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Education without Knowledge gain: The vulnerability of children and

youth in sub-Saharan Africa.

Dayo Olorunfemi1

Research & Development consultant Abuja

Email: dayojohn2004@gmail.com

December 2013

Abstract:

This study seeks to investigate the risk of knowledge deficiency found in juvenile and the issues of data secrecy and information reporting manipulation within sub-Saharan Africa educational school system. Major observations focus

is on the Nigerian public school administration and the unconscious learning processes affecting students level of understanding. A diagnosis of academics & event period of 2010-2012 under review, manual records of junior and senior secondary school data was collected to measure quality assurance in education and the effects of unsustainable schooling system which had placed limit to

problem-solving initiatives/creativity of African children & youth in this 21st century. This study also examines empirically the relationship between

sustainable development and policy reforms proxy by human development index for Nigeria economy in 2003-2011. This was done to account for nations poverty reduction gap and instability of leadership policy measure. Employing

numerical taxonomy, it was found that the Nigeria economic reform classified as group within 2003, 2004 & 2005 policy directions tends to contribute significantly to reduction in poverty because leaders policies was explicit &

understood by the people. The 2006 policy measures been classified as first group, had direction on human capital development, yet with more income

centric approaches and positive influence on poverty reduction. In contrast, the third category of groups (2010 & 2011) was found to be a period with negative principal component score observed as potential indicator of long run policy

disaster which requires territorial & global researchers action including leaders attention to prevent the people livelihood from been more at risk of poverty in

the nearest future.

Keywords: Quality assurance, education intelligence, knowledge deficiency risk, internal baseline architecture. 1 Member of BSR Analysis Team Abuja Nigeria. For helpful comments and discussions on this

research and article on productivity and economic reforms in Nigeria, I am grateful to Mrs

Josephine I. Medupin the immediate past principal of Bishop Delisle College lokoja, Raheem

Kola, Seun Olorunfemi and Rotimi Olorunfemi for participations and unique support during this

investigation. All errors are my own.

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Introduction

Having an unexamined educational system with less regards for optimization, is a process that is existing but undesirable. For the government

& people of sub-Saharan Africa to reap the gains of investments made towards education, there is need for existing teachers to rethink on todays methodologies and philosophy of productivity measurement which hovers around mere intuitive decisions and a neglect of education intelligence techniques. The peoples of every continent irrespective of their gender

demography, cultural differences, social inclination and religious backgrounds are now alive to financial benefits as a quest to satisfy their micro and macro

consumptions or investment goals. Likewise, the aggregate strata of the society have other expectations that are automatically embedded as object of risk in all forms of decisions made towards development. Such expectations could either

be a statement of needs or demands; and more often assumed impliedly due to the nature of human transactions. Every human generation is bound by its own peculiar problems which are triggered by human activities, decisions or by

previous errors and events which cannot be linked to natural disasters. Different society have diverse understanding concerning solution approach to

tackling known problems but, uncertainties inherited through continuous neglect of new methodologies in investment decisions for human education and development should be the base towards finding real solutions to known and

unexpected problems in human endeavours in sub-Saharan Africa and even in other continents of the world. As it is written in the book of Hosea 4:6 my people are destroyed for lack of knowledge, therefore, citizens of a nation are exposed to high risk when leaders and teachers decides to focus more on resources based solutions to schooling rather than knowledge based tactics.

A wide spectrum of people are trapped with the thinking that they are educated

because they have develop fluency in grammar, have bachelors degree and

even possess doctorate degrees in order to secure high rewarding jobs to

improve personal social status and life achievements. The issue is, prowess in

grammar and even a PhD certificate is not a centerpiece to problem-solving

initiatives, desired reduction in poverty and long run improvement in human

development within the region of sub-Saharan Africa in the 21st century.

Therefore, African leaders including teachers and even the future leaders of

tomorrow will now be required to rethink on new educational framework that

can challenge and reshape the innate minds of her human populace towards a

more unique and reformed direction in accountability of research as a spring

board to scale up human productivity in educational institutions as well as

other sectors of economic development.

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This investigation is partitioned into a two in one study, using a popular

Yoruba proverb of early 1960s in the Nigeria history education without hoe

and cutlass is never complete. Agricultural work is the labour of our land; that

he who fails to work shall end up stealing this Idiom implies that education

without learning tools & knowledge is never complete. That Intelligence work of

agriculture & other discipline should be sustained to improve human standard

of living else, corruption await those who fail to work. Every human race have

claims to desire knowledge, but just few have the insight and pains to seek new

knowledge to add value to human livelihood and activities. The human mind

tends to experience imbalance at different stage of development due to

immeasurable gap embedded in education and knowledge gains. With inference

to econometrics thinking, there are proofs that what is not been measured

cannot be controlled. Though, global leaders and her institutions have indeed

made unique decisions by creating & allocating funds drawn from fiscal

policies into education and research institutions. Beyond this investments, how

often do the leaders and teachers care about the understanding & assimilation

of lessons learnt by children and youth in schools? This study is therefore

premised on the foundation that unconscious learning approach of teachers is

a function of impaired understanding for the students. Bluntly put, that the

lack of knowledge of a teacher will increase the vulnerability of his or her

students during schooling and aftermath. For a nation to reap the future value

of present investment in education there is a question mark on research &

development (R&D) as the hallmark of knowledge for problem-solving in areas

of human and economic development. For example, If newly married couples

that have been tested ok for child bearing by a doctor and yet, the couple

makes conscious decision not to have children between a period of five years,

probable because they so much desire to have fun or think the time isnt right.

They might create a problem they cannot control when their instinct later leads

them otherwise. Ironically, when a leader decides to invest in Research that is

not integrated with Development phase (real output or impact evaluation) by

the domestic researchers who work in a citadel of knowledge, then

accountability in research is the alternative forgone.

Statement of research problems

The leaders and peoples of developing nations are experiencing the relevancy and risk of information age intermittently. And the freedom of information act (FOIA) are signed and passed into law to improve transparency and

accountability of governance to the people concurrently. Ratification of this law has not being translated to knowledge of the law because the existing manual

documentation and procedures are still undergoing significant intervention by

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humans who have high tendencies of data secrecy and information reporting manipulation.

Objectives of the study

The fundamental aim and objective of this research is to develop an optimized

system process that will support the continuous monitoring and surveillance of

educational quality to control the psychological risk of unsustainable schooling

and its consequence on human development in Sub-Saharan Africa. The

intention is to minimize the significant human errors made by teachers during

computation of student result, to explain the feedback effects of a teacher input

on student output sample & also to create a structured data warehouse to

monitor age and gender inequality of minors. To satisfy the aims and objectives

of the research, the following research questions set out below were

formulated:

1. Of what value is the search for knowledge if what is thought in schools

fails to query and re-engineer the human minds to think about 2process

improvement or production?

2. How can students remember what they have being taught in school when

the teacher input & methods as a function of performance output of

student are left unanalyzed?

3. How can we visualize and control the unexpected data redundancy rate

embedded in measuring education index component of human

development value?

4. Do we need to set higher benchmark of performance tolerance level for

tutor and teachers to improve quality of education?

5. What impact have sub Saharan Africa policies achieved with physical

infrastructural resources, when the objective of learning has been

forgone?

