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( Received 17 March 2024; Accepted 14 April 2024; Date of Publication 16 April 2024 )
WSN 193(2) (2024) 93-104 EISSN 2392-2192
Critical Issues Impeding the Smooth Administration
of Schools in Nigeria and the Way Forward
Victor Olugbenga Ayoko
Department of Educational Foundations, Faculty of Education, National Open University of Nigeria,
Abuja, Nigeria
E-mail address: victorayoko@gmail.com
ABSTRACT
This paper discussed some critical issues impeding the progress of school administration and
development from primary to tertiary levels of education in both private and public schools in the Global
South and especially in Nigeria. This position paper source secondary data from both print and online
resources by looking at issues holistically and historically on critical issues affecting the smooth
administration of schools. The paper discovered many challenges that are working against the smooth
development and administration of schools in Nigeria including Quota System Policies and a lack of
Motivating Welfare Packages. Negative School Climate and Culture, Inadequate Impactful Research
among others. The study identified the government, parents, students, school administrators, and
teachers as the causative agents of these challenges. This study found that these issues are interconnected
and interconnected and are jointly caused by the education stakeholders contrary to the general
perception that they are singly caused by poor leadership or bad governance. To solve these issues, this
paper suggested that the national policy on education should be effectively implemented, and an increase
in the education budget to 26% should be considered.
Keywords: Administration, Critical, Education, Impediments, School
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1. INTRODUCTION
Nigeria gained independence from the British colonial administration on the first of
October 1960. Over sixty years of self-administration (independence), the education sectors
still face a bunch of challenges that have made Nigerian education to become less competitive
globally. These problems are not peculiar to Nigeria alone but to other developing and
developed countries. According to Agobue & Anyaeji (2021), education is a vital requirement
for a man to undergo the process of social life. To become relevant in the global space, the
education of the people must be properly budgeted for by the government. The only way to
destroy a nation is to kill the education sector. Education transforms human resources to become
viable human infrastructure. Education is a major criterion used to evaluate the level of human
flourishing and the growth of any nation.
The effectiveness and efficiency of the educational system are shaped by smooth school
administration. School administration encompasses the internal and external management and
coordination of various aspects within the school, the school community and various
educational agencies. This includes resource management, curriculum delivery, policy
implementation, supervision and community development.
The Digital transformations experiences have led to the emergence of several trends in
the field of educational administration, shaping the way schools operate and enhancing the
teaching deliveries and student learning process. These technological advancements are
changing the educational philosophies of accessibility, flexibility, affordability, diversity,
quality, equity and inclusion. These have given rise to open, distance, digital, blended and e-
learning, artificial intelligence in teaching and learning, video-assisted learning, cloud
technology, bloc-chain data, big data, learning analytics, massive open and online courses, and
asynchronous and synchronous learning. These transformations have resulted in the conversion
of STEM (science, technology, engineering and math) to STEAM (science, technology,
engineering, art, and math).
As the field of education continues to adapt to global goal targets and digital
transformations, it is important to examine the critical issues in school administration that are
currently impeding the growth of education in Africa and Nigeria in particular. The highest
level of education exclusion globally is documented in Sub-Saharan Africa. About 60% of
youth from the age of 15 to 17 are out of school. Many children in the global south are not
enjoying universal human rights as well as the public good and responsibility of education
(Keith, 2009)
Uzochukwu (2019) observed that, Globally, Africa is the poorest continent after Asia.
This poverty level catalyzed by weak administration and management of resources precipitated
problems facing the education sector in the continent, which made the quality of educational
services offered by this continent to be in shamble. Most of the higher institutions in the global
south produce "half baked" graduates because of weak practical backgrounds because students
from the primary to the tertiary level are taught with little or no practical exposure. Well-
installed types of machinery and equipment for studies are hard to see in many institutions. The
attitudes of many higher institutions in Africa hinder the students from learning more from other
sources or environments in terms of national and international collaborations in line with
education globalization. The global south has experienced environmental dangers caused by
Crises for many years. These political crises and insecurities seriously affected the education
standard negatively because many types of teaching and learning equipment and education
World Scientific News 193(2) (2024) 93-104
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infrastructures were destroyed. Many people including school teachers and students were killed
when the insurgents (Boko Haram) attacked schools across Nigeria. These gunmen have
destroyed many school facilities and killed many students and teachers at all levels of education
in the northern part of Nigeria.
