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Roles of Educational Agencies in

Nigerian Educational System
July 2009
July 2009
In book: Educational Management: Theories and Tasks
(pp.165 – 180) · Publisher: Macmillian Nigerian
Publishers Limited

Authors:

Femi Sunday Akinwumi

University of Ibadan

Adepoju Lanre
Obafemi Awolowo University

Citations (3) References (5)

Abstract

In the process of ensuring that educational policies

and programmes are successfully formulated and
implemented at the national, state and local
government levels, educational bodies and
agencies were established by government. These
bodies and agencies were established by the
Federal Government to assist the Federal and State
Ministries of Education to oversee the operations of
educational practice at the three levels of education
in the country.

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160 Educational Management: Theories and Tasks

Contents
Preface…………………………………………………………………………………………. ix
Notes on contributors…………………………………………………………………………… x

PART 1: PLANNING AND POLICY

Chapter 1
Strategic Planning at the School Level
Akinsolu, A. O. and Ojedele, P.K. ………………………………………………… 1 – 11

Chapter 2
Introduction to Educational Planning
Ayeni. A. O. ..…………………………………………………………………………..…. 12 – 3
Chapter 3
Problems and Issues in Higher Education in Nigeria
Ojedele, P. K. and Fadokun, J. B. ………………………………………………………… 32 – 49
Chapter 4
Efficiency of Education
Ajayi, I. A. .………………………………………………………………………..……… 50 – 63

Chapter 5
Educational Systems Analysis
Ayodele, J. B. .………………………………………………………………………..……. 64 – 89
Chapter 6
Basic Concepts in Educational Planning and Administration
kunamiri, P O. , lbiam, N. and Okunamiri, M. C. ………………………………………… 90 – 109

Chapter 7
Strategic Planning: Development, Implementation and
the Role of University Administrators
Babalola. J. B. ... …………………………………………………..…….. …………. 110 – 129

Chapter 8
School Mapping and Facilities Analysis
Oyebade, S. A. ………………….……………………………………………….. 130 – 151

PART II: ORGANIZATIONAL STRUCTURE

Chapter 9
Principles of Educational Administration
Jaiyeoba, A. O. .………………….…………………………………………………….. 155 – 164
Chapter 10
Roles of Educational Agencies in Nigerian Educational System
Akinwumi, F S. and Adepoju, T. L. ..………………….……………………………… 165 – 180

161 Educational Management: Theories and Tasks

PART III: LEADERSHIP AND MOTIVATION

Chapter 11
Managerial Behaviour in Educational Organizations
Fasasi, Y. A. ..………………….……………………………………………………... 183 – 194
Chapter 12
Motivational Principles and Practice
Babalola, J. B. ......………………….……………………………………………………. 195 – 236

Chapter 13
Leadership for Organizational Effectiveness
Chike-Okoli, A. ......………………….…………………………………………………. 237 – 250
Chapter 14
Accounting for School Management
Odetayo, T. A. ......………………….………………………………..………………. 251 – 280

PART IV: COORDINATION AND CONTROL

Chapter 15
Educational Budgeting
Akinsolu, A. O. .....………………….…………………………………..………………. 283 – 303
Chapter l6
Office Management and Record Keeping
Babayemi, B. A. .....………………………………………………………..………………. 304 – 322
Chapter 17
Practicum on Administration of Personnel in Education
Arikewuyo, O. M. and Adegbesan, S. O. …………………………………..………………. 323 – 337

Chapter 18
Instructional Evaluation and Accountability
Onuka, A. O. U. ....………………….…………………………………..………………. 338 – 353
Chapter 19
Management of Primary and Secondary Education
Oladipo, S. A. ....………………….…………………………………..…………………. 354 – 376

PART V: TASK AREAS

Chapter 20
Career Management in Education
Emetarom, U. G. ...………………………………………………………..………………. 379 – 395
Chapter 21
Career Development in Educational Management in Nigerian Universities
Okey. Stella-Maris and Tabotndip. J. E. ....……………………………………………. 396 – 405