2 Process improvement: is the systematic approach to closing of process or system performance gaps through streamline and cycle time reduction, and identification and elimination of causes of below specifications quality, process variation and non-value-adding activities. (From Wikipedia, the free encyclopedia)

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Literature Review

A great philosopher once made reference to education & he said, what I

here, I forget, but what i see I remember (Socrates).

In the 21st century schooling system, we cannot hide from the reality that we

live and study in a more complicated & distracted environment that humans

has never known. There are large population of teachers who are well aware of

the situation in the past but are less conscious of what they learnt from their

forebear which now have measureable difference with present social demands,

and particularly, its influence on the brain and mind of students that depend

on the knowledge base of tutors including parents. From a cognitive learning

perspective, learning involves the transformation of information in the

environment into knowledge that is stored in the mind. Learning therefore

occurs when new knowledge is acquired or existing knowledge is modified by

experience3.

Theoretical framework: Gestalt psychologists led by Max Wertheimer (1880 -

1943), Wolfgang Kohler (1887 1967) and Kurt Koffka (1886 1941) have made significant investigations and contributions in order to find measures of

reducing the complexity of the objects and distraction in our world. They proposed gestalt (shape) laws and views that can be adapted in understanding

how humans should think of problems as a whole. This made Max Wertheimer to have considered thinking to happen in two ways: productive and reproductive approaches to problem-solving. Productive thinking according to Max is solving a problem with insight. This was viewed as a quick insightful unplanned response to situations and environmental interaction. While

Reproductive thinking is solving a problem with previous experiences and what is already known (Max Wertheimer 1945). For example if an economics teacher tries to explain the concept of demand and supply. He/she starts by definition

of terms, then he explain the law of demand and supply using graphical models and further use hypothetical data with examples contained in the

recommended textbook for teachers & students. When we have a case scenario such as this, the teacher has successfully engaged in reproductive thinking (this is common with teachers) using what is already known to him through a

perfected idea & solution of the author. This approach might not spring up desired query from students to gain understanding during lessons. In contrast,

productive thinking requires the teacher to redefine the terms in his/her personal thought and words. Then he/she state the law guiding the concept of demand & supply to explain the graphical models using selected product &

3 AOU asiae university chapter 5 learning theories paper

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services type familiar to the students in their environment in order to draw attention plus query arousal which he/she quickly find answers to using

insight connected to the mind of student for desired understanding. Then references are made to recommended textbook required for assignment and

further study to correct student mistakes & thinking. In other words, for a teacher to continually think productively during class lessons, he/she should perceive student learning as cognitive in nature where prior and proper

preparation prevent poor performance of his/her methodology. As this is an idea leveraged from project management, the researcher believed that productive thinking should be the standard benchmark for cognitive learning

to drive teachers towards seeking new knowledge which is shared effective for student understanding and assimilations of lessons. Alas, reproductive

thinking breads duplication of efforts, guess work and less interest of teachers in knowledge modifications for sustainable learning and student performance.

In furtherance to the theoretical background of this investigation, human capital development is a knowledge based tool that should be restructured to

drive economic growth and long run development. Using the structure of endogenous growth model (Romer, 1986) which tries to incorporate some of the

development variable like human capital into growth framework, but with more emphasis been focused on technological change resulting from Research and Development (R&D) investment that creates a greater variety of goods, or

improves the quality of existing goods and services in the main form of innovation recognized by the endogenous growth literature following Romer (1986, 1990) as a view contained in Economic and financial review (volume 44,

No. 3, September 2006 report of Central Bank of Nigeria). Though, there are global proves & evidences that economic investment into human capital

development thus drive positive change in real gross domestic product (RGDP) of a developed nation. The continuous argument is how this benefit would be achieved in developing nations and in sub-Saharan African nations were the

human standard of living is low in reality and when measured through index of human development value (less than 0.500 to base index of 1) conducted by

the United Nation Development Programme (UNDP) rating of yearly performances of nations & continents. Other arguments in support of human capital are the size or proportion of income requirements that, both the public

& private sectors should invest now towards accomplishing productive output of human capital in the long run. The evidences from sub-Saharan Africa axis which is proxy by the Nigerian economic data 1980-2008, shows that

investments in human capital development is equally likely to affect real economic growth negatively even with unstable & increased funding between

1999-2008 (see Regression coefficient table in appendix A). Though this evidence was statistically insignificant at 5% level; its direction of negative t-statistic is of relevance to control macroeconomic policy measures of sub-

Saharan African government in the long run due to prior negation of estimation by Moses F. Out & Ade O. Adenuga 2006 using capital expenditure data on

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education (1970-2003, see Economic and financial review volume 44/3 September 2006).

Conceptual framework:

The lessons from history are that, during financial crisis the economy tends to stagnate. But during Education crisis, the state & economy find it very difficult to identify the root cause of this problem. It is an undisputable fact

that education is a tool to reduce poverty (World Bank view). On a global reasoning, the government & existing regulatory institutions have ignored the risk associated with education. Because the gains from investment in

education tends to be un-measureable in the short run, we are therefore tempted to assume or neglect the operational and psychological risk embedded

in school system structure. This world has experience uncountable events where the management of financial institutions have been investigated and found to have rock the boat due to personal ambitions and poor corporate

governance system. These practices & events are thus inherent even in an un-economic sector where education and learning is believed to be a double edged

sword to human development. According to James L. King 1998, all firms are susceptible to the risk of a loss in value from events such as competitive actions, economic changes and management decisions. James however framed

operational risk in the context of financial institutions in terms of cause, loss and event. Explaining that loss is the economic loss in the value of the firm, a loss is triggered by an event, and causes are the assignable or chance causes

for the event. James brief further those assignable (controllable) causes are attributable to factors that can be eliminated; significant loss due to causes

such as human error, fraud and system failures. This significant loss therefore, should be premised into educational institutions to limit the vulnerability of children and youth whom will form the leaders and teachers of the next

generations. If we claim that todays social conflicts are large product of primary, secondary and tertiary schooling system. We therefore adapt Shewhart (1980) definition of industrial quality control which introduced a

method to prevent defects by measuring process variability, and used the measures to determine assignable causes based on famous theories of

industrial engineering proposed in 1931 according to James report.

However, to have an effective risk management framework for schooling system improvement, there must be an information technology tools to control errors and events reoccurrences within the operational processes of learning and

decision making by school managements, teachers and regulatory institutions. Since there is an acceptable believe that parents sent their children to school to

develop their knowledge base in term of learning and character, we therefore hold the notion that intervention to control tutors defects by measuring teaching methodology impact on student performances will help to increase

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quality assurance in education using intelligent tutoring system (ITS)4 designs and education intelligence framework.

Proposed Education intelligence framework:

Education intelligence is a learning process and a metric of human capital valuation of teachers worth & technique to control psychological risk (unsustainable schooling) and its severity on student capabilities, hindrances to entrepreneurship and standard of living improvement.

Education intelligence (EI) by working definition is a process which samples

productivity index of teachers as input requirements to diagnose the human

problems and analyzes the inputs being transformed into patterns representing

signals of methodology efficiency; the needs for technical improvement or the

action needed for a change of methods to aid understanding and knowledge

growth of students.

