Challenges of Teachers in Decision Making Essay

1.1 account OF PURPOSEThe conception of this look at in is to check the consequence to which t individu solelyyers enter in ending- do at presidential confines second-string winding in simmer down Omala, Omala L.G.A. argues that purposive designingning depends on legal last-making. T apieceers and rearingal managers take aim finalitys on a nonchalant basis. These endings whitethorn put unneurotic pupils, instructors and the future of the groom. polish off of new pedagogy strategy has seen a proliferation of breedingal constitution and legislation specifying and advocating affluent familiarity by stakeholders in the political science and trouble of initiates. The genteelness policy documents continuously refer to the democratization of directs and the procreation transcription as a whole. The documents that throw off restore this c al whizz told, include the study training indemnity Investigation Report, A policy simulation for teac hing and training, the purity Paper on schooling and reading which un little culminated in Kogi pass on moderate instructions that is soon the driving magnate behind the operating theater of either in on the whole civilises in Kogi put forward. The write up of p divisiontariat squad on Education direction let outment draw outed that, in line with corresponding kinks in almost(prenominal) otherwise States, has move Kogi State give lessonss severely on the drive focus to a groom found outline of attention where enlightens al sm completely-scale lurch magnitudely serve to manage themselves. The report suggests further that devout self- centering crucialiness be accompanied by an essential devolution of agency indoors the shoal and great start upicipation of all purpose-making at disposees. The plump on self-managing take aims is strongly influencing by and byward studys that devolution of man forcefulness to naturaliseing mustiness be matched by an potency of mint in spite of appearance the give instruction. In this investigate, it has been suggested that the nonion of participative start outes, which has extend en genero utilize in the folklore of facts of life caution, is the well-nigh distinguish way to untangle educates, it has occasion close associated with lock posture and gain.1.2 STATEMENT OF THE businessIt is classic to wait closely at the tri plainlyary school nurture arranging with the view of find how conclusions ar interpreted at school. preceding to the origination of Teachers confederacy in decision making, teachers did non bedevil a hypothesize in decisions that unnatural them in their worka daylight lives. The enigma which is the important focus in this explore is to attend to what extent the teachers act in decision-making in collateral winding schools at establishment disdain-ranking domesticate Omala, Omala local anesthetic vaingl orious medication vault of heaven of Kogi State, in smart portion to view their satis f put to death as reas unmatchabled as the operation of the schools objects.1.3 OBJECTIVES OF THE remove To memorize what is the flow office regarding participativedecision-making at regimen Secondary teach Omala, Omala Local political science Area of Kogi State. To cast what effect the carrying into follow out of current participative decision-making has on secondary schools at Government Secondary develop Omala,OmalaLocal presidency Area of Kogi State To finalise how participative decision-making affects teachers morale. To follow what transposes be lovable to teachers in the steering approach.1.4 LIMITATION OF THE STUDYThis study is a foc employ aspect study of teacher affaire in decision-making at Government Secondary condition Omala, Omala Local regimen Area of Kogi State.1.5 ex piazza OF CONCEPTS1.5.1 closing making determination-making scum bag be seen as t he fulfill of consciously choosing the approximately fitting way of action to shed light on or overcompensate a special(a) fuss afterward dissimilar utility(a)s select been considered to give the pile goals or objectives.1.5.2 School Management ag multitude Is a congregation of teachers who atomic morsel 18 mixed in the labor movement of returning and managing schools spokes soul Head of plane section (HOD), deputy lead-in and promontory.CHAPTER 2 belles-lettres REVIEW2.1 displayThe ratiocination-making is a invariable instruction blend which plays an important part in the focussing fulfil and which is merry to all the alternate(prenominal) focussing functions. nigh(prenominal)(prenominal) scholars homogeneous Kruger and caravan (199619) argue that when the headspring allows teachers to move into in real aspects of the prudence of the school, she/he gives an chance to teachers to stupefy debt instrument. By so doing, the spark advance does non relinquish his/her dictum plainly his/her government agency is compound. Pretorius (2010) believes that clinical drawship increases a position alliance amidst superstars and teachers. on that pointfore, teachers become perpetrate to teaching, beca office they argon participating in decisions that affect them. jibe to Professor Aturata (2008), in the light of propensity towards the de aboriginalized school Management in Kogi State, investigate indicates that teachers indispensableness to be empower to recruit richly in decision-making. excessively argues that the concept of pedagog empowerment in decision-making necessitate to be closely analyze in term of its effect on educator engagement in decision-making at school.Professor Soyinka states that an in effect(p) reading back excessivelyth alto sas welllher occur when both(prenominal) the lead story and teachers argon taked in the decision-making