EDU 412

UNIT 1

Management is the act of providing leadership and control of efforts of a group of people toward
the actualization of common objectives.

Educational administration is the management of the human and material resources and
programme available and collectively using them systematically for the achievement of
educational objectives
Educational management generally is a variety of sequential and related activities which are
designed and carried out so that the goals of teaching and learning are effectively met in
relation to the dynamic needs of the society.

Elements of Management

According to Gulock and Uwick (1937), the elements of management is summarized in the
acronym – POSDCORB.

P – Planning

O – Organising

S – Staffing

D – Directing

Co – Coordinating

R – Reporting

B – Budgeting

Controversies of Management Principles in Education

1. It intends to limit the locale of management principles to industries and business

enterprise
2. People still doubt the application of management principles to education
3. Educational organizations like other organizations have aims and objectives but as a
social organization its organizational behaviour like PODSCORB are bureaucratic and
contextual.
 4. Management is a solution to all problems of an organization. It is therefore relevant to
education as it is used to find solutions to educational problems.

Peculiarities of Educational Organization

1. Educational goals are numerous and multidimensional. They include social, cultural,
political, economic, scientific and technological.
2. It is child centred
3. It is labour or capital intensive
4. It has multiple interest groups
5. Production cycle of an educated man is long
6. Schools are non-profit oriented. Education goods are neither sold nor bought at a
competitive market.
7. The output from the school are difficult to measure quantitatively
8. Popularization of Educational Management in Nigeria

Reasons

1. Meeting the challenges of complex educational system e.g new educational policies
2. To give the desired leadership by education practitioners.
3. To be able to manage the ever declining fiscal resources in education.
4. To be able to manage and utilize the non-fiscal inputs of education for better results.
5. Ability to harmonize and accommodate the conflicting interest groups in education sector
6. Ability to manage the growing crisis in education. E.g poor funding, motivation, politics
and bureaucratic tendencies
7. To be able to achieve educational goals effectively and efficiently.
8. ** Management is therefore a catholic phenomenon which is sine-qua-non to system
performance including educational systems.

Activities

There are many principles guiding the practice of educational management in Nigeria, identify
five of such principles and discuss
UNIT 2

Meaning of Educational Planning

According to Faludi (1973), planning is a process of determining appropriate future action

through a sequence of choices.

It is also a planned transformation of the educational system to ensure maximum realization of

the goals expected of the educational enterprise.

Aghenta (1993) defines educational planning as a sort of systems analysis to the problems of
education with the aim of resolving the educational problems so as to make the system more
effective and efficient.

Educational planning according to Nwadiani (1993) is the holistic and organic process of
analysis designed steps for action in the future for the realization of the assessed needs of the
clientele of such education for societal harmony and change in the context of emerging realities.

The characteristics of planning are:

1. goal directed
2. an activity with exercise of choices
3. a process
4. meaningful with actions
5. future oriented
6. It ensures optimal use of limited resources for the achievement of stated goals/ends.

"Coombs (1970) defined educational planning as the application of rational, systematic analysis
to the process of educational development with the aim of making education more effective and
efficient in responding to the needs of the students and the society."

Classification of Educational Planning

Educational planning is classified by functions, structure, level in organizational location and its
widespread use.

Normative Planning​: It occurs at the centre policies in education which are formulated in
relation to the aspirations and values of the people. In normative planning the present and future
needs of the society are considered and projected. It is supposed to be participative and
democratic but it is not so in reality. Normative planning has not been effective. It has led to the
failure of educational management because educational policies designed at the top are usually
utopia.
Strategic Planning:​ It is the formulation of a decision process which is primarily concerned with
the development of specific objectives, the commitment of resources and constraints of the
environment in order to achieve stated objectives. At the strategic planning stage, the policies
which are translated into workable programmes. It involves specification of objectives,
identification and analysis of alternatives, selection of best strategy and implementation of the
selected alternatives, monitoring and evaluation of outcomes therefrom. One major area of this
planning is consideration of resources to implement the programme.

