QUESTION: A number of problems are said to be hampering effective inspection process in the Nigerian Educational system; discuss some of this problems and proffer workable solutions to them
1.1 Introduction
Education is gaining more prominence in the affairs of Nigerians more than ever before. It is seen as a way of answering so many questions and solving a myriad of problems. More funds are being committed to education both by the Governments and Private Citizens. There is therefore a greater demand for probity and accountability. The maintenance of standards and assurance of adequate measures of quality control are now the concern of all enlightened parents. The significance of school inspection and supervision has now come into the limelight.
School personnel remain one of the most significant resources in the school. Inspection and Supervision of the school personnel is central to the attainment of the goals and objectives of the school. The National Policy on Education (NPE) has highlighted in precise terms the objectives of educational inspection and supervision, which is; “to ensure quality control through regular inspection and continuous supervision of instructional and other educational services” (2014).
The main emphasis of inspection is on the improvement of learning and teaching activities in the school. It tends to critically examine and evaluate the school as a place for teaching-learning enterprise.
Inspection, because of its focus on monitoring and evaluation of academic performance and development in schools, is always carried out with the intention of maintaining and improving on the quality of learning of students. It tends to improve all factors that affect teaching and learning in our school system.
Inspection is always initiated by agents external to the school. These agents, called Inspectors usually from either the Federal, State or Local Government Inspectorate Services. As earlier mentioned, their focus is on monitoring, evaluating and facilitating the teaching/learning activities in schools. They also ensure that effective and appropriate teaching methods are used. Where deficiencies have been observed, they often recommend the use of remedial actions.
At the end of inspection visits, reports are usually written to detail identified strengths and weaknesses of the school with appropriate recommendations for improvement.
There are various definitions of Inspection and supervision made available by many schoolers in Education. There is the need to state some of them in order to bring out; the problems that cripple its effective conduct and suggest possible solution to it.
1.2 Definition of Inspection and Supervision
In the Oxford Advanced Learner’s Dictionary of current English, the word “Inspect” is defined as
a) “Examine carefully”
b) “visit officially to see that rules are obeyed, that work is done properly etc”.
There are several contributions with regard to the definition of the term inspection, these comes from many scholars, example according to Dodd (1968) inspection is a school learning process associated with a series of advice, in order to bring about improvement from an embodied report. Inspection affects the entire life of the school and this makes it collective in nature. Moreover, Ogelabi (1981) added that inspection is a critical examination and subsequent place of learning so as to make it possible for the necessary advice to be given for the purpose of improving the school.
On the other hand, Hornby (1995) and Nwaogu (1980) sees inspection as to examine something / somebody in order to detect the presence of something; to visit an institution officially to see that rules are obeyed, that work is done properly. Supervision is used to describe those activities which are primarily and directly concerned with studying and improving the conditions which surround the learning and growth of pupils and teachers. Nwaogu (1980) inspection is found to bringing about improvement in structure through working with people who work with pupils. Supervision is a process of stimulating growth and a means of helping teachers to help them.
According to Orenaiya et al. (2014), supervisors and inspectors in technical schools perform the functions of monitoring/overseeing/supervising and inspecting teachers and their teaching activities. Another point of view, inspection have been identified as crucial for the daily operation and function of the school system since they assess and record the performance of teachers, their ability and consistency in carrying out intellectuality, challenging teaching and the keeping of high quality records (Mortimore, 1998). Apart from that, Igwe (2001), supervision is a means of overseeing, directing, and guiding or to make sure that expected educational standards are met. De Grauwe (2005) opined that supervision is a key tool to ensure that all education staff respected the same rules and regulations and followed a similar programme. Effective supervision is based on identifying certain areas that if well supervised, would help to improve quality of technical college in Nigeria.
We should note that educational supervision focuses on changing the behaviour of staff for an improved performance. In most cases, it is internally arranged by the school head and at times assisted by other agencies and stakeholders. Supervision pays more attention to personnel and instructional delivery more than the pupils in the school. In other to enhance instruction, the role of the supervisors should be supportive, assisting, explanative, encouraging, guiding, advisory, improving and sharing rather directing.
