Paper Title
Assoc. Prof. F. I. Ukozor Ph.D & Onwugbufor Bertram Ph.D

The study investigated the NDDC and their education interventions in Aba Education Zone (AEZ) of Abia State. Two research questions and one hypothesis formulated guided the study. All the teachers of Aba Zonal Education public secondary schools constituted the population of the study. Multistage proportionate cluster random sampling technique was used to select 540 teachers as the sample size. A researcher made Education Intervention and Adequacy Assessment Questionnaire (EIAAQ) with reliability estimate of internal consistency of 0.72 using Cronbach Alpha technique was used to collect data. The instrument was adequately validated by experts both in measurement and evaluation as well as educational administration. Mean was used to answer the research questions while t-test statistic tested at 0.05 level of significance was used to test the null hypothesis. Findings are that NDDC intervenes only in the areas of infrastructural facility development, provision of both instructional resources and teacher capacity building. Result also shows that these interventions apart from infrastructural facilities are grossly inadequate to meet the teaching and learning needs of secondary schools in AEZ. It was therefore recommended among others that: NDDC should introduce more areas of intervention like scholarship and other academic incentives for both teachers and students. They should also increase the frequency and scope of capacity building for teachers as well as embark on the provision of more instructional resources to meet the needs of teaching and learning in our secondary schools.


Background to the Study

            One of the antecedents of education in Nigeria is series of interventions. Educational interventions are those involvements of individuals, organizations, governments, missions and so on, in the affairs of the school or educational systems that is geared towards positive change in order to affect the outcome or settle particular conflicts bedeviling the system (Onwugbufor, 2012). In Nigeria, the education system from its inception has suffered a lot of crisis and problems which demands interventions. Such problems are informed by lack of funds, infrastructural resources, instructional resources, good policies and programes and so on. These in one way or the order has caused the educational system to experience different forms of intervention with a view to providing lasting solution to the attendant problems.

                        Governments’ recognition of education as an essential ingredient for the development of both micro and macro levels (Tahir, 2005) and an instrument par excellence for affecting national development (FRN, 2014) has earned the educational sector a lot of interventions. The missionaries were the first to intervene in the education of people in Nigeria. According to Fafunwa (1995), the first ever intervention witnessed in the education system of the country was the introduction of western education as an intervention into the traditional education and this resulted in the establishment and building of formal schools by the missionaries in 1882. This intervention provided a boost to the existing traditional system, by introducing foreign culture into the already existing framework. It is this intervention that has brought the nation to this height of development being experienced today.

                        After many years of educational operation by the missionaries, the then colonial government considering the role of education in the development of the nations’ citizenry, decided to provide interventions to the already established missionary schools, having observed the precarious problems the schools were facing. This intervention was targeted towards providing succor to the problem of funding which bedeviled the system. By this action, the colonial administration made a spasmodic effort by earmarking three hundred pounds (£300) for the support of the missionaries’ educational work (Fafunwa, 1995). Since then, successive governments, philanthropists, as well as other organizations has continued to make contributions to the development of education in Nigeria with the understanding that only the government cannot carry the burden of providing functional education. These interventions are all geared towards boasting the quality of education as a panacea for achieving the national education goals spelt out in the National policy on education (FRN, 2014). In view of the foregoing, the Niger Delta Development Commission (NDDC) was established in 2003 to carter for the educational needs of the people of the Niger Delta Region (NDR) (one of the cardinal interest of NDDC act 2003). In this act, NDDC was mandated to develop a master plan for sorting out such needs. Based on this, a framework of the educational needs were developed among which are; dilapidation of schools facilities evident in lack of basic infrastructural and instructional resources as well as capacity building for teachers to develop their competences for quality service delivery (NDDC 2001). This is in realization of the fact that quality education given out depends on some salient factors such as infrastructures, equipments, teaching aids and instructional materials and quality teachers (Onwugbufor, 2012).

                        Infrastructural facilities are physical and spatial materials that facilitate teaching and learning. Ememe, Onwuchekwa & Onuigbo (2012) defined it as those facilities provided by the schools for the purpose of enhancing teaching and learning and includes classrooms, laboratories, laboratory equipment, school furniture, the chalk board, tools and machines, audio and audio-visual aids etc. Also, Adeogwu as cited in Ememme et al (2012) inferred that infrastructural facilities are school plant which includes; classrooms, offices, recreational facilities, the entire school grounds, as well as material resources such as instructional materials, stationeries, educational plans and objectives and prescribed methodology. For Enaohwo & Eferekaya (1989), they are classified according to their values, use and importance in achieving educational goals. Hence, they classified infrastructural facilities into instructional, recreational and residential facilities.


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