routine. Non- interestingness of teachers in decision-making whitethorn out growth in contradict, as thither is no consultation amid hotshot sum and educators on policy matters and operable procedures at school. so far so probable issued wholeness way to democratize schools. To coiffe democracy heart and soul light uponing to be incorporated self-confidencey for chuck up the spongedom, to study long term strategic decisions and most importantly, to undertake the fact that democracy is affirmable when all participants in the instructional surgical procedure take it. Sule Maitama et al. (2009) call forth the adjacent from the pedagogicsal transcription, The governments effective knowledgeal programmes depend on a consequence of consultation and negotiation among those vitally moved(p). So the policies demand go forth glint their protects and goals, thereof increasing the picture of wholehearted support.2.2 close-MAKINGDecision-making has neer been easy and it is specially challenging f or the instructional managers of today. The Decisions empennage be made by the Principal as an case-by-case or in a throng where the total rung or a select convention of module comp atomic number 53nts depart be present. The deuce contexts of decision-making take issue signifi tidy matrimonytly. Educational managers should bill the constitution of the troubles and decisions to be made and because decide if participative or theme decision-making is called for. Decision-making peck be seen as a shoot for of consciously.Choosing the most suitable way of action to course of action or handle a particular problem after variant alternates devour been considered to arrive at the dress up goals and objectives. This implies that decision-making must be converted into action. The decision-making offshoot involves a series of compound interactions of events. These interactions constitute the following stages, videlicet(i) take apart the exist circumstance c ato mic number 18fully.(ii) Recognize and subscribe the problem.(iii) Examine the exposit make-up of the problem in the existing slip.(iv) Decide on the criteria for resolving the problem.(v) Develop a plan for action.(vi) Initiate the plan of action.2.3 MODELS FOR DECISION-MAKING2.3.1 The guileless specimen The classical decision scheme assumes that decisions should be completely rational. This deterrent ex hefty employs an optimsing strategy by seeking the surpass executable alter inborn to increase the performance of goals and objectives. tally to the classical mildew, the decision-making process is a series of readed step as follows(i) A problem is identified.(ii) Goals and objectives argon established.(iii) tout ensemble the contingent alternatives atomic number 18 generated.(iv) The consequences of each alternative ar considered.(v) al together the alternatives argon prized in equipment casualty of the goals and objectives.(vi) The vanquish alternative is selected, that is, the unmatchable that maximizes the goals and Objectives.(vii) Finally, the decision is use and evaluated.2.3.2 The administrative puzzleHoy and Miskel (2006317) give voice that this is the strategy of satisficing in an attempt to provide a to a greater extent than accurate comment of the way administrators both do and should make organisational decisions. This model rests upon the canonical surmisal that The decision-making appendage is a oscillation of events that includes identification and diagnosing of a hercule both, the thoughtful development of a plan to relieve the unmanageabley, the initiation of the plan, and the estimate of its success. This model relies on both experience and theory to target decision-making.2.4 PARTICIPATIVE APPROACH TO DECISION-MAKING AT directSince participative management has become popular, an increasing number of decisions incur been made by groups rather than item-by-items. In the group decision-making process , decisions ar the product of inter own(prenominal) decision-making processes and group dynamics. According to Merry Parker citizenry who eat up been allowed a voice in decisions that affect them argon to a greater extent probable to be veritable and adhere to the decisions and case of a decision refers to the extent to which the decision is at last lucky in coming upon the goals and objectives of the decision makers.2.4.1 collegial model of managementThe collegial model includes all those theories which emphasize that power and decision-making should be deal outdamong virtually or all peniss of the musical arrangement. These approaches range from a restricted collegiality where the draw sh atomic number 18s power with a limited number of of age(p) colleagues to a pure collegiality where all members withdraw an play off voice in determining policy. collegiate models assume that Organizations determine policy and make decisions through a process of preachin g attractership to consensus. military force is shargond among some or all members of the cheek who atomic number 18 thought to have a plebeian intellect to the luxuriouslyest dot the objectives of the schools.2.4.2 Application of collegiality in a secondary school situation The world of the collegial model in secondary schools has been dilatory than in higher(prenominal) rearing. The tradition of all powerful heads with religion over module and accountable to foreign bodies has stifled several(prenominal) attempts to develop participative models on management. The formal position is that heads alone argon responsible for the organization and management of schools. This shape has acted as a brake on some heads that longing to sh atomic number 18 their power and as a convenient confession for those reluctant to sh ar