1.3 Importance of Inspection
The Federal Inspectorate service of the Federal Ministry of Education is directly responsible for quality control and maintenance of standards in institutions below the tertiary level. Decree No. 16 of 20th August 1985 outlined its objectives to include:
1. To maintain minimum standards in education practice nationwide
2. To operate common system of education practice nation wide
3. To introduce classroom innovation
4. To achieve quality education in Nigeria
(Federal Ministry of Education, Draft Inspectors Handbook for Inspection of Educational Institutions in Nigeria. (FMEDIH. 2009)
According to Akinwumiju and Agabi in Isa and Jailani (2014), inspection is carried out specifically to ensure that minimum standards are maintained in the basic activities of teaching and learning. This in their view encompasses content coverage, resource provision, maintenance of discipline and keeping of statutory records and accounts. It also provides opportunities to access the challenges confronting the school and the level of success achieved in the pursuit of school goals. Tyagi (2010) outlines the followings as importance of supervision:
- To make sure that minimum standards are adhered to. The intention of this being to provide relative equal educational opportunity for all children by ensuring that set school standards are maintained.
- To provide a forum through which purposeful and constructive advice can be rendered for the sake of improving the quality of teaching in school through improvement of educational facilities.
- To make sure that prudence is maintained in the way and manner that public funds are spent in running the schools.
- To make available to the appropriate authorities true position of human and material resources as they concern the schools through inspection reports. Some of the issues under review here include availability of space, size of classes, state of facilities, staff strength and appropriateness of teaching qualification of teachers as well as the inspector perceptions of the other numerous difficulties that the school has to contend with.
- To stimulate and provide guidance in the display of desirable education practices while noting the various negative education practices.
- To provide a verifiable foundation upon which various courses of action can be initiated by the teachers and principal locally within the school, and the inspectors and government on a larger scale (Ojelabi, 1981)
1.4 Types of Inspection:
School inspection is up of three types according to (Bagiwa, 2021).
Namely; Full General Inspection, Follow-up Inspection and Advisory Visit.
Full General Inspection: This is a type of inspection, where by the inspection committee/panel from the Federal Ministry of Education, State Ministry of Education or Local Education Authority, which consist of personnel from different department of the said organization, such as Bursary, Inspectorate/Quality Assurance, Building Engineers, Health personnel etc, visit to inspect all the school system. They usually spend the whole day or even beyond for the exercise.
They usually:
- Access how the school operates in all aspects i.e. subjects taught, administration,
library facilities, co-curricular activities, boarding house and all school structures.
- Commending where commendation is warranted.
- Give advice on how to improve performance.
- Make recommendations followed up later with full report of the school.
Follow –Up Inspection
One year after a full general inspection is carried out in a school, Federal inspectors normally pay a follow-up visit to that school.
A Follow-up Inspection is aimed at:
- Finding out the extent to which the recommendations made earlier are implemented.
- Usually conducted after about two years of a full-general inspection
• providing the inspectors an opportunity to see the extent to which recommendations made during the full general inspection have been implemented; and
• obtaining feedback from the principal/head teacher about whatever difficulties he may have encountered in the course of implementing the recommendations.
During this kind of inspection, inspectors, who usually come in much smaller numbers, hold consultations with the staff on observations made on their work.
This type of inspection tends to be restricted to officers drawn from the nearest inspectorate office to the school.
Advisory visit
- Offers on the-spot advise to school head & teachers about how to improve teaching and learning.
- It is pastorals in nature & involves fewer inspectors.
- The inspectors, principals & teachers meet to discuss issues affecting the school & teaching.
- Though reports are written they are not as detailed as that of full general inspection. Schools are informed before such visits are made.
