AN ASSESSMENT OF NIGERIA UNION OF TEACHERS ACTIVITIES AND MANAGEMENT OF EDUCATIONAL CRISES IN LAGOS STATE SENIOR  SECONDARY SCHOOLS IN OJO, LOCAL GOVERNMENT

CHAPTER ONE

INTRODUCTION

Background to the Study

Education plays a crucial role in the progress of every society, acting as the fundamental basis on which progress, innovation, and social cohesion are built. Similar to many other countries, Nigeria's educational system faces a plethora of issues including infrastructural deficits and curriculum-related difficulties. Nevertheless, a significant obstacle faced by the Nigerian educational system is the periodic crises that interrupt the regular operations of schools, therefore endangering the process of learning and the overall educational results (Niyi, 2022).  The aforementioned problems are evidenced in many forms, including strikes, conflicts, inadequate resources, policy disputes, and other socio-political components. In addition to impeding the provision of high-quality education, they also worsen pre-existing disparities and obstruct the achievement of educational objectives (Ogunode & Ahaotu, 2021). Hence, it is essential to confront and effectively handle these crises to guarantee the sustained sustainability and advancement of the educational system in Nigeria. Within the Nigerian educational system, the Nigeria Union of Teachers (NUT) assumes a prominent role as a key participant. With the primary objective of safeguarding the well-being of teachers and advancing the interests of education, the NUT assumes a crucial position in moulding educational policy, championing the rights of teachers, and exerting influence on the broader educational environment within the nation. Hence, it is essential to comprehend the operations and managerial approaches used by the NUT in dealing with educational crises in order to effectively tackle the issues confronting the sector (Ogunode & Ahaotu, 2021). However, despite the recognised significance of the NUT in educational governance, there is a lack of academic study on its particular contributions to the management of educational crises in Nigeria. Although some studies have examined wider topics concerning teacher unions and educational policy, there is a lack of empirical data and thorough research that particularly examines the role of the NUT in crisis management in the Nigerian setting (Ogunode, Jegede & Ajape, 2021). Over the last several years, there has been an increasing acknowledgement of the significance of community involvement in dealing with and controlling educational emergencies. Communities fulfil a crucial function in assisting schools and educational authorities during times of crisis by offering resources, knowledge, and moral encouragement to lessen the consequences and promote the process of recovery (Osiesi, 2020). In order to provide a coordinated and successful response to crises, community involvement entails active cooperation and partnership among schools, families, local organisations, government agencies, and other stakeholders. Notwithstanding the acknowledged significance of community involvement in crisis management, there is still a lack of comprehension about its exact influence on the handling of educational crises (Olatunde-Aiyedun, 2021a). Despite anecdotal evidence indicating that active community participation can improve resilience and response capabilities, there is a dearth of extensive empirical study investigating the precise mechanisms by which community engagement affects crisis management outcomes in educational environments. Educational crises provide substantial obstacles to educational systems, affecting students, teachers, institutions, and communities more broadly (Olatunde-Aiyedun, 2021a). These crises might appear in manifold manifestations, including natural calamities, epidemics, political turmoil, and limitations in resources.  Successfully handling such events necessitates taking proactive actions and making well-informed decisions. Monitoring and Evaluation (M&E) is an essential method for evaluating, monitoring, and enhancing crisis response programmes in the educational sector. The objective of this study is to investigate the influence of monitoring and evaluation (M&E) on the administration of educational crises, with a specific emphasis on its contribution to improving readiness, effectiveness of reaction, and efforts towards recovery.According to Olatunde-Aiyedun (2021a), The influence of promoting educational policies on the handling of educational crises is a subject of utmost significance, yet it has received little attention in scholarly literature. An analysis of how advocacy activities impact the development, execution, and enforcement of policies during crises may provide insights into the efficacy of these policies in reducing the negative impacts on education systems (Orji, Ogar & Aiyedun, 2018).  A crucial role in determining the handling of educational crises is the advocacy for educational policy. Educational policies govern the operational procedures, problem-solving strategies, and guarantee the provision of high-quality instruction at educational institutions. Amidst crises in the education sector, such as natural catastrophes, pandemics, socio-political turmoil, or economic downturns, the effectiveness of educational programs is further highlighted (Orji, Ogar & Aiyedun, 2018). Advocacy should aim to promote the incorporation of comprehensive crisis management frameworks into educational policy. This framework delineates procedures for evaluating risks, creating communication channels, mobilising resources, and executing contingency plans during periods of emergencies. In times of crisis, advocacy for educational policy may exert influence on resource allocation mechanisms to guarantee fair distribution (Orji, Ogar & Aiyedun, 2018). These efforts include promoting enough financial resources for emergency provisions, technological infrastructure to facilitate remote learning, mental health support services, and professional development opportunities for educators to effectively respond to evolving situations. Championing inclusive educational policy is essential for tackling inequalities worsened by crises. Marginalised populations, such as pupils with impairments, socioeconomically disadvantaged students, and those from minority backgrounds, should be given priority in policies (Orji, Ogar & Aiyedun, 2018). Advocacy endeavours may compel the implementation of focused measures to alleviate the consequences of crises on susceptible communities and advance fair and equal available education. Educational policy must include flexibility and adaptability in order to effectively respond to evolving conditions during times of crisis (Orji, Ogar & Aiyedun, 2018). Through advocacy, politicians might be motivated to evaluate and modify current rules in order to include allowances for alternative learning modalities, such as online learning, hybrid models, or flexible scheduling. This adaptability enables uninterrupted acquisition of knowledge even in the face of interruptions induced by emergencies. 