Operational Planning​: At this level, programmes are translated into projects for meaningful
implementation. E.g 6-3-3-4 is transformed into projects like building, equipment, facilities,
books, projects to reflect the specified component of the programme. Operational planning gives
rise to an annual plan which is captured in the yearly budget. It is a creeping incrementalism.
Academic Planning: Academic planning is limited to the development of tertiary education. It is
the art of collecting, analyzing and evaluating data relating to academic management and
development of tertiary education. Academic planning divisions in tertiary institutions like
universities came into existence in 1975 as the arm of NUC. The factors that gave birth to this
division were the upgrading of NUC to a statutory body, the incorporation of planned university
development in the country, the Federal Government takeover of the then universities in 1976
and the establishment of seven additional universities.
The increasing demand for university education without and a fall in the university education
resources is another reason why academic planning is relevant in higher institutions to optimally
manage the limited resources in the system.

Functions of Academic Planning in Universities

1. Compiling and publishing three year rolling plan for all federal universities
2. Preparing of universities Annual Recurrent Grants request to the federal government
3. Allocating federal government recurrent grants to the federal universities
4. Rationalizing and processing applications for academic programmes in the universities
5. Periodic assessment of high level manpower requirements of the country in conjunction
with appropriate government agencies.
6. Preparation of statistical digest of university education in Nigeria details p.33.

Rationale for Educational Planning

1. To effectively and efficiently goals

2. To manage the over expansion of the educational system without development
3. To address the issue of quality education
4. To address the issue of unsatisfied demand for university education.
5. Acute shortage of educational facilities has made educational planning imperative
6. To arrest the problem of brain drain
7. High cost of education
 8. To check the ugly phenomenon of educated unemployed.

Approaches to Educational Planning

SDA – Social Demand Approach

MRA – Manpower Requirement Approach
CBAA – Cost Benefit Analysis Approach

Problems of Educational Planning

1. Cart before the horse syndrome

2. Poor functional differentiation
3. Weak database
4. Population explosion
5. Inadequate resources
6. Depressing economy
7. Unprogressive administrative tradition
8. Politics
9. Lack of public support
10. Paucity of trained planning officers

UNIT 3

Education is a social good that requires huge financial expenditure by both parents/private
bodies and the three tiers of government involvement in order to provide meaningful and quality
educational services to all for national development.

Public schools in Nigeria are majorly funded by the government and because of other
competitive demand of the financial resources accrued to the government, the education sector
does not often receive the attention it deserves. This has affected the quality of education
Nigerian citizens received from public schools. The crises in the educational system in Nigeria is
largely as a result of poor funding.

Sources of Financing Education in Nigeria during the Pre-independence Era

The missionaries provided formal/western education to Nigeria during the pre-independence era
for the purpose of evangelism and commerce. Formal education started on the shores of
Nigeria, Badagry, in 1842 by Christian Missionary Society (CMS).

The sources of financing schools established by the missionaries were through:

● Sunday school collections

● Philanthropic donations
● Grant-in-aid from overseas headquarters
● Special levies e.g. Annual Mission Collection (AMC)
● Community annual subscription
● School fees which was introduced in 1903
● Private proprietorship

Financing Education in Post-independence Period

Sources of financing education during this period include:

● Government support
● School fees
● Local authorities
● Voluntary agencies
● Community assistance/support
● Other sources of financing public education in Nigeria

● Government allocation to various levels of education and individual schools

● School fees
● External aid
● Endowment funds and donations
● Commercial ventures
● Loans
● Industrial funds
● Profit tax and education tax
● PTA contributions
● Leasing of facilities
● Alumni contribution
 ● Special appeals to political office holders and philanthropic individuals
● Sales of school farm products

Activities

Discuss how private participation can help in the financing and management of education in
Nigeria
Identify and discuss the consequences of poor funding of education in your state
Suggest practicable alternatives to funding public education in your state in the face of harsh
economic conditions.