Current Issues such as rapid technological advancement, globalization,
internationalization, moral decadence, insecurity, pandemics, belief, knowledge economy,
complex cultural issues, political development, and disasters are challenging the smooth
administration in the education sector. The standard of education in the Global South especially
in Nigeria has experienced backwardness and this trend has affected the ranking of Nigerian
education in the global market, this has forced Nigerian students to seek quality education
outside the country. The researcher looked into these critical issues, and their causes and made
suggestions on the way forward.
2. STATEMENT OF THE PROBLEM
The global south has experienced environmental dangers caused by Crises for many
years. These political crises and insecurities seriously affected the education standard
negatively because many types of teaching and learning equipment and education
infrastructures were destroyed.
Global South especially in Nigeria has experienced backwardness and this trend has
affected the ranking of Nigerian education in the global market, this has forced Nigerian
students to seek quality education outside the country. The aim of this paper is to discussed the
problems affecting the smooth administration and sustainable development of education in
Nigeria and to make suggestions on the way forward.
3. RESEARCH METHODOLOGY
A qualitative review of the literature by sourcing secondary data from both print and
online media on issues impeding the smooth administration of schools generally in the global
south and especially in Nigeria, historically and holistically.
4. CONCEPT OF EDUCATIONAL CHALLENGES
The critical issues confronting the effective planning, management, administration, and
sustainable development of education (SDG4) in the Global south and Nigeria especially are
integrated, intertwined and interwoven. The government alone cannot be blamed for these
critical issues because of the multiple factors, barriers and causative agents (education
stakeholders). The education system has been drastically influenced over the last decade due to
many crucial factors, critical Issues and complex challenges of the 21st century that educational
administrators are dealing with.
The cornerstone for sustainable development across the globe (Global North and Global
South) is quality Education. Administration is a process of developing human, material
financial, intellectual and physical resources to achieve set goals and objectives in an
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organization. A challenge can be simply defined as a critical experience or outcome that
requires an urgent call for action. Challenges vary in scope, form and complexity ranging from
simple, integrated and complex ones (Ronald, 2018).
The problem is the critical issue or situation. The process is the methodology that will be
employed to solve the problem. The product is the way forward in solving the problem. The
criteria are the guidelines and benchmarks for rating the failure or success of educational
interventions.
Figure 1. Basic Features of Critical Challenges.
Source: Adapted from Ronald, (2018)
Understanding the simplicity or complexity of the structure of the education issues is
important for all education stakeholders and taxpayers because it will make it possible to
contribute valuable input and make innovative decisions about the way forward for education
sustainability and development. This paper attempt to discuss these critical issues and the way
forward
5. THEORETICAL SUPPORT
This study is supported by the social system theory propounded by Bertainffy (1920).
According to Sarah et al. (2019), the social system theory helps to give insight into the
relationship between the various units and the sub-units within a system and among systems;
for example, all the relationships between the various parts of an educational system and the
larger society. The interrelationship of the different units in the school system addresses the
critical issues impeding the smooth administration of schools for sustainable administration and
development
The school, the community, Education Ministries, Agencies school Boards alumni
associations, and parent-teacher associations are an example of social organizations that schools
interact with to accomplish certain societal expectations for sustainable development.
Educational Systems theory is important because it involves all the stakeholders within
the education sector, the interactions among the stakeholders and the ability to identify and
manage responsibilities and maintain mutual relationships, thereby establishing expected roles,
communication/information flow, and harmonizing the school development in alignment with
all internal and external stakeholders.
CHALLENGES
Problem
Process
Product
Criteria
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Educational system is an open system because it directly relates with the community
(environment) through its day-to-day activities and mutual relationship with its stakeholders,
policy makers and decision makers. An open system is made up of five elements known as:
input, process, output, feedback and the society (environment). These five elements must work
together for sustainable administration and development.
Feed Back
Feed Back
Figure 2. Open System Model of the Educational System
Source: Ayoko et al. (2023)
6. CRITICAL ISSUES IN SUSTAINABLE ADMINISTRATION OF SCHOOLS
6. 1. Quota System Policies
According to Ogunode, Ayoko & Okechukwu (2020), the quota system policies on
recruitment into Nigerian institutions are contributing factors responsible for the poor
employment of competent foreign lecturers in the various higher institutions in Nigeria,
especially in public universities. The federal character principle or quota system as enshrined
in Nigeria's Constitution since 1979, seeks to ensure that recruitment and appointments to
public service organizations reflect the linguistic, ethnic, religious, and geographic diversity of
the country. The federal character principle, according to the committee is the distinctive desire
of the Nigerian people to promote national integration, foster national unity as well and give
Nigerian citizens a sense of belonging irrespective of ethnic origin, culture, language or
religious diversities (Obidimma & Okeke, 2021). Employment into federal universities is
spread across all the geo-political zones to ensure equity and justice for Nigerians. Justine,
Agbodike & Ogomegbulam (2015) observed that the federal character principle or quota system
as enshrined in Nigeria's Constitution since 1979, seeks to ensure that recruitment and
appointments to public service organizations reflect the linguistic, ethnic, religious, and
geographic diversity of the country.