162 Educational Management: Theories and Tasks

Chapter 22
Career Development in Educational Management
Asiabaka, I. P. ...………………….………………………..……..…………….... 406 – 427
PART VI: CHANGE MANAGEMENT
Chapter 23
Change Management in Education
Bassey, S. U. ……………………………………………………………………………. 431 – 459

Chapter 24
Change Management
Oredein, A. O. …………………………………………………………………………. 460 – 469
Chapter 25
Managing Change in Education
Ajimba, C. N. …………………………………………………………………………. 470 – 485

Chapter 26
Change and Innovation Processes in Formal Organizations
Fadipe, J. O. and Adepoju, T. L. ………………………………………………………… 486 – 516

PART VII: DECISION-MAKING MANAGEMENT

Chapter 27
Decision-making Management in Education
Chike-Okoli, A.. ………………………………………………………………………….. 519 – 532
Chapter 28
Decision-making Management in Education
Ogunyejo, O. T...……………………………………………………………………….. 533 – 552

Chapter 29
Decision-making Management in Education
Amadi M. N. …………………………………………………………………………. 553 – 567
Chapter 30
Decision-making Management in Education
Okeke, F. N. ………………………………………………………………………...... 568 – 586
PART VIII: RESOURCE MANAGEMENT
Chapter 31
Resource Management in Education
Ekundayo, H. T. ……………………………………………………………................. 589 – 598
Chapter 32
Resource Management in Education
Adetoro, J. A. ……………………………………………………………..................... 599 – 613

163 Educational Management: Theories and Tasks

Chapter 33
Resource Management in Education
Oruka, A. O. U. …………………………………………………………..................... 614 – 626
PART IX: STAFF AND STUDENT MANAGEMENT
Chapter 34
Human Resource Management in Education
Emechebe, S. N. ……………………………………………………………................. 629 – 645

Chapter 35
Human Resources in Educational Management
Tabotndip. J. E…………………………………………………………….................. 646 – 658
Chapter 36
A Prospective Catalyst to Qualitative Human Resource
Development in Nigerian Institutions
Yepwi, B. A. ……………………………………………………………...................... 659 – 668

Chapter 37
Human Resource Management in Education
Adeyemi, T. O. …………………………………………………………….................. 669 – 693
Chapter 38
Human Resource Management in Education
Uche, C. M. ………………………………………………………………..................... 694 – 716
Chapter 39
The Concept of Human Resource Management (HRM) in Education
Oku, 0. 0. ……………………………………………………………......................... 717 – 731
Chapter 40
Managing Students at the Departmental Level in Tertiary Institutions
Archibong, I. A. …………………………………………………………….................... 732 – 738

PART X: STANDARD (QUALITY) MANAGEMENT

Chapter 41
Quality Management in Education
Emenalo, F. C. ………………………………………………………….................... 741 – 759
Chapter 42
Quality Management of University Education in Nigeria
Awe, A. B. …………………………………………………………........................... 760 – 786

Chapter 43
Classroom Management in Education
Arogundade, B. B. …………………………………………………………................ 787 – 796

164 Educational Management: Theories and Tasks

Chapter 44
Classroom Management in Education
Atanda, A.I. …………………………………………………………......................... 797 – 811
Chapter 45
Classroom Management in Nigeria
Ekere, S. C. O. ………………………………………………………….................... 812 – 830

PART XI: WORKLOAD MANAGEMENT

Chapter 46
Workload Management in the School System
Zwalchir, L. and Buenyen, H.
N. ………………………………………..………………………………………….. 833 – 838
Index ………………………………………………………….................................... 839 – 845