Assumptions:

i. That the productive thinking approaches adapted by a classroom teacher will determine the degree of interest formed in the human mind on a

specific subject matter. ii. Without positive formation of interest, no knowledge can be gained and

acquired by students. iii. The expected benchmark is that quality of education output tends to

increase with increasing rate of student performance growth.

iv. Understanding of lessons learnt by students is a factor which triggers higher performances as metric of qualitative delivery of a teacher.

In other words, education intelligence can also be viewed as a risk

management technique that exposes school managers to operational failures of

teaching methodologies with school wide variation in services delivery to

students. This technique helps to increase conscious learning, understanding

& knowledge for students. EI framework is a technique that enhance and

speedup process of risk assessment powered by internal baseline architecture5

of the 21st century schooling system which cannot be ignored in this era of

4 http://en.wikipedia.org/wiki/Intelligent_tutoring_system

5 Internal baseline architecture: is the skeletal structure of a school with an origin & direction to explain the feedback effects of a teacher input on student output sample.

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information technology. Education intelligence philosophy was drawn from

business intelligence algorithm and predictive analytic technology, as such,

schools administrators, teachers, students, parents, alumni, education

regulatory agencies and government at all levels must now be alive to the

realities of educational external distractions like social networks and TV or

media programs with far reaching distortional abilities to the juvenile minds

quests for creativity and developmental knowledge.

Rationales for the need of intelligence in African schools.

EI is a means to an end and not an end in itself. This implies that school

managements are now required to intensively motivate their staff (teachers) to

re-think on additional techniques or methods that could be used to drive and

engineer the mind of students to the subjects/fields of study that are been

taught or learnt.

Technically, there is a bandwagon effect from school owners, managers, alumni

and even government who have continuously won awards for funding of

physical building projects for infrastructural development of schools. This no

doubt is a basic requirement for learning improvement; but it does not capture

in real terms the objective of learning which in essence ought to be targeted at

knowledge impartations in uplifting and/or improving human psychological

assimilation & adaptation and a conscious effort to help drive sustainable

economic growth that can engender the much needed increase in the

understanding & performances of students in chosen fields of study. Because

education is an input and a part-engine-wheel to shape the city of a peoples

dream, there is a need for intelligence technology in sub-Saharan schools to

champion the course of attaining a sustainable educational growth using

process of continuous investigation and sampling of students performance

marks. This is with aimed at understanding the strength and weakness of

students in certain subjects of study (e.g. per term/session), and further

calling the subject teachers to explain their perceived causes of upward or

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downward performance index of students which should be expressed in

graphical trend patterns. The application of education intelligence as a tool of

motivation and dialog between school management and teachers ought to be in

question and answer formats in order to induce the desired rethink and search

for new method to imparting knowledge to students. To this end therefore, EI is

geared towards achieving continuous educational sustainability and efficiency

in schools.

Requirements of Education Intelligence as a Driver in Learning Process

The Investment in education at the nursery, primary and secondary level

requires close monitoring & evaluation with integrated understanding of salient

parameter of learning. EI instruments require the use of relational database

program with compatibility of student record analysis to scale-up the learning

process towards decision support for teachers and school managers that need

instant feedback information as lesson learned from existing teaching

methodologies. The application and implementation of EI techniques should

not be perceived as tools to apportion blame or condemnation of teachers by

school management, but it usage is to serve as standards for performance

review of the students output per the teachers input towards a re-evaluative

process in alignment to knowledge expectations and patterning for the future

(That which cannot be seen, yet we expect).

Sequel to EI utility, the foundation and root cause of problems in sub-Saharan

Africa educational system can be traced to a continuous usage of intuitive

method in productivity evaluation of teachers output. Intuition as basis of

decision making for education manager is more of an art than science;

therefore it is paramount to unlock the secret data of students which is kept

hidden in the manual dossiers reports. The data been collated and analyzed

will constitute the seed of establishing the West African educational system

surveillance of schools efficiency level. The investment made towards EI by the

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management of each public & private schools will thus yield an intrinsic return

on investment as a significant measure of asset in human value in the long

run. How? The revelation begins by analyzing performance patterns using class

level index & trends; proportional measurement of improvement or setbacks;

content analysis of teaching methodology & teaching notes and finally, decision

making process leveraged from the value of information produced as utility and

requirement for teachers needs for re-training or adaptation of modified

methodologies. For example, if a teacher is subjected to undergo further

training and that teacher performance trend(current worth) is not assessed,

then the teacher and his or her supervisor is likely to experience difficulty in

conducting post-training impact of teachers productivity or the return on re-

training investment. Likewise, the long term performance patterns sample for

each teacher could be transcribed as parameter of a teachers promotion merit

base and knowledge sharing formula among subject teachers in different

schools.

Strategic Advantage of EI over Intuitive Basis of Decision Making

For schools to fully benefit from EI technology, the system must be setup in a

robust nature. For robustness to be actualized, there is a need for a change in

traditional educational philosophy: The African perception of todays education

managers & teachers hover around the notion that low performances in

continuous assessment and in examinations is largely caused by high level of

un-seriousness of the student. As a cognitive researcher, we reject this

philosophy. Arguably, using a pro-active scenario where class average scores of

students is computed for 1st CA test per subject and then, the mean score is

been used as the statistics to control the throughput cost of teaching

methodologies at intervals and likewise to improve teaching approaches

towards expectation of higher class average performance in the 2nd CA test

conducted per subject per term. This procedure thus create steps for

synchronization of methods used as input by the teacher to enhance the

understanding & assimilation level for the students during terminal revision, to

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probably attain even higher examination grades per student. Furthermore, the

desired increase in learning process for the teacher is paramount to boost

information for the students through instant class average statistic for the

basis of self-appraisal and need for seriousness, need for additional

commitment to study and encouragement towards higher efforts. This

experimentation see teaching & learning methods as the significant key input

factors that can stimulate student interest for knowledge to produce better

output. Therefore, the traditional education philosophy needs to be reviewed to

help students at all level of learning.

Consequent upon this, to achieve effective teaching evaluation, a teacher

is prone to focus her sole attention on the strength of his/her top grade

student(s) and the weaker students are often neglected. This instance and its

continuous occurrences have demoralizing effect on the weaker students (slow

learners) and often lead to segregation among peer-groups or classmates. This

demoralizing tendency should be tagged as Noise to learning when it is

administer by a teacher. In other words, EI as an approach to improvement in

teaching does not imply that top grade student should be discouraged from

flying higher; what EI framework proposed is that students with faster learning

abilities (top grade) should be encouraged to increase personal interaction with

the weaker students in the class. The implication of this type of noise for the

teacher is that an over-reliance or focus on the highest grade of student marks

per subject as statistic and judgment of performance growth is not objective,

thus this statistic remain an extreme score which is far-apart from the class

weighted average performance scores. Therefore, the usage of intuition or

personal feeling without genuine facts in decision making by education

managers in African schools should be re-examined to enhance procedural

improvement and qualitative teaching delivery. Why? Because Education

Intelligence technique provides a framework for diagnosing sources of

educational problems and also help teachers or tutor to monitor personal

progress achievement made in the teaching of specific subjects over a short,

medium and long term carrier period.

It is noteworthy at this point to acknowledge that the investment made

by government & private school owners towards classroom building project to

enhance better learning environment and upgrade of the welfare of students

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serve as a positive support for school development. However, the geometric

growth in the population of students attending public and private schools is a

consequence of increased funding, and partly the positive attitude of parents

quest for quality education and knowledge acquisition for their children.

