Impact of Cheap Labour Method by Private Schools on the Efficiency of Secondary School Education in Ilorin Metropolis

Autor/inn/en	Akerele, Patrick Oluwafemi; Akinduyo, Tosin E.
Titel	Impact of Cheap Labour Method by Private Schools on the Efficiency of Secondary School Education in Ilorin Metropolis
Quelle	In: Journal on School Educational Technology, 16 (2021) 3, S.25-30 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Private Schools; Ownership; Efficiency; Secondary School Teachers; Teacher Qualifications; Teacher Salaries; Employment Practices; Educational Quality; Government Role; School Administration; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Private school; Privatschule; Eigentum; Effectiveness; Effektivität; Wirkungsgrad; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Berufspraxis; Quality of education; Bildungsqualität; Ausland
Abstract	This study examines the impact of private schools' Cheap Labour Method (CLM) on the efficiency of secondary school education in Ilorin Metropolis, Data and information were obtained from respondents through questionnaires which were analyzed with the use of a percentage method .The findings of this study reveal that majority of the private school owners in Ilorin metropolis have a negative attitude towards the efficiency of secondary school education. The low staff/teachers' qualifications and poor staff/teachers' salaries are the most common Cheap Labour Method (CLM) used by private schools in Ilorin metropolis. It is therefore recommended that owners of private schools should ensure they employ their staff/teachers based on higher educational qualifications and expertise. They should also ensure that staff/teachers' salaries are not delayed; also the government should ensure that private school owners follow standards and provision of operational guidelines for setting up of secondary schools, and be monitoring curriculum delivery in secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01