165 Educational Management: Theories and Tasks

Chapter 10

Roles of Educational Agencies in Nigerian

Educational System
Akinwumi, F. S. and Adepoju T. L

Abstract

In the process of ensuring that educational policies and programmes are successfully formulated
and implemented at the national, state and local government levels, educational bodies and agencies
were established by government. These bodies and agencies were established by the Federal
Government to assist the Federal and State Ministries of Education to oversee the operations of
educational practice at the three levels of education in the country. The educational bodies and
agencies include the following:
 National Universities Commission (NUC)
 National Teachers' Institute (NTI)
 Nigeria Educational Research and Development Council (NERDC)
 The West African Examinations Council (WAEC)
 Joint Admissions and Matriculation Board (JAMB)
 Federal Ministry of Education (FME)
 State Ministries of Education (SME)
 Universal Basic Education Commission (UBEC)
 State Universal Basic Education Board (SUBEB)
 National Examinations Council (NECO)
 National Commission for Colleges of Education(NCCE)
 National Board for Technical Education (NBTE)
 National Council on Education (NCE)

166 Educational Management: Theories and Tasks

National Universities Commission (NUC)

The National Universities Commission was established in 1962 as an advisory agency in the
Cabinet Office. However, in 1974, it became a statutory body and the first Executive Secretary, in
the person of Prof. Jibril Aminu was then appointed. The National Universities Commission (NUC),
is a parastatal under the Federal Ministry of Education (FME).

In its over 44 years of existence, the Commission has transformed from a small office in the
Cabinet Office to an important arm of government in the area of development and management of
university education in Nigeria.

The main functions of the Commission are outlined as follows;

(i) Granting approval for all academic programmes run in Nigerian Universities;
(ii) Granting approval for the establishment of all higher educational institutions offering degree
programmes in Nigerian Universities
(iii) Ensuring quality assurance of all academic programmes offered in Nigerian Universities;
and
(iv) Channeling of all external support to the Nigerian universities.
The Commission has five departments as well as the Office of the Executive Secretary. Each of the
departments is headed by a Director, while all the units in the office of the Executive Secretary
report directly to the Executive Secretary.

The Commission has recorded successes since its inception. These successes can be attributed to
the quality of leadership, dedication and commitment of the staff, the quality of its Board members,
co-operation received from Universities and support from the Federal Government.

As a co-ordinating body, the Commission ensures it discharges its responsibilities by recruiting

adequate and relevant man power and appeals to the Universities for their sustained support and
understanding. The Commission also relies on support from the Federal and state Governments as
well as other stakeholders in its efforts to improve on the quality of tertiary education and graduates
of the nation's university system

167 Educational Management: Theories and Tasks

National Teachers' Institute

The National Teachers' Institute was established in 1976 to, among other things; provide in-service
education for teachers through the Distance Learning System (DSL). As stipulated in Decree No. 7
of the then Federal Military Government of Niger (1978), the institute is charged with the duty of
providing courses of instruction leading to the development, upgrading and certification of teachers
as specified in the relevant syllabus using the Distance Education techniques.

Following the decree, the Institute has run programmes in retraining and upgrading of unqualified
primary school teachers and also refresher courses for teachers in Teacher Training Colleges
(Akinwumi and Ojedele, 2007). In continuation of this assignment and as a result of government
intention to make Nigeria Certificate in Education the minimum qualification for all categories of
teachers in Nigeria, the NTI decided to embark on the Nigeria Certificate in Education Programme
(N.C.E) by Distance Learning System (DLS).

Resources

The NTI has, to her credit, a standard conference centre, a moderately equipped resource centre, a
well-equipped printing department with desk top publishing facilities, field and study centres in
each state of the Federation and Abuja and a large-size computer centre. The existence of this centre
facilitates the typesetting and printing of the Institute's course books and the processing of students
records and examination results by computer.

Media and Method

For now, tuition is delivered by correspondence, that is, through printed text. Teaching materials are
in the form of self-contained instructional materials, well- structured and properly sequenced to
make reading orderly and systematic. Text material is supplemented with face-to-face Text material
is supplemented with face-to-face contact session, featuring lectures, practical, for the students
concerned, tutorials for all students, answering students’ questions and marking their assignments.
These contact sessions are designed for the weekends and school vacations. Recorded audio/video
cassettes are also made available as support materials to students.

