary Education System in Nigeria, Problems of primary education system in Nigeria, problems of primary education in Nigeria and theoretical framework.
Chapter three is the Research Methodology and Historical background of Gombe state. It is further broken down to the following; research design; population of the study; sample size and sampling techniques; sources of data; Tools for data collection and analysis; Validity and Reliability of Research Instrument and Historical background of Gombe state.
Chapter four is Data Presentation and Analysis. It has to do with data presentation; data analysis and interpretation; test of hypothesis; discussion of findings.
Chapter five, the final chapter, consists of Summary, Conclusion and Recommendations.
1.8 DEFINITION OF TERMS
Evaluation: This is the making of a judgement about the amount, number or value of something. It is similar to an assessment.
Primary: This simply means something that is earliest in time or order. It is often referred to as the first or least levels as has been used in this research. Other ways it can be used is in terms of importance or a principal thing.
Education: This is the act of teaching knowledge to others and the act of receiving knowledge from someone else. It has also been defined as the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, habits and personal development.
Primary Education: This is typically the first stage of formal education, coming after a pre-school and before secondary school. Primary education takes place in a primary school. It is the elementary stage of education.
System: A system is a way of working, organizing, or doing something which follows a fixed plan or set of rules. Webster defines it as a regularly interacting or interdependent group of items forming a unified whole.
Standard: This is a level of quality or attainment. It is something used as a measure, norm or model in comparative evaluations. It is a level of quality that people expect and generally accept as normal.
CHAPTER TWO
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 PRIMARY EDUCATION SYSTEM IN NIGERIA
For over five decades, the Nigerian government has been advocating universal, free and compulsory education for the citizenry. The Universal Primary Education was launched in the Western region on January 17th 1955. In 1957, the scheme was launched in the East. The scheme was reintroduced by Obasanjo’s Administration in 1976 with an enrolment of 475,760 pupils in primary schools. The Universal Primary Education scheme once again failed because of lack of adequate appraisal of the resources required for its implementation.
In the wake of realization of the importance of education as the basic tool of the Nigerian child for all round development, Nigeria launched the Universal Basic Education scheme on 30th September, 1999. Every Nigerian child, it was envisaged would be entitled to basic education up to the junior secondary level. The education would be free, universal and compulsory for all children between the primary and junior secondary schools (Alabi, 2001).
The prescribed curriculum for the primary schools, according to FRN (2004) include languages, mathematics, sciences, physical education, religious knowledge, agricultural science, economics, social studies, citizenship education, culture and creative arts, and computer education. For laying the solid foundation at the primary schools, government offered to provide the following educational services (i) Library services (ii) Basic health scheme (iii) Counseling services; educational resource centre and specialist teachers of particular subjects such as mathematics, science, physical education, language arts, music, fine arts and home economics. When the government does this in totality, the foundation of education will be concretized.
A house that has a shaky foundation will eventually collapse sooner or later. This is why it is advisable to employ the services of experts when one is set to build a house. In laying an enduring foundation for the entire education sector to build on, the providers of primary education should:
a. Lay the foundation in quality of teachers
b. Lay the foundation in quality of instructional materials/facilities
c. Lay the foundation in proper funding
d. Lay the foundation in quality output from primary schools
These are discussed below:
The teacher is the facilitator of learning. Without the teacher, most of the goals and aims of education cannot be achieved. The teacher holds the key to learners’ educational attainment; if he can use the key effectively, the needed foundation will be laid in the primary level hence the need for him to be properly trained. The FRN (2004), recognizes this fact and emphasizes that teacher education shall continue to be given major emphasis, since no education system may rise above the quality of its teachers. Presently, the training of teachers for this level of education is done at the colleges of education, National Teachers’ Institute, Institute of Education and Faculties of Education in Universities and School of Education in Universities of Technology. This is because the government has phased out teachers with Grade Two Certificate (TCII), and pegged minimum qualification for teaching in the primary school at Nigeria Certificate in Education (NCE). These institutions that are mandated to train teachers for the primary schools should endeavour to enrich their programmes so as to equip these teachers for better foundation laying in our children. Competent teachers should be employed to train these teachers, and students without the required entry qualification should not be admitted in the teacher training programmes. The programmes should be reviewed from time to time to suit the changes in the educational system due to technological and scientific changes in the society. At the end of the programme, only the competent teachers should be sent into the system, because it is only this set of teachers that can lay a solid foundation in the primary school.
Date: 2026-08-02 00:00:00.000000