NATIONAL OPEN UNIVERSITY OF NIGERIA

Plot 91, Cadastral Zone, Nnamdi Azikiwe Express Way, Jabi, Abuja
Faculty of Education
2020_1 Semester

Course code: EDU713

Course title: Educational Management and Supervision
Credit Unit: 2
Instruction: Answer questions one and two others
Time: 2hrs

(1a) Define Management in three (3) different ways. (10 marks)

(1b) Define Educational Administration in three (3) different ways. (10 marks)

(1c) Define Organization in three (3) different ways. (10 marks)

(2a) Identify and explain six (6) characteristics of organization. (10 marks)

(2b) Outline and explain briefly ten (10) functions of the school administrators. (10 marks)

(3a) As a school administrator, mention and explain five (5) roles one can play for health
relationship in the community. (10marks)

(3b) The aim of maintenance of school plant is to ensure that it remains in the best condition
for educational instruction at all times. As a school administrator, list and comment on
the five (5) maintenance service of school plant. (10 marks)

(4a) Keeping of school records should be seen as an indispensable aspect of effective school
management and a way to preserve the tradition of the school. As an administrator of the
school, state five (5) reasons for keeping school records. (10 marks)

(4b) For a supervisor to be successful, he needs to possess certain qualities that will put him
over those under him, outline those good qualities of that supervisor. (10 marks)
COURSE CODE: EDU 713
COURSE TITLE: EDUCAT IONAL MANAG EMENTAND
SUPERVISION
MODULE 1
UNIT 1: DEFINITION AND INTERPRETATION OF
BASIC CONCEPTS

THE MEANING OF MANAGEMENT

In modern general saying, the term management implies the process by which a cooperative
group directs action towards common goals. But to a modern industrialist, management
means “getting things done through other people”.
Management, to Peter Drucker (1999), is an organ of institutions, the organ that converts a
mob into an organization and human efforts into performance.

Meaning of Administration
Administration is the ability to mobilize human and material resources towards achievement
of organizational goals.

Meaning of Educational Administration

Akinwumi & Jayeoba (2004) define school administration as the scientific organisation of
human and material resources and programmes available for education and using them
systematically and meticulously to achieve educational goals.
Basically, educational administration implies the arrangement of the human and material
resources and programme available for education and carefully using them systematically
for the achievement of educational objectives.

The meaning of Organisation

To Frame and Horton (1996) organizations are social constructs created by groups in society
to achieve specific purposes by means of planned and coordinated activities.
Schein (1972) defined an organisat ion as the rational coordination of the activities of a
number of people for the achievement of some common explicit purpose or goal, through
division of labour and functions, and through a hierarchy of authority and responsibility.

Classification of Organisations
i. Formal Organisation: this is type of organization that has been intentionally planned and
structured in such a way that its membership, the rights and obligations of members,
degrees of authority, mode of operations and activities are well defined and guided by laid

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down rules and regulations which are often documented and known to members. Each
formal organisation is characterized by:
(i) a specific task or mission for which it is established,
(ii) a single executive head,
(iii) a rational decision making mechanism,
(iv) the practice of stimulating and motivating members for optimal performance, and
(v) a structure with well defined positions, authority relationships and jobs.
ii. Informal Organisation: An informal organization is the set of evolving relationships and
patterns of human interactions within a formal organization which are not officially
prescribed. These are informal groups which emerge within the formal organisation with a
desire to protect the interest of members within the formal organization.

Characteristics of Organisations
1. Purpose, Objective or Goal: Organisations are set up to pursue certain objectives, goals or
purposes. This serves as a rallying point for all activities of its members. Apart from
serving as a common bond for unity, goals/objectives are means of ensuring organisation
performance.
2. Task or Activity: There are jobs or tasks to be performed or carried out. Every
organisation carries out a major task of one kind or the other that has a relationship to it
and is directed towards the realization of its objectives/goals.
3. Resources: Organisations make use of human and natural resources to transform raw
materials into finished products to achieve the set goals.
4. Division of Labour: There is a structure within which various tasks are to be executed by
these interacting individuals/groups based on the concept of division of labour. For the
achievement of desired goals, division of labour can be vertical or horizontal.
5. Dependence on Environment/Community: No organisation can survive without the
community. All organisations depend largely on external environment both for the
resources to use, and the consumers that would consume the product/services rendered.
6. Sub-Units: There must be sub-units in form of departments, divisions or units which are
responsible for specific objectives and tasks. The activities of various sub-units within the
organization are well coordinated towards a predetermined goal.

Principles of Organisation
1. Unity of Objective – to avoid conflict between the employers and management staff of
any organisation the objectives of the organisation must be clearly defined. Any
organisation that wants to remain relevant in the society, shall clearly define the objective,
and the recognition of these objectives is given serious attention in large and complex
organization because one of the principal functions of the chief executive of an
organisation is to coordinate activities, interest and assignment.
2. Stability – the policies and programmes of an organisation must not be a toy in the hand
of chief executives. There is the need for continuity of the organisation’s
policies/programmes for a reasonable length of time before it is assessed. An
organization that changes its policies and programmes frequently is an ineffective one.
3. Flexibility – there is the need to allow simplicity and flexibility in an organisation. It should
be simple to make it manageable and it should be flexible to pave way for quick decisions
when there is the need to take urgent decisions.
4. Cooperation – for efficiency and effectiveness, there is need for all the members of the
organisation to cooperate with one another. This cooperation can be secured from
organisation members voluntarily or by force.
5. Division of Labour - the policy of the organization should provide for maximum

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homogeneity in the major divisions of work. If there is no appropriate division of labour,
cooperation and coordination becomes very difficult. For realistic division of labour,
attention must be given to individual competences and interests.
6. Evaluation - the policies of the organization must be evaluated at regular intervals to
determine whether the objectives of the organization are being achieved or not. If yes,
there is need for improvement and if no, there is need to adjust. An Organisation that does
not evaluate its policies and programmes frequently may not be able to meet the current
challenges.

UNIT 2 THE DEVELO PMENT OF ADMINISTRAT ION

The Development of Administration

Over the years, different organizations and different schools of thought have viewed
administration differently. Some viewed it as a practical exercise requiring no special study
or effort. Others feel that administration as a discipline only exists in theory and in the minds
of people. Others still regard administration as a technology which requires not only sound
theory but also specialised principles and techniques. It is not feasible for us to pursue the
arguments of the various camps here. But the major camps shall be examined. The camps
are those who view it as art and science.

Administration as an Art.
Those who view administration as an art believe that administration like art (painting,
drawing, sculpture, etc.) belongs to those who have the natural gifts, traits or abilities for it.
This “trait” point of view holds that only those who have the in-born qualities and traits for the
practice of the art of administering succeed as administrators. Therefore, one becomes a
good administrator not by training or the mastery of any special techniques of administration
but by possessing the essential in-born traits of administration. As one prominent university
administrator argue ‘the successful administrator has skills which have not been reduced to
order and codified in textbooks.
Administration is an unqualified art. Therefore, the only way to learn administration is to
administer’. This implies that good administrators are not trained in any educational
institution, rather they are born adm inistrators. The problems of organisations, therefore, are
how to identify and select g ood administrators rather than how to train them.
However, recent developments and many studies on administration tend to show that
“successful” administrators today need more than inborn personality traits to manage
modern complex organisations. Obviously, those who have the in-born capabilities for
administration are blessed, but they, in addition, need appropriate training and techniques to
properly utilize these natural traits in the modern complex organisation/society.

