Influence of Cheap Labour Method By Private Schools on the Efficiency of Secondary School Education In Ilorin Metropolis

International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume VI, Issue I, December 2021 | ISSN 2454–6186

Influence of Cheap Labour Method By Private Schools on the Efficiency of Secondary School Education In Ilorin Metropolis

Patrick Patrick Oluwafemi AKERELE¹, Tosin .E. AKINDUYO Ph.D^2
1Unilorin Counselling And Human Development Centre .University of Ilorin, Nigeria.
²Department of Guidance and Counselling, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria

Abstract
This study examines the influence of private schools’ cheap labour method (CLM) on the efficiency of secondary school education in Ilorin Metropolis, Data and information were obtained from respondents through questionnaires which were analyzed with the use of a percentage method .The findings of this study reveal that majority of the private schools’ owners in Ilorin metropolis have a negative attitude towards the efficiency of secondary school education and that low staff/teachers’ qualifications and poor staff/teachers’ salaries are the most common cheap labour method (CLM) used by private schools in Ilorin metropolis. It is therefore recommended that owners of private schools should ensure they employ their staff/teachers based on higher educational qualifications and expertise. Also, ensure that staff/teachers salaries are not delayed and government should ensure that private schools owners follow standards and provision of operational guidelines for setting up of secondary schools. Be monitoring curriculum delivery in secondary schools.

Keywords: Cheap Labour Method, private schools, efficiency, secondary schools, education.

Introduction
The greatest challenge facing Nigeria education appears to be that of rebuilding a high-quality educational system to develop appropriate skills, mental, physical, social abilities and competencies to empower individuals to live in and contribute positively to national growth and development. It seems pertinent that every nation’s educational output should be able to proffer solutions to the immediate and future needs of the society. This may be achieved only when education stakeholders in Nigeria deem it fit to pay more attention to teachers’ education and teachers’ total welfare (basically teachers’ remuneration). It appears necessary to submit that the last reviewed policy of education in Nigeria focused on developing every Nigerian child by

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