HUMAN RESOURCES AND TRAINING AS A REQUIREMENT FOR QUALITY EDUCATION IN SECONDARY SCHOOLS

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HUMAN RESOURCES AND TRAINING AS A REQUIREMENT FOR QUALITY EDUCATION IN SECONDARY SCHOOLS

 

CHAPTER ONE

INTRODUCTION

  • BACKGROUND OF THE STUDY

In recent years, it has come to be acknowledged that developing human capital is essential for the entire growth of any nation. Quality education is the greatest gift Nigeria can give its population, as it opens the way to prosperity and progress. The significance of creating human capital cannot be overstated since it functions as a catalyst for change toward a brighter future by allowing individuals to fulfill their full knowledge and skill potentials. It is evident that the successful democracies in the world are those whose education systems produce well-educated individuals who comprehend what is involved in life and are not ethnically biased (Anya, 2022).

According to Obike (2022), it is virtually impossible for a person to learn a job or adopt a career and remain in it for an extended period of time with essentially unmodified skills. This is especially true in an institution as complicated and dynamic as a school, which must adjust to shifting social demands and instructional strategies. Therefore, regardless of how good pre-service, pre-preparatory, and qualified school people may be at the time of employment, they should be developed personally and professionally. Consistently and continuously (Obanya, 2022).

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In accordance with the adage “no school is greater than its teachers,” the school system requires well-developed personnel in order to provide a quality learning environment for students. Furthermore, changes in position and job requirements within the school system necessitate the development of personnel. It is essential to cultivate the educators who convey information directly to pupils. Only then can relevant and sufficient information be taught to pupils, culminating in the ultimate attainment of education’s purpose (Nwagbara, 2022).

Physical, social, intellectual, and mental training are crucial not only for increasing the level of production in a business, but also for fostering the growth of its employees. Consequently, training may be contextualized in a manner useful to school leaders. However, knowledge is the capacity, the skills, the understanding, the information, which every human requires in order to be able to operate successfully and execute efficiently (Garuba, 2022).

According to Olaniyan & Lucas (2022), human resources are the most precious assets of any firm. Even with machinery, materials, and money, nothing can be accomplished without human resources. According to Abiodun (2022), training is the systematic development of the information, abilities, and attitudes necessary for an individual to do a specific activity or job competently. It can occur in a variety of ways, both on and off the work; in organizations. Staff training and development is a work activity that may significantly contribute to an organization’s overall performance and profitability, according to Martins (2022).

Therefore, the efficacy and success of an organization depend on the individuals who comprise and operate inside it. Therefore, in order for workers to fulfill their responsibilities and contribute meaningfully to the achievement of organizational objectives, they must acquire the necessary skills and knowledge. In recognition of this reality, organizations such as educational institutions undertake final training and development programs for all levels of their workforce.

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Chris (2022) said that the purpose of training and development is to improve technical, human conceptual, and management competencies for the advancement of individual and organizational progress. In addition, Egbe (2022) proposed that training and development is a continual process. The need to execute one’s work effectively and the need to know how to lead others are adequate justifications for training and development, and the requirement to achieve the organization’s goals of increased production makes it an urgent need.

  • STATEMENT OF THE PROBLEM

The poor performance of secondary school students on internal and external assessments has generated widespread outrage. According to Akubiro & Joshua (2022), there have recently been accusations that the quality of schooling has declined. It is evident from research findings and common views that secondary schools lack resources such as instructors, classrooms, and instructional materials. Clearly, the quality of teachers is low, since they are not provided with training and growth opportunities. What are the ways to improve teachers quality and how this can be achieved is the overarching issue at hand.

  • OBJECTIVES OF THE STUDY

The primary objective of this study is to examine human resources and training as a requirement for quality education in secondary schools. Specifically, other objectives of this study are:

  1. To determine whether human resources and training has an impact on quality education in secondary schools.

 

  1. To determine whether there is a relationship between teachers quality and quality education in secondary schools.
  • To find out ways human resources and training can impact education in secondary schools.
  1. To find out the challenges of human resources and training in secondary schools.
    • RESEARCH QUESTIONS

The following research questions will be answered in this study:

  1. Does human resources and training have an impact on quality education in secondary schools?
  2. Is there a relationship between teachers quality and quality education in secondary schools.
  • What are the ways human resources and training can impact education in secondary schools?
  1. What are the challenges of human resources and training in secondary schools?
    • SIGNIFICANCE OF THE STUDY

Teachers will profit from this study because they will recognize the need to gain additional information and skills, which will improve their instructional approaches and raise the quality of teaching and learning. Government will also acknowledge the significance of in-service training for teachers and will be prepared to finance training programs in order to facilitate teachers’ work performance in the direction of excellent education.

The products of our educational system will be of a higher level, which will improve the quality of our economy and so benefit society. Our secondary schools will see a significant boost in student success as a result of the tutoring they will receive from high-quality teachers who are familiar with the latest educational trends and innovations.

  • SCOPE OF THE STUDY
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This study focuses on human resources and training as a requirement for quality education in secondary schools. Specifically, this study focuses on determine whether human resources and training has an impact on quality education in secondary schools, determining whether there is a relationship between teachers quality and quality education in secondary schools, finding out ways human resources and training can impact education in secondary schools and finding out the challenges of human resources and training in secondary schools.

Selected secondary schools in Akure, Ondo State will serve as the respondents for this study.

  • LIMITATIONS OF THE STUDY

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

  • DEFINITION OF TERMS

Human Resources: Human resources is the set of people who make up the workforce of an organization, business sector, industry, or economy. A narrower concept is human capital, the knowledge and skills which the individuals command.

Training: Training is teaching, or developing in oneself or others, any skills and knowledge or fitness that relate to specific useful competencies. Training has specific goals of improving one’s capability, capacity, productivity and performance.

Quality education: Kind of education provided by an education system that emphasizes the importance of focusing on five important elements including: quality learners, quality learning environment, quality content, quality processes, and quality outcomes.