1.5 Commonly Examined Components Of The School System
During inspection, attention is often focused on a number of the aspects of the school system to ascertain standards. These include organizational structure, achievements, relationship with the immediate community and the public, curriculum delivery, information system and the school climate amongst others. Some of these components highlighted by Igwe (2001) will now be expatiated upon as follows:
(a) School organisation
This is the general arrangement of the human and material resources available in the school for the attainment of educational objectives. It is assessed during an inspection by evaluating the length of school year, length of school day, length of class periods, size of classes, student-teacher ratio, relative location of classrooms and other aspects of the school plant, enrolment in school, general school attendance etc, and the interrelationship among them.
(b) School Administration
This is the implementation and facilitation of the programmes and the management of the school resources for the achievement of the school objectives. It includes the examination of the issues which are related to Ministry of Education/Teaching Service Commission policies, meetings, self-evaluation, financial records and reports, internal accounting, auditing of funds, student boarding and/or transportation etc, school records and reports, philosophy, methods and objectives of the school, school community relationships, supervision of school work, supervision of curricular activities etc.
(c) Personnel
Assessment of school personnel includes the examination of number, qualification and certification of teachers, types of non-academic staff available, salaries, the qualification and leadership of the school administrator, present personnel policies of the Ministry and the Teaching Service Commission, In-service training programmes, teachers’ punctuality in school, regularity in classes etc.
(d) Pupils
Things to consider under the evaluation of pupils are issues related to admissions, attendance, health and sanitation, promotion, examination, progress reports, grading and reporting system to parents and other agencies, co-curricular activities, student records, discipline etc.
(e) Programmes of Studies
The focus here is the nature and quality or adequacy of the school programmes. This includes graduation requirements, curriculum and/or instruction, instructional materials including text books, guidance and counselling, libraries, laboratories, teacher’s teaching load, distribution of subjects, subject allocation, regularity of teaching, methods of classroom and or laboratory operations etc.
(f) Plant and Equipment
In assessing school plant and equipment, the following are taken account of: site, situation and location of school plant, construction of school plant, sanitation, ventilation and general hygienic conditions in the plant, equipment, lighting, administrative space, classroom space, space for co-curricular activities, maintenance services, security services etc.
(g) Other Item
In an ideal school inspection, some of the other areas that are examined include school-community relationship, community use of school plant, space for special programmes (music, art, physical education, community health centre etc) safety regulations, visitations, Parent-Teachers Association, Alumni Association etc,.
The above list is merely a collection of the type and nature of the issues examined in school inspection. It is by no means exhaustive. Furthermore, issues examined in school inspection may change from time to time depending on changing government policies. For instance, there was a time when inspectors went into schools to examine Education levy receipts. Now, we also go into schools to find out the number of students who have or have not paid school fees with a view to asking principals to send them out. These are ephemeral issues and their duration is determined by the posture/comfort of the government of the day.
1.6 Problems of Effective Inspection Process In Nigeria:
Many related literature was reviewed and come up with the following problems of inspection in Nigeria according to Ogoegbunam (2012):
1. Inadequate number of inspectors.
The duty of inspection is normally done by qualified personnel from either the state or federal ministry or other relevant agencies but most of the times these agencies are not well staffed to cater for the demand of inspecting the schools under their jurisdiction. This position was amplified by a research carried out by Ogunu (2000) who observed that in Edo State which had 1008 primary schools and 145 Secondary Schools, the entire staff involved in inspection in the Inspectorate Division of the State Ministry of Education were fifteen. It was further discovered that out of the 15 inspectors, only 6 had degrees in Education and none had specialized training in educational supervision. Inadequate number of inspectors is one of the most serious constraints militating against effective inspection of schools in Nigeria.
2. Inadequate funds for school inspection.
Inspection is a capital intensive programme, funds are needed to transport inspectors, facilities and equipment must be purchased, and most of the times this needed resources are not available, according Nwakpa, (2017) Inadequate fund for school inspection is a serious problem militating against effective school inspection in Nigeria. In related development, Nwakpa, (2017) conducted an interview with some key officers from zonal education quality assurance reveals that, there has been gross under-funding of education generally in Nigeria. Inadequacy of funds to run Inspectorate Services has almost completely paralyzed school inspection in Nigeria. Due to financial problem suffered in varying degrees by all Ministries of Education, touring advances are not always available to inspectors who therefore cannot travel as often as required for inspection, while the few available vehicles are not always in good condition due to acute shortage of funds.