The Fundamental Objectives and Directive Principles of State Policy, Chapter Two,
Section 14(3&4) of the 1999 Constitution as amended states that: The composition of the
Government of the Federation or any of its agencies and the conduct of its affairs shall be
carried out in such a manner as to reflect the federal character of Nigeria and the need to
promote national unity, and also to command national loyalty, thereby ensuring that there shall
be no predominance of persons from a few State or from a few ethnic or other sectional groups
Resources
Input
Transformation
Process
Products
Output
Society
Society
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in that Government or any of its agencies (FRN, 1999). Goshwe (2022) concluded that all state
and federal universities have resorted to employing mainly from their "catchment areas".
Based on the law establishing the Federal Character Commission, no provision or quota
is given to foreign staff. All lecturers must be Nigerians only. Hence, if you see any foreign
staff, he is an old stock waiting to be discarded. The Academic Staff Union of Universities
(ASUU) has attributed the inability of Nigerian universities to attract students and lecturers
from around the world to poor working conditions (Umeh, 2021)”.
6. 2. Gender Disparity or Inequality
Gender disparity is a multifaceted issue affecting individuals, work groups, organizations
and communities in the Global North and Global South. Gender disparity in education
encompasses inequality in school enrollment rates, literacy, dropout and barriers such as lack
of funding, cultural norms, societal expectations, discriminatory practices and beliefs that debar
the participation of females in equal opportunities for academic pursuit.
Gender disparity is a global issue. In Nigeria, women are not enjoying educational,
professional, and social status equal to their male counterparts. Women face different types of
violence and enjoy fewer facilities including education (Manlosa & Matias, 2018). Female
children are marginalized from benefiting from formal education, unlike their male counterparts
in some communities due to some cultural practices. Some parents erroneously believe that
allowing girls to pursue education may interfere with their morals and marriage, which they
consider the primary purpose of a female child (Nwideeduh, 1994).
Education is a fundamental human right for both males and females and Gender equality
in education is key to social and economic development as enshrined in the Sustainable
Development Goals target of the United Nations. Despite the policy formulation to ensure
equitable and inclusive education for all, a substantial gap still exists in the implementation.
6. 3. Lack of Motivating Welfare Packages
Luthans (2015) posited that welfare schemes are the strategies employed in motivating
teachers for better job performance. These are in the form of salary increments, gratuity, regular
promotions, ensuring job security, and establishing cordial relationships among teachers. These
motivating packages are not adequate in Nigeria. Teachers' welfare packages within the
educational setup are an important factor in realizing educational aims, objectives, teachers` job
performance, and eventual student academic performance. Motivation is defined as a driving
force that compels an individual to take some actions to achieve certain goals. The reason
behind the poor motivation of teachers is that they have low salaries as compared to other
professionals, have poor work environments, have no decision-making authority, and are also
not allowed to develop their careers. The behaviour of employees can be changed through
motivation in any organization. Teachers are expected to play a pivotal role in the
implementation of the UBE programme, yet sufficient attention is not being paid to their
motivation for the utter neglect of policy essence. (Ogunode, Ahmed & Ayoko, 2023)
6. 4. Lack of Relevant Curriculum and Subject
The curriculum is defined as a written plan, a document designed to showcase the scope,
arrangement, and flow of the intended educational program which is meant to bring about the
desired changes in the learners when they are exposed to the content and the learning activities
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therein. The inflexibility of the curriculum in Nigeria makes it difficult for teachers and students
to properly optimize them. Different regions have different conditions and when the curriculum
cannot work in any of them, a problem starts up
6. 5. Negative School Climate and Culture
The National School Climate Council (2007) documented that: "School climate refers to
the quality and character of school life``. A positive school climate has been shown to contribute
to successful academic outcomes for students in many important ways while a Negative school
climate results in multiple negative outcomes for students and has been shown to exacerbate
harmful behaviour and decline in students' learning outcomes.
Students` academic achievement will improve in schools with positive and professionally
acceptable cultures that reflect a positive school climate. A strong school culture motivates
teachers for effective job performance and this results in greater success in terms of student
performance and school development. Negative school culture and climate are toxic and lack a
clear sense of purpose.