Administration as a Science
The view that administration is a science and not art emanated from the conception of
administration as a “technology” – a matter of applying administrative principles and rules to
the solution of management or organisational problems. Exponents of this view - point,
characterize the administrative process by such terms as human or social engineering,
human management, resources optimization, or just “management”. It was argued that as a
scientist, the administrators must know and apply the rules – the “Dos” and “Don’ts” of
administering. Scientist administrators must know what action leads to what result and what
rule fits what action. Those who viewed administration as a science believe that
administrators are made through scientific selection and training not through in-born traits or
hereditary factor.

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Even the exponents of administration as a science contributed more to the development of
administrative practice. It is clear that not all administrative issues and problems can be
reduced to the rule of the thumb. Hence, it is currently being argued rather than talk of
administration as a science, it may be better to talk of the science of administration.

Types of School Administrators

(1) Local School/Primary Administrators: This group consists of heads of school and their
assistants at the primary, secondary, teacher training and technical schools. They are
appointed as the chief executive of their schools.
(2) State and federal Ministry of Education Officials/Intermediary Level: This group
comprises officials of state and federal ministry of education. They re external bodies
working for the ministry of education to ensure that schools comply with educational
policy and curriculum set by the government. They are intermediary between the
government and the school. They are Local Inspectorate of Educat ion (LIE) and
Education Officers who monitor activities of teachers at both the primary and secondary
schools,
(3) Officials of Institutions of Higher Learning: This group comprises chief executives in
institutions of higher learning for example, colleges of education, polytechnics, and
universities. They are known as Provost at the College of Education, Rectors at the
Polytechnic, and Vice-Chancellors at the Universities.

Functions of School Administrators

(i) production and management of resources (human and materials) needed to support
organizations and its programe
(ii) supervision of instructional activities in the school system
(iii) obtaining and training personnel
(iv) providing leadership for curriculum
(v) maintaining peaceful co-existence between the school, the community and the external
agencies
(vi) influencing staff behaviour

Qualities of a School Administrator

(i) He/She must be tactical: the school administrator needed some tactics to deal with the
subordinates under his/her direct control in the school
(ii) He/She must be capable of making decisions quickly: the school administrators are
confronted with many issues to decide on, some or many of which require urgent. He
decides on personnel, circulars, students and co-curricula matters on daily basis.
(iii) He/She must delegate responsibilities and authorities: the school head has so many
functions that he cannot single-handedly handle everything alone.
(iv) He/She must be resourceful: He/She must be looking for new ways of working, tapping
new ideas, suggestions and must be willing to assist others with his/her wealth of
experience.
(v) He/She must have good human relations

UNIT 3 LEADERSHIP IN EDUCA TION.

Leadership
Leadership is a process of influencing people by providing purpose, direction, and motivation
while operating to accomplish the mission and improving the organization.

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Leadership styles
1. Autocratic Leadership.: This is a leadership style in which a leader exerts high levels of
power over his/her employees. People within the team or employees are given few
opportunities for making suggestions, even if these suggestions would be of advantage
to the organisations interest.
2. Bureaucratic Leadership: This type of leadership works ‘by the book’, ensuring that their
staff follow procedures exactly the way it is written down. This is a very appropriate style
for work involving safety risks e.g. working with machinery with toxic substances or at
heights or where large sums of money are involved e.g. cash-handling.
3. Charismatic Leadership: This leadership style is similar to a transformational style; the
leader injects huge doses of enthusiasm into his or her employees and is very energetic in
driving others forward.
4. Democratic or Participative Leadership: This style of leadership invites one or more
members of the team with him/her self to make decision(s) (determine what to do and
how to do it) for the organization.
5. Laissez-Faire Leadership: Laissez-faire is a French phrase ‘non-interference in the affairs
of others’. This is used to describe a leader who leaves his/her employees to get on with
their work without his interference. Laissez - faire leader allows the employees to make
decisions. However, the leader is still responsible for decisions that are made.
6. People-Oriented Leadership or Relations-Oriented Leadership: This style of leadership is
the opposite of task-oriented leadership; people-oriented leaders are totally focused,
supporting, motivating and developing the employees or those in the leaders’ team.
7. Task-Oriented Leadership: A task-oriented leader focuses only on how to get the job done;
this type of leader can be quite autocratic. He or she will actively define the work and the
roles required by the employees, and will also put structures in place, plan, organize and
equally monitor the work. Task-oriented leaders care less about the well-being of the
employees; they are more concerned with how to get the job done.
8. Transactional Leadership: This style of leadership starts with the premise that the
employees agree to obey their leader totally when they take up the appointment. The
‘transaction’ is that the organization pays the employees, in return for their effort and
compliance. As such, the leader has the right to punish employees if their work does not
meet the predetermined standard.
9. Transformational Leadership: Transformational leaders are highly visible, and spend a lot
of time communicating with the employees. They do not necessarily lead from the front,
as they tend to delegate responsibility amongst their teams.
10. Situational Leadership or Contingency Leadership: A situational leader is a leader that
adopt the best leadership style or combination of styles to every situation he/she is
dealing with, it also depends on the type of forces involved between the followers, the
leader, and the situation, the time available, the relationships between employer and
employees, the level of training of employees, the type of tasks and laws that establis h
the organization.

UNIT 4 SCHOOL – COMMUNITY RELATIONS

The concept of a school
School has been defined in various ways. It can be said that school is any organized
educational institution where knowledge is transmitted from the teachers to the learners.
School can also be defined as a social institution that transmits the culture of the society
from one generation to another. We can define it as an agent of socialization.
School is a place where people learn about the past, present and project the future of a
society at large.

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The Concept of a Community
Mussazi (1982) defined community as a group of people living in the same place, with
common value, history, bound together by multiple economic, social, religious, and kingship-
ties. To Bray (1987), community is a group of people who share the same social, economic
and cultural interests. From all the above, community comprises people who live together in
a community and interact with one another, share the same interest and ideology.

Types of Community
i. Rural Community: Rural communities are found in the rural areas or in thinly populated
areas. Rural community is a close unit which comprises members with strong ties and
lives a subsistence life.
ii. Urban Community: Urban communities are found in the urban areas or a densely
populated area. The community comprises number/group of people who have less in
common with each others within the same community with weak lies.
Schools - Community Relationships
Bortner (1972) defined school-community relationship as planned activities and a way
through which the school seek to learn about the community and interpret, when need be, the
purpose, programme, problems and needs of the school; and involve the community in the
planning, evaluating and management of school policies and progress.
The Roles of the School to the Community
1. Provision of Education. The school assisted the community to train the children and
young pupils on how to write basic literacy/numeracy.
2. Preservation of Community Culture. In the school also, the children are taught the
community norms, values culture, tradition, beliefs.
3. Provision of Facilities for Community Use. The school provides and makes available
some school facilities for community use when needed by the community.
4. Provision of Means of Livelihood to Members of the Community.
5. Manpower Supply. There are various categories of manpower needed by the community to
serve in the various sectors of the economy, for example, Medical Doctors to provide
medical service, Lawyers to provide legal service, Bankers to provide banking service, etc

The Roles of the Community to the School

1. Provision of Funds. The community generates funds for the development of the school
through special levies. Parent-Teacher Association (PTA) levies, donation by old students
association, religious groups’, non-government organization, philanthropist etc.
2. Provision of Land. The community makes available landed property (either freely or at a
reduced price) to erect school structure of various categories and also for gardening and
farming purposes.
3. Maintenance of School Plant. Various artisan groups within the community such as
carpenters, bricklayers, mechanics, etc assist in installation, maintenance and repair of
school physical facilities at a reduced rate as at when needed and they are called upon.
4. Provision of Facilities. The community provides physical facilities which members of the
school make use of. Examples of the physical facilities; provided by the community are
public library, community halls etc
5. Provision of Accommodation The community provides residential accommodation to
both the staff and the students of the school.
6. Provision of Scholarship. The communities make provision for scholarship to brilliant or
indigent brilliant students or both of them depending on the fund available.

