PROSPECTS AND CHALLENGES OF EDUCATIONAL INNOVATION IN PUBLIC

SECONDARY SCHOOLS IN EDO STATE

PAPER 28

Abstract
Over the years, advocacy for innovative teaching and learning methods and techniques in
secondary school education in Nigeria has been on the increase. The quest for innovation in
secondary school education is informed by the introduction of modern teaching and
learning techniques such as information technology in educational institutions in
contemporary societies. Interestingly, Nigeria, like many other developing countries has
begun to embrace and introduce the innovation of modern teaching and learning methods
in secondary school education. The paper therefore examines the extent to which
innovations have been introduced in secondary schools in Edo State under the Obaseki
administration; the challenges of introducing such innovations like inadequate and poor
learning facilities; poor technical know-how due to lack of well trained teachers etc. The
paper also suggests ways of tackling the factors that are likely to militate against innovative
secondary education in Edo State.
Key words: Innovation, Secondary Education, School Environment, Information
technology & Challenges
Introduction
Arising from societal demands and the need for education to take its rightful place in
contemporary times requires more than mere revision of existing textbooks. This is because
innovation has transformed available technologies affecting the means and methods of teaching
and learning. It has become important to initiate and encourage diversity and new methods of
teaching and learning in order to lay and build a foundation for innovative educational system. It
should be noted that innovations do not only bring about improvement in what is taught in the
classroom but also encourage personal and professional advancement.
The impact of globalization on the education system has prompted governments at all
levels in Nigeria to look for modern strategies that will make the system competitive globally.
Also, in order to be integrated into global educational system, it has become imperative for the
educational system in Nigeria to embrace modern teaching and learning facilities such as
information technology, internet facilities, video conferencing, and multimedia conferencing. It
is believed that with these modern facilities developing countries would be able to overcome the
challenges of educational innovation (Olorundere, 2006). Also, recently, examinations both
internal and external are now conducted by means of technology.
Since we are in the world of technological advancement, innovations in our educational
system cannot be achieved without the knowledge of information and communication
technology. Innovation in education is a continuous process. Akubuilo (2005) asserted that the
quest for technology is insatiable. Apart from the use and application of modern teaching and
learning facilities, innovative educational system also entails the training of teachers. According
to Okafor (2009) teachers need to be retrained in the utilization and application of information
and technology materials.
Osuala (2004) stated that emerging technologies are a developing Force in the world of
internet. The paper focuses on the educational Innovations in Edo state with special attention to
teaching and learning in secondary school education. Consequently, the paper discusses
educational intervention through the applications of tools to improve the teaching and learning
outcome.
THE CONCEPT OF EDUCATIONAL INNOVATION
Innovation means to improve or to replace something, for example, a process, a product,
or a service. Innovation can be defined as a process by which a product, or a service is renewed
and updated by introducing new techniques, utilizing new processes, establishing older and
recent successful ideas to form something of new value. Innovation provides students with skills
they need to succeed in their adult life. (Okoye 2012). Innovation involves a different way of
looking at problems and solving them.
According to the United Nations Education Science and Cultural Organization
(UNESCO) in Okoye (2012), Innovation is a general change that is deliberate and must never be
regarded as simple adjustment. UNESCO describes innovation as any persistent change in the
patterns of behavior of members of an identified social system. It is a change in the thought
process of doing things or the useful application of inventions and discoveries (McGeown 2011).
OECD (2016) emphasised that innovation in education is vital to bring improvement in
education. Innovation improves a nation's efficiency and outcomes in learning quality and equity.
Educational innovation according to Nwafor (2007) is a deliberate, systematic, novel,
specific and persistent change in the system of a particular society, which is aimed at improving
the system or creating a new one, for a more effective and efficient means of attending to the
educational needs of the social group, in their social environment. Kirsi and Seppo (1996) stated
that Innovation in Education is a creative, new educational innovational policy, a creative way to
renew education, a creative solution, a creation of new educational culture, a new opening, and a
new idea to overcome some problems in education.
Embracing innovation in education, therefore promotes critical thinking, a sense of
adventure and an openness to adapt in such a way that will serve our students in the classroom.
Though costly and accessible, educational innovations across the globe attest to this fact.
The quality of the innovation is a normal good and tends to be associated with more
demand. This means that it is not enough for the process of innovation to be in quantity
(Academic and non-academic aspect of school Administration). Especially when the facilities
and the instructors are not provided and deployed to schools. The tension may now be on the
available teachers in the schools. The inadequate number of teachers may be unable to complete
their lessons due to the extra-curriculum activities. But if computers, tablets are made available
for both teachers and students, the expectation may be different. It is of importance to note that
in as much as we embrace this innovation of instruction in our schools, the system is yet to
accommodate slow learners.

