PRACTICUM REPORT

PRACTICUM REPORT

CARRIED OUT IN

SIR USMAN NAGOGO COLLEGE OF ARABIC AND ISLAMIC STUDIES (SONCAIS) KATSINA, KATSINA STATE.

BY

BIOKO, NURA

MATRIC. NO. MSC/21/EDU/0089

DEPARTMENT OF EDUCATIONAL MANAGEMENT, FACULTY OF EDUCATION,

UMARRU MUSA YARADUA UNIVERSITY KATSINA (UMYUK).

SUBMITTED TO:

ASSOC. PROF. YAHAYA SA’AD

(Lecturer/Supervisor)

IN PARTIAL FULFILMENT OF THE COURSE REQUIREMENTS OF

(EME 8211)

ADVANCE PRACTICUM IN EDUCATIONAL MANAGEMENT.

FEBRUARY, 2022

Acknowledgements

I wish to thank Almighty God for his help and guidance all through my studies and the practicum, I am deeply indebted to Him.

I want to express my profound gratitude to our practicum coordinator and lecture Assoc. Prof. Yahaya Sa’ad for his guidance and direction on how to go about the practicum.

I also with to appreciate the Principal and management and staff of Sir Usman Nagogo College of Arabic and Islamic Studies (SONCAIS) Katsinaas well as the vice principal admin and senior master Admin, under whom I served directly.

I also wish to appreciate the guidance I received from my course mates and senior students. Thank you all.

Abstract

This report is a compilation of the student’s experience during the practicum exercise. The exercise was designed by the department to expose Masters of Educational Management students to a minimum of twelve weeks’ practical applications of the different theories, principles and ethics of Management, supervision, Educational Planning and other related courses studied during the program. The exercise was carried out in Sir Usman Nagogo College of Arabic and Islamic Studies (SONCAIS) Katsina, Katsina State. This report was organized in three sections, each having sub-units. Section one presents an overview of the organization, its description, functions as well as the organogram. Section two meanwhile, focused on the experiences gained by me. Information related to my work schedule, duties, working relationship with staff and the knowledge acquired were thoroughly discussed in this section. Section three on the other hand, focused on analysis and comments of the organization. Analyses and discussions in the areas of strengths and weaknesses of the organization, suggestions for improvement and conclusions were all made.

TABLE OF CONTENTS

PRELIMINARY PAGES

Title page –  –        –        –        –        –        –        –        –                 1

Abstract      –        –        –        –        –        –        –        –        –       2

Table of contents  –        –        –        –        –        –        –        –        3

SECTION ONE – INTRODUCTION/BACKGROUND

1.1. Brief Description of the organization     –        –        –        –        4

1.2. Functions of organization   –        –        –        –        –        –        5

1.3. Organogram of the organization   –        –        –        –        –        7

SECTION TWO – EXPERIENCE

2.1 Duties and Responsibilities –        –        –        –        –        –        10

2.2 Personal observations-        –        –        –        –        –        —       10

SECTION THREE – ANALYSIS AND COMMENTS

3.1 Strengths of the organization –      –        –        –        –        —       11

3.2 Weaknesses of the organization    –        –        –        –        —       12

3.3 Suggestions for improvement-      –                  –        –        –        14

3.4 Conclusion      –        –        –        –        –        –        –        –        15

SECTION ONE

INTRODUCTION/BACKGROUND

Introduction

Practicum is a practical experience offered to individuals as a means to enable them put into practice, theoretical knowledge learned during the process of education, some of those courses learned to be explored includes; supervision, educational planning, theories of management, Educational Management Information System (EMIS) and a bit of educational finance. The objectives for doing this is to expose students to a minimum of twelve weeks’ field experience including observation, adaptation to office conditions, planning and preparation for school administration. Those to engage in this exercise are expected to serve in any formal academic organization. It is as a consequence of this, and the completion of my twelve weeks, that this report emerged. Thus, this section has been organized under the following sub-headings:

1.1. Description of the organization

1.2. Functions of the organization

1.3. Organogram of the organization

1.1. Description of the organization

This practicum exercise was carried out in Sir Usman Nagogo College of Arabic and Islamic Studies (SONCAIS), located at Kofar Kwaya, Katsina. The college was established in 1963 with a population of 40 students. Its founder was the late Emir of Katsina, His Royal Highness Alhaji Usman Nagogo.

Its present location of Kofar Kwaya is its original place, while late Alhaji Dodo Saulawa was its pioneer principal.

The college started under native authority (NA) thus its first name was NA Arabic training college. It started graduating students with GR III certificate up to 1970 when it was upgraded to a Grade II certificate awarding institution. As from 1995 when teacher training colleges were abolished, it became a secondary school with the name college of Arabic and Islamic studies. Through the intervention of the Old Student Association, government changed its name to Sir Usman Nagogo College of Arabic and Islamic Studies ( as an honor to its founder).

