Quality Assurance Programme in Public Secondary Schools in Nigeria: Problems and Way Forward

In order to realize quality secondary school education in Nigeria, the government established agencies and departments of supervision, inspection and quality assurance units and also came out with quality assurance programme. With all these ministries agencies and programmes, the quality of secondary school education keeps declining daily. This paper discussed the problems hindering the quality assurance programme in Nigerian public secondary schools. Secondary data were used to provide empirical support to every point raised in the paper. Inadequate funding, shortage of professional teachers, inadequate infrastructural facilities, poor supervision, corruption, weak school administrators, inadequate instructional materials, poor quality of primary School education, examination malpractice were identified as problems hindering effective quality assurance programme in Nigerian public secondary schools. Based on the literatures that were reviewed, the following recommendations are made: adequate funding, employment of professional teachers, provision infrastructural facilities, effective supervision, corruption eradication, appointment of competent school administrators, provision adequate instructional materials, improvement in quality of primary school education and prevention of  examination malpractice in public secondary schools

Implementation of National Policy on Information Communication Technology (ICT) in Public Secondary Schools in Nigeria: Problems and Solutions

The implementation of National policy on information communication technology in public secondary schools in Nigeria is faced with many problems. This paper critically examined the problems hindering effective implementation of National Policy on Information Communication Technology in Nigerian public secondary schools. To do, Secondary data were adopted to provide empirical facts to support points raised in the paper. Inadequate funding, fall in national revenue, insecurity, corruption, inadequate ICT Expertise, shortage of infrastructural facilities, political instability and policies instability were identified as the problems hindering effective implementation of National Policy on Information Communication Technology in public secondary schools in Nigeria.  To solve these problems, the paper recommended among other thing that the government should increase the funding of public secondary schools in Nigeria. e.t.c

Challenges facing Administrators of Public Secondary Schools in Nigeria and the Way Forward

Secondary school education is the education that offered post-primary school education. It is the education that prepares the student for career choice in life. The public secondary school are handled by administrators in Nigeria who oversees the administration and ensure the aims and objectives of the schools are realized. It has been observed that these public secondary school administrators are facing many challenges. This article discusses the challenges facing administrators of public secondary schools in Nigeria. We adopted secondary data to provide empirical fact to support every point raised in the paper. The secondary data were sorted online and through print materials. The paper identified: inadequate funding, inadequate infrastructural facilities, poor capacity building programme, shortage of professional teachers, inadequate ICT facilities, shortage of instructional resources, insecurity and poor supervision as challenges facing the public secondary school administrators in Nigeria. Increasing in the funding of public secondary schools were among the recommendations given in this paper for the effective administration of the public secondary schools by the administrators

Challenges of Planning Secondary School Education in Federal Capital Territory of Abuja, Nigeria

The study investigated the challenges facing the planning of secondary schools education in the Federal Capital Territory (FCT) of Abuja, Nigeria. The research design for the study was a survey method. The target population is comprised of educational planners working in the ministry, department and agency of education that deals with education planning. The sample for this study was eighty people by random sampling technique used by four agencies of the federal government in FCT, Abuja. A structured questionnaire was used for data collection in the study. The reliability of the instrument was determined by testing and retesting. The data were analyzed using frequency counting and simple percentage. The result of the study showed; inadequate planning information, inadequate planning materials, poor educational planner training, political instability. Inadequate funding for planning activities and a shortage of professional educational planners are the challenges facing planning for secondary schools in FCT, Abuja, Nigeria

Stakeholders Perception of Economics Teachers Mastery of Professional Skills in Senior Secondary Schools in Federal Capital Territory, Abuja, Nigeria

This paper is aimed to investigate the stakeholder perception of economics teacher mastery of professional skills in senior secondary school in Federal Capital Territory, Abuja, Nigeria. The study was guided by two research questions and two hypotheses were tested. The study adopted a correlation research design. The study population comprised 150 secondary school senior economics students and 20 stakeholders within the schools system in Abaji. Stratified proportionate sampling technique was used to sample 170 respondents from the population of the study. The researchers developed one sets of instruments titled ‘‘Stakeholders perception of Economics Teacher Questionnaire (SPETQ)'' was used for data collection. The instrument was subjected to face and content validation by two experts who are lecturers; two in Department of economics education university of Abuja. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of   (SPETQ) and 0.78 . Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that  most economics teachers have adequate knowledge of  their subject matter, good at lesson plan/lesson note writing skills, effective use of instructional aides, good evaluation skills, good at classroom management skills and marking and recording skills. also revealed that there That most economics teachers performs their job below expectation on the bases of comes to class regularly, gives enough assignment and class exercises, comes to class with his/her lesson plan, marks and records the CA and students exams on time and corrections of failed C.A and assignment in the class. Based on the findings, conclusion was drawn and it was recommended among others that government should provide training programme should be put in place by the government to refresh the economics teachers on the mastery of their professional skills. Some states in Nigeria have started on the job training for their teachers to upgrade the teachers. This should be extended to other states and the government should constant supervision of secondary to ensure that every teacher is doing its work. The principal should ensure effective instructional supervision in order to keep them at par with their foreign counterparts

Two Decades of Universal Basic Education Programme in Nigeria.1999-2019: UBE Implementation, Achievement, Challenges and Suggested Solutions

In September 1999, the UBE was officially launched and passed into law in 2004 as an implementation tool of the government initiative to achieve the Millennium Development Goals in achieving the EFA. Researchers has agreed that the Universal Primary Education (UPE) in Nigeria was also recognized as the predecessor of the present UBE Scheme, which has been directed towards the possibility of increasing the number of attendance or enrollment in schools, as well as the provision of an excellent opportunity to correct the current imbalance. The major objective and aim of the UBE programme is the provision of free, universal and compulsory basic education for every Nigerian child aged 6—15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts must be made to check those factors that are known to have hindered the success of such programmes in the past. This paper thereore will consider the implementation of Universal Basic Education (UBE) in Nigeria -.its achievement, challenges and make some suggestion. The paper hereby made some recommendations that the government should provide adequate fund for the UBE programme. &nbsp