LEARNING ENVIRONMENT
By creating an engaging environment that encourages active learning, innovative
teaching strategies can help to create a more effective learning experience for students.
A learning environment is more than just a classroom. It is a space in which students feel
safe and supported in their pursuit of knowledge as well as inspired by their surroundings.
Learning environments have changed overtime and can continue to expand to meet students’
needs, allowing teachers to continually, optimize their learning environment to help students
meet their educational goals. In education, school environment can help to influence student
learning, by encouraging student engagement, providing positive and constructive feedback that
supports exploration, community among peers and diversity.
Students are likely to engage in learning when there is a learning environment that meets
with their social, and emotional needs, and psychological safety and opportunities to have their
voices heard in shaping their school environment. Nwadiani (2000) warned of the implication of
a neglected learning environment when he stated that “we learn is a hard way as learning
environment have become very oppressive”.
In some secondary schools, students stand to receive lessons while others play away in
neighboring streets. A school without neither perimeter fencing nor adequate seating
arrangements encourages truancy.

Most students like technology and when they are properly guided can help them in
sustaining interest in educational practices.
Making innovation as the centre of our educational setting will turn the students from just
using the information into creating a new piece of knowledge (Findikoglu & Ilhan, 2016).They
can now have a positive impact on their surroundings, influence the future and anticipate the
consequences of what they do. Students that are well prepared for the future through innovation
are change agents.
For several years, the school lived in conditions of modernization of education, which, in
essence, is an innovative process. The innovation process requires special status in connection
with the new state educational standards. The introduction of new educational standards requires
the teacher to improve the quality of education, introduce new teaching methods in training the
younger generation.
Though, new elements began to be introduced into the activities of educational
institutions, but in practice there were contradictions between the existing need to introduce
innovations and the inability of teachers to carry out innovative activities. In order to properly
develop their activities, the teacher should be free to dramatize teaching and navigate innovative
processes in education.

SECONDARY EDUCATION IN NIGERIA

The educational system as a social institution is essential to the survival and well-being of
the needs of society in every nation. Education should not only be extensive and affordable but
should be made to undergo regular and periodic overhaul to meet the demands of a very fast and
volatile globalized environment (Serdyukov, 2017). The educational system needs to be designed
to nurture creative and critical thinkers that focus on contributing knowledge to society.
According to OECD (2010), problem-solving, knowledge building, collaboration, expert
engagement, self-regulation, and the application of technologies are the learning outcomes of 21 st
Century education.
Secondary education is one of the fastest growing components of the education sector in
Nigeria with increasing enrolment. The increase in enrolment in senior secondary schools could
be attributed to the large number of output from the junior secondary school level. In essence,
secondary education provides the foundation for further learning at the tertiary level of
education, the pool of entrance into skill acquisition training centers and the world of work. This
brings to fore the need for qualified teachers to be properly deployed and utilized in the
secondary school system.
Objectives of Nigerian Educational System
The National Policy on Education (2004) outlines the Nigerian national educational aims and
objectives as follows:
i. The inculcation of the right type of values and attitudes for the survival of the individual and
Nigerian society.
ii. The training of the mind in the understanding of the world.
iii. The acquisition of appropriate skills and competencies both mental and physical as
equipment for the individual to live in and contribute to the development of the society among
others.
Educational systems need to adopt learning and teaching practices that have been tested
and proven in helping to inculcate skills for innovation. Finally, education should remain
relevant in the face of rapid changes in the society and the national economy (Barrett, 1998). In
Edo State, the Post Primary Education Board now operates a universal timetable that makes
teaching goes on in all the secondary schools at the same time, with the aid of scripted via the
individual teachers phones. This help teachers to be guided against teaching below or above the
stated curriculum. The essence of this, is uniformity.

PROSPECTS OF EDUCATIONAL INNOVATION

This includes the following:
Enhanced Learning Experience: Educational innovation can lead to the development and
implementation of new teaching methods, technologies, and curriculum designs that engage
students more effectively. This can result in improved learning experiences and better academic
outcomes of students.
Personalized Learning: Innovations in education can facilitate personalized learning
experiences, catering to individual student needs, interests, and learning styles. This can boost
Student motivation, performance and equip students with essential skills such as critical thinking,
problem-solving, creativity, communication, and collaboration, which are vital for success in the
modern workforce.
Global Competitiveness: By incorporating innovative teaching strategies and technologies,
public secondary schools in Edo State can prepare students to compete on a global level by
helping them stay up-to-date with international educational standards.
Teacher Professional Development: Educational innovation can encourage continuous
professional development for teachers, enabling them to adopt modern teaching methodologies,
stay updated on subject matter, and improve their overall effectiveness.
Community Engagement: Innovative approaches can foster greater community involvement in
education, as parents and stakeholders become more interested in the modernized learning
environment of public secondary schools. The parents or guardian can improve on this initiative
by supporting the students with data to make smart students in Edo State.