UNIT 4

School Records

Definitions
They are documents for whatever medium, received or created by the school in the course of
administration
They are official documents, books and files containing essential and crucial information of
actions and events which are kept and preserved in the school office for utilization, and retrieval
of information whenever necessary.
They include all books and files containing information relating to what goes on in the school,
who is in the school, as well as what type of property the school wants. School records contain
facts or ideas about the relationship the school has with the external environment.

Types of School Records

1. Statutory records/Mandatory records

● Admission register
● Log book
● A copy of NPE
● Attendance register
● School time table
● Scheme of work
● Diary of works
● Visitors’ book
● Examination and CA record book
● Time and movement book
● A copy of school syllabus
● A copy of education law book

2. Non-statutory records/Discretionary school records

● Stock book
● Health record book
● PTA account book
● Correspondence with school
● Duty roster
● Budget book
● Hand-over notes/Taking over notes
● Inventories
● Classification of School Records
● Reference records
● Administrative records
● Academic records
● Official correspondence records
● Financial management records

Importance of School Records

1. It helps education managers to make decisions that will assist both the students and
staff to attain planned objectives
 2. They assist class teachers and school counsellor to offer useful advice to the students
3. They also offer parents an opportunity to give support and incentive to both the school
and students especially
4. School records are useful for school inspection and supervision
5. They help guide against malpractices, forgeries and academic fraud
6. They help to eliminate the problem of managerial succession and teachers replacement
7. School records help to preserve school culture and tradition
8. They help to facilitate research activities that will promote effectiveness and efficiency
9. They provide useful information to educational planners and administrators
10. They provide useful information for employers of labour who may want to recruit young
school leavers for jobs

Problems of Records in Educational Management

1. Poor record keeping practices by school administrators – carelessness and recklessness

2. Problem of accurate and up-to-date records
3. Problem of storage and retrieval – i.e poor filing system
4. Poor record management skills by filling clerks
5. Lack of electronic devices/facilities for record management
6. Problem of space
7. Problem of mutilation and alteration

UNIT 5

THEORY OF ADMINISTRATION

Meaning of a Theory

It is a logically organized set of principles arising from empirical studies about a single theme or
different themes.

Process of a Theory

1. Observation and description

2. Choice of concepts to describe the observed facts
3. Deduction of a generalized statements
4. Construction of testable hypotheses
 5. Evaluation of the hypotheses and modification if necessary
6. Development of anticipated results from the hypotheses testing
7. Statement of general principles which can be used to make accurate prediction about
administrative behaviour.

Uses of a Theory

A theory provides guidance for both observation and practical application to

educational/administrative problems
It provides a guide for describing explaining and organizing knowledge about administrative
behaviour
It serves as guide for decision making and research activities
It helps administrators to manage complex educational system rather than depending on
experience, wisdom and intuition alone

Other uses of theories are:

1. They explain human behaviour and interaction
2. They integrate what is known through research and observation
3. They simplify complex phenomenon
4. They lead to the invention and formulation of new ideas and processes
5. They provide enablement for intervention and control of organizational processes

Scientific Management Theory

Fredrick Taylor, Henri Fayol, Gulick and Uwick, Max Weber were the advocates of scientific
management theory.

Basic Principles of Scientific Management Theory

Job Analysis​: Management has the responsibility for amassing knowledge about the job,
knowledge that traditionally resides in the workman’s head. Such information is recorded,
tabulated and reduced to rules and laws and possible mathematical formulas which are applied
to work.

Scientific Selection​: Selection and progressive development of the workman

Bringing together the science and the workman i.e great workers kindly, there should be
justification for wages or wage increase. No indolence, feedback mechanism.