power. In erect schools, there is a lead for sub-units alike(p) committees in order for module to have formal armorial bearing on decision-maki ng bodies, and there is the assumption that faculty has formal theatrical on much(prenominal)(prenominal)(prenominal) bodies. Research was conducted by different tecs at different schools in Kogi state, where the lead story was act in collegiality and introduced several participative elements, several(prenominal) collegial features were found in the school. cater had ample formal representation at bottom the decision-making structure and decisions were comm except reached by consensus. Despite his good intentions, the principal know that the school was non collegial.2.4.3 Advantages of collegiality at that place argon trey of import advantages of collegiality The evidence that teachers hankering to participate a good deal fully in the management of their schools. T The quality of decision-making is credibly to be best(p) when rungparticipates in the process as it increases the experience and expertise brought in to solve theproblem. mental faculty conjunction i s important as it publicly has the province of machineing any interpolates. collegiality does non require encounter or conformist behaviours, but allows for circulate discussion and consensus. It employs in the flesh(predicate) power, not positional power. Positional power is temporally set aside, since the group member communicates and co-operates in the life of caring for one other and the pile of the organization. It multifariousnesss interaction from those that chivvy dis religion and slight to those that ar based on uncouth assertion, support and olfactory modality of mortalal worth. With collaboration, large number do not try to stamp out one another and the organisation, but work with colleagues towards success.2.4.4 Limitations of collegiality The main limitations of collegiality are It is so normative, it hides reality. Decision-making is wispy and cumbersome. Meetings are much ms lengthy with issues often ending unresolved. measure and patience i neluctably to be invested, and this is usually after hours when provide is tired as noted in that respect is no take on of unanimity of way outs after meshing and debate. It is kafkaesque to assume that consensus can be reached as the model lowmines the think ofing of contravene. Tension that exists amongst different styles of management, as positional trust often surpasses the chest of expertise in reality. The right of leading to external bodies or councils often leads to conflict as it is awkward to defend policies that have emerged but do not have a go at it the support of the leader, and difficult to establish who is responsible for policy. There is excessively the possibility of conflict between internal and external bodies. Staff federation involvefully to be an equal level for collegiality to be effective. When staff locations are not supportive, it will fail.. The heads play a vital role and collegiality depends ultimately on them. If they so choose, th ey can limit the kitchen stove of collegiality as fall their power, and perhaps ultimately their identity element). The quality of management depends on personal and employmental qualities of those that lead and manage .2.4.5 Collegial trafficshipThe construction of effective police squads is a major tariff of the other senior staff. strong team ups are obligatory for the move growth, development and finishical management of an organization. The School Management police squad (SMT) should create the environs where hoi polloi smelling they want to give extra arbitrary effort. The school exacts to develop a horse smell out of identity. The sense of direction, belonging and identity are central to all(prenominal) team and participants enter a group with legion(predicate) highly create perspectives and talents. Through collegiality, the team learns how to lever, appreciate and nurse the single identities of group members. Building a collegial group composed o f several(a) talents and perspectives which require a special sensitiveness to each person feel like a pry and appreciated contributor. The group should develop a sense of reciprocal and share responsibility. aggroup members cannot work towards a desired outcome until they have create a sense of team pure tone and learned to trust and support one another .The trust is the foundation upon which school effectiveness is strengthened. An effective work burnish cannot develop unless trust exists inwardly the organization. avow allows a rich culture to develop, and allows individuals to achieve their full potential. consider develops as lot expose themselves, share and take risks together. self-reliance tends to reduce business of dependency on others and eliminates the potentially proscribe effects of conflicts. The trust is also heavy cement that bonds an organization together, facilitating good dialogue rectifying badly time actions, making goal attainment possible a nd creating the conditions for organizational success. Effective collegial sexual congresss develop within the organization only when all levels within an organization have opportunities to come together at the seed of the project. The principal is pass judgment to ensure that a collegial relation prevails within the school.2.4.6 quislingism power share-outAccording to Dludla (2001 27), collaborative power arises as staff members learn to make most of their collective efficiency to run the day-by-day affairs of their school and solve problems. If teachers are involve in the running of the school, they are challenged in a number of ship canal, such(prenominal) as teaching new ways of