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This project was carried out with the purpose of identifying and analyzing the position of local government education authority in the quality control of education in Afipko north local government area of Ebonyi state .In carrying this study, the researcher first state the problems, the purpose and significant of the study and also formulates five research questions to execute the research work and also relevant related literature reviewed. The population of the study constitute all the staff of Afikpo-north local government education authority and all the staff of the thirty-six [36] primary school in the study area.The sample use consist of thirty–eighty [38] L.G.E.A staff and one hundred sixty two [162] primary school staff randomly picked from the selected eighteen primary school in the area of study.

The research design while data were collected through self structured questionnaire which was personally distributed and completely returned by the researcher. The  data was analyzed by the use of frequency distribution table and sample percentage [%] and the decision rule made by the researcher in that any item with the percentage of 40% and below is regarded as disagreed while item with 41%above is regard agreed .The finding of the study revealed  the position of the local government education area in the provision facilities, staff recruitment, instructional supervision ,pupils examination and promotion and the extent LGEA embarked on teaching training and development .In conclusion ,following the finding discovered recommendation were proposed by the researcher which will go a long way in improving the position of local government education authority in studies area ,if it will be duly executed.




 Background of the study

Education is an instrument for equipping human being with skill, improved culture outlook, favorable attitude toward work and desire for self-reliance. Thus, the education industry produce human being in nature of educated persons. Education as an instrument for human development is achieved through teaching and learning. In Nigeria effort are been made through the various education policies and the programmes to enable the country  realizes her national objectives through education. Education is seen as tools for the transformation of the individual lives in the society. It is also an indispensable factor for addressing the social-economic, social-cultural ,political as well as technological problem of any nation.

In Nigeria it is stated in the national policy on Education [FRN,2004]that the federal government has adopted education as an instrument per excellence for affecting national development.Education involves the training of human resource an the quality of this training is very important because of its position in achievement of educational objective. The extent to which education at all level in Nigeria realizes its potential for the wholesome growth and socio-economic development depend very much on the quality of management in level of education.

Human resource is perceived as the most vital resource that are at the disposal of the educational enterprise. Therefore the proper management of these resource in it would apart from being an added advantages in attaining educational goal, also make education waste minimal. In spite of all effort by management to ensure that quantitative education is given at all level of education, the system still suffer from some seemingly intractable problem ranging from poor funding ,mismanagement and control of resource inadequate monitoring and evaluation. This greatly affects educational administration in all level of education in Nigeria because when the system is not functioning well due to inadequate funding by the government, mismanagement and poor control resource by educational administrator and lack of monitoring and evaluation of the outcome of classroom teaching and learning in schools. All these militate against effective teaching and learning thereby denying the required standard set by the government as contained in the National policy on education.

For effective management of primary school to prevail in Nigeria ,the federal government put in place decree No 31 of 1988 which came as a welcome relief to these problem of primary school management in Nigeria. By this decree the federal government was to be responsible for 65% of fund for primary education while the state and local government were responsible for 25% and 10% respectively. The decree also established the National primary educational management board, local government education committee .district and village education committee .Also the decree established primary school management board at the stats level.

On  January ,1st 1991,the head of state general Ibrahim Babanjida promulgated decree No 3 of 1991 which introduce the third –tier [3-tier] primary education management in Nigeria thereby returning primary school to the local government where they rightly belong. The Decree established for each of the local government area ,a local government educational authority under which the local government education was found and manage primary school in each local government area of the federation. The national policy on education [2004] stats that local government through their local education authority have responsibilities for the financial and management of education within their local government areas. It further highlighted on the function and responsibility of the local Government Education Authority to include the following as contained in (NPE 2004).


  1. The appointment promotion, discipline and transfer of primary school teachers and non-teaching staff within their areas of jurisdictions.
  2. The payment of primary school teachers salaries and allowances.
  3. Payment of pensions and gratuities.
  4. The retraining of teachers.
  5. The overall management of their education plans.
  6. Supervision and quality control in all primary school in their area in conjunction with the federal and state authorities.

Today educators and administrators are concerned with  the problems of quality of teaching and learning in our primary schools. This study examines quality control as an invaluable managerial tool which must be used seriously if our primary school will live to grow and nurture well under the local Government administration. Thus, it is very important for us to examine the quality control measures that exist in the primary schools under the local government education authority’s  administration. Primary education occupies a very paramount position in the educational ladder of all Nations as it remains the foundation to other levels of education. The quality of teaching and learning at this level determines the child’s learning ability in other levels of education.





The Federal Government has established the standard, the nation hopes to achieve educationally by providing the Nationals policy on Education (NPE) An analysis of the best way of getting there” is given in the Blue print . There is need for quality management and control in all educational levels primary education in Nigeria is so crucial that all effort should be made towards providing the best possible learning and teaching environment, opportunities and experiences for the pupils. The is more so as it remains the bedrock on which other levels of education are founded.

It is properly reported by Mkpa (1990) that a solid primary education is likely to guarantee a reliable secondary and consequently an enviable tertiary level government policies on primary education such as the universal  primary education programme of 1976 and the universal basic education of 1999 allowed equal education opportunities. Despite the laudable ovation and acclaim given to these educational policies, some quality control measures were overlooked. Expansion in primary education in most state of the federation has given rise to the need for quality control in other to ensure that the education since independence  in 1960 is high in terms of school enrolment especially during the U.P.E programme of 1976. this quantitative expansion occurred without adequate planning that will ensure its quality. According to Emetaron in Aghenta, Ehiametalor and Ogunu (1993), the quantitative growth brought about the change in educational structure. The new 6-3-3-4 educational system remain the bold attempt to correct many fault of the old educational system and curriculum content. Thus a systematic, regular and formalized measurement and evaluation  of the performance of our educational system especially at the primay school level is inevitable which study hopes to do.




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