Due process compliance by the federal and state inspectorates of education in the north central zone of nigeria

Project Abstract

<p> </p><p>This study sought to examine the due process compliance by the federal and state<br>inspectorate of education in the North Central Zone of Nigeria. Five research questions<br>and five null hypothesis (tested at p&lt;05) guided the study. The design of the study was a<br>descriptive survey. The sample was made up of 306 respondents comprising 116<br>inspectors of education and 190 school heads from the North Central Zone of Nigeria.</p><p>Questionnaire titled due process compliance questionnaire (DPCQ) was the instruments<br>used in the study to elicit opinions of the respondents on the due process compliance by<br>federal and state inspectorate. The items of the questionnaire were validated by experts<br>from Faculty of Education University of Nigeria, Nsukka. The internal consistency<br>reliability of the (DPCQ) was established using Cronbach Alpha procedure and<br>reliability coefficient estimate of 0.62, 0.54, 0.51, and 0.80 respectively was obtained.<br>The data obtained were analyzed using mean scores, standard deviation and t-test<br>statistics. Major findings, of the study include the inspectors of education and school<br>heads agreed that due process practices were complied with in the personnel<br>administration of the federal and state inspectorate service in such areas like recruitment<br>of inspectors; posting and transfer of inspectorate staff not being punitive; promotion<br>based on year of experience; specialist posting to zones; planning; in-service training<br>and supervision of the performance of the inspectors by stakeholders; and recognition<br>visits; due process practices were complied with in financial management activities such<br>as payment of staff salaries and other allowances; involving subordinates in budget<br>preparation; regular conduct of yearly auditing; effective monitoring of project fund;<br>management of cash flow; proper recording of financial matters and preparation of<br>annual account; the major problems facing the North Central Zone of the inspectorate of<br>education in due process compliance were accommodation constraints; lack of running<br>cost; poor road network; inadequate inspectors in some specific subject areas;<br>monitoring the distribution of stationeries and office equipment; poor communication of<br>information and management skills; and inability to act on complaints; the inspectors<br>and school heads differed significantly on due process practices complied with to<br>improve the functions and code of conduct for inspectors such as organizing seminars;<br>workshops and conferences; training skills; making inspection materials available;<br>giving allowances and incentives to inspectors; both inspectors and school heads<br>however agreed on reviewing the existing guidelines for school inspection in order to<br>improve the functions and code of conduct of the inspectors; both inspectors and school<br>heads agreed on the perceived strategies to improve due process practices for inspectors<br>such as punctuality to duty; prudent management of fund; publishing annual state of<br>education; accurate and reliable report; and confidentiality of information. Among the<br>educational implications of the findings of the study was that the recruitment of<br>inspectors could be based not just on showing of certificates alone, but this could be<br>combined with recruitment examinations which would expose the applicants to realities<br>of their jobs. It was thus recommended that the recruitment of inspectors should be based<br>not just on showing of certificates alone, but this should be combined with recruitment<br>examinations which would expose the applicants to realities of their jobs.<br>13<br>13</p> <br><p></p>

Project Overview

<p> </p><p><strong>INTRODUCTION</strong></p><p><strong>Background of the Study</strong></p><p>The Federal Government of Nigeria has adopted education as an instrument<br>“par excellence” for effecting national development. The Federal Republic of<br>Nigeria in the National Policy on Education (FRN, 2004) states that any successful<br>system of education must be hinged on proper planning, efficient administration,<br>good organization and adequate financing. This demand the due process<br>compliance of the inspectorate of education. The Public Procurement Act (2007)<br>looked at Due Process as a mechanism for ensuring strict compliance in other to<br>harmonize and update the rules and procedures that should guide the<br>implementation of educational policy and contract award with the federal<br>government of Nigeria.</p><p>Nigerian since the early 80s has been confronted with magnitude of<br>educational problems. This problem in brief include low priority accorded to<br>inspection Un-wanted interference in the school administration by the political<br>leaders, multiplication of school with few inspectors, refusal to implement the laid<br>down plan and poor financial management practices, Nigeria therefore has been<br>battling with how to achieve its major educational objectives. These objectives<br>1<br>14<br>14<br>include improving educational standard, quality assurance and reformation of the<br>federal and state inspectorate of education. It has not been easy for Nigeria to<br>realize the above objectives some of the factors responsible for this are poor<br>performance because of the following reasons: Unwillingness of stake holders in<br>education to enforce innovation due to political instability, misplacement of<br>priorities, shortage of basic infrastructural amenities and utilities and problem of<br>qualified personnel government use due process policy and implementation<br>mechanism to address a number of issues. Including budget implementation<br>service delivery, quality assurance, reformation of the inspectorate of education<br>and several developmental concerns.</p><p>Due process started by the budget monitoring and price intelligence unit<br>under madam Obiageli Ezekwesili 2007. Anumber of new rules and standards have<br>been put in place by the inspectorate while there have been effort at sensitizing the<br>state branches of the federal inspectorate of the education. The prime objective of<br>the Due process is to harmonize and update all the federal and state inspectorate of<br>education policies and practices on inspection. Also to strictly enforce the Due<br>process principles of transparency, in other to ensure efficient and integrity based<br>monitoring of the implementation of FIS and SIE guide line with Due process<br>principles.<br>15</p> <br><p></p>