168 Educational Management: Theories and Tasks

Nigerian Educational Research and Development Council (NERDC)

The Nigerian Educational Research and Development Council (NERDC), was first named the
Nigeria Educational Research Council (NERC). The NERDC came into limelight following its
sponsoring of the first National Conference on Curriculum Development from 8 to 12 September,
I969. It is now common knowledge that the proceeding of this conference compiled by NERDC and
titled "A Philosophy for Nigerian Education eventually formed the basis for the National Policy on
Education (NPE). However, before its transformation, the then NERC had been on ground as a
committee of experts in the Federal Ministry of Education as far back as 1964, even before the ]
then Chief Federal Adviser on Education, the late Chief S.O.Awokoye, started planning the
conference through around 1966. The Nigerian crisis of 1966 and thereafter put the planned
conference on hold till the committee or NERC was resuscitated in January, 1969.

At the conclusion of the conference, it became both necessary and expedient to formally set up the
NERC by giving it a statutory stature so as to facilitate and enhance the implementation of the
major recommendations of the curriculum conference. Thus, Decree No. 31 of August, 1972 was
subsequently promulgated to give legal backing to the establishment of NERC. Based on this
decree, the council was given the mandate to:

 Encourage, promote and co-ordinate educational research programme carried out in Nigeria;
 Identify periodically such educational problems as are mostly in need of research and to
establish the order of priority thereof;
 Encourage research into educational problems, and for that purpose to undertake,
commission, co-operate in and finance projects as it thinks appropriate;
 Sponsor such national or international conference as may be relevant to its functions;
 Maintain relationships with corresponding educational research bodies in Nigeria and in
other countries;
 Assemble, maintain and extend a collection of books and publications and maintain such
facilities, including facilities for reading, microfilm reading and micro-copying, and so on.

The Board of the Council has an executive secretary and a chairman, with membership drawn from
the universities, Ministries of Educational Nigerian Conference of Principals of Secondary Schools
(ANCOPSS), the Nigeria Union of Teachers (NUT), and so on.

169 Educational Management: Theories and Tasks

The activities of the council after its formal establishment following the successful conclusion of
the 1969 National Curriculum Conference centered on the interpretation and implementation of its
major recommendation. The resulting workshops and seminars embarked upon by the council in
this regard contributed ultimately to the formulation of the National Policy on Education in 1977
(NERDC, 1980; 141 – 154).

Other activities include, the production of pre-primary and primary education materials, teacher
education materials, mounting of orientation courses in the use of these materials for teachers,
development of secondary education curricula in different subjects and research in various areas of
education. The council also compiled a register of researches all Over Nigeria in 1984.

In 1987, three hitherto separate bodies under the FME; (the National Language Centre, the National
Book Development Council, and the Comparative Education Study and Adaptation Centre
(CESAC), were merged with the NERC in an effort to streamline their activities and avoid
duplication of programmes. A new body, the Nigerian Educational Research and Development
Council (NERDC) with headquarters at Sheda Abuja, emerged. In the new arrangement, each of the
four constituent bodies became a Directorate under the common umbrella of NERDC, the functions
of which were consequently expanded to include, among others, the following:

 Conducting research on specific aspects of the Nigeria education system at all levels;
 Developing curriculum and instructional materials for pre- primary, primary and secondary
school education;
 Language development; and
 Book development.

This merger was, however, not given legal teeth until in I988 when the Nigerian Educational
Research and Development Council Decree (Decree No.53 of 1988), was promulgated.

So much work has been done and is still being carried on by NERDC that it will take volumes to
catalogue them. Suffice it to say that the Council has been at the forefront in the co-ordination and
initiation of reforms and innovations in school curricula and other important areas of the
educational system.

170 Educational Management: Theories and Tasks

West African Examination Council (WAEC)

The West African Examinations' Council, is a non-profit making organization, with its headquarters
in Accra, Ghana. It was established in 1952 after the governments of Ghana (then Gold Coast),
Nigeria, Sierra Leone and Gambia enacted the West African Examinations Council Ordinances in
1951. Liberia became the fifth member of the Council in 1974.