3. Inadequate transportation Facilities.
At the core of inspection work is the need to travel from one location to another. Most of the times this process is being hindered as a result of shortage of transportation facilities like motorcycle, cars etc. Inspectors need transport to visit schools assigned to them. Mobility is often hampered because there are no available vehicles for use by the inspectors. Most of the inspectors interviewed confirmed that their transport claims for supervisory travels are never paid Nwapka (2017). Inspection visits to schools especially those ones in remote and far places therefore becomes very irregular.
4. Poor Implementation of Inspection Reports. Poor implementation of inspection reports as very serious impediment to the effectiveness of school inspection. Inspection reports no longer have the impact they used to have on school development because subventions to schools are no longer related to the finding of inspectors about the work of the schools. This is because school funding is no longer operated through the system of grants-in- aids. Inferior schools with mediocre teachers are therefore on the same funding basis with good schools with effective teachers Akinwumi (2002).
5. Inadequate facilities for inspection. For any inspection to be effective, infrastructures need to be put in place and also in workable condition. Information available from the various Inspectorate Units of Ministries of Education reveal that the inspectorate division lack adequate infrastructural facilities such as computers, photocopiers and even stationary to work with; the lack of these essential facilities would in no small measure hamper the efficient and effective maximization of the inspection process.
6. Inadequate Incentives and Motivation. This is one of the most serious problems militating against effective school inspection. In a research conducted by Nwakpa (2017) some answers generated from most of the inspectors when interviewed show that just like classroom teachers in Nigeria, they were never motivated to put in the best in them. Thus, they do the work of school inspection with negative attitude.
7. Inadequate training and experience in Educational Supervision. Inadequate trained and experienced inspectors pose a very serious problem against effective school inspection in Nigeria. It is quite unbelievable that in the 21st century, Nigeria is still operating school inspection with non-professionals that is staff without a degree in Educational Supervision. This finding is in conformity with Ogunu (2000) when he observed that in Edo State where 15 Inspectors were to inspect 1153 schools and only 6 had degrees in Education. This shows the high level of inexperience among the school inspectors in Nigeria.
8. Lack of in-service opportunity for training and retraining of inspectors.
This problem is a major constraint militating against effective school inspection in Nigeria. In-service programmes are rare commodities in Nigeria, especially in-service training programme with pay. Teachers only embark on in-service training programmes on their own expense during school vacations and it is not applicable to the school inspectors in the Ministry of Education. When inspectors do not update their knowledge it makes them not to abreast with up-to-date information to discharge their duties effectively.
9. Lack of executive power to implement the recommendations of the inspectors.
This constraint serious problem militating against effective school inspection in Nigeria. Since there is very low political will towards funding of schools in Nigeria, the recommendations of school inspectors are often mere academic exercise, their golden recommendations never saw the light of the day.
10. Lack of Commitment by the inspectors.
This problem is a very serious impediment to effective school inspection in Nigeria. Can unmotivated worker be committed to his job? The answer is capital No, can uncommitted worker be very productive? The answer is Capital No. On this premise, one can see why school inspectors are not very active, productive and serious with their job. The un-seriousness of the school inspectors is one of the major reasons why our schools are not performing as expected.
11. Uncooperative attitude of school principals and teachers. The supervision exercise needs the corporation of all stakeholders in the educational sector, this includes the principal, teachers, management staffs and parents for the exercise to be termed successful. But most of the times the inspectors do not get full corporation from the concerned stakeholders which presents a very serious constraint to school inspection. This is so because the inspectors themselves are not serious, and that most of the recommendations are not carried out.
12. Lack of follow-up inspection.
This problem is a very serious constraint to effective school inspection in Nigeria. The inability of the inspectors to call back and see that their recommendations are carried out does not create much impact on their job, and even when they call back and see that their recommendations are not taken seriously especially by the government, they feel demoralized.