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Factors Influencing School – Community Relationship
i. The Location of the School. The location of a school within the community goes a long
way in influencing the school - community relationship.
ii. Facilities Available. The type of facilities available in the school will determine the level of
cordial relationship the school receives from the community.
iii. Communication. Effective communication between the school and the community at all
time will enable community members to assist the school and give them good advice.
iv. Leadership Style. The type of leadership style adopted by the school head will go a long
way in enhancing positively or negatively the relationship between the school and the
community.
v. Attitude of School Staff. The attitude/behaviour of the school head and his staff toward
the members of the community will either enhance their relationship or otherwise.

The Role of School Head in School - Community Relationship.

i. He should establish a functional PTA. The head should make the PTA a functional one
rather than making it an income generating association alone.
ii. He should be accessible. The school head must make himself accessible to members of
the community such a the PTA chairman or other executive, the parent, the chiefs,
religious leaders and members of old student association and other visitors that may visit
the school occasionally from the community.
iii. He should involve members of the community in the school activities. Members of the
community where the school is located must be involved in the school activities, because
the school is within the community, hence the need for the school head to involve the
members of the community in the school activities.
iv. He should make himself available. The school head must make him/her self available to
the members of community, the parents, PTA executives, old students group, chiefs and
religions leaders.
v. He should avoid realistic politics in the community: the school head and staff members
should avoid taking part in the political activities in the community to avoid bad blood
between the school and the community, the school head should ensure that he/she do
not represent any political party within the school to achieve some political goals.

UNIT 5 SUPERVIS ION OF INSTRUCT ION (1)

The Meaning of Supervisio n and Inspection.

In the first instance, supervision is a concept that emanated from the American tradition
while the concept of inspection emanated from the British tradition.
Supervision was a hand of assistance given to a professional colleague in the process of
instructional delivery while inspection activities focused on school administration and finding
faults as well as what was wrongly done by the teachers in order to punish them.
Inspection can be defined as a process involving regular school visits to check that
everything in the school is satisfactory and that the school rules and regulations are obeyed
by the school head, teachers and students while supervision can be said to be a process,
facilitated by a supervisor, through which the supervisor assists the school head, teachers
and the students, counsel each other, plan with each other and rub minds together on how to
improve teaching and learning in the school.
School supervision is a process of bringing about improvement in instruction by working
with people who are working with pupils.

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Purpose of Supervision of Instruction
(i) assess and establish the performance of the teachers in the school,
(ii) provide specific assistance to teachers with deficient teaching methods,
(iii) discover teachers with special teaching skills and qualities in schools,
(iv) ascertain and assess teachers classroom management skills,
(v) provide level play ground for teachers growth and development,
(vi) provide both knowledge and encouragement to young and inexperienced teachers,

Techniques of Supervision
(i) Classroom Visitation and Observation Technique
(ii) Inter-School/Teacher Visitation Technique
(iii) Workshop Technique: The use of this technique involves organizing various workshops,
seminars, conferences with intention of rubbing minds together on current and other
issues that could lead to improvement in teaching and learning condition in the school.
(iv) Demonstration Technique: This technique involves the presentation of pre-arranged
series o f events in form of teaching by a ‘master-teacher’ to a group of teachers to see.
This technique is used to enhance individual teachers’ growth and skill on the job.
(v) Micro-Teaching Technique: This technique is adopted when a teacher is teaching a group
less than the normal classroom population with time that is equally less than the normal
40 minutes for a period.
To effectively use micro-teaching technique, the following conditions must be met:
(a) there should be a pre-conference meeting between the would be supervisee and
supervisor to agree on terms (what to be taught and how it should be taught),
(b) there should be audio and visual equipment e.g. tape, video recorder, television, films
etc.,
(c) there should be the actual teaching to be observed by the supervisor, and
(d) there should be a post-conference meeting between the supervisor and supervisee,
and the group to discuss on the strength and weaknesses of the supervisee.
(vi) Audio – Visual Technique: This technique is becoming popular in recent times; it involves
the use of sound recordings through video tape, computers, and media or film to present
ideas to one or more listeners in such a way as to assist in the development of skills.
(vii) Guided Practice Technique: Peretomode (1995) referred to this technique as the type
that is sometimes associated with inter-visitation and observation. The technique
stresses actual doing with the needed support rather than mere talking independently.

UNIT 6 SUPERVIS ION OF INSTRUCT ION CONTIN UED

Meaning of a Supervisor
Ogunsaju (1978) defined supervisors as officers performing supervisory duties. They are
mostly education officers working in the ministry of education and charged with the following
responsibilities:
(i) planning of school curricula,
(ii) allocating funds and scholarships to students and needy student who demonstrated
eligibility through competitive examination and Interview administered by the ministry,
(iii) supervising teacher education and provision of textbooks and other instructional
materials, and
(iv) occasionally visiting schools to see how effectively their curriculum planning is working.

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Qualities of a Good Supervisor
(i) He/She must be true to his own ideas
(ii) He/She must be flexi ble
(iii) He/she must be loyal
(iv) He/She must command respect
(v) He/She must be strong-willed
(vi) He/She must be consistent

Types/Forms of Inspection
(i) Full General Inspection: This form of inspection involves a comprehensive assessment of
all aspects of life in a school. The inspection will include the subjects taught, the
qualification and adequacy of teachers as well as adequacy of various resources
compared with the established standards.
(ii) Routine Inspection: This type of inspection is carried out to determine the adequacy of
school facilities. It is a visit organized to familiarize the inspectors to the day-to-day
activities/management of the school.
(iii) Follow-Up Inspection: This is a type of inspection carried out a year after the full general
inspection had taken place. This is a repeat visit to find out how the suggestions or
recommendations made for the school during the full general inspection have been
effected.
(iv) Special Inspection: This is the type of inspection that is carried out on special or specific
problem identified by disciplinary or specific education committee. Cases inspected by
inspectors on special investigation visits range from minor cases of students
disobedience, principal/teacher’s administrative mismanagement to serious cases like
financial mismanagement/mis-appropriation, rape, student riot, robbery, arson,
examination malpractice, immoral sex act and so on.
(v) Recognition Inspection: This is a special inspection carried out by inspectors to assess
the number of subjects offered in a school as well as the number of human and material
resources available in the school for purpose of accreditation by appropriate bodies or
external examinations bodies like West African Examination Council (WAEC), National
Examination Council (NECO).

Challenges of Supervision of Instruction in Nigeria.

(i) The dearth of qualified and trained personnel: Most of the personnel used as supervisors
of instruction in most states in Nigeria do not have the pre-requisites teachers
qualification and experience.
(ii) Inadequate funds for supervision of instruction: Funding has been a major challenge
facing not only supervision of instruction but also education in general. The available fund
to the inspectorate unit in the ministry of education is not sufficient to carry out the
enormous task given to them.
(iii) Lack of relevant supervisory competencies: Nigerian supervisors of education are
deficient in relevant supervisory skills because there is no pre-professional or pre-practice
training for the supervisors.
(iv). Styles of supervision adopted by supervisors: Some supervisors still adopt autocratic,
fault-finding styles of inspection. This makes the school head and teachers become
apprehensive. This set of supervisors always assumes mastery of the subjects and
expect the teacher to be subservient to them.
(v). Low teachers’ morale: School supervisors, school heads and the supervisees do not
receive corresponding or much incentive to enable them to be totally committed to their
jobs. The general belief by Nigerians is that teaching profession is of low esteem.

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(vi) Inadequate transport facilities: Supervisors of education have often complained of
inability to cover most of their areas of operation. This is compounded by inaccessibility
of some areas e.g. riverine, nomadic and rural areas where schools are located.

