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Abstract
This study assessed the financial management practices of the Special Science Secondary Schools in Niger State (2005 – 2010). Five research questions and five null hypotheses were formulated to address the study. A 50 item questionnaire was developed using the accounting systems manual for Science and Technical Schools in Niger State. The reliability was determined using cronbach Alfa formula. Copies of the questionnaire were administered to all the 18 Special Science Secondary School Principals and their Bursars, the 24 Senior Staff from the Science and Technical Education Board (STEB), and the 144 Heads of Departments. No sampling was carried out because of the small size of the population. All the 204 copies of questionnaire were returned duly completed. Descriptive survey design was used. The statistics used for the analysis were the mean, standard deviation and a one-way analysis of variance (ANOVA). The study found out that to a great extent the principal officers (Principals and Bursars) adhered to use of guidelines on sourcing of funds only in the area of grants from the Ministry, and to a little extent they adhered to use of guidelines on sourcing of funds with respect to agricultural proceeds, tuition fees, P.T.A. levies, rentage of school properties, extra-mural studies and science exhibitions. There was no adherence to rules and regulations on preparation of annual budget, and use of funds. There was compliance with guidelines on disbursement of funds and auditing/monitoring of the use of funds. The study discovered that there were no significant differences on the opinions of the principals, bursars and senior staff on sourcing of funds, budget preparation, fund disbursement, use of funds and also no significant difference between the principals and the senior staff of the Board on the monitoring of the use of funds for Science education programmes in Special Science Secondary Schools. Based on the findings of the study, it was recommended that seminars and workshops should be organized for principals on the use of funds and basing the appointment of principals on academic qualifications (merit) and experience.
Chapter One
INTRODUCTION
Background of the Study
Science is described as systematically organized knowledge of the universe. Science education involves the provision of Scientific knowledge, skills and values and the application of scientific concepts, principles, methods and skills to individual life and to the needs of the society. In other words the goal of science education is to produce a scientifically literate society and manpower that will be competent enough to bring about overall development.
The purpose of science education, according to Agbi (2004) and Ogbonnaya (2005) include the acquisition of Scientific Knowledge, development of intellectual power of discovery, development and practice of scientific attitudes and general scientific literacy. Science education programmes in Nigerian secondary schools are taught by Science teachers and are implemented through laboratory activities, field works and workshops. The Federal Republic of Nigeria (2004:29) identifies the goals of science education as to:
cultivate inquiring, knowing and rational mind for the conduct of a good life and democracy;produce scientists for national development;service studies in technology and the cause of technological development; andprovide knowledge and understanding of the complexity of the physical world, the forms and the conduct of life.
The government of Niger State, in the early 1980s established some Special Science Secondary Schools and at the same time converted the teachers’ colleges into full fledged science secondary schools tagged special science schools to give science education to the youths of the State. The objectives of this action include: to enable the Nigerlites (youth) acquire scientific knowledge which will make them understand and explain the world around them as well as enable them seek further knowledge in scientific and science related disciplines. No state in Nigeria can acquire rapid economic and technological development without a sound basis in science. More so, the present government wants to make the state one of the three best economies in the country by the year 2020. In this wise, the teaching of science education is essential in the Niger State School system. Another objective for establishing science secondary schools in Niger State among others is to serve as feeders to the Federal University of (Science and Technology (FUT) located in the State capital through direct entry and remedial programmes. The introduction of Science education into the school system hold the keys to achieving scientific and technology literacy, particularly, the development of individuals with desirable skills and competencies needed for scientific development of the nation.
Science education has a critical role to play in attaining the Niger State vision 3:2020 and Nigeria’s vision 20:2020, especially in the government’s quest for industrialization, agriculture, health, housing, economic improvement and empowerment of the people and economic prosperity in which science and technology education are implicated. One of the ultimate aims of science education is to eventually domesticate the gains of science so that the immediate society can attain its full potential in areas of food production and better shelter, better health, more efficient infrastructural development and above all using its own resources for its own development and to bring goods and services to its people (Mustapha, 2003).
The federal government gives its backing for the establishment of science schools and their agencies to evaluate and monitor their progress both at the federal and state levels when she states in the National Policy on Education (FRN, 2004) that Special provisions and incentives shall be made for the study of the sciences at each level of the national education system. For this purpose, the functions of all agencies involved in the promotion of the study of sciences shall be adequately supported by Government. The policy goes further to state that government shall popularize the study of the sciences and the production of adequate number of scientists to inspire and support national development.
In line with the federal government desire and motive as stated above in the National Policy on Education (FRN, 2004:29), the Niger State policies of successive governments directed at promoting science education led to the following:
Science subjects are included in the school curriculum and the subjects are being taught in all schools from primary through to tertiary institutions.Establishment of specially designated science colleges in addition to inclusion of science in curricula of conventional schools.Establishment of technical and vocational schools.Establishment of Niger State Polytechnic and College of Agriculture for middle human power needs in technology and agriculture.Establishment of School of Nursing and School of Health Technology for middle human power for health services.Establishment of Science and Technical Schools’ Board to manage the administration of science and technical/vocational colleges.Establishment of Ministry of Science and Technology whose mandates are towards technology infrastructure, research and development of policies and programmes for science and technological development of the state.Recruitment of science teachers and provision of physical structures, infrastructure and science teaching facilities in schools, (Mustapha, 2009:9).
The effective teaching of science education in our secondary schools depends not only on the determination of appropriate objectives, the selection of relevant learning experiences, content and methodology but also on the provision and utilization of human and material resources such as finance, personnel, infrastructural facilities and learning materials, (Ogbonnaya, 2005). Perhaps the most crucial of these resources is finance. Finance, according to Adesina (1981), Ezeocha (1985), Ukeje, Akabogu and Ndu (1992) and Ogbonnaya (2005) contribute immensely to the success of the educational enterprise. Funding of science education programmes is even more important at this time of emphasis on science education. Funding of science education programmes is the provision and utilization of funds or money for the implementation of science education programmes in our educational institutions.
In conformity with the above, the Niger State accounting system manual for Science and Technical schools, with regard to sourcing of funds, states that: funds for science and technical schools in Niger State would be procured from the State Ministry of Education and the Science and Technical Education Board (STEB), Tuition fees paid by students, Agricultural proceeds of the schools and rentage of school properties. That they shall also procure funds from extra-mural lessons organized for students by academic staff of the schools, materials and objects produced by Science and Technical Clubs through exhibitions, philanthropist and business organizations. That all principals shall inaugurate a due process committee/School Based Management Committee (SBMC) (as bureau for code of conduct) to ensure that quality services are checked and also serve as tool for sourcing funds. However, the major problems that militate against the use of the other sources of funds are lack of cordial relationship between the school and community, inadequate planning, poor attendance at meetings and non-compliance with school financial regulations.
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