Division of Labour/Work:​ Expertise in organization

A large daily task
Standard working condition
High pay for success
Loss in case of failure

Weaknesses of the Scientific Management Theory

1. Overemphasis on efficiency and productivity

2. Man is equated to machine
3. It utilizes carrot and stick model of motivation
4. It neglects the psychological/emotional and motivational factors that are inherent to man
at work
5. Too much power is concentrated on a single or group of individuals – managers
6. Too vague and broad to be useful

Administrative Approach – Henri Fayol (1841 – 1925)

He was interested in the management and its functions

He therefore developed universal principles that characterized successful administration and
management
According to him the functions of management are:
P – Planning
O – Organizing
D – Directing/commanding
C – Coordinating
C – Controlling
He later identified 14 principles which are useful to administration. Otherwise known as Henri
Fayol 14 principles of administration. They include:

1. Division of work
2. Authority
3. Discipline
4. Unity of command
5. Unity of direction
6. Subordination of individual interests do general interest
7. Remuneration
8. Centralization
9. Scaler chain or line of authority
10. Order
11. Equity
12. Stability of tenure of personnel
13. Initiative
14. Spirit de-corps

Luther Gulick and Lyrindal Uwick Contribution

He reduced Henri Fayol’s 14 principles to 7 fundamental principles of management or
administration. The principles are represented by the mnemonic – POSDCORB.
Planning
Organizing
Staffing
Directing
Coordinating
Reporting
Budgeting

Bureaucratic Approach (1864 – 1920)

Bureaucracy is a process of creating relationships between functional levels of an organizational

hierarchy. It is a relationship between roles rather than between individuals.
According to this school of thought, organizational structure is a pyramid of relationship and
authority.
According to Max Weber, a well managed bureaucracy would become fairer, more impartial,
more predictable, rational and would guarantee efficiency and effectiveness.

The characteristics of bureaucratic organization; according to Max Weber are:

1. Division of labour based on functional specialization

2. A well defined hierarchy of authority
3. Rules and regulations govern the official decisions and conduct of the employees
4. Officials assume a kind of impersonal relationship or attitude towards their clients and
other officials
5. A system of procedures that guide the activities of people in an organization
6. Selection and promotion of staff are based on technical competence.

Human Relation School (1868 – 1932)

Mary Parker Follet is the propounder of this school of thought. He saw the role of administration
as that of developing and maintaining a dynamic and harmonious relationship. According to her,
conflict is not necessary but a normal process by which socially valuable differences register
themselves for enrolment of all concerned. Coordination is the key for building and effective
organization. According to Follet, the four principles or coordination are:

1. Coordination by direct control of the people

2. Coordination in the early stages
3. Coordination as the reciprocal relating to all the factors in the situation point a holistic
and international view of the organization
4. Coordination as a continuing process
Harthone Plant and the Harvard experiment on the significance of Human relation revealed that
economic motive was not a significant motivator of employees.
That employees respond to management as an informal group not as individuals
Social norms move than individual physiological factors limit production level
Workers use informal organization to protect themselves against arbitrary management
decisions
Informal leaders are as important as formal supervisors
Individuals are active and reactive beings not just cogs in a machine

Theory X and Y

The theories seek to portray and explain the nature of human being especially when at work –
organizational behaviour and therefore recommend appropriate supervisory style for the two
distinct categories of workers in an organization

Theory X

1. People dislike work and would want to avoid

2. People do not like work and managers have to direct, control, threatened or coerced
them to work or towards attaining organizational goals.
3. People prefer to be directed to avoid responsibility
4. They have little ambition yet they want job security
5. They resist change
6. They are self centred and therefore do not care about the organizational goals.

Theory Y

1. People naturally like work and would want to work and seek more responsibility
2. People are internally motivated to reach objectives which they are committed
3. People are committed to goals to the degree that they receive personal rewards when
they reach their objectives
4. People have the capacity to be innovative in solving organizational problems
5. People are bright but under good working conditions, their potentials are utilized

The Social System Theory

A social system is a dynamic living entity characterized by openness with permeable boundaries
A system must have inputs – process – outputs
The theory can be traced to Aristotle but popularized by Gordon Hearn 1958 and Von
Beartalantfy 1972.
A system is a series of interrelated and interdependent parts, such that the interaction of any
part (sub-system) affects the whole system.
The social – system theory states that for an organization like a school to achieve its goals, it
must relate both within the various sub systems in the organization and its environment.

