Assessment of Stakeholders’ Role Performance in the Management of Public Primary Schools in Zamfara State, Nigeria
Assessment of Stakeholders’ Role Performance in the Management of Public Primary Schools in Zamfara State, Nigeria
ABSTRACT
This research titled “Assessment of Stakeholders’ Role Performance in the Management of Public Primary Schools in Zamfara State, Nigeria” aimed at achieving these objectives among others:
determine Inspectors and Supervisors’ role performance on teaching and learning in public primary schools in Zamfara state,
assess Head teachers’ role performance on the maintenance of facilities in public primary schools in Zamfara state, examine Teachers’ role performance on the maintenance of discipline in public primary schools in Zamfara state,
ascertain Local Government Education Authorities’ role performance on teachers’ professional development in public primary schools in Zamfara state,
assess Parent Teaches’ Association’s role performance on decision making in public primary schools in Zamfara state and determine Universal Basic Education Board’s role performance on the provision of facilities in public primary schools in Zamfara state, Nigeria.
INTRODUCTION
The wealth of a given nation is probably determined by the quality of its education system. The quality of the nation’s education system depends to a large extent on how effective the primary education is and this is because it is the foundation on which the rest of the education is built on.
Primary education is the starting point for most Nigerian children and their first experience of schooling at the age of six years. In other words, it is the first tier of the 6-3-3-4 Nigerian education system which is for six years duration.
It is the level of education which develops in the child the ability to read, write and calculate. It is in line with this however, the Federal Republic of Nigeria (2004) states that “primary education is the formal education given to children aged 6-11 years and above”.
It further stresses that since the rest of the-education is built upon it, the primary level of education is the key to the success or failure of the whole national education system.
The management of primary education therefore passed through different stages and different authorities exercised its control.
Fafunwa (1974) asserted that “the universal primary education programme of 1976 indicated the government dynamic policy to favour the education of the masses on the basis that every Nigerian child has an inalienable right to a minimum of six years of education if he is to function effectively as a citizen of Nigeria.
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