Furthermore, the enhancement of educational crisis management is significantly influenced by professional growth (Osiesi, 2020). A broad spectrum of issues, including natural catastrophes, public health emergencies, security concerns, financial crises, and socio-political turmoil, constitute educational crises. These crises impair the regular operations of educational institutions, endanger the safety and welfare of students and staff, and weaken the uninterrupted progress of teaching and learning processes (Osiesi, 2020). A well-prepared and resilient educational leadership team, backed by competent educators, is essential for the effective handling of such emergencies. Professional development programs may provide educational leaders and staff with the requisite information, skills, and resources to proactively anticipate, strategically prepare for, and effectively address different forms of crises. Instructional sessions, seminars, and simulations may enhance educators' comprehension of risk assessment, crisis communication techniques, emergency procedures, and decision-making processes (Osiesi, 2020). During emergencies, effective and prompt communication is crucial to guarantee the safety of students and staff, provide vital information, and maintain public confidence. Professional development endeavours have the potential to improve the communication abilities of educators, including active listening, empathy, cultural sensitivity, and the capacity to effectively communicate intricate knowledge in easily understandable ways (Osiesi, 2020). Educational crises can elicit significant levels of stress and anxiety among students, faculty, and communities. Professional development programmes include instruction in stress management methodology, trauma-informed care, and self-care approaches to assist educators in dealing with difficult circumstances and promoting the welfare of those impacted by emergencies. Effective resolution of educational crises requires the cooperation and synchronisation of many parties involved, such as school administrators, teachers, parents, government agencies, non-profit organisations, and community members (Eucharia and Rose, 2020). Providing professional development opportunities may promote collaboration, collaborations across different sectors, and multidisciplinary problem-solving methods, therefore improving the efficiency of crisis response operations. Likewise, successful crisis management requires adaptable leadership abilities that empower educational leaders to negotiate ambiguity, make challenging choices, and mobilise resources in rapidly changing contexts (Eucharia and Rose, 2020). Professional development programs may enhance leadership skills such as adaptability, perseverance, strategic analysis, and ethical decision-making, enabling executives to lead their organisations through crises with honesty and future-oriented thinking. Educational crises often act as triggers for innovation and the generation of knowledge inside an organisation. Professional development programmes may enhance the cognitive processes of reflection, appraisal, and ongoing improvement, therefore allowing educational institutions to see their strengths, flaws, and areas for change in their crisis management methods. Therefore, the researcher sought to assess Nigeria union of teachers activities and management of educational crises in Lagos state senior secondary schools in Ojo, Local Government.

