Decentralization of educational development reforms in Nigeria: a comparative perspective
| Pages | 190-203 |
| Published date | 27 March 2007 |
| DOI | https://doi.org/10.1108/09578230710732961 |
| Date | 27 March 2007 |
| Author | Peter O. Ikoya |
| Subject Matter | Education |
Decentralization of educational
development reforms in Nigeria:
a comparative perspective
Peter O. Ikoya
Department of Educational Administration and Policy Studies,
Delta State University, Abraka, Delta State, Nigeria
Abstract
Purpose – The purpose of this paper is to seek to appraise regional compliance to decentralization
laws establishing Education Boards and Committees since the Nigerian Government has for some time
now been making efforts aimed at reforming her educational system.
Design/methodology/approach – Employing ex post facto design, the study uses survey data
generated from 1,939 participants, who are key stakeholders in the education sector between 2003 and
2005. Participants include men, women, youths, school administrators, teachers, politicians, traders,
community leaders et al., from suburban, urban and rural areas of the country.
Findings – Findings emerging from analysed data, using comparative means show low regional
compliance to the decentralization law establishing Education Boards and committees.
Research limitations/implications – There was a poor response (43 percent) from sampled
participants in the South Eastern Zone, when compared to other zones having over 90 percent
response.
Practical implications – This study has implications for improved compliance to laws on
educational reforms, regarding broadband representation in education boards and committees.
Originality/value – The research exposes regional complacency to implementation of national
reform programmes in Nigeria’s educational systems.
Keywords Educational development, Decentralizedcontrol, Educational innovation, Education,
Educational administration, Nigeria
Paper type Case study
Introduction
Since political independence, the management of education reforms in Nigeria hasbeen
alternating between different stages of centralization, decentralization and
recentralization (Hanson, 1998).
Different political regimes that have ruled the country prior to, and after
independence in 1960, have in one way or the other made contributions to these past
variations and current instability in the nation’s educational system. For example
during the early 1960s, different reasons were adduced for centralization or
decentralization of educational management. At this period, educational reforms were
conceived to enable the newly independent nation produce the required medium and
high calibre manpower for national development. Nigeria, like some other nations of
Africa, at that time believed that decentralization of educational management would
encourage regional competition which could in turn accelerate manpower development
for national growth. Consequently, early in the nation’s political history, the four
The current issue and full text archive of this journal is available at
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JEA
45,2
190
Received March 2006
Revised August 2006
Accepted October 2006
Journal of Educational
Administration
Vol. 45 No. 2, 2007
pp. 190-203
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578230710732961
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