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1.0 BACKGROUND OF THE STUDY
In Nigeria today, Education is the key and easiest way to freedom, a better life and poverty reduction. It is an essential key to human right and an important factor needed to ensure that all Nigerian citizens discover and utilize their full potentials. The improvement of human resources is one of the paramount tools in attaining a long lasting economic and social development. To people that knows the value of education; it is a pin that holds development and poverty reduction in Nigeria together.
Education in Nigeria is in the coexisting legislative list, meaning that both the state and federal governments now own and run schools. Nonetheless, the federal and state governments manage and run tertiary institutions, eg, Lagos state University. Running and managing tertiary institutions does not just involve facilities making available for students, lectures but also involves maintaining them, which includes providing instructional materials, policy formulation and implementation; recruitment, compensating and sanctioning of lecturers; bringing under control the learning process and monitoring the results of the educational system. It was discovered that tertiary education was founded by the state and federal governments till 2006 when an act of the national assembly was declared and made public which permitted individuals the full right to establish and own private universities in Nigeria. The number of the private universities has drastically increased over the years. Among the many significant positive legislative improvements in tertiary institutions are broad anti-discrimination laws, which they adopted and area strong tool for solving and eradicating individual victims of racism in the field of education, and a host of others. The state government respective agencies govern and run tertiary institutions in Nigeria. To further explain this, the Universities are governed by the National Universities Commission (NUC); the Polytechnics are governed by the National Board for Technical Education (NBTE) while the Colleges of Education are governed by the National Commission for Colleges of Education (NCCE).
The major duties of education are teaching, research and for community service. Its duties are further broken down as to develop individual self-expression and a critical sense. In the process of education or learning, the individual should be able to learn, acquire appropriate skills, follow a grounded debate, master a course in other to be able to defend it and also be able to prove and analogize information.
Formally, the role of schools was just to fully equip students with practical intellectual and practical and make them capable of formulating, reflecting and also being innovative. Furthermore, the chief responsibility of education is “learning”, and for this reason, education is attained via knowledge, learning and intellectual skills, arranged in a system of courses called curriculum. The curriculum also need to not lag behind but updated as the need arises to display the needs and vogues of the modern society.
The National Policy on Education (NPE, 2004), Universal Basic Education (UBE) Law (2004), National Policy on Gender in Basic Education (2007) and the National Policy for the Integrated Early Childhood Development (2007) are all positioned and working towards making sure that Nigeria meets its requirements and commitments on the globally agreed goal which is to attain the level where they can meet the learning needs of all children, youth and adults by 2019. The policies were reinforced by the collaboration between the Federal Ministry of Education (FME) and other ministries in line with the previous mentioned, International Development Partners (IDPs) and Civil Society Organizations (CSOs) in response to global educational improvements involving those of the EFA Movement.
The Tertiary Education Fund (TETFUND) Mandate (TETFUND) is authorized to make finances available to the state and Federal universities for the following reasons: Industrial centres, entrepreneurship studies and communication and Information Technology centers, Staff training and development and conference attendance, etc.
1.2. STATEMENT OF THE GENERAL PROBLEM
The general poor education standard in Nigeria has overtime been a cause for serious concern as many Nigerian students prefer to study abroad or neighboring countries which has led to brain drain in the country. The constant poor implementation of educational policies in our tertiary institutions has made our tertiary institutions nothing to write home about, this has regrettably led to the poor academic performance of students thus by extension the poor performance of the economy.
1.3. AIMS AND OBJECTIVES OF THE STUDY
The major aim of the study is to examine the impact of legislation on the implementation of educational policies in tertiary institutions. Other specific objectives of the study include;
1. To evaluate the impact of legislature on execution of educational policy in university of Lagos
2. To find out the roles of the ministry of education in tertiary education delivery challenges of meeting the national mandate outcomes of unrealistic educational policies and practices.
3. To recommend ways of improving the implementation of educational policies in Nigeria.
1.4. RESEARCH QUESTIONS
1. What is the impact of legislature on execution of educational policy in Lagos state tertiary institutions?
2. What are the roles of the ministry of education in tertiary education delivery challenges of meeting the national mandate outcomes of unrealistic educational policies and practices?
3. What are the ways of improving the implementation of educational policies in Nigeria?
1.5. RESEARCH HYPOTHESIS
H0: There is no significant impact of legislation on the implementation of educational policies in tertiary institutions.
H1: There is a significant impact of legislation on the implementation of educational policies in tertiary institutions.
1.6. SIGNIFICANCE OF THE STUDY
The study would be of immense importance to all stakeholders in education, school owners and government at all levels as it would unveil the impact of legislation on the implementation of educational policies in tertiary institutions.
1.7. SCOPE AND LIMITATION OF THE STUDY
The study is limited to the impact of legislation on the implementation of educational policies on tertiary institutions.
Limitations of the study
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.8. DEFINITION OF TERMS
LEGISLATION: the exercise of the power and function of making rules (as laws) that have the force of authority by virtue of their promulgation by an official organ of a state or other organization
POLICY: a set of ideas or a plan of what to do in particular situations that has been agreed to officially by a group of people, a business organization, a government, or a political party
INSTITUTION: an organization, establishment, foundation, society, or the like,devoted to the promotion of a particular cause or program, especiallyone of a public, educational, or charitable character
Adediran, Sulleiman (2002) Memorandum submitted to the Revenue Mobilisation Allocation & Fiscal Commission (RMARC), Abuja, on Funding of Primary Education, on behalf of “The Conference of Executive Chairmen of State Primary Education Boards (SPEBs) in Nigeria”
Federal Ministry of Education (2003) Education Sector Status Report May, 2003, Abuja
SurajMudasiru and OlusolaAdabonyon (2011) The Nigerian Economy Under Obasanjo (In) : Development Policy Management Network Bulletin , Vol. VIII, N° 3, September 2001 ,pp. 10-13 3 Inaugural speech by His Excellency, President OlusegunObasanjo following his swearing-in as President of the Federal Republic of Nigeria on May 29, 1999 http://nigeriaworld.com/feature/speech/inaugural.html (Accessed: August, 12th 2014)
UNESCO Institute for Statistics, May 2012 5 Santcross, N, Hinchliffe, K. Williams, A., Adediran, S., and Onibon, F. (2009) Mid-Term Evaluation of the EFA Fast Track Initiative; Country Case Study: Nigeria. http://www.pdaghana.com/images/stories/ReferenceMaterials/FTI_Nigeria_Report(v4).pdf (Accessed: May 15th 2014)
The concurrent legislative list defines areas in which both Federal and the 36 States can legislate; the exclusive legislative list is assigned to the federal government; while the residual legislative list is assigned to the states
Item 1, Part 1of 2004 UBE Law (COMPULSORY, FREE UNIVERSAL BASIC EDUCATION ACT)
http://businessdayonline.com/2014/08/high-turnover-of-ministers-impedes-nations-education-sector/#.U-U76PldWSo (Accessed: July 30th 10th 2014)
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