MODULE TWO EDUCATION LAWS AND SCHOOL PLANT

UNIT 1 EDUCAT ION LAW AND CONTROL OF EDUCATION IN NIGERIA

Definition of law
Law can be defined as a rules written or unwritten recognized by the courts. Law can also be
a discipline or course of study in higher institutions of learning, just as we have courses like:
education, medicine, engineering, pharmacy etc. it may also be a profession. But in this unit,
the term law is the one used for the proper regulation of a society by appropriate authority.
Law has two main branches, civil and criminal.
Civil laws are those applied to settle civil cases such as: disputes between private individuals,
between individual and businesses and between business, in this category we have law of
torts, family law, land law, and law of contract.
Criminal laws on the other hand are those laws applied to settle criminal cases. Criminal
cases are wrongs committed against community, state or individual property.

Evolution of Education Laws in Nigeria.

The history of education laws in Nigeria could be traced to 1882 when the first educational
ordinance was enacted. The 1882 education ordinance was the first education official law
made by the colonial masters in Nigeria. The ordinance makes the following provisions:
1. establishment of a general board of education for Lagos colony made up of the governor
as the chairman and members of the state executive council as members and other four
nominees by the government,
2. that the general education is empowered to hire and fire local education boards which
were meant only to advise the general education board on the needs and areas where new
schools are to be established,
3. conditions for granting certificate to teachers and set condition for schools to be qualified
for government grant-in aids,
4. that there shall be one inspector of schools for West African colonies and three assistant
inspectors to be based in; Lagos, Sierra Leone and Gold Coast,
5. that there shall be both the government, missionary and community primary schools, and
that the school curriculum should include subjects like Reading, Writing, Arithmetic
Domestic Science, English Language, History and Geography.

Education Ordinance of 1887

The 1887 ordinance provided that:
1. a board of education be established for Lagos colony comprising the Governor as the
chairman, members of house of legislature and other four Governor nominee,
2. the board established shall assist school with grants and scholarship awards to pupils,
and
3. the board shall establish conditions for granting scholarship to pupils. Among the
conditions set were that:
a. schools must have a manager with power to hire and fire, teachers and also be
accountable to schools on financial matters,
b. teachers must be qualified and certified,
c. schools academic performance in public examination must be good
d. schools must be open for inspection,

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e. school must be for all children irrespective of their religion or ethnic background and
no religious education must be given to students without the parent background, and
f. school curriculum must include: Reading, Writing Arithmetic, English, Needlework,
History and Geography.

Education Ordinance o f 1908

The 1908 education ordnance focused on the Southern protectorate and also provided the
following;
1. that there shall be a department of education in the colony,
2. that there shall be a director of education to head the department of education who would
be re sponsible to the governor on education matters only, and
3. that there shall also be superintendents of schools.

Education Ordinance and Code of 1916 and 1926

The amalgamation of the Southern and Northern protectorates came up in 1914 by Sir
Frederick Lugard who was also appointed the Government - General for Nigerian territory by
the British Government. Lugard was aware of the gap in educational development between
the Southern and Northern Nigeria and the importance of education to development of the
people and the nation at large. He devoted special attention to the formulation of education
policy and its implementation. After a few months of assumption of office, Luggard
proposed new guidelines for grant-in-aids to missionary schools, because the 1914
education ordinance was criticized by the colonial master’s office in London and leaders of
the various missionary groups in Nigeria. Other provisions of the 1916 education ordnance
were:
1. grants - in aid to the mission for running the missionary schools should be increased and
inspection of schools should be more frequent,
2. Christian Religion should not be taught in schools located in the muslims communities in
the Northern Nigeria,
3. schools located in the rural areas should teach Agriculture and Local Crafts, and
4. no interference among the various agencies involved in education and there should be
cooperation among these agencies.

UNIT 2 ORGANISATION OF THE MINISTRY OF EDUCATION IN NIGERIA

The Structure of the Federal Ministry of Education:

Federal ministry of education is the organ of federal government that is responsible for the
administration, financing and controlling of the federal government-owned education
institutions both at the secondary and higher institutional levels. There are vertical and
horizontal flows of authority and responsibility in them ministry of education. This will be
seen in the hierarchical structure.
The ministry is headed by a minister of education who is nominated for appointment by the
president subject to the approval of the National Assembly in a civilian government or
approval of the supreme military council in a military government. At the ministry of
education there are seasoned educational administrators and civil servants who work directly
or indirectly with the minister in various capacities. The ministry comprises eight different
departments and several agencies.
The departments are:
 Personnel
 Finance

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 Planning Research and Statistics
 Primary and Secondary
 Post Secondary and Higher education
 Technology and Science
 Inspectorate
 Education Support Service
Some of the agencies under the supervision of the ministry of education are:
 The National Council of Education (NCE)
 The Join Consultative Committee on Education (JCCE)
 The Nigerian Educational Research and Development Council (NERDC)
 The National Teachers Institution (NTI)
 Joins Admission and Matriculation Board (JAMB)
 The National Universities Commission (NUC)
 The National Board for Technical Education (NBTE)
 The National Commission for Colleges of Education (NCCE)

Functions of the Federal Ministry of Education

1. Formulation of National Policy on Education: The federal government through the federal
ministry of education lays down broad general education policies covering the various
aspects of education in the country. These policies are handed over to various states
ministries of education through the state government to implement.
2. Funding o f Educational Institutions/Agencies: The federal ministry of education solely
finances all the educational institutions owned by the federal government (i.e. the federal
unity schools popularly called federal government colleges, the federal colleges of
education, federal polytechnics and federal universities).
3. Provision of Statistical Data: Another major role of the federal ministry of education is the
collection, collation and publication of students’ enrolment statistical data. This assist the
government to make necessary budgetary allocation to schools, have first hand
information about the total number of students in the each school and all over the country.
4. Quality Control: The federal ministry of education formulates general guidelines and
bench mark aimed at ensuring educational standards both at the state and federal levels.
The guideline and benchmark set are complied with by both the states and federal
government-owned institutions throughout the country.
5. Development of Syllabuses/Curricular: The federal ministry of education in conjunction
with other relevant agencies/bodiesbdevelops uniform curricula and syllabuses for use by
all educational institutions inbNigerian. The syllabuses/curricula developed are handed to
state for implementation in the state owned schools.
6. Provision of Consultancy Services: In addition to all the above functions, the federal
ministry of education also provide advisory sand consultancy services to schools at the
state levels and other interested organisations requiring educational information or advice.

The State Ministries of Education

As at now, Nigeria is made up of 36 states and the Federal Capital Territory (FCT) Abuja. All
the states have their respective state ministries of education. This means that there are 36
states ministry of education in Nigeria, apart from the federal ministry of education. The
state ministries of education are the organs of state government responsible for the
administration, financing and controlling of the state government owned educational
institutions both at the secondary school and higher institutional levels.
The state ministry of education is headed by a commissioner for education who is nominated

12
by the Executive Governor subject to the ratification of the legislative arm of government at
the state level ( in Nigeria, it is called the House of Assembly). Apart from the commissioner
for education, there are also seasoned educational administrations (Permanent Secretaries,
Directors), and civil servants that work in his ministry of education who manage the affairs of
various divisions, directorates, units and sections of the ministry. There are some statutory
management agencies under the state ministry of education e.g. Secondary School’s
Management Board (SSMB), the State Education Commission (SEC), and the Teaching
Service Commission (TSC).
Functions of the State Ministry of Education in Nigeria.
1. Implementation of Educational Policies
2. Funding o f Educational Institutions/Agencies
3. Coordination of Educational Activities
4. Provision of Statistical Data: This is another vital role of the state ministry of education.
The ministry collects, collates and make available data on admission, enrolment, drop-out
and other relevant data that will assist the state government in making adequate
preparation on planning for smooth operation of educational system at the state level.
5. Regulations of Admission into Schools: The States ministries of education provide
regulation that guide the admission of student’s into the state owned schools as well as
student transfers and withdrawals
6. Formulation of Educational Policies
7. Recruitment and Payment of Teachers/Other Staff

UNIT 3 FUNCTIONS OF STATE PRIMARY EDUCA TION BOARD AND EDUCAT ION
COMMISSIONS IN NIGERIA
Main Content
The state primary education board (SPEB) was established for each state of the federal
republic of Nigeria by the federal government by decree 96 of 1993. It was established to
oversee the activities and management of primary school education in their respective states.
There are thirty-seven (37) state Primary Education Board offices in Nigeria, it comprises one
(1) in the thirty-six (36) states and one (1) at the FCT.

