CHALLENGES OF IMPROVING FREE AND COMPULSORY EDUCATION
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CHALLENGES OF IMPROVING FREE AND COMPULSORY EDUCATION
Chapter one
INTRODUCTION
1.1 Background of the Study
Education is an investment in human beings, and the quality of education provided by society may be simply judged. The input is evaluated using the outcome. It is a well-known fact that an education system’s performance is dependent on the effective and efficient use of the quality and amount of resources available to schools.
In any context, school resources refer to all that the school system need for proper operation, including money, personnel, and supplies available to achieve organisational goals. Denga (1996) defined educational resources as the human and technical capital employed in the pursuit of educational aims and objectives.
The extent to which educational inputs are provided and utilised can have an impact on a school’s and its programmes’ performance. According to Udoh (1998), the selection and use of educational resources are determined by their availability, resource characteristics, educational programme objectives, and a society’s level of civilization.
Education has always been seen as the best legacy that a conscientious leader, government, or parent can leave for her or his people (Otu, Charles & Akpabio, 2011).
This is becoming increasingly significant since the quality of education provided to a population impacts the level of development accomplished.
According to Amaele (2001), free education entails the construction of numerous types of schools and the expansion of school curricula to ensure that each kid develops in accordance with his or her aptitude, age, and interests.
It entails the establishment and provision of library facilities, technical and vocational equipment, and the recruitment and retention of trained and competent personnel.
It means free tuition, free food, free books, free housing, free transportation, uniforms and other personal needs for the students. Free education implies the elimination of all sociocultural barriers to education. All of this adds up to free schooling.
The partial execution of the above cannot qualify the system as free because the inclusion of any of the above limits the child’s access to education.
1.2 Statement of the Problem
Free and compulsory education in Nigeria, notably in Akwa Ibom state, has a number of challenges. Specifically, the inadequate allocations to the education sector contradict UNESCO requirements.
Furthermore, there is accumulating evidence of diminishing student performance in Akwa Ibom State’s institutions and public examinations. This is most likely due to the fact that pupils who graduate from state-owned secondary schools that execute a free and compulsory education scheme perform poorly.
This contrasts with their equivalents in private schools, where learning tools are more readily available and regularly employed for instruction. The group has also expressed concern over examination misconduct, truancy, result falsification, and teachers’ ongoing strike action.
The researcher seeks to study these difficulties and propose solutions.
1.3 Objectives of the Study
The aims of the study are as follows:
To identify the necessity for the successful implementation of free and compulsory education in Akwa Ibom.
To identify the various impediments to free and compulsory education implementation in Akwa Ibom state.
To assess the influence of free and compulsory education difficulties on student performance in public schools in Akwa Ibom State.
To demonstrate how the obstacles of free and compulsory education might be overcome.
1.4 Research Questions.
The following research questions were generated based on the study’s objectives:
What is the reason for the effective implementation of free and compulsory education in Akwa Ibom State?
What are the challenges to implementing free and compulsory education in Akwa Ibom State?
What impact do the challenges of free and compulsory education have on student achievement in Akwa Ibom public schools?
How can we overcome the obstacles of free and obligatory education?
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