Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 In another perceptive, deregulation of education means breaking the government’s monopoly of the provision and management of education by giving free hand to private participation in the provision and management of education in the country. It is argued that it will help schools to become selfmanaging. Also, it means relaxing or dismantling the legal and governmental restrictions on the operations of education business. Moreover, it is described as a sale of knowledge to the highest bidder, which has effect of lowering standards for the attraction of customers. As a deregulated sector, education will become a private enterprise undertaken by private individuals or cooperate bodies that hope to maximize profit from their investment in education. (Caldwell and Spinks (1992); Olatunbosun (2005) cited in Ajayi and Ekundayo 208:214). The theory of deregulation as an economic term developed from the free market economy is bequeathed to Adam Smith. The term favours capitalist self-interest, competition and natural consumer preferences as forces leading to optimal prosperity and freedom. (Encarta Encyclopedia (2003) cited in Akpa, Udoh and Fagbamiye (2005:24)). In explaining the concept of deregulation, Obasanjo (1999) posited that “the enterprises to be privatized suffered fundamental problems such as: defective capital structure, excessive bureaucratic control or intervention, inappropriate technology, gross incompetence and mismanagement, blatant corruption and crippling compliancy which monopoly often engenders. Inevitably, these short comings take a heavy toll on the national economy. These are the compelling reasons to divert government of the burden of running these companies at a loss. Instead the private sector which can do the job better is now invited to acquire them” (p1). Exploring the concept further, McFetridge and Lall (1991) affirmed that “deregulation involves the virtual elimination of price, entry and exit controls, the elimination of monopoly in any individual sub-market. It is the absence of ownership restriction and separation, internationalization of the institutions and the enforcement of free trade agreement. Deregulation of the educational system therefore implies private participation in the ownership, finance control and management of educational institutions”. Similarly, Omolayole (1997), Babarinde (1997) and Ikoya (2004) separately affirmed that privatization enhances individual or corporate bodies’ involvement in educational management. Other studies have revealed that privatization is popular and thus been effective in the provision and management of education in both developed and developing countries. In Sri Lanka, for example, James (1982) reports that individuals and voluntary organizations established and managed day-care centres, nursery schools, vocational training and non-formal educational institutions. Moreover, Kaplan (2003) describes deregulation of education as a sale of knowledge to the highest bidder, which has the implication of lowering standards for the attraction of customers. Deregulation of education means relaxation or disseminating of legal and governmental restrictions on the operations of education business. In the same vein, Hanson (1998:111-28) and Bayliss (2000) cited separately in Uwakwe, Falaye, Emunemu and Adelore (2008:164) that “privatization is a term that has been associated with the transfer of assets of ownership from the public to the private sector. The policy encompasses the private initiative in education, implying that decentralization involves the transfer of decision making, authority, responsibility and tasks from higher to lower organizational levels or between organizations. The World Bank promotes privatization in developing countries as a policy, principle, primarily, if not exclusively to reduce poverty through the development of the private sector”. Surprisingly, Findlaw (2004) cited in Uwakwe, Falaye, Emunemu and Adelore (2008:164) opined that “A blending of public and private education is advocated under this deregulation policy” and the researcher shares his view hence education has variety of stakeholders, it is imperative for secondary education to be managed by the public-private partnership (PPP) as an assistance since the burden of financing education is too much for the government. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 346
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 STATEMENT OF PROBLEM Government gave freedom to private individuals to manage secondary schools through National Policy on Education. This invariably gave people the liberty to attend either public or private secondary schools. However, certain issues and challenges evolved and so this study seeks to find out the quality of instruction/teachers and problems encountered in course of managing secondary schools in Port Harcourt. PURPOSE OF THE STUDY The purpose of this study is to find out the status of secondary school management in Port Harcourt. Specifically, this study seeks to: 1. Find out the status of public secondary schools 2. Find out the status of private secondary schools. 3. Find out the problems encountered in course of managing secondary schools. 4. Determine the strategies for improvement in the management of secondary education. RESEARCH QUESTIONS 1. What is the status of public secondary schools 2. What is the status of private secondary schools 3. What are the problems encountered in course of managing secondary schools 4. What are the strategies for improvement in the management of secondary education METHODOLOGY The survey (descriptive) design was adopted. The study population comprised of 250 administrators and 200 teachers. This made a total population of 450. The sample size was 250 comprising of 150 administrators and 100 teachers which was selected by stratified random sampling. The instruments used were document analysis and questionnaire. The specimen of document analysis was data from Rivers State Ministry of Education, Port Harcourt. A self designed questionnaire known as “Deregulation of Secondary Education: Issues and Challenges Questionnaire (DSEICQ)” was used to elicit responses from the respondents. It had two sections: A and B, section A generated demographic data while section B elicited information related to the research topic. The response scale used was Agree or Disagree. The instruments were validated by Lecturers in the Department of Educational Management. A test-retest method was adopted to find out the degree to which the instrument would be consistent in measuring what it should measure. The questionnaire was personally administered by the researcher and she retrieved same on completion for analysis.The data on document analysis was stated accordingly to indicate the status of secondary schools, while the data on questionnaire was tabulated and analyzed using simple percentages and deductions from the tables were used to find solution to the research questions. PRESENTATION AND ANALYSIS OF RESULT Research Question 1 What is the status of Public Secondary Schools 1. The total number of public secondary schools in Port Harcourt is 12. 2. Public schools are managed by the government through an administrator (Schools Board). Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 347
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