Functions of State Primary Educat ion Board (SPEB)

1. Management of Primary Schools Level
2. Appointment of Staff
3. Disbursement of Fund: SPEB disburses fund provided to it from both the federal and
state government to pay teachers and other supporting staff salaries and allowances.
SPEB also embarks on capital projects in the primary schools (building of classroom
building, administrative blocks, library etc)
4. Supervision of Institutions

National Universities Commission (NUC)

As fallout of Sir Eric Ashby Commission report on higher education in 1962, NUC was
established in that same year. However between 1962 and now the university system has
undergone three developmental phases.
The first phase was between 1962 -1968 when NUC was a part of the Federal Cabinet. It was
an administrative department at this time and it was headed by Head of Department (HOD) to
advice the prime minister on university matters. At this time, the membership was comprised
of twelve (12) non-academic members. Around this time, there were three regional
universities (Ahmadu Bello University, Zaria, University of Nigeria, Nsukka, and University of
Ife, now Obafemi Awolowo University), and two federal universities (University of Lagos and

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University of Ibadan) in Nigeria.
The second phase was between 1968 -1974. During this period NUC still remained an
advisory body, but the membership was expanded to seventeen (17) comprising twelve (12)
non-academic and five (5) academic members. During this time, University of Benin was
established; this increased the total number of university in Nigeria to six.
The third phase was from 1974 to date. This phase could be regarded as statutory phase
because, it was during this period that NUC was given statutory powers, on the 25th April
1974. Since then, NUC as been empowered to employ staff, discuss and reward staff, and
was given definite roles to play. NUC increased its staff strength and created professional
departments and committees and since then NUC had been one of the statutory agencies of
the Federal Ministry of Education.

Functions of National Universities Commission

(i) Co-coordinating the entire activities in all Nigeria universities,
(ii) harmonizing and co-ordinating the development of Nigeria universities to meet the
national goals,
(iii) advising the government on the financial needs of the universities,
(iv) distribution of fund to then Universities when such is made available by the government,
(v) setting the minimum, benchmark for Nigerian universities,
(vi) ensuring compliance of the Universities to the minimum bench mark set,

National Commission for Colleges of Education (NCCE)

Increase in school enrolment occasioned by the Federal Government Universal Primary
Education Scheme introduced in 1974, brought about scarcity of qualified teachers. This
situation forced the federal government to be directly involved in teachers training
programme for the first time by providing buildings (classroom and administrative),
equipment, teachers salaries, bursary awards to students-teachers in the department of
education in Nigerian Universities, Colleges of Education and Teacher Training Colleges.
The product of teacher training colleges needed higher education, for them to be qualified to
teach in secondary schools, this led to increase in demand for higher education in education
discipline. As a result of this, between 1979 -1983, more Colleges of Education was
established all around the country which created problems and necessitated a national body
to serve as checkmate and to coordinate activities at the Colleges of Education in the country.
This led to the establishment of National Commission for Colleges of Education as one of
the agencies under the Federal Ministry of Education in 1989 by Act No.3 of the constitution
of the Federal Republic of Nigeria.

Functions of National Commission for Colleges of Education(NCCE)

(i) to coordinate the activities of all Colleges of Education and other institution of higher
learning offering teachers education other than universities,
(ii) to advise the federal government through the Minister of Education on all the aspects of
teacher education outside the Universities and Polytechnics,
(iii) to make recommendations to the government on matters affecting teachers education,
(iv) to manage the financial affairs of the colleges of education,
(v) to develop scheme of National Certification for the various products of Colleges of
Education,
(vi) to collect, analyse and publish information relating to teacher’s education,
(vii) to set bench mark for Colleges of Education,

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National Board for Technical Education (NBTE)
The National Board for Technical Education was firstly established by Decree No.7 of 1977
but it was later reconstituted by way of amendment Decree No.8 of 1993. It wasestablished
to develop and manage technical and technological education in Nigeria.
This board was one of the agencies of the Federal Ministry of Education to oversee
institutions offering technical and technology related courses in Nigeria. National Universities
Commission (NUC) was put in a place to monitor teaching and learning activities in Nigerian
Universities, National Commission for Colleges of Education (NCCE) monitors teaching and
learning in the Colleges of Education. National Board for Technical Education (NBTE) was
however established to monitor teaching and learning in Polytechnics and Technical
institutions in Nigeria.

Functions of National Board for Technical Education (NBTE)

(i) coordinate all aspects of technical and vocational education outside the universities in
Nigeria,
(ii) make recommendations on the national policy necessary for the training of craftsman
and skilled manpower in technical and vocational courses,
(iii) advise the federal government on issues relating to all aspects of technical and
vocational education outside the University,
(iv) set minimum bench mark for Nigerian Polytechnics,
(v) make recommendation based on the available data on the need to establish new
polytechnics or expand facilities in the existing polytechnics,
(vi) review the terms and conditions of service of personnel in polytechnics and make
recommendation to the federal Government,
(vii) assess the financial needs of polytechnics and technical institutions and advise the
government appropriately, and

UNIT 4 PLANNING OF SCHOOL PLANT

Planning of School Plant
School plant is the process of identifying, selecting and acquiring a suitable site for the
school to be located, erecting appropriate physical structures that will assist in achieving the
educational goals/objectives.
The planning process involves citing, construction, and provision of recreation spaces for t
he achievement of educational goals/objectives. It is a comprehensive process in which a
suitable site is chosen and adequate buildings are designed with the aim of satisfying the
educational needs of the students.

Stages Involved in the Provision of School Plant.

 Stage of adequate survey of needs
 Stage of wise educational planning.
 Stage of choice of site.
 Stage of architectural planning.
 Stage of prudent financial planning.
 Stage of efficient plant construction.

Type of Spaces on School Site

 Instructional Spaces: These are spaces set aside for students to receive instruction; they
include classrooms, auditorium, gymnasium, library, laboratory workshops, arts room,

15
music room, multipurpose rooms and all other rooms set aside for students to receive
learning instruction.
 Administrative Spaces: These are spaces set aside for administrative offices of the
school administrators, other staff members office (academic and non-academic), school
counselor’s office, and health centres.
 Circulation Spaces: These are spaces meant to occupy corridors, lobby, staircases, and
other spaces where students can recreate.
 Spaces for Convenience: These are spaces designed for toilets, bathrooms, cafeteria,
kitchen, dormitories, custodian sheds and stores.
 Accessories: These are spaces meant for car parks, relaxation and football/tennis field,
volleyball court and tennis lawn.

Challenges of School Plant Maintenance

1. Financial Constraints: This problem is very common is the primary and secondary
schools. The head at these levels of education are starved by the controlling and
regulatory body with fund to maintain school plant.
2. Misuse of School Physical Facilities
3. Mismanagement of Maintenance Funds and Materials
4. Lack of Dedication on the Part of Custodians: The custodians are those in charge of the
maintenance of the physical facilities in the school. The attitude of the custodians to work
is very poor.