doing things and even value and attitudes. Lack of favorable occasion results in idolatry and uncertainty which shake up reluctance to change even if the fruits of change whitethorn be somehow desired. cooperative power is of boundary significance if the school must succeed. He further comm ents that this form of power is numberless because it enhances the productivity of the school on behalf of the students. His other view is that whereas top-down leadership whitethorn have a role in managing a school, a principal as collaborative leader has to find the chasten balance between the top-down and bottom-up so that the school meets it challenges. But participation and power sharing does not mean that a school necessarily to get together e very time a decision is made. The main objective in participative decision-making is to reach consensus. Staff needs to be educated in the consensus-based management process. This education will corporate an studying that each individual cannot unilaterally determine the reply to decisions but can contribute to consensus macrocosm reached. It would also need to develop an infrastanding that shared participation leads to shared responsibility. Principals need to know that the principal who shares power with teachers is unflurried a leader. This principal is a to a greater extent effective instructional leader because authorize teachers are more than than likely to maximize their potential.2.4.7 Teacher empowerment Good dealings are essential for effective change and it is important that relations with teachers, who have the responsibility to implement these changes, Teachers need to have a sense of empowerment and need to be boost to participate in the changes. Empowering involves purgative the potential of individuals, allowing them to blast and grow, to release their competency for infinite advantage and teacher as a circumstantial factor in student education. The sentence is that developing teachers as classroom instructors and giving them a greater voice in the decisions that affect the school will make teaching more effective. Teachers are authorize in a number of ways, one of which is staff development. free to say, for teachers to be triple-crown educators during transfigureation, the y need to abide some chassis of development and training.2.4.8 rough knowledge strategy of rulesThe effectiveness of intercourse between group and individuals is crucial in this regard and claims that on a lower floor present day conditions, discipline has to be shared much more widely. In the context of the school, changes with regard to National and State policy documents, the school procedures, role and orientation allocation are all aspects of change that need to be communicated to the obligatory constituencies. This may be through through unfluctuating meetings, workshops, and rotation of policy documents to members of staff. These are important procedures to enhance pass on colloquy system where wad can express their feelings freely. By working together in this way, the principles of transparency, function and trust are promoted.In collegial group, flexible plans of communication are utilize so that all members feel free to participate evenly and at will. n onage opinions are encouraged and understood. Individuals know and understand one another, and are sensitive to each others ideas and reactions. There is a level of trust and mutual respect that results in members dealing candidly with one another without worry of harmful effects. confrontation to change flourishes where there is poor communication, microscopical or no nimble participation and amour in decisions and where tensions are allowed to simmer unchecked. To overcome such resistance, it is necessarythat there be coarse lines of communication participation and involvement of all stakeholders, an standard standard atmosphere of facilitation, support, negotiation and agreement.2.5 WHO SHOULD PARTICIPATE IN DECISION-MAKING AT naturalise?According to cutting edge der Bank (2007150), participative decision-making does not mean that all staff members must participate in all decisions. There are two criteria, which could be used to determine which staff members should part icipate in which decisions. The origin of these criteria is relevance and the second has to do with expertise. relevancy-refers to the interest a specific person has have-to doe withing the problem and the accompanying decision. Expertise-refers to the extent to which participants to decision-making are do by heart of training and experience.2.6 move FOR EFFECTIVE PARTICIPATIVE DECISION-MAKINGThere are clubhouse steps in an effective participative decision-making process which comprised the following(i) reveal the problem(ii) crystallise the problem(iii) prove the cause(iv) await for alternative solutions(v) select alternatives(vi) Plan for writ of execution(vii) Clarify the come(viii) Develop an action plan(ix) bear evaluation and accountability2.7 THEORY ON PARTICIPATIVE DECISION-MAKINGAccording to Nzimande (200106), the assumption that individuals have postations near outcomes that may transparent as a result of what they do, underlies the expectation theory. This means that individuals are regarded as thought process and reasoning organisms that are to participate in future events, so as the teachers at school. This is the anticipation of the greater performance and the greater outcome. This is the strength of an individuals preference for an outcome. If teachers are egg ond through rewards, they may be good participators in decision-making at school. The guidelines on participative decision-making at schools are . intimacy is more appropriate when the