6. 6. Inadequate Impactful Research
According to Bako (2005), research has become one of the ways of powering sustainable
education and economic development and re-enforcing competitiveness in the face of rapid
growth taking place among industries, countries, and people in the world. The fact that research
is being conducted for selfish reasons rather than for pure research purposes poses a threat or
rather constitutes a challenge to education research findings in Nigeria. Umoru (2010)
established in his findings that a poor grasp of critical methods of data analysis and research
procedures are among other factors undermining research results.
6. 7. Under-Developed Technical and Vocational Schools
Nigeria cannot develop without well–equipped technical and vocational institutions. It is
a missing link in Nigeria's development policy (Dike, 2009). Ogundiran (2018) opined that
vocational and technical education with its impressive potential for enhancing reforms in the
nation's problem areas faces many challenges, if Nigeria must be a truly industrialized Nation,
it has to integrate technology in all its ramifications into her culture because the technological
development is culture-based. The under-development of technical education in Nigeria is
mainly because of the Nigerian Value System. According to Nworlu (2013), in Nigeria today
too much emphasis is placed on university qualifications not minding whether the holder
possesses the required knowledge and skills. But in advanced societies, those with technical
degrees are highly regarded.
6. 8. Aggressive Students` Unionism and Protest
Aggressive unionism is a major problem in the administration of higher education
because of the effects on the school image, and disruption of the various academic programs of
the concerned institutions. Oftentimes, students` unionism resulted in uncontrolled student
protests, riots, anarchy, vandalism, death, stampede and boycott of lectures. The effects of all
these results in the closure of schools, rustication and expulsion of the concerned students, and
fines for damages on the majority of the students.
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6. 9. Wastages and Unnecessary Increased in Administrative Costs.
The Nigerian educational system is bedevilled with a culture of waste, reckless
abandonment of public projects and over-increase in administrative costs. As rightly observed
by Ogunode (2021), some capital projects invested in by the federal and state governments
amounting to billions of naira in the educational sector have not been commissioned for use.
Available resources for educational designed projects are diverted to white elephant projects
which are usually over-invoiced. This increases the cost of running the school system, distorts
public expenditure and deters private-public partnership investments in education.
6. 10. Technological Distraction.
Study Distractions are things or situations that prevent students from concentrating on
learning. Technological distractions are computer-based devices that over-engage students and
prevent them from concentrating on the task at hand. According to Meierdiercks (2005), over-
dependence on technology neutralizes the natural intelligence (NI) and ability of the students
to comprehend, analyze, and understand. Fried (2008) also observed that the use of
technological devices in the classroom deviates the attention of the students from learning.
Indiscriminately adding technology into the classroom mix may cause students and instructors
alike to become distracted from the intended task of teaching and learning.
The contributions of technology especially artificial intelligence (AI) in modern society
in general and the field of education cannot be undermined. However, many school
administrators are not technology compliant and this has made it a problem for them to
understand the what, where, why and when they should apply the use of technology to improve
performance and to control the irrational use of digital devices among students.
6. 11. School Vandalism
School vandalism is simply intentional or malicious damage to school property, such as
teaching and learning aids, administrative equipment, the un-built environment buildings or
school infrastructure. School vandalism may also be in the form of writing on desks and marring
walls.
Perry (2001) observed that Vandalism can disrupt the teaching and learning process
because school programs must be brought to a halt to replace or repair vandalized items or
structures. These result in learning loss and a heavy burden on education departments and
school budgets. Oftentimes, school riots or protests are precursors to school vandalism and the
impact is in three dimensions: the monetary cost (repair and), the safety of students and staff
and the social cost (negative impact on the morale of staff, student and community).
6. 12. Irrational Licensing of Private Schools
Licensing of more private universities is at the detriment of public universities and is
becoming irrational considering the rot in the education sector. As opined by Abiodun-oyebanji
(2011), education Services provided by Private individuals do create inequality and widen the
already existing social gap between the children of the well-to-do Nigerians and commoners.
The children of the rich have more access to private universities than the children of the poor
and this has continued to aggravate the social gap between the rich and the poor in the country.
Licensing of additional private universities is not a solution, but a step toward accelerating the
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potential collapse of university education because it is done to the detriment of public
universities
In addition, many of the private universities in Nigeria are relatively new and operate with
a limited number of academic and non-academic staff to reduce costs (Abiodun-Oyebanji,
2011; Fadipe, 1990; Robinson & Nwaham, 2007).