1.2 Statement of the Problem

Educational institutions have encountered some significant problems in recent years, such as natural disasters, social unrest, and public health concerns. Within the context of these challenges, there exists a dearth of thorough investigation and comprehension of the need of community engagement in effectively handling such emergencies (Eucharia and Rose, 2020). Institutions of higher education often rely on internal protocols and administrative strategies to efficiently manage emergencies. Nevertheless, the actual influence of community engagement strategies on the efficiency of crisis management remains ambiguous. The matter being examined is dual in nature: First and foremost, there is a scarcity of scholarly literature on the specific impact of community involvement on the management of educational emergencies. Although community participation is frequently highlighted as a valuable asset during crises, there is a dearth of scientific study that thoroughly investigates its effects, origins, and best strategies in the educational environment (Ogbebor, 2019). Moreover, the lack of a comprehensive understanding pertaining to the importance of community involvement in crisis management impedes the development of well-informed policies and strategies for educational institutions to effectively navigate future crises. However, despite the adoption of many strategies designed to counteract and resolve these crises, the importance of monitoring and evaluation (M&E) has not been well examined (Ogbebor, 2019).Despite the potential significance of monitoring and evaluation (M&E) methodologies, there is a dearth of knowledge about their precise impact on the successful management of educational crises. Furthermore, educational systems worldwide have seen a range of crises in recent times, such as natural disasters and epidemics, which have disturbed learning environments and posed significant challenges to educational management (Ogbebor, 2019). Given these pressing situations, the need of advocating for educational policy has become a crucial factor in shaping reaction strategies and mitigating the impact on educational institutions. However, there is a dearth of thorough comprehension of the influence of advocating for these regulations on the handling of educational emergencies. Unanticipated crises, including a range of occurrences such as natural disasters and socio-political disruptions, pose significant challenges to the stability and operational efficiency of educational institutions (Ogbebor, 2019). Amidst these crises, it is imperative to establish effective administration to mitigate their adverse effects on children, educators, and the broader community (Ojo and Olarewaju, 2020). Professional development initiatives are often implemented with the objective of enhancing the competencies and capabilities of educators. Nevertheless, there is a dearth of thorough comprehension about the precise impacts of these efforts on crisis management. Hence, the the study is to assess Nigeria union of teachers activities and management of educational crises in Lagos state senior secondary schools in Ojo, Local Government.

1.3 Objective of the Study

The broad objective of the study is to assess Nigeria union of teachers activities and management of educational crises in Lagos state senior secondary schools in Ojo, Local Government. The specific objectives is as follows

Assess the influence of community engagement on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government

Examine the impact of monitoring and evaluation on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government

Determine the influence of Advocating for educational policies on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government

Analyze the influence of teachers Professional development on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government

1.4 Research Questions

The following questions have been prepared to guide the study

What is the influence of community engagement on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government?

What is the impact of monitoring and evaluation on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government?

What is the influence of advocating for educational policies on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government?

What is the influence of teachers Professional development on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government?

1.5 Significance of the Study

The findings of the study will be significant to the following

Lagos state government: Lagos State, like many other regions, faces various educational crises such as inadequate infrastructure, teacher shortages, student indiscipline, and curriculum challenges. Understanding how the NUT operates within this context is crucial for devising effective strategies to address these crises.

NUT: he NUT plays a pivotal role in advocating for teachers' rights, welfare, and professional development. Exploring their activities can shed light on how they influence educational policies, resource allocation, and decision-making processes within the education sector.

Academic contribution: Research on the role of teachers' unions in managing educational crises contributes to the broader knowledge base in education management and policy. It provides valuable insights for educators, researchers, policymakers, and stakeholders striving to enhance the quality and equity of education systems.

1.6 Scope of the Study

The study focus on Nigeria union of teachers activities and management of educational crises in Lagos state senior secondary schools in Ojo, Local Government. Empirically, the study will assess the influence of community engagement on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government, examine the impact of monitoring and evaluation on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government, determine the influence of Advocating for educational policies on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government and analyze the influence of teachers Professional development on the management of educational crises in Lagos state senior secondary schools in Ojo, Local Government therefore, the study is delimited to junior secondary schools in Ojo, Local Government.

1.7 Limitations on the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are: 

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study

1.8 Operational Definition of Terms

Nigeria Union of Teachers (NUT): A professional organization representing teachers in Nigeria, advocating for their rights, welfare, and professional development.

Activities: Actions, initiatives, or programs undertaken by the Nigeria Union of Teachers within the educational sphere, which may include advocacy, training, negotiations, and other engagements aimed at enhancing the welfare and professionalism of teachers.

Management: The process of planning, organizing, coordinating, directing, and controlling resources and activities within educational institutions to achieve specific goals, including crisis management strategies.

Educational Crises: Critical situations or events within the educational system that disrupt normal functioning and pose challenges to the attainment of educational objectives. This may encompass various issues such as student unrest, teacher strikes, infrastructure deficiencies, administrative challenges, or other factors impeding the smooth operation of schools.

Lagos State: A state in the southwestern region of Nigeria, known for its significant economic, cultural, and educational importance, including a large population of students and teachers.

Junior Secondary Schools: Educational institutions providing education to students in the junior secondary level, typically comprising students aged between 11 to 14 years old, in accordance with the Nigerian educational system.

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