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RE-THEORIZING NIGERIAN SCHOOL FUNCTIONS FOR PREDICTING INSTITUTIONAL ACCOUNTABILITY ON STUDENTS’ DROPOUTS
Abstract:
High dropout rates among students in Nigerian schools have been a longstanding challenge that hampers the country's education system and societal progress. This paper aims to re-theorize the functions of Nigerian schools to predict institutional accountability concerning student dropout rates. By critically examining the factors contributing to dropout rates, identifying gaps in the existing theoretical frameworks, and proposing alternative perspectives, this study seeks to enhance institutional accountability and improve student retention in Nigerian schools.
The research adopts a qualitative approach, employing a literature review and case studies to gather relevant data. It delves into the multifaceted nature of student dropout rates, considering factors such as socio-economic background, inadequate infrastructure, ineffective teaching methods, and socio-cultural influences. The analysis reveals that the prevailing theoretical models fail to adequately capture the complexities of the Nigerian education system and the diverse challenges faced by students.
To address these limitations, this paper proposes a re-theorization of Nigerian school functions. The revised framework emphasizes the need for a holistic approach that integrates social, economic, and cultural dimensions, taking into account the specific context of Nigerian society. It highlights the importance of proactive measures at both the institutional and individual levels to enhance student engagement, promote educational equity, and reduce dropout rates.
Furthermore, the study underscores the significance of institutional accountability in combating student dropouts. It suggests the implementation of robust monitoring and evaluation systems, the establishment of support mechanisms for struggling students, and the involvement of various stakeholders, including parents, community leaders, and policymakers. By fostering a culture of transparency, responsibility, and collaboration, schools can be held accountable for their role in ensuring student success and reducing dropout rates.
This research contributes to the existing literature on student dropout rates in Nigerian schools by offering a re-theorization of school functions and proposing strategies for enhancing institutional accountability. The findings have implications for policymakers, educators, and researchers, providing insights into the design and implementation of effective interventions to address this pervasive issue. Ultimately, the goal is to create a conducive learning environment that supports students' educational journey and promotes their academic achievement and personal development.
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