Therefore, of what value is the search for knowledge if what is thought in

schools fails to query and re-engineer the human minds to think about process

improvement or production?

Problem of Unsustainable schooling

Without continuous investment in dynamic research & development, Africans

as a people, a continent, educational learners and trainers, businessmen,

politicians, farmers, financial actors, families and even individuals, will remain

in conflict and crisis. This is why the holy bible record through the book of

proverb 4 verse 13, Always remember what you have learnt. Your education is

your life guard it well.

The crux of the sub-Saharan Africa educational system problem is therefore

enveloped in this question: How can students remember what they have being

taught in school when the teachers input & methods as a function of

performance output of student are left unanalyzed? Perhaps, the school

management & teachers are complacent with what they learnt in the past and

the contents of what is been shared today, as evolutional knowledge to the

students are rusty and out of date. Consequently, how can we explain the

situation that parents now find it very difficult to discipline their children on

the excessive usage of social networks & TV media program which share vital

strata of students brain, causes divided mind attention & lesser time

availability for study? Therefore, for nations, parents, educationist and

students to gain direct benefit from the investment made in education; the

existing schools & all educational institutions need to measure the value of the

human capital through experimentation and lessons drawn from education

intelligence techniques.

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Essentially, over reliance on physical classroom blocks as indicators of

infrastructural development without integration of internal baseline

architecture could account for reasons behind structural unemployment crisis,

as well as the reduction of labour productivity in a nation. Although, basic

physical infrastructural tools and teaching aids, though of paramount

advantages, yet they will always remain behind on the scale of educational

consequentiality because of the need for maintenance and improvement. As

such, it is the lack or poor condition of these basic tools in schools that should

be tagged as symptoms of low educational development and not the root cause

of educational under-performance in itself.

Role of Parents in schooling risk management

In the continuous struggle of parents toward knowledge acquisition for their

children, they must be well informed and reminded of the need for conscious

actions to monitor, control and manage the usage rate of social networks

technology and TV viewing by their children during school season and at

holiday period. This is paramount in order to safeguard the life of children and

young adult, because a wild or polluted mind will find it difficult to concentrate

or allocate significant time for study and likewise, may not remember the

lessons learnt. This is equally likely to yield low level of confidence at

examination and inability to further contribute productively to their community

after schooling.

Role of Government, Regulatory Bodies & other Stakeholders

For nations & government to experience the desired positive reward on its

investment in public schools and institutions, the valuation of the human asset

should undergo the process of robust research and development for legislative

law and new regulatory policies, most especially in the education sector. This

would enable school developers, administrators, managers, teachers & parents

to re-think on what elements should constitute new methodology and

technology for quality improvement in the education system. While a review of

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existing textbook content analysis would also be required under the auspices of

regulatory bodies to enhance the relevancy of learning for productivity and de-

emphasize certificate driven interest of most citizens in the Nigerian economy

and other sub-Saharan African Nations.

The philosophy of three living economy

This philosophy was drawn from the book of insight My child, when you stop

learning, you will soon neglect what you already know. Proverb 19:27

In every activity on earth, the wisdom of the creator is often trampled upon by

human desires, governmental policies & actions plan believed to be relevant for

the survival of humanity and her environment. But what is unknown to the

learned and the learner is that; peoples life is also affected through what

leaders teach or fail to learn. More so, the kind of resources required toward

improving the living standard of people is assumed to be inadequate. Contrary

to this human assumption, the creator gave man the authority to manage the

environment and the risk inherited on earth. This specific issue has been

explained & understood using the insight of the living economy.

Exhibit 1.0: stage 1

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Keys: the Ice stands for Nature of human activities. Bowl = Habitat. Water = Kinds of resources

At about 12:05pm (3 minutes interval or implied as 3 years policy

implementation) from the starting point (exhibit 1.0). The water condition was

tested using human index finger & there was a transition of water from hot to

warm status (economy II) while that of the normal water inside economy I had

slightly become cold. Yet the melting stages of the three freeze economy were

not revealed to the eyes in this short run.

In second stage of observation_0922 which was exactly ten minutes interval or

10 years period from stage one (exhibit 1.1). The ice melting rate had intensify

in economy II where the water condition is neither hot nor cold as compared to

gradual experience of ice melting of economy I where water is now more cold.

Likewise, economy III begins to experience ice melting, yet its drop of resources

were insignificant for human utilization and survival.

Exhibit 1.1: stage 2

Contrary to events and human activities in previous observation and testing

stage, economy II begins to experience drastic & severe ice melting of her

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activities and gradual melting process continued in economy I with severe

coldness of resources utilized for human development. Though, melting

intensifies in economy III, but her cold drops of water was largely supported

through the creator influence (see exhibit 1.2). These accounts have evidences

in stage 3 observation_0924 and 20 minutes interval (long run forecast) from

stage one.

Exhibit 1.2: stage 3

The leaders whom are indirectly teachers in economy II & III have privilege to

visit the habitat of economy I whose leaders have envisage the possibility of this

journey during the era of quest for natural resources which allocation was a

unique plan of the creator in his wisdom. This third stage of economy

development account that todays generation of leaders have different thinking,

desires and policies concerning the purpose of creation, the past transgression

and the lessons for future generations of leaders and followers. Therefore,

observation_0926 which was the fourth stage (13 years with stage three as the

base period) reveals a severe melting of human activities in economy II with

gradual water coldness situation. We also found increased melting rate of

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economy III and low volume of water signals in her habitat (exhibit 1.3). But

economy I still enjoy insignificant melting rate with extreme coldness of

available resources which is largely owned by indigenous citizens who hold on

to her insight with discipline, knowledge of the creator and human utilization

of creative minds.

Exhibit 1.3: state 4

Additionally, the three living economy are sovereign entities which in human

perception are believed to be independent. But in reality, they will always be

inter-dependent, because international trade is inevitable in economy

development and significantly; due to differences in economy factor &

resources allocation and endowment. Human activity or trade has indeed

affected the thinking of leaders and the people of economy II & III whom have

stop learning and probably neglected what they already know or should

experiment through innate gift of human mind designed by the creator.

Evidences in stage 5 below show that economy II should expect continuous

melting rate of her human activity which is likely to be financed through

external borrowing or increased coldness of water (exhibit 1.4). Economy III will

experience continuous melting rate, but with developmental funds (increased

water level) required to boast her human activities. Economy I should expect a

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near static melting rate of activities which is under the influence of huge

leverage (extreme coldness). This observation_0929 is a 13 years period with

birth of another generation of humans whom will require greater discipline

because of their exposure to physical resources (reaction through sight) and

neglect of knowledge (pro-active through insight) in polices and decision

towards human sustenance. The three economies which are led by adult, child

and fetus syndrome are therefore acting in ignorance because they forget that

the creator of the universe (the three habitats) began with wisdom by creating

the light on the first day for transparency even before he created man.