Other significance of system theory to a school are:

1. It enables the school administration to relate and interpret educational problem to
several factors which could influence educational administration
2. It serves as a frame of reference for explaining, predicting and controlling complex
phenomena in the school system.
3. It allows education managers to choose a particular level of analysis or action on
educational issues and problems while keeping in mind that he/she is dealing with a total
system.
4. It assists in identifying a specific problem that requires a specific solution in an
educational system.

Contingency Theory

It believes that the appropriateness of any administrative theory does not depend on its
emphasis on either the individual or the organization but on the degree to which it perceives the
integration of the individual with the organization in a specific situation.
Each organization has its peculiar or unique situation that demands a special management
approach. Since different things motivate different people a leader should always diagnose the
situation before the choice of a leadership type or administrative system.

Activities
What are theory X and Y assumptions?
As a school leader, state three reasons for agreeing or disagreeing with these assumptions
UNIT 6

Education Management Agencies

Control and management of schools was purely a missionaries affairs in the colonial days
In 1882, there was an educational ordinance that allowed the colonial government to manage
schools. Schools were now grant aided after meeting the same conditions.

The 1882 educational ordinance:

specified that no new school should be opened unless it is satisfied that it will be properly
managed;
stated that a school will be closed down it is conducted in a manner that will not satisfy the
interest of the country; and that
a teacher can only be allowed to practice only if it is registered .

The 1959 Ashby Commission​, in one of his recommendations, records that school is a serious
business that should not be left in the heads of private and various investors only. And that the
investment in education should take cognizance or the future needs of the country. This was a
turning point in the pattern or education in Nigeria with regard to its management and control.
The 1979 and 1989​ constitution was specific in government position about the management
and control of education in Nigeria.

The government of Nigeria has therefore determined to use education to achieve the national
philosophy and objectives which are:

● building a strong of a free and democratic society

● attaining a just and egalitarian society achieving a united strong, and self reliant nation
 ● evolving a great and dynamic economy developing a hand of bright and full opportunities
for all citizens
● The federal, state and local governments have been charged with the responsibilities of
achieving these objectives through constitutional and legal means and other agencies.
Professional bodies, and governing bodies are equally enjoined to partner with the
government to achieve these noble objectives.

The Federal Ministry of Education – explain the organizations

The departments are:

Personnel and Management​ – appointment, promotion, discipline, training and staff welfare
Finance and Supply​ – finance admin, budget proposal, control of exp, appropriation, payment
of grants allocation of votes.
Planning Research and Statistics​ – Provides statistics of teachers, students offer planning
projection, monitors academic programmes, etc.

Examination and Standards

Functions
Higher education
Science, Vocational and Technical Schools
Woman education
Primary and secondary education
Implementation committee of the NPE

Primary and Secondary Education – ​it deals mainly with teacher training technical, and adult
education, curriculum development and in-service training. It also controls the administration of
unity schools and education for the handicapped and gifted children.

Higher Education Department –​ It provides for post-secondary education which includes

colleges of education, polytechnics and universities. It liaises with other professional bodies in
discharging its duties to these schools.

Inspectorate Department
This department ensures that standards are met through quality control. Zonal and state offices
are established to achieve this. National Manpower Board, WAEC, NECO, NTI are other
agencies that help to monitor and ensure quality control. The mass media equally helps in this
direction.

General functions of the FME

● It interprets and implement the national objectives of education

● To ensure that the objectives of NPE are attained in all parts of the nation
 ● To coordinate and harmonize the educational activities of state ministries of education
● It regulates the quality of instruction, instructional personnel, exam etc in schools.

The functions by the various units, organs and agencies of the federal ministry of education.
Some of which are:

Joint Consultative Committee on Education (JCCE): ​The composition is members from the
faculties of education and departments in universities, federal and state ministries of education,
the NUT, and the National Manpower Board.
● They meet in Abuja or other State capitals
● They deliberate on the minimum national standards of education and other professional
issues like quality of education, teachers certification, remuneration, discipline,
curriculum development and quality of education.

The National Council on Education (NCE): It​ is made of the minister of education and States
commissioners of education.

● They meet in rotation

● They harmonize educational activities in line with the NPE
● They deliberate on current issues on education and make recommendations to the
government. They are advisory bodies to the ministry of education.