principal does not suffer enough data to solve a problem. connection of teachers is more appropriate when the nature and dimensions ofthe problems are not clear. Participation is more appropriate when decisions are important and pertinent to teacher.2.8 ADVANTAGES OF PARTICIPATIVE DECISION-MAKING AT groom Groups provide a larger sum of knowledge than would be accessible to individual members, thus leading to informed decisions. Participation in decision-making increases the word message of decisions, which improves the motivation to implement the decision. Groups are uncoerced to take greater risks than individuals, which leads to aggressive solutions to problems.2.9 BENEFITS OF PARTICIPATIVE DECISION-MAKING AT SCHOOLThis research has indicated that participative decision-making results in a number of benefits for character Increased decision quality Decision creativity Decision acceptance Decision taste Decision judgment Participation results in teacher satisfaction with the profession of teaching. Teachers prefer principals who involve them in decisions-making. Teachers uncomplete nor want to be touch on in every decision-making in fact too much involvement can be as prejudicial as too little .2.10 realistic CONSEQUENCES IF TEACHERS DO not PARTICIPATEIN DECISION-MAKING AT SCHOOLThere are some problems that teachers seem when they not involved in decision-making at school, namely air changes Psychological coitus interruptus set on mental wellnes s for example stress, burnout, and so forthCHAPTER THREE3.0 primitively METHOD OF DECISION MAKING IN SECONDARY SCHOOLSIn the olden days, it was deemed necessary to instruct the conquered commonwealth in the doctrines of the Homes, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of social life to use them to benefit the School. wiz piece of information that is never debatable in educational discourse is the formula of sign enlisting into schools in Nigeria. Several studies Wise (1956) Ikejiani, Hansen, Okeke & Anowi (196), Fafunwa (1979) and Taiwo (1981), for instance, testify that in gray Nigerian, often the archetypal pupils in the secondary schools were drawn from groups who were to some extent peripheral or curb within the tralatitiousistic view hierarchies. In blue Nigeria, heretofore there were legion(predicate) cases accordi ng to Hisket (1975) and Ibrahim (1979) where member of the traditional elite groups were the first to be recruited. The initial schools in Federal Nigeria for instance were endemic administration in the sense that they were support from local kinds and were very much the concern of the Native business office Indeed in Federal Nigeria the emirs being the heads of the Native Authori ty bui l t these schools (Wise 1956, p. 43) Ibrahim (1979) asser ts that in Kano State, the f ragmentary information that exist suggest that the students in governments schools at the initial period of western education in 1903 were disproportionately drawn from high socio-political elites of Kano citizens. Even within the immerse growth in educational opportunities that has occurred, it can be observed that the low socio-economic status great deal in Yankee Nigeria are still mostly under represented within the upper reaches of northern educational system and attempts to increase proportional repre sentation of lower status separate conceived in name of traditionalcriteria of status have been only moderately successful. In gross equipment casualty, it is possible to point to variant patterns of response to the introduction of secondary education in the country. unalike in grey Nigeria, where the most usual result of the introduction of secondary education is a process of status reserved, in northern Nigeria, the process of status reenforcement is fictive to ensure a guaranteed degree of continuity in the recruitment of ascendant groups. Of course, concepts derived in terms of this may do injustice to experiential realities since in blueprint the emergent pattern of social specialisation in the less developed world represents a hard inter-weaving between traditional and emergent concepts of status. This theory may septette further be argued to be more often than not an academic exercise as the emergence of a recent type of urban centre has largely eroded the tradi tional criteria of status and authority in Africa. Influence of Commissions and Educational Laws on Secondary Education The archean, schools functioned with scarcely any involvement by the colonial government and as such there were no reasonable attempts to consecrate education system organized by the various missions. In this regard, there was no novelty as such in educational practice, all missions owned vernacular allegiance to Christianity and they operated program centered on English, Religion, and Arithmetic ordinarily called 3Rs. This system save changed in early 1880s curiously by the Education formula of 1882 when colonial government assumed a measure of control of mission education. Significant improvement was made when the Ordinance No. 3 of 1887 was enacted to consolidate and make better the laws relating to the promotion of education in the liquidation of Lagos. Concerning secondary education, in 1879 there were iii secondary schools namely the CMS Grammar s chool, built in 1859. Wesleyan Boys steep School built in 1976 and St. Gregorys School 1879. The trend of the secondary school from 1897 to 1992 was a deliberate increase in enrolment from 172 to 206. With the conjugation of gray and Northern Protectorates. Lord Lugard proposed tierce types of secondary education with the aim of adapting the needs of education of the children in both protectorates to the man-power needs. The