This paper attempted to highlight some critical issues in the educational systems of Nigeria, with particular focus on the lack of responsive and appropriate supervision in the educational sub-sector. The reform efforts in education have not been yielding appropriate result because many of them are mere political rhetoric without necessary supervision and follow up actions. Nigeria therefore need to re-arrange her priorities and values by providing adequate funding and supervision for a healthy teaching/learning process in educational institutions in Nigeria so as to be able to socially, politically and economically contribute to the development of the Nation . Introduction
Nigeria has witnessed several educational reforms which started at pre-independence. Educational reforms emanate from the basic conviction that considerable progress can be made in a nation by its people through careful engineering of the educational process (Omolewa, 2007). It was to the credit of Nigerians notably agitators for self- rule that led the British colonial rulers to change the educational system in operation in 1954 from 8-6-2-3 system that is 8year primary, 6year secondary, 2year higher school certificate and 3year university to a new system 6-5-2-3 that is 6year primary, 5year secondary, 2year higher school certificate and 3year university. The change resulted in reducing the number of years at the primary and secondary school levels.
The hope in the educational reforms continued to rekindle after independence. In September 1969, there was a National curriculum conference held in Lagos. The conference recommended changes in the system, from 6-5-2-3 system to 6-3-3-4 system; that is 6year primary, 3year junior secondary, 3year senior secondary and 4year university education. Such a system they reasoned will empower the country towards the path of scientific and technological development. The effectiveness of these systems depends to a greater extent on the school personnel; the administrators and the teachers. There is therefore need for proper supervision of the educational resources especially the human resources in the schools to ensure they perform at the optima level towards achieving the goals of the educational system. How would teachers improve on their teaching methods with the uncompromising, insensitive, and unprofessional educational administrators/supervisor at local, state and federal and state levels?(Dike,2007)
Without any doubt many of administrators are experts in their respective academic fields. But how many of the administrators are trained supervisor? Because of lack of professional training some of them would threaten, balk, and intimidate the teachers that they are supposed to encourage and work with to improve student’s performances which is an indicator of an effective educational system. And how would teachers focus on students’ success in the school environment that is not conducive? This group is unaware that learners and teachers operate better in non-threatening environment. However, it takes adequate resources, motivation and commitment of the entire educational team to focus on standards, assessment of programs, and proper implementation of educational policy to employ responsive instructional strategies so as to assist students learn and succeed, and improve national educational standards.
Educational Reforms at Primary School Level and Supervision
The inadequate/lack of proper supervision led to crisis in the educational system of Nigeria. Crisis in education started manifesting itself when government went all out to implement 6-3-3-4 system without adequate planning/supervision put in place. The lower education specifically primary education was the first to suffer the effect of inadequate planning/supervision. Free Universal Primary Education was launched in 1976 but the policy on education itself appeared in 1977 one year after implementation of the programme. In this kind of...
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