Solutions to the Challenges of School Plant Maintenance

1. Community Participation: The need to seek the support of the community where the
school is located in solving school plant maintenance problem should not be overlooked.
2. Creation of Awareness: The government at local, state and federal levels, educational
administrators, curriculum planners should embark on enlightement campaign through
the media on the need to properly use and maintain the school plants.
3. Setting up of Special Committees: These committees should be set up by the school
administrators at the beginning of the term. The committees will be in charge of
maintaining and carrying out any form of repair on the existing physical structures in the
school.
4. Regular School Inspection/Supervision: Regular school inspection by the school head or
ministry of education will assist in detecting the problems on any of the school plant
which if necessary action are taken to remedy them early will prevent total breakdown of
the school plant.
5. Provision of Adequate Funds: Government/Supervisory agencies should make available
to the institutional administrators adequate funds to maintain school plant in schools. If
the government does not make available adequate fund the existing school plant can not
be adequately maintained or utilized.

UNIT 5 SCHOOL PLANT AND MAINTENANCE

Meaning of School Plant

The term ‘school plant’ embraces all physical structures and infrastructural facilities in the
school premises such as the classroom buildings, hostels, halls, offices, libraries,
laboratories, instructional materials room, workshops, and equipment used for educational
use towards achievement of educational goals.

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Management/Maintenance of School Plant
The aim of maintenance of school plant is to ensure that it remains in the best condition for
educational instruction at all times. Miller (1965) observed that construction of new block of
classroom and other buildings and alteration to the existing buildings are not the whole
housing effort; it also involves the continuing operation and maintenance of the school plant.
It is therefore necessary for school administrators to have the knowledge of operating and
maintaining school plants. School plant maintenance requires maximum cooperation and
hard work from the officials of ministry of education, the school administrator, the school
staff (academic and non-academic), the students and the community where the school is
located.

Types of School Plant Maintenance

(i) Preventive and Predictive Maintenance: this form of maintenance is aimed at preventing
the occurrence of total breakdowns of school plants available for use. It is also aimed at
preventing situations which can put parts of the school plant out of use.
(ii) Corrective and E mergency Maintenance: this type of repair is a spontaneous repair c
arried out at the appropriate time.
(iii) Breakdown Maintenance: this type of maintenance is otherwise known as emergency
maintenance; it is that maintenance that aimed at rectifies breakdowns in any component
of the school plant. It involves preparation for a possible but unpredictable breakdown of
school plant by procuring in advance spare parts that will be needed in case of breakdown.
(iv) Running Maintenance: this type of maintenance is otherwise known as regular
maintenance which is carried out when the school plant is still in use.
(v) Shutdown Maintenance: This type of maintenance is carried out only when the operations
of the school have been closed or postponed or suspended for a given period of time to
carry out the maintenance work.

MODULE THREE SCHOOL RECORDS AND ADMINISSTRATION

UNIT 1 SCHOOL RECORDS
Meaning of School Records
School records could be explained to be a document through which information is
transmitted within the school system and between the school and other stake holders in the
education sector. Such document may be in form of letters, reports, pictures, minutes, maps,
forms, films, microfiche and soft copy. School records could be many and varied.

Meaning of Record Keeping

Record keeping is the art, habit or practice of keeping information or fact in such a way or
manner that it can be retrieved when needed.

Reasons for Keeping School Records

(1) Record keeping in a school helps the head teacher to give all necessary information about
the school, staff and pupils to any inspector from the Ministry of Education or any other
regulatory body,
(2) Record keeping plays a very crucial role in the life of the students because after leaving
the school to further his or her studies, the institution of higher learning may request for
any information about his/her previous school.
(3) It enables the parents to know the performance of their children. The parents may ask the
school administrator about the record which shows the performance of their children,
(4) Apart from students’ academic performance, it also helps the parents to get adequate

17
information about the children, how regular and punctual they are in the school and the
general behaviours,
(5) Record keeping helps the government through ministry of education to get adequate
information about the school

Classification of School Records

 Statutory Records
 Non-Statutory Records

Statutory Records
These are documents stipulated by the Education Law of the state. They are mandatory
records which must be kept by each school. The following statutory records must be kept
and maintained by each school and made available for inspection whenever they are
demanded.
i. A certificate of registration, letter of approval or other such document such as law, decree,
edict, and gazette published giving legal authority for the establishment of the school,
ii. The log book,
iii. Admission progress and withdrawal register
iv. Class attendance register
v. Class dairies
vi. Corporal punishment book
vii. School time-table
viii. National curriculum
ix. Examination syllabus and individual subject teaching syllabus
x. Scheme of work
xi. The education law
xii. The National Policy on Education
xiii. Staff time book
xiv. Students testimonial and transfer certificate book
xv. Stores and Inventory records including all school plant and equipment
xvi. School prospectus
xvii. Site plan, showing evidence of survey, registration and extent of the school card
xviii. School budget
xix. School audit file/book
xx. Staff records
xxi. Continuous assessment book/file
xxii. Individual students file
xxiii. Visitors book
xxiv. Board of governor’s records
xxv. P.T.A. records
xxvi. School annual report file
xxvii. List of approved textbooks
xxviii. Teachers’ class/attendance registers
xxix. Teachers’ lesson notes
xxx. Staff minute book
xxxi. Staff movement book
xxxii. Students’ honour roll including school projects
xxxiii. School inspection file

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Non-Statutory Records
They are equally important records but not mandatory. They are kept to assist the school
head and or officers delegated by him in the day-to-day management of the school’s affairs.
The list of such supportive records are in-exhaustive but salient ones include:
i. Records of physical development
ii. Schools’ management board/committee records
iii. Staff registers showing the current staff list including personal details of each staff
especially the registration number, qualification with dates, subject specialization, and
date of employment, deployment and current salary.
iv. Staff and students’ clubs and societies
v. School sports
vi. Mark book for each class
vii. Record of work book
viii. Staff instruction book/internal circular file
ix. Inventory of school library books
x. Daily roster
xi. Fees register
xii. Account records including the cash book, bank reconciliation/statement, staff advances,
auditor’s reports, impress book and record of vouchers.

UNIT 2 SCHOOL RECORDS CONTINUED

Types of Records Kept in School

1. The Log Book:-The book is a document containing the comprehensive information about
an institution, its establishment and equipment. It is a historical record of events that have
significant effect on schools’ activities.
2. The Admission Register: - this is a book that shows thre particulars of the registration of
pupils enrolled in a particular school. The book indicates a complete list of all pupils
admitted each year with the following details: age, date of enrolment, class into which
admitted, previous school, progression in the school, year of withdrawal/leaving indicating
reason (s) and the certificate number.
3. Attendance Register: – this is a book in which the presence or absence of pupils in a
school is recorded on a daily basis. It is marked twice a day (morning and afternoon) to
show pupils attendance in school.
4. Staff Record: – this is a record that shows the current staff list as well as their personal
details, the teacher’s registration number, qualifications, subject specialization, date of
employment/deployment and the current salary scale.
5. Record of Work (Diary):- this is a record that shows the teacher’s plan of work in each
subject area and the actual work covered weekly, and this is recorded at the end of each
week. The school head is expected to check and be certain that all entries are correctly
made.
6. Staff Meeting Minute Book: - this is a record of every formal meeting of the staff under
the chairmanship of the school head. In this book, the discussion and decisions of the
staff are always written and it is kept with the secretary appointed by the members of
staff.
7. Education Law: - it is a document which contains the education law obtained from the
ministry of education. It contains the objectives and policies of government on education
and educational procedures. This document spells out regulations guiding the
management of the schools and education in general.

