AN INVESTIGATION INTO THE IMPLEMENTATION OF POLICY ON STUDENT'S SUCCESS AND FAILURE IN GOVERNMENT
1.1 Background to the Study
A policy's objective is to ensure that an organization's official actions have a foundation or support. "A policy is an overarching guide that establishes the basic bounds and direction in which administrative activity will take place," says Terry Awolabi (1989). "A policy specifies the space in which choices must be made, but it does not make the decision," he says. Educational policies are government-led efforts that shape the educational system's direction (Okoroma Musa, 2000). According to Osokoya Amudat (1987), education is a unique means for a community to fully integrate its youthful people. As a result, every contemporary civilization need educational policies to assist it in this process. Educational policy, according to Awokoya Akinsanya (1981), is aimed at improving a people's quality of life. He thinks that every policy should be designed to suit individual requirements, community pressures, and the level of complexity and sophistication with which socialized employees must be educated and prepared to fulfill these demands. According to Awokoya Akinsanya (1981), the following elements are important to lead the creation of acceptable educational policy.
Employees and employers exclusively look at the outcome and judge success in quantity in businesses where the success policy is completely goal oriented, prospects are offered as to time frames for accomplishments, and employers are driven, among other things, by failure and success. With a project that involves numerous variables, the ultimate outcome, which might be in the form of customers or sales, is numbered to indicate high or bad performance and decide the majority of employee awards. Apart from work attitude and devotion, the remainder of the elements that go into defining a company's incentive system are all dependent on results. The most common inquiries are "how much?" and "how many?"
This success and failure strategy has been implemented in schools all the way down to kindergarten, dividing children into those who fail and those who succeed based on the yardstick used to measure these things. Other, more intricate types of learning and children's learning speeds get less attention (Terry Awolabi, 1989). The convolution of differences is compressed into a system of measures devised by educators in order to enable instruction at the public rate.
Furthermore, these rules do not take into account the nature of the information imparted. Even at the kindergarten and primary school level, drawing and fine art are assessed using the same techniques and are intertwined with other subjects in assessing success or failure.
1.2 Statement of the Problem
One might wonder where the notions of effectiveness, result, success, or failure come from, and if they are seen to be domiciled in target and result driven organizations. One might also wonder if these types of goal setting are also applicable to all other establishments and institutions whose mandates may not share the same clear notions of success and failure (Terry Awolabi, 1989). Therefore, the present study aims at investigating into the implementation of policy on students success and failure in government.
1.3 Objectives of the Study
The general objective of the study is to investigate into the implementation of policy on students success and failure in government. Specifically, the study will be guided under the following:
To examine the causes of secondary school student failure in government.
To find out aim of the implementation policy on student success and failure in government.
To evaluate the impact of implementation policy on the success and failure of secondary school students in government.
To recommend ways the educational policies will improve student success in government.
1.4 Research Questions
the following questions have been prepared for the study:
What are the causes of secondary school student failure in government?
What are the aim of the implementation policy on student success and failure in government?
What are the impact of implementation policy on the success and failure of secondary school students in government?
What are the recommended ways the educational policies will improve student success in government?
1.5 Significance of the Study
The importance of this research work would be felt in the area of academic policy making as it would shed the much needed light on the advantages and disadvantages of the policy and its implementation on the students. Not only on the students grades and performance through school but through their academic careers and beyond. Much of the students found in our universities are grade conscious because of this policy so that they graduate with little real knowledge of the object of their study.
The study will also be significant to the academic community as it will contribute to the existing literature.
1.6 Scope of the Study
The study willexamine the causes of secondary school student failure in government. The study will also find out aim of the implementation policy on student success and failure in government. The study will further evaluate the impact of implementation policy on the success and failure of secondary school students in government. Lastly, the study will recommend ways the educational policies will improve student success in government. Hence this study will be delimited to Cross Rivers State.
1.7 Limitations of the Study
Just like any other research, unavailability of needed accurate materials on the topic under study, and inability to get data were among the constraints the researcher encountered in the cause of this study. Financial constraint was equally faced by the researcher, in getting relevant materials and in printing and collation of questionnaires. Furthermore, time factor pose another constraint because the researcher have to shuttle between writing of the research and engaging in other academic work which made it uneasy for the researcher.
1.8 Definition of Terms
Policy: This refers to the rules and guidelines governing an organization's internal and external actions on particular situations.