National Education Research and Development Council (NERDC): ​It is an autonomous

body created in 1970 but took effect in 1971, following the 1969 curriculum conference.

It performs the following responsibilities on behalf of the FME:

● It deliberates and makes decisions on curriculum issues.

● It encourages, promote and coordinate educational research programmes
● It identifies educational problems and encourages research into them.
● It is expected to compile, publish and sponsor the publication of results of
educational research particularly in relation to the Nigeria problem.
● Sponsors national and international conferences as may be relevant to its
functions.
●
Activities
Find out the mandate of the following agencies:

NTI
NECO
WAEC
SUBEB
TRCN
National Commission for Nomadic Education

UNIT 7

EDUCATIONAL SUPERVISION

​Nature of Supervision

It is the art of overseeing the activities of teachers and other educational workers in a school
system to ensure that they comply with the generally accepted rules and guidelines of the
educational authority which controls the system.

Types of Supervision

1. Instructional supervision
2. Personnel supervision

Purpose of Supervision

1. To ensure that teachers are performing their statutory responsibilities for which they
were appointed.
2. To assist teachers to develop and utilize method and materials which will ensure the
steady progress of each child and implore the professional effectiveness of the teachers
3. To assess the performance of teachers recruited to teach in the school system.
4. To provide specific help to teachers with day to day problems
5. To discover special abilities or qualities possessed by teachers in the school
6. To provide opportunities for staff development
7. To determine teachers classroom effectiveness
8. To appraise the performance of individual school
9. To identify areas of needs in the school

Need for Supervision of Education

1. The pre-service training received in schools and colleges do not adequately prepare the
teachers for the teaching tasks
2. All the training skills needed by a would-be teacher cannot be accomplished while in
training schools
 3. They cannot gain full mastery of techniques of instructional, methodological and other
pedagogical skills
4. The changes in the educational policy like the 6-3-3-4, 9-3-4 have made instructional
supervision very relevant to practicing teachers.
5. The rapid growth in school population coupled with the students varied background and
disciplinary cases associated with large school population equally justifies the need for
school supervision

Techniques of Supervision of Education

1. Classroom visitation and observation

2. Teachers’ conference – individual teachers conference, all teachers conference
3. Inter-school visitation
4. Micro teaching
5. Educational workshops
6. Demonstration
7. Listening to recording
8. Guided practice
9. Research

Purpose of Inter School Visitation

1. It provides an opportunity for teachers to learn new ideas about methodology

2. It provides an opportunity for new teachers to observe experienced teachers in action
3. It provides enlightenment on the most effective way of the use of teaching aids
4. It gives beginning teachers and insight on how classrooms can be effectively managed.
5. It enables teachers to share ideas

Issues and Problems of Instructional Supervision

1. Staff inadequacy – teaching staff, external supervision

2. High school enrolment – population
3. School principals do not have time they are rather interested in money making ventures
than instructional supervision
4. Lack of instructional materials
5. Problems of school facilities
6. Transportation on the part of external supervisor
7. Newly appointed principals lack adequate training and orientation in instructional
supervision
8. Poor funding to be able to organize in house orientation
9. Issues of school victimization
10. Modern Concept of Supervision
11. Modern supervision is democratic
 12. It is comprehensive in scope
13. It is not a fault-finding mission
14. It believes that teachers are responsible and capable of self direction and should not be
treated as inferior. They are professional colleagues

The Role of the Principal in Instructional Supervision

1. Work with teachers in the development of instructional goals

2. Provide teaching resources
3. Provide relevant information
4. Visit classroom often, hold meetings with teachers, inspect lesson notes
5. Provide library
6. Ensure progressive learning of the students

Activity

Discuss reasons why supervision of schools are no longer effective in your state.
UNIT 8

LAWS OF EDUCATION

Law Defined
Law is a rule made by authority for proper regulation of life. Laws are principles and regulations
emanating from a government and applicable to a people whether in form of legislation or of
custom and policies recognized by judicial decisions.