Exhibit 1.4: stage 5

The observation_0931 which x-ray the sixth stage with 7 years period (medium

term forecast) reveals an imbalance events of the three living economy. There is

a high likelihood of diminishing returns to be experienced in the human

activities and resource based approach of economy II (slow melting rate &

coldness decrease) while, economy I should expect diminishing returns in her

human activities but with relative income balance which is a function of

knowledge gained through continuous and internal experimentation or labour

productivity (increased coldness). On the contrary, economy III should expect

20

crisis in her human activities (increased melting rate) due to misguided

leadership thinking (fetus syndrome or sight driven) but, will still enjoy

significant cold water (developmental funds support) for utilization towards

human survivals. The problem of this sixth stage (exhibit 1.5) is that the safety

of human life and property will be at risk and more importantly, the children

and youth tends to be the most vulnerable because the macroeconomic

activities (the Ice) which plummet during this period thus, spillover to the

family unit which bears the burden of diminishing returns and survival

struggles.

Exhibit 1.5: stage 6

In modern times, the creator of the universe in his wisdom has sent the true

light to the three habitats in order to rescue his people and protect them from

the laws and policies crafted by man. To this end, the true light and teacher

was asked, Which is the greatest commandment in the law? and he

answered, love the creator and love your neighbor as yourself (see Matthew

22: 36-40). Through insight, this was translated as primary and secondary

purpose of creation. These purposes are now being carried out by people in the

three habitats as mutually exclusive mission with the goal of achieving

21

economic development. Therefore, for the three habitats to attain relative

stability of macroeconomic activities; there is need for political & religious

leaders (irrespective of her adult, child or fetus thinking drives) to redraft

policies and laws to limit the excesses of humans activities which negate the

purpose of creation. This is a prerequisite to reduce the risk of high melting

activity rate in economy II & III, yet with tendencies of resources to plummet

(water is neither cold nor warm) in economy II while, economy III should still

enjoy cold resource(continuous cold water availability) support from neighbors

(habitat I). Economy III requires more support because the people there are

very poor and, they need food for healthy living. Likewise, for economy I to

experience insignificant activity melting rate, her policies & laws must be

restructured towards primary purpose of creation. This is the account of the

seventh stage (exhibit 1.6) in observation_0933 and 25 years expectations.

Finally, when I looked at the three economy, their leadership thinking, nature

of human activities, habitats and the kind of resources utilized between each

stages of economic development; then I asked, what impact have sub Saharan

Africa policies achieved with physical infrastructural resources when the

objective of learning has been forgone?

Exhibit 1.6: stage 7

22

Lesson learned from the three living economies

For any nation to accomplish her dreams of sustainable human development

for the present and likewise for the future, she must have or produce leaders

who are determine to reshape policies and laws towards having a transparent

form of habitat such as in economy I, yet with greater commitment to serve the

people and his creator rather than serving any kind of resources which is the

likelihood practices of opaque habitats in economy II & III. This lesson is

required because, leadership by example is a virtue that could increase peoples

understanding of macroeconomic decisions; policy measures are fundamental

knowledge to limit the failure rate of microeconomic policies and actions. The

adult thinking (insight syndrome), child thinking (sight syndrome) and fetus

thinking (sight syndrome) are not in any way peculiar to continuous leadership

approach as could be seen in stage 1 model of the three living economy. But

each syndrome is a means to observe & map the pattern and directions upon

which the policies of every political and religious leaders dispensation are

based. If the leaders reform must draw the attention and initiatives from

23

various institutions to offer better advice to governments the consequences of

adopting a particular law that pose a severe risk on beliefs, culture and

activities of the people should not be neglected. This is because of hot

resources utilize in economy II which are mostly instances of continuous

extraction of mineral deposits, energy resources couple with budgetary increase

in government expenditure with plans to meet goals of physical infrastructures

and less determined process towards humans productivity to sustain planned

projects. Physical infrastructural resource is therefore a finance driven

infrastructural project with negligence of managerial antecedents as critical

requirement for awarding government contracts. For example, when a hydro-

electric power generation firm whose operations are still at the formative stage,

yet allowed to bid for a multi-billion dollar power plant project because of the

financial capability of the investor & certainty of expected return on

investment; if the firm win the contract on known premise then the managerial

competence should not be hidden before signing of Memorandum of

understanding. A leader that utilizes more of sight than insight is fraternizing

with management inept. This ineptitude is a flame that often spread during

project implementation to the whole pyramid structure of the government the

firm & investor and finally, to the host communities whom are beneficiary &

most vulnerable if the project fails. Likewise, due to the hotness of the policies

made by leaders in economy II, they become national prey to contactors with

secret information and victim of other habitats led through insight. The context

of dry resources includes unidentified natural resource and desert habitual

lands which serves as critical constraint to human livelihood. Cold resources

are means directed using artificial intelligence as subsets of control to natural

human activities optimization, technology advancement and sustenance of

productivity in human race. The instances of observed melting rate at various

stages are also sign of social conflict ahead. These conflicts have been a by-

product of the excesses that form errors in policies and law formulation. For

example, the sub-Saharan Africa leaders should be careful with using sight

tailored laws such as the immunities awarded to serving political and public

office holders. This no doubt is a barrier to transparency, effective governance

system and a virus affecting fellowship thinking. Taking Nigeria decentralized

democratic system as case scenario where the federal, state and local

government leaders have more policies focus on infrastructural development

goals, as against processes (learning stages) towards development drives; these

leadership decisions could be rated as sight driven and resource based (budget

focus) which uncontrolled implementation leads to continuous neglect of

domestic human activities, the environment and an impaired human standard

of living of her citizens. In other words, every nation in this global world should

24

continuously strive for human development through more insightful thinking

as a means of productivity and conscious learning of actions and decisions that

will be instrumental to todays humans livelihood and a stepping stone for next

generation development. This philosophy is therefore a search light to identify

spots of leaky foundation in macroeconomic decisions and issues of conscious

learning for leaders or teachers of human races at all levels. Not forgetting the

significant forces of the sun, air, animals and other living things that were

provided by the creator as benefits to human existences and survival of the

three living economy.

Sensitivity to lack of knowledge

In November 1961 after Nigeria had received her freedom from the colonial

masters (Britain), the minister for economic development, Alhaji Waziri Ibrahim

called on the government to demarcate zone of activity for foreign and domestic

entrepreneurs. He argued that foreign firms should go into industry and that

the simple wholesale and retail trade. should be left to our people. (Sonni

Gwanle Tyoden 1989) This was the issue of political economy and foreign policy

measure of the founding leaders of Nigeria. His intension was to encourage

indigenous participation in economic development. But his vision is likely to

have placed limits on the quest for technical knowledge and domestic

competency of her people. The issue is that government & institutional budgets

tend to be focused on foreign capacity while indigenous human capital

development tends to be neglected, sometimes designed and programmed to

execute only purchase decisions. The generation of leaders and her labour

force available within this period (generation X) and the next (early 1980

2000) could have been seriously affected through this policy focus which had

impaired the domestic learning process due to ignorance of a Make or Buy

decision (The concept of cost & management accounting). The lesson learned in

this 21st century is, that African leaders and Nigeria in particular should strive

and focus more policies and actions towards a make decisions whose tactics

requires internal experimentation through scientific management methodology

to improve her human capabilities as foundation of sustainable development.

