ASSESSMENT ON THE EFFECT OF FREE EDUCATION POLICY ON PUBLIC JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education has been viewed as a more potent force capable of effecting change. Education is regarded as the light that dispels the darkness of ignorance and enables humanity to navigate the ups and downs of progress and civilization. (2006) Ikechukwu Free education is the best and simplest way to reach out to all those who deserve it. Making secondary education free will be beneficial to our society. The phrase “free education” is a compound of the words “free” and “education.” According to the Oxford Dictionary of English, the term “free” means “without expense or payment.” When the cost of educating a child is borne by the state or national government, or by an external agent(s), It is known as ‘free education’ because it is provided at no cost to the parents (Ige, 2015). Thus, ‘Free Education’ can be defined as all-around education provided for a child at no cost by the government, philanthropists, and other organizations, with neither the child nor the parent contributing a dime. The concept of free education has matured in Nigeria. Education was placed on the concurrent legislative list of the federal and regional administrations following the division of Nigeria into three regions (West, East, and North) in 1951. This means that both levels of government can fund and control educational institutions. Free education has a long history of being used to fund students’ education in Nigeria. In January 1955, the then-western world witnessed the birth of free education.
Chief Obafemi Awolowo led the region in launching her fire university elementary education program (UPE). The Eastern Region and Lagos, the federal capital region, established free elementary education in 1957. The following year, tuition was introduced in the east, effectively ending free education. This effort in the East failed due to insufficient planning and execution. In Federal Universities, free education (free tuition) is now in effect for undergraduates. Even with free tuition, students face significant financial difficulties.
The Universal Basic Education (UBE) program is a Federal Government of Nigeria policy reform initiative that aims to correct distortions in basic education. UBE includes formal education up to the age of 15, as well as adult and non-formal education. Education, including education for disadvantaged groups in Nigerian society. Section 3 of the 2004 National Policy on Education defines basic education as six years of elementary school and three years of junior secondary school. According to the policy, education must be both free and mandatory. This initiative will include non-formal educational programs at the elementary and junior secondary school levels, as well as adults and out-of-school children. The Universal Basic Education (UBE) consists of three major components: Universal, Basic, and Education. The term “universal” refers to the program’s accessibility to all people, regardless of tribe, culture, race, or social status. EddyAkpan and Aluede (2006) (2009) The term fundamental refers to something fundamental or necessary.
and must be supplied or obtained. Everything else is built around this component. Without it, nothing can be accomplished. It is the foundation of all learning (Eddy and Akpan, 2009) As a result, UBE may be regarded as the type of education required by every individual. It should not be a privilege, but rather a right based on an individual’s experiences.
As a result, the goal of the Universal Basic Education (UBE) program is to provide free basic education to children. However, due to inconsistencies in its implementation in the past, several Nigerian states, including the South-West zone, are now implementing partial free education. This is in reference to the payment of the Senior School Certificate Examination. (SSCE), Junior School Certificate Examination (JSCE), and payment of development levy. The distribution of free lunches to elementary school students is one of the Universal Basic Education initiative’s implementation strategies. Nigeria has not implemented ‘free education’ since the beginning of Western education in 1842. Rather, programs were implemented at one point or another that eliminated the payment of school fees, in part or entirely, at one level or another. Because there are still barriers to a child’s access to education, eliminating school fees or other associated taxes does not make education free. Some of these constraints have already been overcome. When barriers to obtaining a quality and standard education are removed, every child, regardless of age, gender, interest, or background, can obtain an education.
We say there is free education because of aptitude. Tuition-free education is not synonymous with free education. Free education is provided in its entirety, not in parts. Regardless, this idea has sparked debate among academics.
1.2 THE PROBLEM’S STATEMENT
The goal of free education policy is to reduce the financial burden on parents who invest in education because it is recognized as the most effective tool for national development. According to this viewpoint, the government has done everything possible to meet students’ financial and educational needs in order for them to gain knowledge and improve their intellectual ability. The government guarantees that students meet the policy’s requirements in terms of tuition-free education, payment of external fees, and so on.
as well as textbook availability. It should be noted that this will not improve educational quality. That is, it provides unequal opportunities for all children in the country, implying that not all students were enrolled in schools as a result of this policy.
Surprisingly, the development of the UBE was prompted by widespread concern about the declining level of basic education and the morale of primary school students. According to Ayodeji (2012), the UBE faced the same problems as basic education in Nigeria prior to its implementation, such as a lack of facilities, inadequate supervision, a shortage of personnel, a lack of funds, high textbook prices, incoherent curriculum implementation, and a high drop-out rate. Denga (2000). (2000). As a result of this,
In this context, this study attempts to investigate the impact of free education policy on public junior secondary schools.
1.3 THE STUDY’S OBJECTIVES
The study’s overarching goal is to investigate the impact of free education policy on public junior secondary schools. The study specifically sought:
i. To see if tuition-free policies affect the quality of education in a few selected public junior secondary schools.
ii. To determine the extent to which free education promotes Sustainable National Development.
iii. Determine whether or not free education as defined in UBE is actually free.
iv. To identify the obstacles to universal basic education in junior secondary schools.
1.4 QUESTIONS FOR RESEARCH
The following questions were answered by this study:
i. Does the tuition-free policy affect educational quality?
In this context, this study attempts to investigate the impact of free education policy on public junior secondary schools.
1.3 OBJECTIVES OF THE STUDY
in a few public junior secondary schools?
ii. To what extent does free education promote Sustainable National Development?
iii. Is the free education clause in the Universal Basic Education Policy truly free?
iv. What are the difficulties associated with universal basic education in junior secondary schools?
1.5 THE STUDY’S IMPORTANCE
The research will benefit students, teachers, educational administrators and planners, parents, and society as a whole. It enables students to stay focused on acquiring knowledge through free education policy provision in order to build their self-esteem and confidence in order to compete with their counterparts.
It enables teachers to improve their teaching pedagogy through the use of instructional resources in accordance with the objectives of the free education policy. It will also assist educational planners in providing feedback to the government regarding educational system flaws. The study is beneficial to the parent because it reduces their burden of tuition fees and provides necessary student needs. The output of the education system will be able to promote national development through quality education to society as a whole.
1.6 STUDY OBJECTIVES
The study examines free education policy and educational quality, including tuition-free policies, textbook provision policies, qualified teacher recruitment, and their impact on educational quality.
education. It involves teachers from some junior secondary schools in Niger State’s Minna local government.
1.7 THE STUDY’S LIMITATIONS
The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject because it is a new discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited sample size covering only Junior secondary schools in Minna local government in Niger State. As a result, the findings of this study cannot be generalized to other secondary schools in other states within the United States.
Nigeria. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research a success.
1.8 Relevant Terms’ Operational Definition
Education is the process of imparting knowledge and skills through training to enable a child or individual to develop a positive attitude in order to adapt to the society to which he or she belongs.
Basic education refers to the education provided to children from primary school through junior secondary school.
Primary education is the first level of education organized in the formal school system offered to a child in Nigeria, usually aged 6 to 11 years.
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