14. Corrupt practices among inspectors.
This constraint is equally a very serious problem confronting effective school inspection in Nigeria. The level corruption in Nigeria today is at an alarming rate. It has reached all sectors of the economy, and it does not encourage hard work. Today in Nigeria, school inspection and supervision only end in the school principal’s office where “Brown envelope” is exchanged for effective school inspection or supervision.
1.7 Possible Solution To The Problems:
Ochuba (2008) stated that:
“A good inspector should therefore have the appropriate qualification and experience. It is also important that such inspectors should be able to write comprehensive and accurate reports based on information collected with the instrument. Furthermore, the inspector should be able to collect, collate and analyze data which are part of the job requirement of the inspectorate services.”
The following solutions are proffered by Nwapa (2017) for effective inspection of schools in Nigeria:
1. Provision of Adequate Resources: During the course of any meaningful inspection there would be need for adequate human and material resources. Government and other authorities concerned should ensure the availability of adequate human and material resources needed for effective inspection of schools, this could be achieved through increasing budgetary allocation by the concerned authority (Peter, 2015).
2. Appointment of Experience Inspectors: Agencies responsible for assigning inspectors to schools should endeavour to send only experienced and qualified teachers with professional degrees in relevant fields as inspectors. The attitude of sending junior and inexperienced officers to carry out this all important function should be discouraged as it will jeopardize the purpose of the inspection process.
3. Training of Inspectors: intermittent training of inspectors should be encouraged by concerned authorities, as inspectors needs to get themselves abreast with current trends in the educational sector. There should be room for in-service training programmes for inspectors to make them more current and effective in the performance of their jobs.
4. Adequate Motivation of Inspectors: Inspectors should be adequately motivated through provision of appropriate incentives, leave allowances, overtime allowances, prompt payment of salaries etc. as this will motivate them and make them not to compromise their duties by collecting bribes from schools they are expected to supervise.
5. Provision of Transport Facilities: Adequate transport facilities should be provided for inspection visit to enable the inspectors to cover all the concerned schools no matter their locations. The inspection visits are normally done to schools at various locations which requires inspectors to use motilities for easy access. Cars and Motorcycles should be made available to the inspectors and where necessary flight tickets should be booked for inspectors traveling long distances.
6. Execution of Recommendation: Government through the Ministries of Education should ensure that inspection recommendations are carried out. Most of the times when these inspectors carry out their duties and make certain recommendation it is usually dumped without being referred to or recommendations executed; this leads to discouragement to inspectors.
7. Engagement in Follow-up inspection: During the first supervision in most cases inspectors make recommendations and corrections in the modus operandi of school activities. Concerned authorities should give room for a follow-up inspection to ensure that inspection recommendations are carried out as expected, and where such recommendations are not carried out sanctions should be placed on the erring officers concerned.
8. Provision of Adequate Remuneration: School inspectors should be adequately remunerated so as to reduce the degree of corruption among them, while the identified bad eggs among them should be adequately punished.
9. Inspectors should not be over saddled with other administrative duties outside inspection to enable them be more effective in the job.
10. All stake holders in the educational sector should be adequately enlightened and sensitized the need to embraces and corporate with inspectors to enable them do their jobs efficiently.
1.8 Conclusion:
Finally, the importance of inspection by inspectors for improving effectiveness in teaching and learning in Nigerian schools cannot be over-emphasized. Inspection is an indispensable tool that can be used to achieve effectiveness in teaching and learning processes. the paper identified the major problems militating effective conduct of school inspection in Nigeria. Prominent among them are: inadequate number of inspectors, Inadequate transportation, Inadequate funds for school inspection, Lack of incentives and motivation, Poor implementation of inspection reports, Lack of executive power to ensure implementation of recommendations, Lack of follow-up inspection, Use of unqualified inspectors, Corrupt practices among inspectors etc as well as suggesting a possible solution to the problems; such as; autonomy of the inspection unit, funding, training and retraining, mobility, recruitment of staff etc.
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