The enactment of the Ordinances was based on the Jeffrey Commission Report, which strongly
supported the proposal for the setting up by a ]regional examining board to harmonise and
standardise pre-university assessment procedures in the then British West Africa.

The main objectives of the Council are:

1. To conduct examinations in the public interest

2. To award certificates, provided that the certificates did not represent lower standards of
attainment than equivalent certificates of examining authorities in the United Kingdom.

In Ghana, WAEC is responsible for several examinations. The main ones are the Basic Education
Certificate Examinations (BECE) for Junior Secondary Schools and the Senior Secondary
Certificate Examinations (SSCE) for Senior Secondary Schools.

The results of the BECE are released in August to enable successful and qualified candidates to
enter Senior Secondary Schools and Technical Institutions at the beginning of the academic year in
September. The result lists are sent to the participating schools, while each candidate receives a
statement of results through his/her school.

The SSCE Results are released 3 months after the, conduct of the examination, that is,
November/December, for the School Examinations and February for the Private Candidates
Examinations. Results sheets showing the result of the examinations, as a whole for each school are
forwarded to participating Schools for release. In addition, statements of results for individual
candidates are sent for collection by candidates. Each private candidate is sent a statement of result
for his/her performance in the examination without fee or application. Candidates can also access
results on the WAEC website using a special scratch card which can be purchased from designated
vendors across the country.

171 Educational Management: Theories and Tasks

Joint Admission and Matriculation Board (JAMB)

The legal instrument establishing the Board was promulgated by Decree No.2 of Federal Military
Government on 13th February, 1978. By August 1988, the Federal Executive Council amended the
decree which has since been codified as decree No 33 of December 7th 1989. The amended decree
now empowered the Joint Admissions and Matriculation Board to:

(a) conduct matriculation examination for entry into all Universities, Polytechnics and
Colleges of Education (by whatever name it is called in Nigeria);
(b) appoint examiners, moderators, invigilators, members of the subject panels and committees
and other persons with respect to matriculation examination and any other matters
incidental thereto or connected therewith;
(c) place suitably qualified candidates in the tertiary institutions after taking into account;
(i) the vacancies available in each tertiary institution,
(ii) the guidelines approved for each tertiary institution by its proprietors or other
competent authorities, the preference expressed or otherwise indicated by the
candidates for certain tertiary institutions and courses,
(iii) such other matters as the Board may be directed by the Honourable Minister to
consider or the Board itself may consider appropriate in the circumstances.
(d) collate and disseminate information on all matters relating to admissions into tertiary
institutions or any other matter relevant to the discharge of the functions of the board;
(e) carry out other activities as are necessary or expedient for the full discharge of all or any of
the functions conferred on it under or pursuant to this decree.

From its inception in 1978, the JAMB successfully performed its functions with respect to
admissions into universities until 1988 when other developments in tertiary education made it
necessary for it to expand its original mandate. Prompted by a desire to standardise and make
uniform the admission processes into all tertiary institutions in the country, Government in August
1988, directed JAMB to start conducting matriculation examinations for entry into all polytechnics
and colleges of education, in addition to the universities. Even though this apparent amendment to
Decree No. 2 of 1978 was yet to be codified, the first of these examinations was conducted into
only federal colleges of education in July 1989.

172 Educational Management: Theories and Tasks

Shortly after, on 7 December, 1989, Decree No. 33 was promulgated to repeal Decree No. 2 of
1978 and to incorporate the expanded functions of the Board. Decree No. 33 of 1989 vests in the
Joint Admissions and Matriculation Board the responsibility for the

 General control of the conduct of matriculation examinations for admissions into all
universities, polytechnics and colleges of education in Nigeria;
 Placement of suitably qualified candidates in the tertiary institutions, taking into
consideration such varieties as availability of vacancies in each tertiary institution, the
guidelines approved for each tertiary institution by its proprietor or other competent bodies,
candidates preferences and courses and such other variables which the Minister (of
Education) or the Board itself may consider appropriate;
 Collection and dissemination of information on all matters relating to admission into tertiary
institutions or to any other matter relevant to the discharge of the functions of the Board.

