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| Chapters: 1-5
| Pages: 61
DATA MANAGEMENT PRACTICES OF HEAD TEACHERS IN KOSOFE EDUCATION ZONE
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
One of the most serious setback to educational development in Nigeria is none availability of data or lack of authenticity where available Nwagwu, 2003). In the blue print put forward by the implementation committee on the National Policy on Education (2004) it was noted that:
Difficulties are encountered in Nigeria in obtaining such basic data like the population of students, the population of teachers, the number of instructional materials available in schools, tile number of school building to be renovated and many others (lgwe, 2004). The state ministries of education lack accurate data which affects its policies and programmes and this is as a result of fabricated data supplied to the ministry by the school head teachers (Federal Republic of Nigeria, 2004). According to Ikpe (2002), statistical data on educational expenditure are not always available and if available, they do not give a sufficient breakdown to make the data valuable for most planning purposes in the ministry of education. Uyanga (1993), opined that educational planners all over the developed economics of the world, sets future educational target based on objectives identification, peoples aspiration, problems of the society, needs and gaps in the field of education.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
One of the most serious setback to educational development in Nigeria is none availability of data or lack of authenticity where available Nwagwu, 2003). In the blue print put forward by the implementation committee on the National Policy on Education (2004) it was noted that:
Difficulties are encountered in Nigeria in obtaining such basic data like the population of students, the population of teachers, the number of instructional materials available in schools, tile number of school building to be renovated and many others (lgwe, 2004). The state ministries of education lack accurate data which affects its policies and programmes and this is as a result of fabricated data supplied to the ministry by the school head teachers (Federal Republic of Nigeria, 2004). According to Ikpe (2002), statistical data on educational expenditure are not always available and if available, they do not give a sufficient breakdown to make the data valuable for most planning purposes in the ministry of education. Uyanga (1993), opined that educational planners all over the developed economics of the world, sets future educational target based on objectives identification, peoples aspiration, problems of the society, needs and gaps in the field of education.
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