Organizational Structure of Primary Education in Nigeria

Organizational Structure of Primary Education in Nigeria

Introduction

Schools are regarded as public service institutions. These institutions are not profit oriented but service goal oriented as they work for the realization of common goals of society. Such goals include transmitting of societal values and norms from one generation to another. Every society as well as individuals depend on the services of schools. In other words, schools are places where children learn and acquire traits, which among other things will enable them to discharge certain tasks independently and become useful, productive and contributing members of a given society.

These traits acquired by children confer on them some levels of confidence and independence. Writing on independence, Dreeben (1979) noted that it is doing things on one’s own, being self-reliant, accepting personal responsibility for tasks with which under different circumstances, one can expect the assistance of others. Traits such as integrity, honesty and ethical strength are expected to be generated through such processes as family socialization, schooling and contact with a morally proper community. It is on this premise that Hu and Korllos (1995) opined that the most effective mechanism for actualizing social control in a population is the process of moral character. In other words, the expectation are that schools provide a significant function in securing moral commitment within a given population.

Organizational Structure of Primary Education in Nigeria

Nigerian Primary Education in Historical Perspective

At the end of Second World War in 1945, a new constitution was imposed on Nigeria. This constitution was known as the Richards Constitution of 1945. The constitution was named after the author who was Sir Arthur Richards. He was then the Governor of Nigeria. This constitution divided Nigeria into three regions – East, West and North. These regions correspond with the three largest ethnic groups in the country, the Ibos in the East, the Yorubas in the West and the Hausa-Fulani in the North. The Richards Constitution became effective in Nigeria in 1946. In 1948, Governor Richards was succeeded by Sir John Macpherson as Governor of Nigeria.

At this time, Nigerian nationalists had intensified their efforts for self-governance. This led to the formation of political parties. These political parties were the National Council of Nigeria and the Cameroons (N.C.N.C.) led by Herbert Macaulay and Nnamdi Azikiwe, the Actiion Group (A.G.), led by Obafemi Awolowo of the West and the Northern People’s Congress (N.P.C.) led by Ahmadu Bello, the Sardauna of Sokoto. These three political parties contributed enormously to the emergence and growth of primary education in Nigeria between 1950 and 1964.

Each of these political parties won election in its ethnic region – the N.C.N.C. won in the East, the A.G., in the West and the N.P.C. in the North. In 1951, the Macpherson constitution was introduced to replace the ineffective Richards constitution. Fafunwa (1974) noted that this constitution provided for democratic election into the regional houses of assembly, empowered each region to raise and appropriate funds, and more importantly, had power to pass laws on education, health, agriculture and local government. With the regionalization of education in 1951, both the Eastern and Western regional governments led by N.C.N.C. and A.G. respectively made education their priority.

The concept Primary School Education

Primary Schools are the basic units of the primary education system. They are responsible for providing instruction to pupils in the basic subjects, such as reading, writing, and arithmetic. In Nigeria, children start attending primary schools (elementary schools) when they are 6 years old and spend the next six years there, graduating at the age of 12. However, most children who attended nursery schools prior to primary schools have an edge over those children who didn’t have the privilege to do so. Therefore, they usually finish earlier. At graduation, primary school pupils are awarded the First School Leaving Certificate (FSLC), which, in combination with the common entrance examination, fulfils the formal requirements for secondary school education.

Organizational Structure of Primary Education in Nigeria

ORGANIZATIONAL STRUCTURE OR PRIMARY EDUCATION IN NIGERIA

The organizational structure of primary education in Nigeria is as follows:

1. Federal Ministry of Educationis the highest level of authority in the education sector in Nigeria. It is responsible for setting policies and standards for all levels of education, including primary education. The FME’s specific roles in the primary school system include:

