DUE PROCESS COMPLIANCE BY THE FEDERAL AND STATE
INSPECTORATES OF EDUCATION IN THE NORTH
CENTRAL ZONE OF NIGERIA
ABSTRACT
This study sought to examine the due process compliance by the federal and state
inspectorate of education in the North Central Zone of Nigeria. Five research questions
and five null hypothesis (tested at p<05) guided the study. The design of the study was a
descriptive survey. The sample was made up of 306 respondents comprising 116
inspectors of education and 190 school heads from the North Central Zone of Nigeria.
Questionnaire titled due process compliance questionnaire (DPCQ) was the instruments
used in the study to elicit opinions of the respondents on the due process compliance by
federal and state inspectorate. The items of the questionnaire were validated by experts
from Faculty of Education University of Nigeria, Nsukka. The internal consistency
reliability of the (DPCQ) was established using Cronbach Alpha procedure and
reliability coefficient estimate of 0.62, 0.54, 0.51, and 0.80 respectively was obtained.
The data obtained were analyzed using mean scores, standard deviation and t-test
statistics. Major findings, of the study include: the inspectors of education and school
heads agreed that due process practices were complied with in the personnel
administration of the federal and state inspectorate service in such areas like recruitment
of inspectors; posting and transfer of inspectorate staff not being punitive; promotion
based on year of experience; specialist posting to zones; planning; in-service training
and supervision of the performance of the inspectors by stakeholders; and recognition
visits; due process practices were complied with in financial management activities such
as payment of staff salaries and other allowances; involving subordinates in budget
preparation; regular conduct of yearly auditing; effective monitoring of project fund;
management of cash flow; proper recording of financial matters and preparation of
annual account; the major problems facing the North Central Zone of the inspectorate of
education in due process compliance were accommodation constraints; lack of running
cost; poor road network; inadequate inspectors in some specific subject areas;
monitoring the distribution of stationeries and office equipment; poor communication of
information and management skills; and inability to act on complaints; the inspectors
and school heads differed significantly on due process practices complied with to
improve the functions and code of conduct for inspectors such as organizing seminars;
workshops and conferences; training skills; making inspection materials available;
giving allowances and incentives to inspectors; both inspectors and school heads
however agreed on reviewing the existing guidelines for school inspection in order to
improve the functions and code of conduct of the inspectors; both inspectors and school
heads agreed on the perceived strategies to improve due process practices for inspectors
such as punctuality to duty; prudent management of fund; publishing annual state of
education; accurate and reliable report; and confidentiality of information. Among the
educational implications of the findings of the study was that the recruitment of
inspectors could be based not just on showing of certificates alone, but this could be
combined with recruitment examinations which would expose the applicants to realities
of their jobs. It was thus recommended that the recruitment of inspectors should be based
not just on showing of certificates alone, but this should be combined with recruitment
examinations which would expose the applicants to realities of their jobs
13
13
CHAPTER ONE
INTRODUCTION
Background of the Study
The Federal Government of Nigeria has adopted education as an instrument
“par excellence” for effecting national development. The Federal Republic of
Nigeria in the National Policy on Education (FRN, 2004) states that any successful
system of education must be hinged on proper planning, efficient administration,
good organization and adequate financing. This demand the due process
compliance of the inspectorate of education. The Public Procurement Act (2007)
looked at Due Process as a mechanism for ensuring strict compliance in other to
harmonize and update the rules and procedures that should guide the
implementation of educational policy and contract award with the federal
government of Nigeria.
Nigerian since the early 80s has been confronted with magnitude of
educational problems. This problem in brief include low priority accorded to
inspection Un-wanted interference in the school administration by the political
leaders, multiplication of school with few inspectors, refusal to implement the laid
down plan and poor financial management practices, Nigeria therefore has been
battling with how to achieve its major educational objectives. These objectives
include improving educational standard, quality assurance and reformation of the
1
14
14
federal and state inspectorate of education. It has not been easy for Nigeria to
realize the above objectives some of the factors responsible for this are poor
performance because of the following reasons: Unwillingness of stake holders in
education to enforce innovation due to political instability, misplacement of
priorities, shortage of basic infrastructural amenities and utilities and problem of
qualified personnel government use due process policy and implementation
mechanism to address a number of issues. Including budget implementation
service delivery, quality assurance, reformation of the inspectorate of education
and several developmental concerns.
Due process started by the budget monitoring and price intelligence unit
under madam Obiageli Ezekwesili 2007. Anumber of new rules and standards have
been put in place by the inspectorate while there have been effort at sensitizing the
state branches of the federal inspectorate of the education. The prime objective of
the Due process is to harmonize and update all the federal and state inspectorate of
education policies and practices on inspection. Also to strictly enforce the Due
process principles of transparency, in other to ensure efficient and integrity based
monitoring of the implementation of FIS and SIE guide line with Due process
principles.
Moreso is concern with the prevention of extra budgetary spending by the
inspectorate and ensuring that only projects with due appropriation by the finance
15
15
department of the inspectorate are certified and thus funded for execution. The.
Process for improving quality education in Nigeria generally includes improved
curriculum, proper planning for effective and efficient administration, and also
improved funding, monitoring and adequate inspection and supervision. This is in
consonant with the Federal Republic of Nigeria (2006) policy document which
outlines the objectives of inspectorate service in education to include provision of
adequate and effective planning; provision of administrative and management
control for maintenance of the system; quality control through regular inspection
and continuous supervision of instruction services and provision of adequate
financial support.
Administration and organization of education and educational agencies have
been described as the spring board to rapid education growth. This has a multiplier
effect on the socio-economic, intellectual and skill development in any nation.
Jibrin (2006) views process as a series of things that are done in order to achieve a
particular result. Rabiu (2009) views process as a series of acts or changes
proceeding from one to the next. In this context Due Process Compliance is a
series of practices and procedures of obeying rules and regulation made by the
Federal Inspectorate of Education.
The core ingredients of Due Process which the federal and state inspectorate
services ensure
Related Topics