Subsequently, in June 1990, another selection examination was conducted by the Board; this time
for all federal and state polytechnics as well as federal colleges of education. The state colleges of
education were granted exemption for that year. By 1991, however, the Board began to execute its
mandate in full. In other words, JAMB has since 1991, been conducting two examinations annually;
these are:

 the Universities Matriculation Examination (UME); and

 the Matriculation Examination to all Polytechnics and Colleges of Education in Nigeria.

The Universities Matriculation Examination (UME) used to be known as the Joint Matriculation
Examination (JME) until the introduction of Matriculation Examination into the Polytechnics and
colleges of education.

The results of JAMB examinations are usually never categorised into pass or fail. Rather, there are
the so-called out-off marks of admission, fixed for each course in each university, based on the
preference of candidates applying for each course as well as the places available for it. The staff
competition that is involved in university admission in Nigeria is aptly illustrated in the figures for
the 1990 exercise. In that year, a total of 233,531 applications were received by JAMB, whereas
only 33,064 places were available in all the 21 federal and 9 state universities in the Country then.
The same situation obtains in the polytechnics and colleges of education admission.

173 Educational Management: Theories and Tasks

The issue of limited university places and how to equitably share out those spaces to as many
qualified candidates as possible led to the introduction of the highly controversial "quota system
into JAMB admission procedure. For example, the approved guidelines, based on quota system, for
selection of candidates into available places in each Course in the federal universities as detailed in
a press statement by JAMB on the 1992 UME, stipulated the following sharing ratio:

 40% on merit;
 30% on the prescribed locality of each university;
 20% for educationally less developed (ELD) states; and
 10% for discretion (on the part of the university).

Composition of JAMB Membership

The Board is composed of members who are statutorily appointed by the Head of State (now
President of the Federal Republic of Nigeria), on the recommendation of the Minister of Education.
The membership is as follows:-

 a chairman and an executive secretary

 seven representatives from the universities;
 five representatives each from the polytechnics and the colleges of education;
 two representatives from ANCOPPS;
 one representative from the FME; and
 the Registrar of WAEC.

Federal Ministry of Education

The functions of the Federal Government in relation to education are carried out through the
Federal Ministry of Education and in collaboration with those of its agencies. The Federal Ministry
of Education is headed by a minister who is responsible for the formulation of policies and
decision-making in the ministry. While the head of the administration of the ministry is the
Permanent Secretary, at the head of the ministry's various units or sections are Directors. Such units
include the Higher Education Department, inspectorate; Examinations, and the Planning. Research
and Statistics (PRS) unit, and so on. According to the National Policy on Education (1998), the
Federal Ministry of Education is charged with the responsibilities for:

174 Educational Management: Theories and Tasks

(i) The determination of a National Policy on Education in order to ensure uniform

standard and quality control;

(i) Co-ordination of education practices in Nigeria,

(ii) Advisory services in respect to all levels of education below the university;

(iv) Federal Inspectorate Advisory Services to help improve and maintain standards;

(v) Planning and research on a national scale through PRS unit (department) of the ministry
Co-ordination of non-formal education including adult education, vocational
improvement centres, correspondence courses, and so on;

(vii) Co-ordination of educational services and programmes;

(vii) International co-operation in education;

(x) Co-ordination of national school examinations and relevant teacher examinations-

testing and evaluation;

(x) Establishment of a central registry for teachers; and

(xi) Prescribing minimum standard for education at all levels.

State Ministries of Education (SME)

State Governments play an intermediate role in the provision, management and control of education
in the country. They perform this role through the agency of the Ministry of Education and other
bodies at the state level. The state Ministry of education is headed by a commissioner appointed by
the State governor. The Commissioner is responsible for the formulation of policies and decision-
making in the ministry. The head of administration in the Ministry is the Permanent Secretary. At
the state ministries of education are various sections or departments such as: the Higher Education,
the Inspectorate, PRS, and so on.