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UNIT 3 THE SCHOOL TIME - TABLE

Meaning of School Time- Table

School time- table is one of the important records which a school is required to keep. It
regulates the teaching and learning activities in the school. A school time- table can be
defined as a schedule prepared by the school management indicating the subjects to be
taught per day and per week, the time allocated for each subject as well as the number of
periods per subject, per day and per week in a particular school.

Types of time-table
(i) General Time-Table: this comprises the whole school time-table, the various classes and
various levels drawn for the school by a designated staff or committee under the
supervision of the school head. It is usually drawn and displayed in the office of the
school head and/the assistant. General time-table is a comprehensive time-table that
consists of all the time-tables of the different classes of the school.
(ii) Class Time-Table: this typ e of time-table is meant for a particular class, it is extracted
from the general time t able and it is usually drawn/displayed on the wall, besides the
class chalkboard or in a conspicuous place in a particular class.
(iii) Individual Time-Table: this is a time-table prepared by individual student to guide his or
her personal reading and learning per day, per week. It is usually prepared by very few
students.
Importance of School Time-Table
 it assists the teachers to know what subject, what time and which class to teach,
 it assists the students to know which books and other learning materials to take along to
school daily,
 it assists the students to know when a particular lesson will be taught and who will teach
it,
 it eliminates possible clashes in the teaching schedules, thereby preventing unhealthy
rivalry among the teachers in the school,
 it ensures maximum utilization of time resources available for subject teaching and
learning,
 it assists in the implementation of curriculum through well planned teaching and learning
activities,

Guidelines for Construction of a School Time-Table

i. Allocation of Periods: periods should be allocated to subjects based on their importance.
ii. Scheduling of the Subjects: the nature of the subject will determine when it will feature on
the time-table. Subjects that need full concentration and that involve calculation such as
Mathematic and Principles of Accounts should feature in the mornings on the time-table,
so also subjects with practical that must be done on the field/in the farm such as
Physical & Health Education and Agricultural Science are better in the mornings than
afternoon when the weather becomes hot.
iii. Lengths of the Period: the age of the students and the nature of the subject should be
considered to in determining whether a subject will be for a period or double period per
day and the number of times such a subject will appear in a week.
iv. Arrangement of the Subjects: the nature of the subjects should be taken into
consideration when drawing the time-table. Subjects that require practical sessions such
as Woodwork, Typewriting, Home Economics, and Fine Art should not be fixed close to

20
some subjects that require physical activities such as Physical & Health Education and
Agriculture practical.
v. Break Period: there is government regulation guiding the break period. This is the
standard practice and should not be deviated from by any school or the timetable
committee. It is mandatory to observe a break session of about 20-30 minutes before the
commencement of afternoon session.
vi. Availability of Teaching Staff: the number of the teaching staff in a school must be
considered when constructing a school time-table. This will be used to determine the
school student-teacher ratio (STR) as well as the teachers’ workload.
Time-Table and School Effectiveness
The aims and objectives of preparing a time-table for school is to ensure that all the activities
scheduled on the time table are carried out as expected and effective teaching and learning
take place. When this is achieved in a school, every staff both teaching and non-teaching are
said to be effective. For a school head to achieve this, he/she must take the following steps:
He/She must:
1. ensure compliance with government directives and polices in regard to the school time-
table
2. ensure that every teacher conducts his lesion as scheduled on the time-table,
3. supervise instructional activities of the teachers to ensure that they adopt the right
teaching method,
4. ensure that every teacher makes the optimum use of the school resources,
5. ensure amicable resolution of clashes in the time-table between teachers,
6. put in place time-table monitoring committee that will ensure strict adherence to the
school time-table,
7. make the school environment conducive for teaching and learning, and maintain discipline
among staff and students.

UNIT 4 SCHOOL BUDGET

Meaning of a Budget
Forecast of income to be realised and expended is known as budget. Budget is an itemized
summary of estimated or intended expenditure for a given period along with proposals for
financing them.

Meaning of School Budget

Hartman (1999), defined school budget as a “working tool’’ for the successful operation of
state and local schools and a significant opportunity to plan the mission, improve their
operations, and achieve their educat ional objectives.

Purpose of a School Budget

(i) to forecast the activities, services and programmes, which the appropriate school
governing body/council has approved for a given period,
(ii) to reveal the anticipated revenue for a given period and the source’
(iii) to show the details o f the intended expenditures for the school for a given period,
(iv) to control the official financial activities of the school head be it at the primary, secondary
and tertiary institution levels.
(v) to reduce to the bearest minimum the level of wastages or reckless spending of approved
funds for various educational facilities in the school, and
(vi) to reveal other contributions and pressures on the budget that are expected during the
given period.

21
Methods of Preparing a School Budget
(i) Line–Item Budgeting/Traditional Method: This is a method whereby specific items of
revenue and expenditure are listed on line-by-line basis. In this type of budgeting,
proposed revenue and expenditure are done in tabular forms showing the detailed items
for the budgeted year and one or two previous years.
(ii) Zero-Based Budgeting (ZBB) Method: This method of budgeting was popular in the
1950s and 1960s. However, unlike the line-item budgeting, it does not take cognisance of
the previous year(s) budget. It began with the assumption that the school system starts
out every year on a “clean slate”.
(iii) Performance Budgeting Method: This method of budgeting emphasises the
performance of the work to be done. There are ways of measuring the achievement of
each programme. It is possible to ascertain performance based on each unit of work.
(iv) Programme Budgeting Method: When this method is used to prepare school budget, all
the programmes to be executed are provided for, but it will be prepared according to the
functions, programmes and activities of each unit/department in the school. This means
that the school budget will be classified according to the various unit/department in the
school.
(v) Programme-Planning-Budgeting Systems (PPBS): This is a new method of preparing
school budget; it requires the school head to spell out or identify the goals and objectives
of a school in measurable terms, lay out alternatives to achieve the stated goals, attribute
cost to each alternative, analyse the costs implication, then select and the best method
for achieving the goals, and then build the budget around the selected option, and finally
feed data back to adjust the cost to results.

Importance of School Budget

(i) School budget is an instrument of planning and control in the school system because it
specifies the financial procedures through which the goals and objectives of the school
system can be achieved.
(ii) School budget also serves as an instrument of control because it is an established
standard against which performance of the school system is evaluated.
(iii) School budget makes it easier to ascertain the extent to which the school has achieved
its aims and objectives through implementation of various programmes budgeted for in a
year.
(iv) School budget also reveals possible inability of the school to implement/achieve some of
the programmes budgeted for as this will enable appropriate action to be taken to ensure
its implementation/achievement in the future.
(v) School budget encourages teamwork among the staff as they work together to achieve
common goals and objectives.
(vi) School budget also enhances the coordination of the activities of the school by giving
financial direction to the various activities being carried out by the school for the purpose
of achieving the aims and objectives of the school system.

Challenges of School Budget in Nigeria

(i) Lack of Accurate Statistical Data. In order to make a working budget by the school, there
must be available accurate data of past projects and budgets. In some schools, these
records are not properly kept while they are not even available in some schools.
(ii) Political Instability. Th e unstable political environment and policies, as well as lack of
continuity in all government policies in Nigeria give room to poor economy. This lead to
reduction in allocation of funds to the public schools which have adverse effect on the

22
preparation and implementation of the school budget
(iii) Inflation. This is a situation whereby too much money buys fewer goods; inflation is a
persistent fall in the purchasing power of citizens of a country. This situation makes the
preparation and implementation of school budget so difficult in Nigeria where the
accurate rate of inflation cannot be ascertained.
(iv) Dependence on Government Grants. The largest part of revenue for public school’s in
Nigeria comes from the government, while very insignificant financial resources come
from other sources and internally generated revenue.
(v) Insincere School Heads. Most of the school heads in Nigeria are not sincere, and are
greedy, most of the times; they misappropriate the allocated funds and also commit other
forms of indiscipline such as embezzlement in their schools. This will jeopardize the
attainment of objectives of the school system as contained in the school budget.