Challenges of Educational Innovation

Innovation in education has been a prevalent subject of public debates but is nevertheless
obscure of nature and vague in reality (Smith, 2009). Nevertheless, in introducing innovations in
our educational system, challenges become inevitable. And One of such challenges is lack of
adequate funding. Many societies like ours experience inadequate funding and poor facilities in
education and other related fields even though change and initiatives are caused by modern
trends in science and technology.
Most of the time, innovation is faced with disapproval from the public and the civil
society. Other challenges include the following:
 Inadequate Infrastructure and Resources: Many public schools in Edo State appears to
lack the necessary infrastructure, technology, and resources required to implement
educational innovations effectively. Limited access to electricity, internet connectivity,
and modern teaching tools could hinder progress.
 Resistance to Change: Both teachers and administrators might resist adopting new
teaching methods due to a lack of familiarity, fear of failure, and attachment to traditional
teaching practices.
 Training and Capacity Building: Teachers need appropriate training and professional
development to effectively implement innovative strategies. A lack of training
opportunities can impede the successful integration of new approaches.
 Policy and Regulatory Barriers: Government policies and regulations might not be
conducive in promoting and sustaining educational innovation. Bureaucratic hurdles
could slow down the adoption of new methods. This includes specialized Teachers, both
in quality and quantity.
 Assessment and Evaluation: Traditional assessment methods might not align with
innovative teaching approaches, making it challenging to accurately measure students'
progress and the effectiveness of these innovations.
 Financial Constraints: Funding constraints might limit the ability of public schools to
invest in new technologies; such as tablets for both Teachers and Students, teaching
materials, and teacher training programs necessary for successful innovation. Education
requires adequate funding to enhance innovative efforts and required resources.
 Poor Attitude to Research Outcomes: Researches carried out in education are not
adequately utilized (Akomolafe, 2000). No utilization of research outcomes seems to
constitute hindrance to developing culture of innovation. Researchers have made a lot of
suggestions and recommendations which were rarely implemented.
 Political Will: Introducing this process of educational innovation is a welcome
development, but sustaining it is another phase. Such laudable projects need to be
improved upon by future political powers.
CONCLUSION
Educational innovation in public secondary schools in Edo State holds great potential for
enhancing learning outcomes and preparing students for the future. However, it faces significant
challenges related to infrastructure, resistance to change, resource limitations, and policy
barriers. Remember, the success of educational innovation depends on a combination of effective
planning, collaboration, continuous evaluation, and adaptability. Addressing these challenges
will require collaborative efforts from educational institutions, government bodies, communities,
and relevant stakeholders to ensure successful implementation and long-term sustainability.
Many innovations were preceded or enabled by investors; but many innovations occurred
without a significant invention (Denning, 2004). In a culture of innovation, people will have a
habit of constantly looking for ways to improve things. The use of technology as the only
solution to innovation would not meet challenges of education in this millennium. Giving each
child a computer would typically not produce supervision learning without additional changes in
the nature of the school teaching, learning and assessment practices (Dynarski et al 2007).
To actualize the full attainment of educational innovation as a way of improving
education reform in Edo state, there is a need to provide special tablet exclusively for e-
textbooks, e-learning (practical) to overcome challenges in secondary school innovation.

SUGGESTIONS FOR IMPROVEMENT

In view of the discussion, the following are suggested for the improvement of secondary
education in Edo state;
 Teachers should be adequately trained in the use of handling digital tools within or
outside the school for effective lesson delivery

 Students should be trained also in the handling of these tools so as to benefit from the
lesson (one laptop per child (EWB) Education Without Border)

 Parents should be involved in school improvement by providing the necessary

recommended materials for their child/ward.

 Government should subsidize teaching and learning materials so that it can be affordable
to the users

 Government should reactivate instructional television since most of them enjoy watching
TV programmes. They can use the avenue to partake and watch different teachers
teaching as if it were in the classroom. There should also be adequate power supply to
sustain the programme.
 Peer teaching should be encouraged. This will help students develop confidence,
presentation skills and learn how to study independently.

 Governmental and Non-governmental agencies should support innovation by way of

donating equipment and materials to support the move; seplat supported recently.

 Personnel apart from teachers should also be trained and retrained in handling the
innovation equipment/materials in education

 Management should regularly evaluate the system to know if the needed innovation is
achieved or being implemented.

 Government should keep parents and the community informed about the purpose,
progress, and benefits of the educational innovation. And also establish channels for
receiving feedback from parents and the community, and involve them in decision-
making processes.


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