In the National Policy on Education guideline, the functions of the SME are outlined as follows:

(i) Policy control and administration of education in the primary and secondary levels at
state level;

(ii) Planning, research and development of education at state level

(iii) Inspectorate services to improve and maintain standards through regular 'school
inspection and supervision;

175 Educational Management: Theories and Tasks

(iv) Provision of educational services;

(v) Co-ordination of the activities of school boards and /or local education authorities;

(vi) Examinations, particularly certification of primary school teachers, testing and

evaluation;

(vii) Establishment of state registries of teachers;

(vii) Preparing educational development plans for the state taking into account the social,
economic and other needs of the state concerned.

In addition to all the above, some other related functions of the state government in relation to
education include:

 Supply of equipment and books to schools;

 Formulation of rules and regulations for the enforcement of discipline among staff and
students in the state school system;
 Awarding scholarships and bursaries to deserving students of the state;
 Conducting basic and applied researches for the improvement of the quality of education in
the state;
 Prescribing guidelines for the establishment of new primary and post-primary schools in the
state; and
 Educational financing as a joint-venture with the Federal and local governments, local
communities, parents and guardians, and so on.

Universal Basic Education Commission (UBEC)

By Decree No. 31 of 1988, the then Federal Military Government of Nigeria established the
National Primary Education Commission (NPEC). This Commission was later replaced by the
Universal Basic Education Commission (UBEC). Under the Act that established the Commission,
the functions of the Commission are outlined as follows:

(i) Prescribing the minimum standards of basic education throughout Nigeria;

(ii) Advising the Federal Government on the funding of primary education in the country:

(iii) Receiving the grants meant for primary education from the Federal government and
disbursing same to the appropriate bodies as stipulated under the Act;

176 Educational Management: Theories and Tasks

(iv) Consulting with State Governments in producing master plans for balanced and co-
ordinated development of primary education in Nigeria;

(v) Proposals for the basic national primary education curriculum and syllabus tailored to
meet the needs of the country:

(vi) Collating, analysing and publishing information relating to primary education in Nigeria;

(vii) Publishing a comprehensive list of primary school teachers in each state of the
Federation; and

(viii) Carrying out such other functions as may be directed from time to time, by the
President of the Federal Republic through the Federal Ministry of Education (Federal
Republic of Nigeria Official Gazette No.53, Vol. 75 (1988, 707-8).

It should be noted here again that since the NPEC has been scrapped, the UBEC has taken over the
responsibilities of the defunct NPEC. The scope of UBEC's operation has also been extended to
include the Junior Secondary Education level.

State Universal Basic Education Board (SUBEB)

At the state level is the State Universal Basic Education Board (SUBEB). It is a replacement of the
NPEC. The Board is headed by a Chairman with an Administrative/Executive Secretary as the
administrative head. The functions of the Board are as follows:

(i) Management of Universal Basic Education in the State;

(ii) Appointment, promotion and discipline of teaching and non-teaching staff, provided that
all matters relating to officers on grade level 06 and below may be delegated to the local
education authority;
(iii) Disbursement of funds provided to it from federal and state sources;
(iv) Posting and development of teachers, including inter-state transfer;
(v) Setting up an effective and functional supervisory unit;
(vi) Supervision of other units set up under the Board jurisdiction;
(vii) Providing guidelines on the establishment of new schools and new capital projects;
(viii) Retirement and re-absorption of teachers, subject to the prevailing policy of the state
government;
(ix) Approval of annual estimates and establishment of proposals from the local government
education authority;

Citations (3) References (5)

... The school must relate with the following

educational agencies for efficiency and
effectiveness. According to Akinwumi &
Adepoju (2009) "In the process of ensuring
that educational policies and programmes
are successfully formulated and implemented
at the national, state and local government
levels, educational bodies and agencies were
established by government. These bodies
and agencies were established by the
Federal Government to assist the Federal
and State Ministries of Education to oversee
the operations of educational practice at the
three levels of education in the country. ...

Schools Relationship with the Education

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The debate on mineral policy between the Canadian

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Mandating of state policies by agencies of the federal

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