Similarly, at institutional level in the sub-Saharan Africa region, the public &

private universities or higher institutions of learning have been planned to

drive human & technological development towards achieving knowledge based

economy. Through observation, the investments (time and efforts) directed

towards research & development (R&D) by human capital from lecturers &

students in Nigeria tertiary institution is relatively low. This is probably

because management of existing universities, poly-technics, mono-technics

25

and colleges of education are often likely to blame the leaders for inadequate

funding of research work. The incidences of such blames are new knowledge

drought for human development (insufficient productive thinking towards R&D)

or crowded instances of traditional knowledge (reproductive thinking &

recycling of known literatures without new discoveries). These events are most

likely to occur as psychological risk to human development. The lesson learned

is, that universities as a center of learning & knowledge is never complete

without affiliation to Research & Development centers as unique entity of

sustainable development of every nation.

2001, in a public secondary school situated in Lokoja, the state capital of Kogi

(North-Central Nigeria), about 140 student group sat for the May/June West

Africa Senior Secondary Certificate Examination (WASSCE), an external exams

in preparatory towards qualification for admission into Nigerian tertiary

institution of learning. It was observed and found that 16.4% representing 23

students had credits (grades of C or higher) in five subjects or more, from the

nine subjects seated for per candidate, while 67.14% representing 94

candidates had fewer than five credits in the nine subjects and, more with two

credits in nine subjects. The remaining 23 candidates or 16.4% had failed (F9

grades) the entire nine subjects seated for in the exams. In comparison with

the benchmarks requirement for admission into Nigerian universities, a

minimum of five credits in five subjects including mathematics and English

language is required for applicants to attain eligibility. This standard was

designed with options to combine credits of result in, at most, two seating for

candidates. The judgment from the perception of the management of this

public secondary school, on receiving this horrible performance report released

by WASSCE council, decide to brief other students who were yet to graduate.

At the assembly ground in the morning of the next day, the vice principal

administration made the announcement and then took an intuitive decision by

declaring prayers & fasting to be observed till the hours of noon. The

management, staff and student were told to pray for the new final year

students preparing for the next WASSCE and the entire school students in

order to prevent or avert the reoccurrence of such poor performance of student

in the future. Though, this decision was very important. The lesson learned

was, the vice principal academics ought to have acted further by seeking for

help from a data analyst to conduct specific investigation of teachers input and

methodology using intelligence tools to measure performance of students in

various subjects for junior and senior class level. This would enhance the

insight and actions taking by school management to control the risk of psychic

effect on the existing students due to negative information that increases the

26

fear of failure. This sensitivity could be likened to interpretation of the Holy

book from James Chapter 2 Verse 26 so then, as the body without the spirit is

dead, also faith without actions is dead.

In 2012, there was a placement for job adverts by Dangote Group Nigeria. The

vacant positions were for graduate top drivers, with 100 positions for truck

drivers. Through a public information from the media and based on the report

giving by the company, it was revealed that applications were received from

thirteen thousand (13,000) job applicants (Graduates) from Nigeria. On

analytical report, the chairman of the company confirmed the statistic captured

by the database of Dangote group. He further stated that six (6) PhD holders,

704 masters degree holders, 8,460 B.Sc. degree holders and over 3,000

persons with lower certificates applied for the 100 positions. Though, the

chairman promised to assist applicants with PhD qualification with higher

positions in the company, the lesson learned is: Nigerian educational system is

far losing its value of knowledge impartation in areas of specific skills,

entrepreneurship and problem-solving initiative for undergraduate and post-

graduate programs. Meanwhile, because of the un-measurable and high rate of

unemployment of the youths in Nigeria, the standard of living of this future

leaders will continuously deteriorate and spillover in poverty at the individual

and family unit of human development.

Research methodology

The study have been structured to measure quality assurance in education, 6knowledge deficiency risk and events within the scope of investigating the effects of unsustainable schooling system which had placed limit to problem-solving initiatives and creativity of children & youth, thereby causing

psychological risk on human development within sub-Saharan Africa region. The methodology of this study was therefore drawn from definition of

sustainable human development Development that meets needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Report, WCED, 1987, p.43).

6 Knowledge deficiency risk is a psychological risk which deals with low or high

impaired understanding in subject learned by students, owing to known lapses in

teaching methodology utilized by the tutor.

27

Design and Sampling procedures: The researcher employed an experimental design which commence in August 2011 with pre-test data gathering of

continuous assessment and examination score of students in chemistry subject with class size of twenty seven (27) students in senior secondary level II

(SS2) group from a private school in Umuahia North of Abia state, Nigeria (see appendix A, Model E). A Pairwise comparison of analyzed output with the manual output of the teacher was conducted, to measure processing error at

cycle time, grading and performance assessment. The pre-test stage was the seed towards the system requirements analysis through informal meetings with school examination officers. After series of continuous iteration &

developments, a formal request for access to raw data of student scores was addressed to the principal of Bishop Delisele College Lokoja, Kogi State, Nigeria

on 10th January, 2013. Bishop Delisele College is a public secondary school that had academic operations since 1979 and is situated in a small city which happens to be the first capital city of Northern Nigeria during Lord Lugard

colonial administration in ancient history. Approval was granted to sample manual summary scores of student academic records and, we extracted actual

data availability for eleven subjects out of thirteen subjects plan for student intake at foundation level. The data entry phase was a pilot study of 160 student records in junior secondary level I (JSSI) during 2010/2011 third term

academic sessions. Additional data captured includes records in 2011/2012 academic session for 225 students in junior level II (JSS2), as this was a 40.63% increase of school enrollment to junior level II. Only five (5) subjects

were sampled at the junior level II class group. The intention was to measure the stability of student performances and improvement in teaching methods for

first, second and third term session. Data record of 149 students in senior secondary level I (SS1) for third term 2011/2012 was captured as part of the scope of the case study. There was a contraction in student enrollment data of

106 sampling in second term 2011/2012 academic session for senior level II (SS2) students in Bishop Delisele College and a significant reduction in class size of 59 students in final year students (SS3) for 2012/2013 first term

academic session. The research was extended to data collection of Human Development Index statistic of life expectancy at birth, education and income

indices sourced from United Nations Development Programme Report (2003-2011) though, with a missing data in 2007, 2008 and 2009 respectively.

Development process and Techniques: The structure database program

design and development were conducted using relation algebra, set theorem and visual analytical feedback model. The focus of the sub-program design was

an online analytical processing (OLAP) database type which helps to consolidate the scores for use in planning, speeding up the query procedures for information reporting and decision support. Structured query language

(SQL) form the basis of algorithm used to pool unique dataset of scores in all subjects studied by the class group in JSS1, using practical application of

28

Cartesian product for mathematical optimization. The education intelligence models capture the performance distribution chart, performance weight,

student count; class averages scores and pairwise data comparison on term basis per school session. The junior class average performance per subjects

was computed & produced using query procedures from the sub-program database. The internal baseline architectures or models have been customized as templates for schools utilization by leveraging Microsoft technology. Data

were copied into predictive analytic software (PASW) for additional descriptive analysis, while open source statistical R software was further applied in conducting numerical taxonomy of human development value of sub-Saharan

Africa proxy by Nigerian economy from 2003-2011 with intention to detect the economic policy periods with similar patterns, unique index and needs for

disaster recovery. Both hierarchical agglomerative procedures focused on wards method and k-means clustering were used to verify stability of proposed recommendations for sustainable policy measures towards human

development.