The college has developed in many aspects. As regards the courses offered, it developed from Grade II to Grade III awarding institution. In 1992, Higher Islamic Studies (HIS) course started. In 1992, Tahfeez (memorization of the Quran) course was introduced. Also 1990 Model Islamic Nursery and Women Vocational Centre were established. This made it second to none in the state.

Its current students population stands at Seven Thousand Nine Hundred and Thirty Eight (7,938).

As far as community development is concerned, the college has excelled as most imams and chief imams, court judges, and other staff in Katsina and Kaduna state were produced by the school.

The college also led to the establishment of community Arabic schools throughout the state.

1.2 Functions of the organization

Sir Usman Nagogo College of Arabic and Islamic Studies (SONCAIS), is an institution designed for the teaching of pupils under the direction of teachers. This means ensuring that all pupils are able to develop their cognitive, social, emotional, cultural and physical skills to the best of their abilities, preparing them for their further school career. It is also worthy of note that the school right from inception has placed a high premium on Islamic education and Arabic language.

Carrying out this task places demands on a school’s structure, teachers, school leaders and parents. Other functions performed by this organization include:

1. To develop the potential that exists for Muslim students as creatures that can be educated
2. To pass down the cultural values​​ of Islamic religion to students as future generations or prospective leaders of the people.
3. Because the science of Islamic education is based on the Al-Quran and Hadith both of which use the Arabic language, so can train and practice the language to Muslim students.
4. To make learner realize that physical strength and energy is properly used only when it resists evil and upholds virtue in the society.
5. The school is also responsible for development and inculcation of the ability of reading, writing and arithmetic in the learners. This is considered as the foundation for all of the intellectual developments in future.
6. Provide teachers, parents and the community at large with clear statement of what pupils are expected to achieve at their end of primary schooling and how they can best support learners to achieve this goal
7. Conservation and promotion of culture, and development of social responsibility in the learners and helping them to shun any socially unacceptable lifestyle.
8. This organization also modifies learners’ behavior by trying to change undesirable traits and offering them desired direction to follow.
9. Elementary knowledge of health and hygiene is treated as an essential prerequisite in this organization for keeping the child’s physical health in the utmost condition.
10. The school offer Moral education to pupils which is a vital part of the curriculum in order to help mold and develop moral sentiment and positive outlook in the early personality of the primary school-going child.

1.3. Organogram of the school

Below is the organizational chart of Sir Usman Nagogo College of Arabic and Islamic Studies (SONCAIS)

SECTION TWO

2.1 Duties

I resumed my practicum duties formally on Monday 8th December, 2021 that happens to be the period they are doing their examinations I partook in the invigilation of their examinations, even though as at then I was not posted to any unit. I was officially posted to the vice principal’s admin office after the holiday when school resumed. He then subsequently posted me to the senior master administration of the school. Duties and activities carried out during the period include.

Invigilation of examination

Participation in the registration process

Schedule of school duties together with the senior master administration

We were assigned to supervise lesson notes of teachers

Monitoring and discipline of late comers at the school gate

Involved in the setting of various class timetables for the second term

Involved in liaising with teachers to adjust time tables

2.2 Personal observations

Section where the practicum was carried out

After my practicum posting letter was sent I was subsequently posted to the vice principal administration office of the school; where I will be working directly with the senior master administration. After a  period I was redeployed to the office of the senior master academic to observe and learn both the administration of personnel and students as well as the administration of instructional materials

Management of school plant and facilities

The school has various school plants; in the area of instructional spaces it has class rooms, assembly halls, library, laboratory and computer labs for receiving instructions, while in the aspect of administrative space it has the principal’s office, various staff offices, staff rooms and counselling offices and mini clinic for treating minor illnesses. Also there are spaces for convenience like toilets, kitchen, dormitories and stores. Various officers were assigned to manage this plants and facilities and report directly to the principal with school prefects assigned to assist in the managements of the plant.

Students administration

The principal is the general overseer and accounting officer of all students of the school, however there are assigned class monitors, house captains, head boy and several other prefects who takes charge of the students activities at their level. Also staff assistants like form masters, house masters, discipline master all oversees the affairs of the students. Students can lodge their complaints through either the prefects or the various teachers in charge of their cluster who can then report to the principal if he cannot handle the case. However, any teacher present can handle any case reported to him by the students.

Students and staff evaluation

In (SUNCAIS) both the students and the staffs are evaluated even though in different formats using different procedures. The students are evaluated for each of the subjects they offer in the school both through tests, assignments, and the terminal examinations. There are other forms of examinations which the school has no control over them such as BECE, Qualifying, and the various SSCE examinations offered in the school. On the other hand the staff are being evaluated annually by filling Annual performance evaluation report (APER) for the purpose of promotion and other recommendations.