• Formulating national education policies: The FME is responsible for developing and implementing national education policies, such as the National Policy on Education (NPE). The NPE sets out the goals and objectives of education in Nigeria, as well as the strategies for achieving these goals.
• Managing the national curriculum: The FME is responsible for developing and managing the national curriculum for primary education. The curriculum outlines the subjects that pupils are expected to learn in primary school, as well as the learning outcomes for each subject.
• Providing funding for primary education: The FME is responsible for providing funding for primary education. This funding is used to support the construction and maintenance of schools, the training of teachers, and the provision of textbooks and other learning materials.
• Monitoring and evaluating the performance of primary schools: The FME is responsible for monitoring and evaluating the performance of primary schools. This monitoring is done through a variety of methods, such as school inspections and pupil assessments. The evaluation results are used to identify areas where improvements are needed.
• Providing technical assistance to state and local governments: The FME provides technical assistance to state and local governments in the areas of education planning, curriculum development, teacher training, and school management. This assistance is designed to help states and local governments improve the quality of education in their jurisdictions.

2. State Ministries of Educationare responsible for implementing the policies and standards set by the Federal Ministry of Education. They are also responsible for providing funding and support to primary schools in their state.

The State Ministries of Education (SME) in Nigeria play a vital role in the provision of primary education. They are responsible for the following:

• Formulating and implementing policies for primary education: The SME is responsible for developing policies that guide the provision of primary education in the state. These policies may cover areas such as curriculum, teacher training, school infrastructure, and funding.
• Providing funding for primary education: The SME is responsible for allocating funding to primary schools in the state. This funding is used to pay teachers’ salaries, purchase textbooks and other learning materials, and maintain school buildings.
• Overseeing the performance of primary schools: The SME is responsible for monitoring the performance of primary schools in the state. This monitoring may involve conducting regular inspections, collecting data on pupil learning outcomes, and providing feedback to schools on how to improve.
• Providing support to primary schools: The SME may provide support to primary schools in a variety of ways. This support may include providing technical assistance, training for teachers and administrators, and funding for special projects.
• Advocating for primary education: The SME is responsible for advocating for the importance of primary education at the state and national levels. This advocacy may involve working with other government agencies, businesses, and community organizations to raise awareness of the importance of primary education and to secure funding for primary education programs.

The SME plays a critical role in ensuring that all children in the state have access to quality primary education. By formulating policies, providing funding, overseeing performance, providing support, and advocating for primary education, the SME can help to ensure that all children have the opportunity to succeed in school and in life.

Here are some additional roles that State Ministries of Education may play in primary education:

• Establishing and maintaining standards for primary education: The SME may establish standards for curriculum, teacher qualifications, and school facilities. These standards help to ensure that all children in the state receive a quality education.
• Providing professional development for teachers: The SME may provide professional development opportunities for teachers in the state. This professional development can help teachers to improve their teaching skills and knowledge.
• Collecting and analyzing data on primary education: The SME may collect and analyze data on primary education in the state. This data can be used to track progress, identify areas for improvement, and allocate resources more effectively.
• Engaging with parents and communities: The SME may engage with parents and communities to raise awareness of the importance of primary education and to build support for primary education programs

3. Local Government Education Authorities (LGEAs) are responsible for the day-to-day administration of primary schools in their area. They are responsible for things like hiring and firing teachers, maintaining school buildings, and providing textbooks and other learning materials. Local Government Education Authorities (LGEAs) in Nigeria play a vital role in the provision of primary education. They are responsible for the following:

Organizational Structure of Primary Education in Nigeria

• Administering primary schools: LGEAs are responsible for the day-to-day administration of primary schools in their areas. This includes tasks such as hiring and firing teachers, managing school budgets, and overseeing school facilities.
• Providing funding for primary schools: LGEAs are responsible for providing funding for primary schools in their areas. This funding is used to pay teachers’ salaries, purchase textbooks and other learning materials, and maintain school buildings.
• Overseeing the performance of primary schools: LGEAs are responsible for monitoring the performance of primary schools in their areas. This monitoring may involve conducting regular inspections, collecting data on pupil learning outcomes, and providing feedback to schools on how to improve.
• Providing support to primary schools: LGEAs may provide support to primary schools in a variety of ways. This support may include providing technical assistance, training for teachers and administrators, and funding for special projects.
• Advocating for primary education: LGEAs are responsible for advocating for the importance of primary education in their communities. This advocacy may involve working with parents, community leaders, and other stakeholders to raise awareness of the importance of primary education and to secure resources for primary education programs.