UNIT 5 DISCIPLINE AND SCHOOL ADMIISTRAT ION

Meaning of Discipline
The word ‘discipline’ is derived from the Latin word ‘discipulus’ which means to learn. It
means group of people are bound by rules and regulations towards attainment of a common
goals. The term discipline is construed in different forms such as; discipline as punishment,
discipline as control, as training, and as learning.

Meaning of Indiscipline
Indiscipline is the direct opposite of discipline i.e. lack of discipline. Dittimiya (1995) defines
indiscipline as any act that does not confirm to the societal value and norms.

The Purpose of School Discipline

 To facilitate and enhance the attainment of the goals of the school,
 to create a conducive teaching and learning environment,
 to produce cultured citizens who will have respect for themselves and others in the
society,
 to help individuals to do the right thing all the time without any compulsion,
 to produce loyal and respectful citizens,
 to help student to develop and have respect for the constituted authority, and
 to facilitate the creation of a disciplined society where people of various interests learn
free and apply the nor ms and values of that society.

Causes of Indiscipline in Schools

1. The Parents: Many parents have abandoned the responsibility of taking care of their
children. Some parents have little or no time for the children who are left in the care of
house helps; hence many of these children pick up the behaviour of the house helps
which they exhibit in schools. Many parents are not disciplined too in terms of moral
behaviour.
2. The School Staff: The attitude of teachers to work, teachers’ appearance (i.e. dressing)
and illicit relationship with students, failure to prepare for class work/lesson, teachers
involvement in examination malpractices, cultism, illegal school fees collection/other fees,
poor learning environment and the like breed indiscipline among the students.
3. The School Head: The inability of the school head master/mistress or principal to provide
or influence or have a say in the provision of adequate facilities, employment of qualified
staff, encouragement to teachers, and admission of students with poor academic

23
standard into schools may degenerate into various acts of indiscipline on the part of the
students whenever there is need to show their disagreement with some of the policies of
the school head.
4. The Peer Group: Once a child is of school-going age, he/she spends more time with peers
outside the family where the child is exposed to various pressures from the peers and
with this, there is the possibility that the child may be more influenced by the peer’s
character where he/she spends most of the time than home where less of the child’s
active time is spent, because the peers are in the same age bracket with him.
5. The Government: Frequent change of government’s educational policies, poor funding,
lack of sustainable plans, distorted value system, corruption, embezzlement, favoritism,
nepotism, records alteration and all negative actions by government agencies, office
holders, and mass media, breed indiscipline among the students and in the society as a
whole.

How to Control Indiscipline in the Schools

1. Basic Managerial Skill – The school head should acquire basic managerial skill through
training, and seminars to improve the technical skills of the school head as well as to
improve the knowledge of school head administrative techniques, and procedures in order
to foster and enhance discipline in school.
2. Appointment of Dedicated Trained Teachers – Dedicated professional trained teachers
are those with professional competence who can bring the desired level of
professionalism into teaching by ensuring that students comply with the laid down rules
and regulations and ensure that culprits are brought to book.
3. School Head Should Leading by Example - Indiscipline can be reduced in schools when
the school heads and other staff members are disciplined and those who are not
disciplined among them should be ready to lose the right of forcing others to be
disciplined.
4. Prioritize Student W elfare – The school management must give high priority to the welfa
re of the students by providing health centres, sports facilities, conducive learning
environment, water, regular electricity and meet with the students on regular basis to
know their needs, and let them know why some of their demands may not be met if any.
5. Establishment of Guidance and Counseling Service – This service will promote discipline
in schools because the service will assist the maladjusted students in the areas in
emotional, social and personal adjustments. This will reduce frequent indiscipline acts
among the students.

24
S4

NATIONAL OPEN UNIVERSITY OF NIGERIA

Plot 91, Cadastral Zone, Nnamdi Azikiwe Express Way, Jabi, Abuja
Faculty of Education

Course Code: EDU713

Title: Educational Management and Supervision

Instruction: Question 1 is compulsory and answer any other 2 questions.

Time: 2hours

Question 1 is compulsory and answer any other 2 questions.

1a. Define formal organization in an educational setting with examples and their five
characteristics. (10 marks)
b. As a college principal, discuss any five roles of the community in the school setting in Nigeria
(10 marks)

c. Evaluate five techniques of supervision in your school (10 marks)

2a. Highlight ten (10) functions of National Commission for Colleges of Education (NCCE) (10

marks)

b. Discuss the concept of planning of school plant and outline its six (6) stages. (10 marks)

3a. Explain five (5) reasons why there is need to prepare a school budget (10 marks)

b. Define indiscipline and highlight seven (7) purposes of discipline in Nigerian institutions. (10

marks)

4a. Define the concept of school time table and briefly explain three main types of time table (10

marks)

b. Describe a school supervisor and explain four of his/her responsibilities (10 marks)
National Open University of Nigeria
Plot 91, Cadastral Zone, Nnamidi Azikiwe Expressway, Jabi-Abuja
Faculty of Education 1234

2021_1 Examination
COURSE CODE: EDU 713
COURSE TITLE: EDUCAT IONAL MANAG EMENTAND SUPERVISION
Time Allowed: 2hours
CREDIT UNIT: 2
Instructions: Answer question One and any other two questions.

1. Write short on the following concepts.

i. Charismatic Leadership. (5 marks)
ii. Laissez-Faire Leadership. (5 marks)
iii. Transactional Leadership. (5 marks)

b. Schools has contributed immensely to our individual communities, discuss FIVE important
contributions of the school to the community. (15 marks)

2. As the head of Community Secondary School, Ikot Ubo, Akwa Ibom State, explain the
dynamics you will initiate for better school and community relationship. (20 marks)

3. As a supervisor with Inspectorate department of Federal Ministry of Education, explain any

FIVE techniques you adopted to ensure that schools were effectively supervised. (20 marks)

4. The National Universities Commission (NUC) was established in 1962 to perform some
specific functions, highlight and discuss on any TEN responsibilities of the agency to Nigerians.
(20 marks)
NATIONAL OPEN UNIVERSITY OF NIGERIA
Plot 91, Cadastral Zone, Nnamdi Azikiwe Express Way, Jabi, Abuja
Faculty of Education
2020_1 Semester

Course code: EDU713

Course title: Educational Management and Supervision
Credit Unit: 2
Instruction: Answer questions one and two others
Time: 2hrs

(1a) Define Management in three (3) different ways. (10 marks)

(1b) Define Educational Administration in three (3) different ways. (10 marks)

(1c) Define Organization in three (3) different ways. (10 marks)

(2a) Identify and explain six (6) characteristics of organization. (10 marks)

(2b) Outline and explain briefly ten (10) functions of the school administrators. (10 marks)

(3a) As a school administrator, mention and explain five (5) roles one can play for health
relationship in the community. (10marks)

(3b) The aim of maintenance of school plant is to ensure that it remains in the best condition
for educational instruction at all times. As a school administrator, list and comment on
the five (5) maintenance service of school plant. (10 marks)

(4a) Keeping of school records should be seen as an indispensable aspect of effective school
management and a way to preserve the tradition of the school. As an administrator of the
school, state five (5) reasons for keeping school records. (10 marks)

(4b) For a supervisor to be successful, he needs to possess certain qualities that will put him
over those under him, outline those good qualities of that supervisor. (10 marks)