POLICY IMPLEMENTATION AND ACHIEVEMENT OF QUALITY EDUCATION
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- NGN 3000
ABSTRACT
In many developing nations of the world, Nigeria not an exception, education is regarded as one of the major wheels for achieving notable development. Government over the years has formulated a number of policies aimed at developing education at all levels (primary, secondary and tertiary ). While some policies succeeded, others failed due to poor implementation. The aforementioned fact prompted this research work titled ‘Policy implementation and achievement of quality education: A study of public secondary schools in Kosofe Local Government of Lagos State’. Policies examined in this study include; curriculum development policy, teachers’ recruitment policy, students/teacher ratio policy, teachers’ welfare policy, supervision/monitoring policy, among others. Survey research design method which involved self- designed questionnaire in collecting data from 120 participants was used for the study. Relevant literature were reviewed to bring out prominent issues on the subject matter of this research work. The information for the study was gathered through primary and secondary methods of data collection. Frequency units and percentages were used to analyze the background and to answer research questions while chi-square was used for hypothesis testing. The study revealed that educational policies were not adequately implemented due to some factors which included inadequate fund , insufficient educational facilities, inadequate qualified teachers, political instability among others, though the policies were formulated to instill certain skills in students for individual’s sake and societal development. The study recommended that government should invest heavily in education by providing adequate and well equipped classrooms and laboratories in learning environment as well as ensuring proper maintenance of equipment and facilities in schools with regular and effective monitoring . The study also recommended the inclusion of social and democratic values along with psychomotor competencies in the curriculum among others.
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