6. 13. Sexual Exploitations and Harassment
As documented by Omonijo et al. (2013), sexual harassment is described as unwanted
sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual
nature, when submission to or rejection, explicitly or implicitly affects a person's employment
or education, unreasonably interferes with a person's work or educational performance, or
creates an intimidating, hostile or offensive working or learning environment. There are
reported cases of male staff taking advantage of their superior position, or their economic
superiority to lure, coerce, or sexually intimidate girls. In some instances, male students are
found to sexually intimidate fellow female students (Kheswa, 2014).
6. 14. Favoritism, Cronyism, Nepotism, Patronage and Prebendalism
Ismaid-Aydogan (2009) asserted that favouritism is experienced in three ways in an
organization. Cronyism entails the use of public goods for personal benefits. Nepotism means
favouring only relatives in all positions, cronyism is favouring only companions and friends in
every position, and patronage means that the governing political party appoints their friends
and relatives to only high positions, not lower positions. These are nepotism, cronyism, and
patronage.
According to PWC (2016) hiring based on cronyism, nepotism, and patronage rather than
on merit reduces the quality of public institutions and creates unnecessary bureaucracy that
further gives opportunities for corrupt practices. The hiring of a competent professional in the
school system is no longer based on skills, knowledge, qualifications and experience that match
the vacant job position but based on "man knows man" syndrome. The level of nepotism in the
education sector is so bad that experts in the field of education act as subordinates to amateurs
in higher positions.
The "Oga at the top" syndrome has penetrated all institutions in Nigeria. This practice has
detrimental effects on the motivations of teachers to perform well for a positive student learning
outcome. Nepotism can cause the loss of competent administrators in the organization and
makes it difficult to find new candidates (Wong & Kleiner, 1994).
A critical point to understanding prebendalism in the school system is that the unmerited
officeholder (school administrator) sees the office as his or her piece of the national cake. Such
officeholders take advantage of the office for personal enrichment. The essence of prebendalism
is known as “authority stealing” because the people in authority are using such positions to
subvert the rule of law for personal undue access to the commonwealth (fund, infrastructure
and personnel) of the institution.
6. 15. Cultural and Religious Belief
Ayoko (2022) observed that in some religious and cultural groups in Nigeria and some
parts of the world, females are not allowed to pursue formal education or academic pursuit
because of the belief that the Western education curriculum is contrary to the values and norms
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their religion or cultural beliefs and that education makes women disrespect men by looking
down on men. This discourages many rural men from getting married to educated or career
women.
This makes most rural parents not to show interest in investing in the education of their
female children since such investment may well inhibit their chances of getting married on time.
The assertions of Sandhu et al, (2005) and Bunyi (2004) give credence to the fact that the
inhibition of girl-child education by certain cultural beliefs is not a peculiarity of Nigerian
society. That is, these beliefs permeate other developing societies of the world. Citing Save the
Children (2005), Ahmed et al. (2018), observed that the cultural norms of debarring girls’
access to education are common in many parts of the world
6. 16. Truancy / Absenteeism.
Absenteeism is simply a regular and persistent absence from school while truancy is an
act or practice of deliberately staying away from school without any acceptable reason, whether
or not the parents or guardians know and approve of it.
Absenteeism and truancy may lead a child to become a hardened criminal in the future
life, if not curbed (Abayomi, 2002). Truancy and absenteeism will make such a child neglect
his intended goals and if this happens, such a child will not be able to concentrate on his/her
education and may lead to dropping out of the school system. In a situation where a child is
always playing truancy, such a child will be missing a lot of lessons and definitely will not
know anything being taught by the teacher (Musa, 2014)
7. CONCLUSION AND FINDINGS
Effective administration of schools is the stepping stone to smooth implementation and
realization of the national policy on education. Unfortunately, the internal and external school
administration is plagued with hydra-headed critical issues impeding the development of the
education sectors in the global south and especially in Nigeria.
Real changes in the standard of education will become possible when visionary people
who appreciate the importance of investment in quality education for sustainability become the
leaders in developing and underdeveloped countries. As decision-makers, stakeholders, and
policymakers the ball is in our court.
The following are suggested based on the varied challenges mitigating educational
developments in Nigeria:
1) Effective monitoring and implementation of the national policy on technical and
vocational education. All stakeholders of the educational system should be represented
in the process of policy planning, formulation, and implementation.
2) The recommendation that the budgetary allocations to the education sector should be
increased to 26% should be implemented. Also, educational institutions should venture
into commercial activities that improve internally generated revenue (IGR). The
government should make support funds or grants and control the exorbitant tuition fees
charged by private schools. Brilliant but indigent students should be considered for
bursaries, education loans or scholarships.
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