The LGEA plays a critical role in ensuring that all children in their communities have access to quality primary education. By administering schools, providing funding, overseeing performance, providing support, and advocating for primary education, the LGEA can help to ensure that all children have the opportunity to succeed in school and in life.

Here are some additional roles that Local Government Education Authorities may play in primary education:

• Establishing and maintaining standards for primary education: LGEAs may establish standards for curriculum, teacher qualifications, and school facilities. These standards help to ensure that all children in their communities receive a quality education.
• Providing professional development for teachers: LGEAs may provide professional development opportunities for teachers in their communities. This professional development can help teachers to improve their teaching skills and knowledge.
• Collecting and analyzing data on primary education: LGEAs may collect and analyze data on primary education in their communities. This data can be used to track progress, identify areas for improvement, and allocate resources more effectively.
• Engaging with parents and communities: LGEAs may engage with parents and communities to raise awareness of the importance of primary education and to build support for primary education programs.

The specific roles and responsibilities of Local Government Education Authorities may vary from state to state. However, the overall goal of all LGEAs is to ensure that all children in their communities have access to quality primary education.

4. The Head Teacher

The head teacher is the most senior teacher in a primary school. They are responsible for the overall management of the school, including:

• Setting the school’s vision and mission. The head teacher works with the school’s staff and community to develop a shared vision for the school and its goals.
• Overseeing the curriculum. The head teacher ensures that the school’s curriculum is aligned with national standards and that it meets the needs of all pupils.
• Managing the school’s budget. The head teacher is responsible for ensuring that the school has the resources it needs to operate effectively.
• Recruiting and hiring staff. The head teacher works with the school’s leadership team to recruit and hire qualified staff.
• Managing staff performance. The head teacher provides feedback to staff on their performance and ensures that they are meeting the school’s standards.
• Disciplining pupils. The head teacher is responsible for disciplining pupils who violate the school’s code of conduct.
• Communicating with parents. The head teacher keeps parents informed about their children’s progress and the school’s activities.
• Working with the community. The head teacher builds relationships with community members and partners to support the school’s mission.

Organizational Structure of Primary Education in Nigeria

In addition to these responsibilities, the head teacher is also a leader and role model for the school community. They create a positive and supportive learning environment for pupils, staff, and parents. They also advocate for the school and its pupils to ensure that they have the resources and support they need to succeed.

The role of head teacher is a demanding one, but it is also incredibly rewarding. Head teachers have the opportunity to make a real difference in the lives of children and their families. They also have the opportunity to shape the future of education by leading schools that are innovative, inclusive, and focused on pupil success.

5. The Teacher

The role of a teacher in primary school is multifaceted. They are responsible for educating pupils in a variety of subjects, including reading, writing, math, science, and social studies. They also play a vital role in the social and emotional development of their pupils.

Here are some of the specific roles of a primary school teacher:

• Instructing pupils in the core subjects. Primary school teachers are responsible for teaching pupils the basic skills they need in order to succeed in later grades. This includes teaching them how to read, write, and do math. They also teach pupils about science, social studies, and other subjects.
• Creating a positive learning environment. Primary school teachers create a classroom environment where pupils feel safe, supported, and challenged. They do this by establishing clear expectations, setting clear rules, and providing positive reinforcement.
• Monitoring pupil progress. Primary school teachers regularly monitor pupil progress and provide feedback. They use this information to adjust their teaching methods and ensure that all pupils are learning.
• Communicating with parents. Primary school teachers communicate regularly with parents about their child’s progress. They also provide parents with information about the curriculum and how they can help their child at home.
• Collaborating with other teachers. Primary school teachers often collaborate with other teachers in their school. This may involve sharing ideas, planning lessons, or providing support to one another.
• Participating in professional development. Primary school teachers are committed to their own professional development. They regularly attend workshops and conferences to learn new teaching methods and strategies.

