CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The Federal Government of Nigeria in recognition of the importance of education in the overall development of the nation, adopted education as an instrument for national development and fostering the worthwhile development of the individual. Education therefore, aims at the inculcation of national consciousness and national unity; inculcation of the right types of values and attitudes for the survival of the individual and the Nigerian society; the training of mind in understanding the world around and the acquisition of appropriate skill. (National Policy on Education 2014).
However, basic education (primary education and junior secondary education) has been acknowledged as the foundation on which the whole bulk of what is learnt through formal education stands. As posited by Onoh and Obodo (2001), a child who acquires a very sound basic education is likely to remain literate, numerate and morally upright, even if the opportunity for him or her to go beyond that level is elusive. Conversely, it is uphill task building a strong educational structure on a weak basic education otherwise the entire education will collapse. Therefore for the goals of education at all levels to be effectively achieved, the goals of basic education must be achieved optimally.
The federal government of Nigeria has for a long period of time been devoting its energies and resources to the training of such individuals that would take up the teaching profession by establishing quite number of training institutions. Since the time when formal education had become established in this country, it is true to assert that education has been expanding. Expansion in the field of education embraces only quantity while the quality keeps on dropping that has increase the number of enrolments into schools and increase in the quality of education being impacted by teachers and received by the students. It is true to also assert that government’s efforts of education have always been stunted by other sectors of the economy. Government resources therefore, cannot effectively guarantee the desired quality of education being imparted and received to ensure that this quality of education continues in the country or at least does not fall below a certain unacceptable level; government therefore issued an invitation, thus:
“Government welcomes the contribution of voluntary agencies, communities And individuals in the establishment and management of primary and Secondary schools, alongside those provided by the Federal and State Government“ [ N. P. E 1973 ].
The quotation above is a clear invitation from the government to the communities to come out and complement the efforts of the government in imparting good education to the young ones of the society by establishing schools in complementing the efforts of the government; with the fees being charged by them, many parents would expect their children in such private schools to be receiving better education than their counter peers at the government-owned school. private schools are those schools that were established, managed, controlled and financed by either, private individuals, private groups or private organizations in order to educate children and make profit. The owners and proprietors of those private schools are profit earners due to the fact that they invested their money in building the schools, provide all the necessary facilities and equipment, employment of teachers for the purpose of giving good education to the children and also making profits. It is in view of this, the people of Kano state, started establishing private school. The first private schools established in Kano state were Ijeoma Comprehensive School in karaji new layout behind capital insurance in Fage L.G.A which was established in the ear 1977, then followed by Tony Cheta College in No-man’s-land Sabon Garin Kano, established in the 1978 both are in Fage L.G.A. While in the study area that was Kano south senatorial zone the first private school is Kano Foundation Secondary School Bebeji in Bebeji L.G.A. On the other hand Public schools were established, supported and controlled by the governments of the state.
Adeyinka (2010) stated that public schools are those schools that were established, managed, financed, as well as supervised by the government. He further opined that those schools were established with the tax payer’s money in order to educate the generality of the people irrespective of their economic, social or political status in the society. Therefore the first public school established in Kano state is Rumfa College in Kano municipal L.G.A. which was established since colonial era that was in the year 1927 while in the study area the first public school is GSS Rano in the year 1943. All the schools for both private and public schools were established as primary schools then promoted to secondary schools. Therefore currently there are 14 private schools and 381 public
