Education and School Administration in the Nigerian History: The Colonial and Post-Colonial Characteristics

Abstract

School administration in Nigeria is becoming much more issue that the society, the practitioners and all stakeholders discuss with concern, particularly with changing output of the system which some people condemn for reason, not far from retrogressive quality delivery. It is good to say that gone were those days that Nigeria was rated high in the practice of modern education. Today, it is clear that so many things are wrong. This paper is not to evaluate or assess how far the administration of school in Nigeria is faring, but tried to be historical in chronicling how we have come to where we are. The manifestations in the characteristics of school administration from colonial Nigeria, where colonial government was associated with educational administration while the missionaries and voluntary agencies with school administration. Now in the post-colonial period, where government is responsible entirely for educational administration with a number of regulatory agencies and private organisations/individuals, religious bodies and voluntary agencies are in the administration of schools. The paper used some templates from other advanced practice to further provide insights into what is obtainable in the contemporary Nigeria. The problems associated with school administration in general and specifically in Nigeria were highlighted, with some recommendations emphasizing that stakeholders should play by the rules.

Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003)

“…Conscious efforts to address the differential educational access between northern and southern Nigeria as well as the government's direct involvement in the establishment and management of schools did not happen at the federal level until the 1970s, about two decades after independence Maigida, 2018). According to Maigida (2018), direct involvement in schools' control and administration began in the East-Central State with the enactment of an edict for taking over primary and secondary schools from private owners. These schools were largely owned by missionaries and charitable organisations.…”

“…The eastern takeover of schools was subsequently replicated in other regions. In 1975, the Federal Military Government promulgated its nationwide schools' take-over law (Maigida, 2018).…”

“…Even before the promulgation of the 1975 take-over policy, education was a regional affair (Maigida, 2018). While the colonial education ordinances continually increased government oversight, the creation of regional governance structures by the Richard Constitution in 1946 (under Governor Richard) laid the foundation for direct regional involvement in education (Maigida, 2018;. Governor Richard declared that "Nigeria falls naturally into three regions, the North, the West and the East" (Munoz, 1987, p.323).…”

“…Whatever the reason for the school takeover, there is an agreement in the literature that government policies prohibited the operation of schools by private agencies (Igwe (1977;Ahanotu, 1983;Fabunmi, 2005;Maigida, 2018;Adefeso-Olateju, 2013). Igwe (1977, p.18) explained that "The Missions and other private agencies were banned by law from opening or running schools and the provisions of the Edicts were not to be challenged in any law court in the land."…”