In addition to these specific roles, primary school teachers also play a broader role in the community. They are often involved in extracurricular activities, such as sports teams, clubs, and pupil government. They also serve as mentors to pupils and help them prepare for the future.

Primary school teachers are essential to the education of young children. They play a vital role in helping pupils learn and grow, both academically and socially.

6. The Parent-Teacher Association (PTA) is a non-profit organization that is made up of parents, teachers, and other stakeholders in a school community. The PTA plays an important role in supporting the educational success of pupils in primary schools.

Some of the specific roles of the PTA in primary schools include:

• Fostering communication between parents and teachers: The PTA can provide a forum for parents and teachers to come together and discuss their shared goals for pupils. This can help to improve communication and collaboration between the two groups, which can lead to better outcomes for pupils.
• Raising funds for school programs and activities: The PTA can help to raise funds for school programs and activities that would not otherwise be possible. This can include things like field trips, extracurricular activities, and school supplies.
• Volunteering in the school: The PTA can organize and coordinate volunteer opportunities for parents and other community members. This can help to improve the school environment and provide pupils with additional support.
• Advocating for pupils: The PTA can advocate for pupils’ needs at the school, district, and state levels. This can include things like lobbying for improved funding, advocating for policies that support pupil success, and raising awareness of issues that affect pupils.
• The PTA can play a vital role in supporting the educational success of pupils in primary schools. By fostering communication between parents and teachers, raising funds for school programs and activities, volunteering in the school, and advocating for pupils, the PTA can help to create a positive and supportive learning environment for all pupils.

In Akwa Ibom State, the PTA is also responsible for:

• Providing scholarships to pupils: The PTA can provide scholarships to pupils who are in need of financial assistance. This can help to ensure that all pupils have the opportunity to succeed in school, regardless of their family’s income.
• Organizing community events: The PTA can organize and coordinate community events that bring parents, teachers, and other community members together. This can help to build a sense of community and support for the school.
• Monitoring the school’s performance: The PTA can monitor the school’s performance and make recommendations for improvement. This can help to ensure that the school is meeting the needs of its pupils.
• The PTA is an important partner in the education of pupils in primary schools. By playing an active role in the school community, the PTA can help to ensure that all pupils have the opportunity to succeed.
• In addition to these formal structures, there are also a number of non-governmental organizations (NGOs) that are involved in primary education in Nigeria. These NGOs provide a variety of services, such as teacher training, school feeding programs, and educational materials.

Organizational Structure of Primary Education in Nigeria

Conclusion

In conclusively, the management of primary education in Nigeria has been assigned to various tiers of Governments and commissions. In other words, it has gone through different experimentations. There was a time the primary school teachers throughout the federation embarked on protracted strike action of about 8 months, mainly because of non-payment of their salary and inability to specify where they belong, whether they are employees of Federal, State, or Local Government. The primary school students all over the federation were at home during that period except those who attend private primary schools that did not lose anything. This action nearly destroyed Nigerian primary education (public school).

Even now in the present Universal Basic Education programme, the responsibilities of administration and financing primary education are still shared among the three tiers of government. It is very important for the Nigerian government to find a permanent solution to the problem of instability in the control and management of primary school education, therefore the government should be specific in its provision or declare in clear terms the legislative list upon which the control and management of primary education system is placed.

References

Akubue, F.N. & Okolo, A.N. (2008). Sociology of Education. Nsukka: Great AP Express Publishers Ltd. Dreeben, R. (1979). The Contribution of Schooling to the Learning of Norms. In, Jerome Karabel and A.H. Halsey (eds.) Power and Ideology in Education. New York: Oxford University Press.

Durkhein, E. (1995). Educational Sociology. International Review of Education. 41/95.