SCDL MBA PROJECT - TQM IN EDUCATION SECTOR
CHAPTER ONE
1.0 BACKGROUND OF THE STUDY.
The worth of any educational system as an investment lies in its capacity to continuously serve its customers (students, parents, employees or labor, the society) better and remain relevant. Educational planners are therefore faced with two main challenges providing for quality and for quantity.
Similarly the desire of all parents is to have qualitative and functional educational programs for their children from nursery school to the university level. This is in conformity with the general belief that a sound education is the only permanent legacy that parents can pass on to their children to ensure their future. However what we see nowadays is that much country’s education system is turning out of unemployable graduates. Hallack (1990) emphasized that the quality of the education system depends on the quality of its teachers. Alloy Ejiogu (1990) stated that the quality of education in any given society depend considerably on the number and the quality of its personnel.
David (1995) affirmed that the need for administrative training program in education is crucial to the success and quality of the new educational system which currently lacks visible subsystem of administrative training program.
Efforts of the Nigerian government on education can be seen through its policy document, National Policy on Education with its first edition in 1977 and have been revised severally with its last in 2004. The policy document addresses the issues of imbalance in the provision of education in different parts of the country with regard to access quality of resources and girls education. Education is organized into (6, 3, 3, and 4) 6 years of primary education, 3 years of junior secondary school, 3 years of senior secondary education and 4 years university/ polytechnic/college education.
The policy document was revised in 1981 and 1990 which brought about the re-launch of the Universal Basic Education in 1999 with the system of 9-3-4 as one of government’s top priorities. The last revision done on the policy document in 2004 has brought about the re-enactment of the Universal Basic Education reform program of the federal government of Nigeria which is aimed at removing distortions and in consistencies in basic education delivery and reinforce the implementation of the National Policy on Education as well as provide great access to and ensure quality of basic education throughout Nigeria. In summary it is intended to:
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