1.1 Background of the Study
In all countries of the world, education is accepted as a process of transmitting the cultural heritage, stabilizing the present and improving or changing the future. It is an essential process of developing the child cognitively, affectively and psychomotively. The best legacy to be given to a child is sound education. This is even more so in this 21stcentury. In this century, it is quite obvious that knowledge is the greatest asset to possess and no one should be under the illusion that without knowledge he or she can hope to survive talk less of thrive.
The school system, regardless of which level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between pupils and teachers on subject matters. These are the triadic elements in learning. In contemporary time, it poses a great social concern about the potential of our school system to deliver sound education to the children in Nigeria because the education system appears to be crisis-ridden. There is crisis of values, crisis of social confidence, crisis of resource management, crisis of discipline, crisis of population explosion, crisis of educational orientation and social relevance as well as crisis of policy instability which is the concern of this study
The above crisis are predominant in all levels of our educational system especially at the primary school level which is the foundation of formal education on which the subsequent levels of the nation's educational system rest. Primary school occupies the first position in the educational system of Nigeria. Thus, the success or failure of other levels depends on it. Hence, the need to make the foundation very solid, qualitative and durable through appropriate policy formulation and implementation cannot be over-emphasized.
According to National Policy on Education (FRN, 2004), the general objective of primary education includes;
As good as the objectives of primary education, in Nigerian primary schools the goals have not been actualized presently compare to when schools were effectively managed by the missionaries and voluntary agencies with grant in aid from the colonial government. This necessitated the launching of primary education improvement project in January, 1971 in 66 primary schools with the sole aim of bringing improvement to primary education and the attainment of the objective of such education.