Models and Risk Management

With reference to the four basic assumptions of proposed education intelligence framework contained in the literature review, it is expected that sub-Saharan

Africa educational regulators including United Nations Educational, Scientific and Cultural Organization (UNESCO) will reappraise the existing parameter of

students performance metrics. For example, the Nigeria schooling system utilizes a classification metric for: failed student (scoring 0-39 marks), student with a pass mark (40-49 score) and credit mark (score of 50 or above). We

believe that while this metric is adequate in the 20th century characterized with lesser social distraction in the environment that Africans lived in, the same

metric should be used in the short run (3 years period from now) as student perception of performance. Contemporary living have more exposures of 21st century students to greater social distractions like social networks and sexual

related program contents from satellites stations, internet & TV which now share an unknown proportion of student brain and minds; we therefore pose a query: Do we need to set higher benchmark of performance tolerance level for

tutor and teachers to improve quality of education? If the proposition is tenable, regulator should therefore set higher performance limits where scores

of 0-39 & 40-49 marks are pegged as higher risk of knowledge deficiency with lower understanding level of students. While score of 50 & above should be rated as low risk of knowledge deficiency with higher understanding level of

students in subject matter. This argument is further explained using internal baseline architecture of model A below.

29

The evidences from model A, reveals a significant difference between the

clusters of subjects group within the undesirable region of performance (

30

The researcher made further investigation into issues of quality assurance in

education and it was found that more than half of the 160 students of the case

study have indeed failed at this foundation stage in junior secondary schooling

process. The students failure rate on overall average point basis was 52.5%

persons in 2010/2011 academic session. The evidence is contained in Model B

of internal baseline architecture for school risk management.

In Model B, we found a clear representation of the risk events that should be

managed by school management aligned with expected decisions that must be

authorized by senior academic principals of the school to meet international

best practices of transparency and accountability of school governance system.

An approval document will be required to verify decisions and delegation of

powers from top management to the respective class teachers whom are likely

to take a contrary measures beyond decision to retain these 84 students as

repeaters, to test further the 26 students as probation or trial in next class and

finally to transfer these 50 students as eligible of being promoted to higher

class level.

Furthermore, it is also important to correct the traditional orientation

and perception of most parents thinking that when a student has been

awarded a promotion to next class, then such student is certified ok. This

nature of thought lacks adequate proof because of specific investigations that,

out of the 50 students with promotion awards; 11 of them failed English

subject, 11 also failed lesson in physical education, 9 failed Agricultural

science and only 4 of these promoted group failed Christian religious

knowledge. The specific probing was done using unique identification number

0

20

40

60

80

100

39 49 100

Repeater Probation Promoted

84

26

50

Stu

de

nt

fre

qu

en

cy in

Cla

ss g

rou

p

Risk Event to be managed

Model B: 2010/2011 Schooling risk event by student frequency for Junior secondary level 1

Repeater 39

Probation 49

Promoted 100

ReT

ain

th

ese

stu

den

ts

Try

th

e st

ud

ents

Tra

nsf

er

thes

e

stu

den

ts Remark:

Avg point '0-39 = failed Avg point '39-49= low pass Avg point '49-100= passed

31

of the students from the sub-program database to check the efficiency and

reliability of planned decisions.

Looking at the severity of students failure rate from the dashboard

representation in Model B, the researcher expected a combined total of 76

students (26 +50) to have being allowed entry into junior level II (JSS2) classes

as returning students. In contrast, a total of 205 students record was found in

the summary booklet of JSS2 in 2011/2012 first term academic session.

Impliedly, about 129 new students (205-76) were admitted into JSS2 for

2011/2012 school session. This number of enrollment was perceived by the

investigator as outrageous within closed intervals. As such, a problem was

detected and the likelihood of the school management to have Rock the Boat.

The identified problem: Academic fraud or risk event was found to have

occurred, as large frequency of expected student repeaters of JSS1 were being

promoted to the next stage of schooling process without fulfilling entry

requirement into JSS2 class.

Issues: It was also found that there were biases in the computation processes

of the promotion records. The data summary shows student score for third

term performance only. This data ought to have been an average score of first,

second and third term aggregate for 2010/2011 respectively. The average score

would have revealed a chronic disaster in the student performance records.

Secondly, the school system had divided JSS1 into stream A, Stream B and

Stream C class groups for easy identification. On a deeper investigation using

student_id for analysis, Stream A had 31 students classified as failed group, 6

students classified as probation group and 17 students entered the promoted

group. Contrary to this finding, the class teacher of Stream A had prepared

report with records in the school summary booklet showing forty nine (49)

students promoted to next class level II and five (5) students been advised to

be withdrawn from school. This was the class teacher decision in stream A

Junior Level I which comprised student_id of BDC001-BDC054. This event is a

clear evidence of academic fraud in educational system. This is a fraud

because only 23 students (17 + 6) of the 49 awarded promotions by the teacher

had eligibility for transfer and trail in the next class stage. While the remaining

26 students (31 5) with non-eligibility status whom were also promoted

illegally, ought to have been retained in level I as repeaters. The class teacher

of these 54 students foundation level did act irresponsibly with decision taking

against educational rules & policies both locally and against international best

practice. Consequently, this judgments should not be over-ruled because this

32

fraud was equally likely to have been committed by class teachers of stream B

& stream C level I respectively. Through the evidences of schooling risk event

found in model B where eighty four (84) student frequency was expected as

repeaters in 2010/2011 academic session, this statistic is about 13/4 times

above the failure frequency (84-31 =53) of students in stream A class group.

This implies that left over failure frequency of student were distributed or

spread for vulnerability of students in stream B & C, comprising BDC055-

BDC105 & BDC106-BDC160 identification numbers respectively.

The likely causes of this schooling risk and academic fraud includes, but

not limited to these:

Fear of whistle blowing by the class teachers due to significant proportion (52.5%) or severity of student failure at foundation level.

Abnormal pressures from parents to teachers concerning issues of student promotion metrics

Monetary inducement of some teachers by parents whose goals for their children is centered on promotion based on whatever it take attitude,

rather than learning process of schooling.

The traditional perception of a teacher that high failure rate is attributed

to lack of seriousness or commitment to study by students; this make teacher to be less concern on effects of their decisions in the long run.

Insensitivity of school administrators concerning value of information

required to be sourced from student assessment reports.

The negligences of school management over severity of risk in performances evaluation, for a teacher per students group.

Inadequate monitoring and evaluation tools used by external regulatory

personnels from local & international educational institutions saddle with responsibility to set control standards for quality assurance in

teachers methodology.

Effects of risk event and vulnerability of students.

The Students psychology is negatively affected. The learning processes & relative skills acquired by student are

inadequate to solve community problems. Teachers tend to develop a perception that failure in school is normal,

and their quest for new knowledge, plummet. Affected Student of today that becomes tomorrow teachers, tends to

spread risk to next generation

The fear of failing is likely to increase in the mind of the students

33

Meanwhile, if we have to go back to the education intelligence assumption, the

first was that productive thinking approaches adapted by a classroom teacher

will determine the degree of interest formed in the human mind on a specific

subject matter. And the second in relation to the former: Without positive

formation of interest, no knowledge can be gained and acquired by students.

Therefore, we can proffer relative answers to research question on how

students can remember what they have being taught in school by analyzing the

teacher input & methods as a function of performance output of students

within specific timeframe. This requirement is explained in Model C below.

