ABSTRACT: This research is aimed at findings out the trend of entering from primary school to secondary school in Abor (Umuavulu) in Udi L.G.A from 1991-1999. In order to achieve the objectives of the research 3 analysis mere carried out. The population sampled consists of annual enrolment figure from primary – secondary school in the local government area. The investigation covered at least 5 primary schools to 2 secondary in Abor town (Umuavulu).From the data analysis performed findings were made which confirm that there is yearly decrease in the enrolment of both male and female student’s population from primary schools to secondary schools.Chapter five summarized the work with findings, a recommendations and suggestion from primary to secondary- school enrolment to be increase.
TABLE OF CONTENT
CHAPTER ONE
CHAPTER TWO
2.0 Literature review
CHAPTER THREE
3.0 Methodology
CHAPTER FOUR
4.0 Data analysis
CHAPTER FIVE
CHAPTER ONE
INTRODUCTION
Educationally projection means the act of planning a head (in future time) for youths i.e young people through the process of reads, social activities, interaction, welfare, socialization etc. by the help of the parents, private sectors, governmental sectors, so as to enhance the betterment of the society.
While school enrolment is the acts of numbering students and various groups of different classes i.e SSI – SSIII or JSI – JSIII.
To ensure a solid foundation and economic viability of the future, academic excellence must be mentioned. It is imperative for the government of any country to embark on a long-term projection of youth enrolment at all levels of education.
It is disheartening to note that illiterate parents or youths contribute to poor enrolment in some areas of the state. Some of the poor and illiterate parents or youths see education as a waste of time and as such encourage their wards (talents) to abandon. school; in favour of business. Such parents (youths) tend to view education as offering little or noting to make life meaningful. They forget that education of individuals and the state in general.
However, the importance of education can neither be undermined nor overemphasized. Education as a transformation tool, may be informal, formal or semi-formal. It involves acquisitions of knowledge, skill power talents intelligent, the development of character and mental powers.
Formal education inculcates discipline, self respect and confidence, a willingness to accept instructions from others, a recognition that one cannot expect to have one’s way all the time.
Secondly, secondary education involves the took of providing conditions that facilitate development of the youths. In general, the task is to help pupil’s move from preconventional level to post conventional level, form there to conventional or emerging conventional level of development in both social and moral understanding and moral up-bringing to the betterment of society.
Thirdly, history has shown that no-nation can develop to the units of its potential (kinetics) unless the educations of the younger ones or youths are given priority attention. Education is one of the most endearing legacies, which a nation can give to the succeeding generations.
In Enugu state, education is recognized as a weapon against ignorance and poverty. It is a means of raising one’s social status and standard of living. It is also a basis for a prosperous nation. A nation without education is regarded as endless nation. the secondary schools should be well staffed or equip with the best teachers who will impact knowledge and refinement which will help item perform in tertiary schools (university).
In addition to help a youth or youths grow in social and moral reasoning a teacher must understand his or their developmental characteristics. For instance, he must learn to help the youth identify his talents. Secondary educators have traditionally supported parental involvement in youth education by this position after receives more of lip service than it does in action. the idea that parents should join with professional educators in educational process is a lofty one for it is implements would enhance pupils performance.
Moreover, secondary educators should have a basic (fundamental) role to the growth of our secondary school students and also provide an opportunity to seek truth and intelligence to operate freely in vital development. For instance, pupils learn and emulate a lot from their teachers especially, from primary school as well in secondary school. Therefore teachers should be of good character to ensure that they lay good foundation for good upbringing of their youths or pupils.
Modern (recent) education in Nigeria data back to September 184 with the arrival of at Badagry – Lagos of the Rt RV. Thomas Birch free man and Mr. and Mrs. William de craft of the webley missionary society. The church missionary society (C.M.S) which was destined to played predominant role in the development of education in the country was narrowly between in the race of Christian faith in the country.
The local committee of the CMS in Sierra Leone had appointed Mr. Henry Townsend to go to Abeokuta to collect information of the possibility of establishing missionary work in Nigeria. Townsend arrived at Badagry on 19th December 1842 and after ten days left for Abeokuta, arriving on 4th January 1843. Freeman had visited Abeokuta on 11th December 1842 and spent ten days before returning back to Badagry on Christmas even to find Mr. Townsend, who had come on a similar mission.
Rev. Samuel Ajayi Crowtter and the Rev. C.A. Gollmer established the Yoruba mission at Abeokuta. In fact, the aims of those Christian missions were generally the bible and the plough (this was the famous slogan from the memorable statement of Thomas Buxton; “it is the bible and the plough that must regenerate Africa). This is in addition to the development of the local languages and identification and training of evangelical leaders. The missionaries, his wife, and their assistant could teach only if the children (students) had been induced by gifts. At other times, the parents demanded money for allowing their children to go to school.