Channels of Communication

the school employ various channels of communications both within and outside the school. Mostly the school receives its communications in form of memos, circulars, letters and telephone directives from the ministries and other regulatory agencies. It however disseminates information internally through letters also, memos, staff briefing, meetings, and other regular means of communication. It also passes information to students through their various class and house masters, during assemblies, at the notice board or most times during prayers in the mosque.

Management Style and decision making process

Most official governmental organisations use bureaucratic management, and SONCAIS is not an exception. It is a hierarchical organisation. The leaders employ a mixture of various management theories styles and techniques in other to achieve the set objective of the institution. Decisions are made sometimes during management meetings, general staff meetings and most times are a mixture of democratic, autocratic, laissez-faire and situational leadership styles. Through out my stay I did not observe any issue that was referred to any committee to handle.

Supervision and inspection in the schools.

The school and the relevant agencies employ several methods in supervision and inspection. The principal and the two vice principals do not have any subject of teaching attached to them, they are mostly concerned with supervision of instructional materials such as lesson notes and lesson plan of all the teachers in the school. Sometimes they also go round classes to check teachers that are in class and the way they do their presentations in the class room. Also intermittently inspectors from zonal quality assurance do visit the school for inspection.

Management of discipline in schools

The responsibility of managing discipline in the schools rests on the principal but this responsibility is most times left in the hand of the discipline master who is in charge of all such issues of indiscipline in the school, school prefects most at times perform such functions as stopping and punishing late comers and maintenance of law and order in the school. The school guidance and counselling unit is also doing its best to ensure that students are advised accordingly. The teachers too normally have time book, were they normally sign attendance when the resume work in the morning; to ensure promptness to work.

Financing of educational activities

The sole major source of fund of the schools is governmentallocations through which teachers salaries are being paid, impress and running cost is sourced. However, there are other means through which the school source for funds to supplement the meager fund sent by the state government; this includes, PTA levies and little tokens charged for registration of students.

Co curricular activities:

These activities include those subjects that are not a part of their academic curriculum but are important to ensure the holistic development of an individual. Several co-curricular activities are organised by the school for the benefit of all students; this includes sport activities, scouts, clubs and societies. Students leaders and teachers are usually place to pilot the affairs of this co curricular activities.

SECTION THREE

3.1 Weakness of the organisation

1. Most of the places for convenience are mostly dirty and un-kept more especially that of the students.
2. There are weak measures of supervision and inspections which leads to inefficiency and consequent low productivity.
3. Teaching and learning is not very effective because students do not have good foundation from the primary and nursery schools. As you see cases of student not being able to read or write at Senior Secondary classes.
4. The school plants are grossly inadequate to meet the demand of the over populated students
5. Bad maintenance culture: some of those facilities are not properly maintained by the authorities.
6. Improper motivation: this covers both reward for hard work and punishment for indiscipline
7. There are inadequate staffs to cover the various subjects offered in the school.
8. Utilization is not being made of the various other avenues of generating revenue for the development of the school.
9. There is no enough space in the school in the event of expantion of school plants and facilities.

3.2 Strength of the organisation

1. The school have committed and dedicated management staff who are always on the job even during closing hours.
2. The school is located at a strategic position of the town which makes it easier for people in the community to access its services.
3. There are enough trees that provides a conducive environment for the students in the school.
4. There is good and harmonious formal and informal relationship between staff and management and between the teachers and students.
5. The school is lucky to be blessed with a charismatic leader, this makes it easier for the students and staffs follow his directions and directives.
6. Its provision and incorporation Islamic education to conventional education makes it more acceptable to the people of the community.

3.3 Suggestions for improvement

Having considered the various weaknesses of the school the following recommendations are proffered by the student

1. The government should increase its budgetary allocation to the school as well as other government schools in the state.
2. The management of the schools should take maintenance of school plants very serious and seek ways in which this school plants can be maintained at very little costs. Also the school administrators, teachers, pupils, as well as the public must maintain a good attitude towards all the facilities in the school.
3. The management of the school should make sure it employs adequate motivational strategies where those who do well will be rewarded and those who err should be appropriately punished.
4. The schools should make provision for the cleaning of place for conveniences either by the students or by paid laborers. This could be achieved through adequate provision of water and detergents.
5. The government should ensure the school plant as much as they inspect teachers so as to detect bad buildings and take note of their replacement or repairs.
6. More provisions of teaching and learning materials such as computers, textbooks, charts, should be provided, desks for pupils etc. should be  provided to enable the teachers in the school discharge their duties effectively.

Conclusion

The weeks spent at Sir Usman Nagogo College of Islamic and Arabic Studies was very beneficial and educative. As it opened the students’ eyes on the various concepts thought him during his first semester of Masters in Educational administration at the Ummaru Musa Yaradua university Katsina. Some of those subjects that where understood in practical terms included theories and concepts of management, supervision, educational planning, and Educational information management system among others. Even though the programme was not maximally utilized due to the lectures and other educational activities going on in the school. On the overall the programme is worth it and is meeting the purpose for which it was created.