CHAPTER ONE
INTRODUCTION
Following the advent of Western Education in Nigeria through the missionary societies, primary schools, were locally managed by voluntary agencies with grant in aids from colonial government. Meanwhile conditions for the receipt of grants in and were served and these include adequate organization, aver5age daily attendance tone of the school, adequate and efficiency of teachers, suitability of building and equipment and good sanitation.
During this time, the colonial government directly administered and managed her few government schools and with the spread of western education to various rural and urban settlement native authorities become the managers of primary education in the North. Then by (1929) there were ninety five (95) primary schools in the North managed by native authorities and give missions school managed by the missionary voluntary agency while at the same time, were sixty five government primary schools in the South managed by Colonial government and two hundred and sixty nine mission/voluntary agencies schools that were granted aid and managed by the mission. With the introduction of free education in Western region in (1955) and in eastern region into the area of primary education management, the scheme led to phenomenon increase in primary school enrolment and consequently inadequate funding and poor management device were tried to maintain the system. These include re-introduction of school fees particularly in Oredo Local Government. Phasing out of grade iii teacher training colleges and absolute closure of some unviable schools. During (1962-1968) plan period, the federal government made formative effect in salvaging the system by giving grants to regional government for primary education and with the civil war of (1967-1970) more damage particularly in terms of infrastructure in Oredo Local Government was increased by primary education and indeed the enter educational system following the public education educts of no 4 of (1970), the former Oredo Local Government took over the ownership and management of all primary and secondary schools in the state. This action was subsequently followed by other states of the federation.
More so, with the takeover of all primary schools, the Oredo Local Government established the management bodies namely.
i. State school management board for the management of both primary and secondary schools.
ii. State teacher services commission for the employment and promotion of both primary and secondary school teachers.
In the North, management of primary education was by voluntary agencies and native authorities continued until the promulgation of new education law in (1963) following the report of the old man commission, in the commission report, local government education authoritative was established to replace the native authorities. The local education authorities were indeed parastatals of the ministry of education they were charged with primary schools under their jurisdiction. Thus, the management of primary education in the North was under the supervision of the ministry of education. It is also to be noted that as soon as the local government authorities was established their finance were separated from the coffers of the native authorities, their source of relevant includes: 
Share
Tweet
Share
Share
Email
Disclaimer: Using this Service/Resources: You are allowed to use the original model papers you will receive in the following ways:
- 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
- 2. As a source for additional understanding of the subject.
- 3. As a source for ideas for your own research work (if properly referenced).
- 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
- 5. Direct citing (if referenced properly)