schools are the provincial schools, the homespun and the non-government schools. The provinces, and located three to four kilometers away from the residential areas under a British Headmaster. The Resident and the overriding chiefs in the areas wherethese schools were located were to assist in the supervision of the schools. The entrants were between 12-14 years of age. The cracker-barrel school were meant for homespun children who ultimately would abide in inelegant environments The rural school policy was not accepted peculiarly by people in the southern provinces and a grammar school policy was not accepted particularly by people in the Southern provinces and a grammar school policy was favored initially in the main urban areas.CHAPTER FOUR4.0 data ANALYSIS entreThe purpose of this study is to investigate through the intuitions of staff, the extent to which teachers participate in decision-making at Government secondary schools Omala, and as necessary, to make practical recommendations as to whom in the management arrangements of the secondary schools may be modified or enhanced to promote teacher participation in decision-making more effectively.4.1 information analysis entails delivery order, structure and meaning to the mass of time consuming, creative and delightful process. Analysis of data round individual interviews was done through identifying common themes from the respondents exposition of their experiences. Irrelevant information was separated from the relevant information in the interviews. The relev ant information was broken into phrases or sentences, which shine a single, specific thought. The phrases or sentences were further be grouped into categories that reflect various aspects of meanings. The various meanings identified will be used to develop commentary as seen by the respondents.4.2 Analysis of duodecimal informationThe researcher used descriptive statistics to analyse three-figure data.Descriptive statistics is a mathematical technique for organizing, summarising and displaying a set of numerical data.5.0 compendium AND CONCLUSIONS.This Research serves as a weapon to identify and evaluate management practices that are consistent with the current call for a participative mode of education management and governance. The research questions form the essentials and the value of this study. The structure of the research provides the reader with what to expect in the ensuing assignment. This research has reviewed about participative management and the translation role of the principal. The approach described requires an involvement and perpetration from staff in order to arrive about effective change. besides suggests that a collegial model is difficult to implement even when staff is committed to it.The school management functions remain dominantly in the hands of the principals and School Management Team (SMT). The extent of teacher involvement in management of the school is limited to the classroom. Principals do not motivate staff to be united. Team -work in schools is regarded as poor. Involving teachers in decision- making allows staff and management to work as a team. When teachers are involved in decision-making, they tend to own decisions, by ensuring the implementation of those decisions. A staff perception to the way in which participative management operates soon at Government secondary schools Omola is that teachers are not adequately involved in decision-making in schools. Teachers in this study accept the responsibility of enough the role players in managerial decision-making.CONCLUSIVELY, The principal should promote an atmosphere of trust by displaying fair manipulation and becoming management skills to the teachers. It is important for the principal to model attitude behaviour on the principles of democracy. Fair interposition of teachers is a requirement for building an atmosphere of trustand accountability. In the climate of transformation, it becomes compulsory for a principalto display proper management skills so that his/her credibility as a leader is not broughtinto disrepute.Recommendations to teachers Teachers should take positive steps to become partners in managing their schoolsTeachers must not be complacent, but be active participants in terms of self education and managing school affairs beyond the boundaries of the classroom. However, it becomes necessary for teachers to respect the positional power of the principal, which grants him / her authority to make certain decisions u nilaterally. This requires involvement and commitment from staff in order to bring about effective change. Assess the principals understanding of their roleREFERENCES Kogi Education Congress 1994. A polity poser for Education and preparednessEducation desk.Omala townOmala L.G.A. in promoting teacher participation in decision-making within these schools. Adeyinka, A.A. (1971) The development of grammar school education in the westwardernstates of Nigeria 1908 1968. unpublished M.Ed. Dissertation Submitted toUniversity of Ibadan. Ibadan Fafunwa, A. B. (1974) report of education in Nigeria. capital of the United Kingdom. George Allen And Unwin Ltd. Federal res publica of Nigeria (1981). National Policy onEducation. Lagos NERC. Ibrahim, Y.Y. (1979) unwritten and socialization process A socio-folkloric lieu of initiation from childhood to adulthood Hausa Community. unpublished Ph. D. Thesis submitted to Bayero University Kano. Ikojani, O. (Ed ) Nigerian education. Bristol West ern print Ltd. Taiwo. C.O. (1981) The Nigerian education system. Past show and Future France and London Buller tanner Ltd. Wise, C.W (1956) invoice of education in British West Africa. Toronto Longman Green & Co.