SAINT MIENPAMO (REPORTS)
AN ADDRESS BY THE DIRECTOR AND CHIEF EXECUTIVE OFFICER, NATIONAL INSTITUTE FOR EDUCATIONAL PLANNING AND ADMINISTRATION (NIEPA), NIGERIA, ONDO, ONDO STATE, DR. PETER KOLAWOLE OJEDELE ON THE OPENING CEREMONY OF THE WORKSHOP ON RESPONSIBILITY AND ACCOUNTABILITY IN BASIC SCHOOL MANAGEMENT FOR HEADTEACHERS AND PRINCIPALS OF PRIMARY AND JUNIOR SECONDARY SCHOOLS AND SCHOOL SUPERVISION, MONITORING AND EVALUATION FOR SUBEB AND LGA OFFICIALS HELD AT EMMANUEL PLACE, YENAGOA ON MONDAY 3RD SEPTEMBER, 2012
The Nigerian Educational system is in a state of confusion and disarray as a result of inconsistencies, non-implementation of educational policies, corruption and corrupt practices perpetrated by the stakeholders. There has been a clarion call by all and sundry to re-examine and appraise the Nigerian Educational system in line with current trends.
In view of these challenges, Nigeria has attempted to reform their basic management and school supervision services to improve educational quality. This desire for reform is inspired by disappointment with the effectiveness of school management and supervision and by the recent trend towards more school autonomy. Indeed, the ability of schools to use their greater freedom effectively will depend to a large extent on the support services on which they can rely, while supervision may be needed to guide them in their decision-making and to monitor their use of resources.
There has been a paradigm shift in recent times. The Federal and State Ministries of Education have strengthened the inspectorate to make it functional. The focus is now on whole school evaluation. The earliest form of supervision was described as inspection. In the past, it was a common practice that once an educator becomes a supervisor or director of instruction he was referred to as inspector. The impression people have about supervision during this time was that the supervisor was responsible for making judgment about the teacher and not helping the teacher on how to teach in order to make the students learn well.
The supervisor’s recommendation to replace a teacher was carried out immediately. The reports of such visits were used to determine the teachers’ promotion or retention. There was no effort to improve the teachers’ knowledge or the teaching. Supervision was introduced to improve the quality of teaching and learning.
Supervision is tailored towards ensuring that the teacher follows the general guidelines as provided in the curriculum. There are follow-up activities that should be directed at the improvement of identified areas of teacher’s weakness. Supervision helps the teachers in terms of self discovery particularly in the area of improvisation and the use of modern teaching aids as a basis for improving teaching strategies; supervisors help to introduce teachers to a variety of audio and visual materials that help to facilitates good teaching.
In either case, supervision is necessary to find out the extent to which the objectives are met, assist workers by the efficiency with which any school organization can operate which depends largely upon its leadership and supervision practices in the school. This scenario demands that inspectors must have a good knowledge of modern supervision skills especially in matter relating to: effective supervision, quality assurance, community participation in quality assurance and organizing resources to support the achievement of goals and objectives of secondary education.
Furthermore, in order to make teaching and learning effective in our schools, managers of the school system should be made to take responsibility for their actions. Because teaching is a profession, schools are held accountable for its performance. It is in the light of these that head teachers and principals under Bayelsa State Universal Education Board will be facilitated on the rudiment of responsibility and accountability in school management. This is with a view of making the management of schools in the system to be more functional and more relevant to the learners.
NIEPA as an Institute that specializes in capacity building through training and re-training is organizing a five-day intensive workshop in collaboration with the Bayelsa State Universal Basic Education Board to Address the issues identified above in order to give the officials of SUBEB and LGEA the right focus and training that will inject modern supervision skills which will make them more effective and efficient in the discharge of their duties. The workshop themes are therefore,
1. School Supervision, Monitoring and Evaluation and
2. Responsibility and Accountability in School Management
The Institute unique participatory mode of training will be injected into the programme; with this, the three components for effective behavioral change namely: knowledge acquisition, skill acquisition and attitudinal change are put in place as the participants will be working and shopping all through.
I wish to appreciate the effort of the office of the Executive Chairman of Bayelsa SUBEB, for The confidence reposed in us to capacitate the education managers and inspectors in the State. We will not disappoint you.
Dr. Peter Kolawole Ojedele
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