Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579689
Title: A critical inquiry into the effectiveness of public and private schools in Nigeria
Author: Adefeso-Olateju, Modupeoreoluwa
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
A major reason for the expansion of private provision of education in developing countries is the inability of the State to provide sufficient access to high quality basic education. The rapid expansion of private schooling in Nigeria is based on the 'perception' that private schools offer higher quality learning opportunities to pupils. This study investigates the effectiveness of public and private schools in Nigeria, and the implications of the findings for public-private partnership. The study is framed by the discourse on state failure and market provision of education, and on school effectiveness research. To obtain robust data, a mixed methods approach was adopted for data collection and analysis. Data on utilisation of private schools were obtained via primary analysis of a large household survey. To generate empirical evidence on learning outcomes in public and private schools, a bespoke survey was designed and administered by the researcher to 2000 respondents (pupils in grade nine, their teachers and head teachers) in three Nigerian states and analysed using Ordinary Least Squares (OLS) multivariate regression analysis. Finally, individual in-depth qualitative interviews were held with teachers and head teachers to probe perceptions of private school effectiveness and nuance the survey findings. The study reveals that private schooling, which accounts for over 14% of total school enrolment in Nigeria, is in itself a heterogeneous construct which is unequally utilised across the lines of gender, religion, rural-urban divide, educational level and cost of education. Holding child and home background factors constant, private schools are more effective than public schools at facilitating higher learning outcomes in Mathematics and English Language. This effect is related to school leadership and autonomy, teacher accountability and motivation, and school resource utilisation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.579689  DOI: Not available
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