So, after and done, boarding school aimed at all round of education was more successful s as to educate, enlight students for their future.
Whatsoever is the case, it is universally accepted that secondary school is the second phase of a societal educational system. In the early days of secondary education at Abor Udi, the yard slide for enrolment of a pupil was the child’s (student) ability to read and write IQ, intelligence, understanding, years intervals e.t.c So years after, the trend changed irrespective of the year, capability as an entry requirement into secondary schools.
Secondary education in Abor Udi and Nigeria generally can linked with the advent of western education, which started formerly in the 19th century (1840s). The administration of education in the different part of Nigeria was in the hands of different authorities. The education ordinance no.3 of 1987 was applicable only in Lagos and not in its protectorate of Southern Nigeria but there was no education law, in respect of the protectorate of the Northern Nigeria.
Even in the area where the ordinance or the proclaimation was applicable, the missions were free to purse their own policy without the intervention of the government on condition that they did not ask for grants.
The 190s ordinance set up a provincial education administration, that there was provision for the appointment of a director of education inspector of school, teachers and education officers. One important provision in the colonial education system was the classification of the schools for the purpose for granting aids according to (Taiwo 1980) as follows:
The educational policy in the period was increases by participation of government in providing school education, the encouragement of local communities and voluntary agencies in providing schools, the quality and training of teachers, better school buildings ie conducive class rooms and more equipment, technical and agricultural education and adaptation in education. Again, government stills condition by award of grants.
The policy of expanding school education was generally supported by the chief and the people. There was a time when an offer of a school was ridiculed and spanned. But conditions had changed, people within themselves began to ask for schools when government made an offer of a school, it was accepted with the practical demonstration of generous subscription government or private schools increased rapidly especially – the central and eastern regions or provinces and increased number of mission were put on the list of assisted schools.
EXPANSION IN EDUCATION
In 1951, the department of education implemented an educational policy for the whole country and came to the following conclusions.
“While universal secondary education is one of the essential aims of educational policy, it is not the only aim or an urgent necessity. the present policy while recognizing the desirability of universal secondary education wisely refrained from attempting and estimate as to when it can be achieved but equally, wisely proceeds on the assumption the first step towards its consummation is increase the resources – available and the provision of tertiary – education and teachers (lecturers).
At the same time, a considerable investment in technical education has been made in the hope that it will aim towards an increase in the country’s productivity and hence in it’s wealth. They policy of expansion was a scheme to enhance free secondary (primary) education, which started in January 1955 and would be compulsory. Existing schools would be expanded and new schools established in the ratio of 60% by the native authorities and 40% by the voluntary agencies.
QUANTITY AND QUALITY OF SECONDARY EDUCATION
The eastern region (Abor-Udi) ere achieving quality secondary education through their respective universal secondary education programmes but were becoming apprehensive of teaching effect of the programme delusion of staff, automatic promotion, wastage or and high cost of programmes. The main emphasis of the development programmes in secondary education was on teachers with a view of quality of work in the school with the successful operation of the universal free secondary education ie. Scholarship scheme launched in 1955, the secondary school population which was about 1.3 million was being expected to rise to about 1.5 million in 1966 – 1967.
The commission gained the general impression of falling standard in secondary education and examined critically the various courses suggested by witnesses.
i. Preponderance of untrained teachers on the staff of the schools.
ii. School headship being held by grade III or uncertificated teachers
iii. Untrained teachers teaching secondary school (J.S.S.1).
TEACHER-PUPIL RELATIONSHIP.
The work of the classroom teacher does not stop at giving information to youngsters. It involves the task of helping the student to make worth while and satisfying adjustments to school worth, to school groups and to occupations. If these may not make appreciable progress towards his learning. Since the main task of the teacher is to get the student to learn, it is his duty also to remove obstacles to learning. A teacher who cares less about the adjustment problems of his student may never succeed in make the acquired worthwhile learning.
PROBLEMS OF SECONDARY EDUCATION OF ABOR (UDI)
Secondary education has faced and would-continue to face many problems. As a local government in a rural (urban) areas, the system or educational system face multidimensional problem raging from teachers, curriculum and supervision finance and infrastructure to that of education imbalance (wealthy parents send their children to model secondary schools). These are the major issues, which have imparted upon the quality and quantity of secondary-education in the local government.
The system suffers from illness of informed and misplaced criticisms. Some critics see it as a colonial system that is perpetrated by the agents of imperialism. Others say it is a British s
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