Education Law -​ They are rules and regulations enacted by government and enforceable
through judicial process to guide educational practice and development. They are also referred
to as educational code/educational ordinance. The military use (edict) and decree.

Evolution of Education Law in Nigeria

Colonial – post military era 1882 – 1983

Teachers and the Law

Teaching Contract​ – Once a teacher accepts a teaching appointment he/she is deemed to

have entered a contract relationship with his employer

Rights of the Teacher​ – Freedom of association and expression, section 37 of 1979

constitution clearly explains this.

Professional Conduct​ – Teachers should avoid conduct which is prejudicial to the

maintenance of good conduct, discipline and government in the institution as well as any
conduct affecting the students or staff which is regarded as disgraceful and dishonourable
Conviction of a felony or misdemeanor like:

1. Giving wrong information

2. Making statement which is false with the intent to defraud
3. Failing to disclose to the employer any material information within the knowledge of the
offender.
4. Having carnal knowledge of a student
5. Indecently dealing with a child attending an institution at which the offending teacher is a
staff member
6. Disciplinary Control of Students
7. Explain the principle of in-loco-parentis
8. Enacting rules and regulations guiding the child’s conduct in school and out of school
9. Teacher should reasonably punish erring students
10. Teacher’s Duty of Care
 11. Teachers as parents owe the students high duty of care while at school especially
12. Teachers should therefore be reasonably and exceptionally careful while engaging the
students in any activity while in school
13. Teachers should take measures to prevent foreseeable accidents
14. Teacher’s duty of care should be discharged through thorough supervision of the
students.
15. Some Fundamental Human Rights and how they can be violated in schools

(a) Right to dignity of the human person

Every individual is entitled to respect the dignity of the person.
(b) i. The stated right can be violated when a school official cuts a students’ hair by force.
(b) ii. Corporal punishment e.g. flogging of students
(a) Right to fair hearing
(b) The stated right is violated by school officials when pupils are punished for offences without
proper investigation to ascertain whether the students are to be held liable
(a) Right to freedom of movement
Every citizen of Nigeria is entitled to move freely throughout Nigeria
(b) Students are sometimes detained after school by school authorities for offences which all of
them may not have committed. Consequently, the innocent students are deprived of their
freedom of movement.
(a) Right to freedom of thought, conscience and religion
(b) i. School officials sometimes force students to use specimen e.g (pig) that are detestable to
their religion for practical class.
(b) ii. Students are sometimes compelled to worship in ways that are not in tune with their
religion
(a) Right to freedom of expression and the press
(b) Students are sometimes punished by school officials for being vocal without necessarily
being insultive to constituted authorities.
(a) Right to peaceful assembly and association
(b) Religious gatherings that are not officially recognized by the school authorities are
sometimes prohibited thereby depriving the students of peaceful assembly and association.
(a) Right to private life
(b) Sometimes students’ mail are read by school officials. This is a negation of citizen’s right to
private life.
UNIT 9

Emergent Issues in Educational Management

1. Private sector participation in education

2. Accreditation and rationalization in education
3. Part-time and distant education
4. Quota system and federal character in education
5. Accountability in education
6. Cultism in educational institutions
7. Ethnics in educational management
8. Quality assurance and relevance of education
9. Employment and employability of education outputs
10. Insecurity in Nigeria educational system

READING MATERIALS
Main Texts
Aghenta, J.A. (1993). Principles and practice of Educational planning: focus on developing
countries, Benin City: NSEP Publication.

Nwadiani, M. (1998), (Ed). Educational Management for Sub-Saharan Africa, Benin City:
Nigeria Society for Educational Planning (NSEP) in collaboration with Monose Amalgamates.

Nwagwu, Ijeoma & Nwagwu (2004). Origin: Administration of Education: Prospective & Practice.
Supplementary Readings
Aghenta, J.A. (1993) (Ed), Local government and the management of primary education in
Nigeria, Benin City, NAEAP Publications.

Nwadiani, M. (1997). Financing Education: Startegies and Matters Arising, Benin City: Monose
Amalgamates.
Lecture note prepared by: Dr. H.O. Alonge