It obvious from the component model C, that the degree of interest formed in

the mind of students in level II is relatively weak around knowledge area of

integrated science and mathematics. There was an improvement in students

knowledge area of English language (class_Avg= 56.43) in first term. The

English teacher reproductive thinking approach lead students towards a

decline in performance ( = 38.72) in second term, while student performance

in third term remain within the knowledge deficiency at high risk ( = 42.48 <

50) of non-conformance to expected benchmarks of quality assurance in

education for children and youth in the 21st century. Similarly, if we recall the

56.43 47.99 43.51 39.68

24.62

38.72

24.73

49.69 52.14

40.08 42.48 48.46

44.39 40.87 40.75

M

a

r

k

s

Model C: 2011/2012 Sampling of subjects marks for stability evaluation in Class level II per session

Class_Avg_2ndterm

Class_Avg_Istterm

Class_Avg_3rdterm

34

evidence in Model A where student knowledge area in social study at junior

level I was = 68.08, this statistic have also decline significantly in level II ( =

39.68) due to illegal decision where expected repeaters in JSS1 were

transferred to JSS2 without meeting expected entry requirements (instances of

non-conformance to requirement (Crosby theory). On an overall knowledge area

appraisal in level II per session, the teachers/students performance

assessment were relative weak in first term, erratic in second term and relative

stability with high risk ( < 50) of knowledge deficiency in third term if

observation & measurement is done using horizontal gridlines in the Model C

above. Thus, the researcher expect an improvement in decision making

towards quality assurance in education, if this internal baseline architecture

can be leveraged by educationist in order to control the problem of false

negative error of teachers recruitment process. A human resource issue has

occurred where a teacher with long years of teaching experience and adequate

certificate qualification is later found of incapable to deliver quality services to

students in the class room.

Just like the figure of speech in book of Mathew 12 verse 33: to have

good fruit you must have a healthy tree; if you have a poor tree, you will have a

bad fruit. In like terms, to control the risk and likelihood of existing

educational system from functioning as negative agent of socialization, the

management of schools, teachers and regulators need to re-think on new

paradigm to drive quality in education. This will be required because, if todays

children and youth in the sub-Saharan Africa region are left with continuous

exposures to education without knowledge gain, then the future value of these

human capacity to their economy would be transform as human liability, as

against being an 7human asset of development.

Our arguments continue further through explanation of the fourth assumption

leading to education intelligence framework: Understanding of lessons learnt by students is a factor which triggers higher performances as metric of qualitative

delivery of a teacher. The assumption will help to demystify issues with class size differences as contained in the internal baseline architecture Model D.

7Human asset: is the stock of competencies, knowledge, social and personality

attributes, including creativity, embodied in the ability to perform labour so as to produce economic value. (From Wikipedia, the free encyclopedia)

35

In conformance to quality, we expected a normal distribution (bell shape). In

contrast, we found a skewed performance distribution. The issue is, that

English teachers should not claim a mean difference of 3.84 ( = 42.48 - 38.64)

is attributed to class size difference 40 (n = 200 160) in level II 2011/2012

session. A teacher that have similar output experience should note that, the

weighted bar in performance proportion is the unique parameter of knowledge

area transition and not the class size gap. As such, the high failure rate in

English subject which is about 54% (mark of 0-39) of JSS1 student in

2010/2011 is compared to failure rate transition of 48% for JS2 students in

2011/2012 academic performance. These teaching challenges could be

propelled by unconscious learning of the English teacher leading to impaired

understanding of students. Likewise, the small changes in mean score

difference is now been clustered around student marks between 49-69 score,

though at a low performance proportion of about 10% above the weighted bar

observation. The researcher therefore, advised that irrespective of knowledge

area, teachers with large & positive skewed distribution in the performance of

students should be required to undergo further training using improved

methodology to enhance teachers consciousness in learning to achieve

increased understanding of lessons learnt by students for knowledge to be

stored in their mind. We also hope that model D will serve as decision support

to measure the impact of training and retraining of teachers in the 21st century

schooling system.

0

20

40

60

80

100

120

0

0.1

0.2

0.3

0.4

0.5

0.6

Mark Limits

Model D: Visual feedback & performance transition model for Junior secondary students in English subjet per Class size

performance proportion_left scale

Student Count_JS1_ = 38.64_N = 160_right scale_2010/2011

student count_JS2_ = 42.48_N = 200_right scale_2011/2012

Conscious learning

increased understanding 50

Unconscious learning impaired understanding

< 50

High

Low

36

Empirical Results and Discussions

Barely less than two years to the completion of the Millennium developments

goals which world leaders envision would cut the incidence of poverty by half in

2015, and we still experience low quality assurance in education within the

sub-Saharan Africa region. There are dilemmas in the mind of children and

youth concerning the value of education and knowledge area that is of

relevance to individual career in life. There are high risk of knowledge

deficiency in the mind of present generation of children & youth, even in this

21st century. Education without knowledge gain is a syndrome that might have

affected large proportion of generation X teachers, including people born

between 1980 and the end of 20th century within the African region. Due to

lack of knowledge and excessive concentration to income indices as single

component of human development before 1990, humans have therefore

suffered long setbacks and negligence, this has manifested in the havoc done

to the human mind. Most African decision makers have also placed

concentration on physical infrastructure to meet the millennium goals but they

may have as well neglected quality requirements needed for these projects to

positively affect human standards of living. This negligence of quality in

project, education and human health may give rise to issue of rework in

existing public projects, public & private education structures and health

restructuring. Regardless of these rework, the main issue in relation to

educational quality is largely due to poor control mechanisms and over-reliance

on market forces decisions. We found that so many institutions including

international educational regulatory commissions and even the employers of

labour have wide acceptance that quality assurance in education is important,

but quite a few number of these social group are determine to make explicit

input to achieve the task. While many non-governmental organizations believe

that a state of emergency should be declared by government for education sub-

sector, taking the case of Nigeria; quality assurance requirements in education

is a little daunting. Though, the challenge is not peculiar to sub-Saharan Africa

society alone, it cut across all nations of the world. We therefore hold the

notion that investment in terms of human efforts & time should be added up

into financial needs equation to achieve the desired quality.

It is paramount to remind Worlds leaders that great leadership produces

great teacher. As such, broad-based policies and budgetary provisions should

be restructured to monitor existing educational curriculum contents, teachers

methodologies, framework and the learning philosophy through which

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knowledge is been planned and shared to children and youth towards

correcting young mind and talents needed (see Model A.1) for future problem-

solving and sustainable development.

The education of children and youth in term of gender differences is also very

important, but it is outside the scope of this study. Greater effort and

commitments of leaders, teachers and regulatory institutions will also be

required to control the number of subject intake (Knowledge area) for school

participants. The evidences drawn from Model A.1 already contained support

towards needs for knowledge area prioritization. At the senior secondary

classes, we found that sixteen subjects comprising both science & art

knowledge area was an issue for the human mind at foundation level one

stage. Among the sixteen knowledge area been tested, only two subjects (Home

management & IRK) had a low risk of knowledge deficiency in the mind of the

students measure in 2 class stream. When eight science subjects where tested

for student in senior level II with 2 class stream, three subjects comprising

Physics, Agriculture science & knowledge in geography were better understood

by students. In an art class level III with 2 class stream, where nine subjects

had been tested, the entire nine lessons had lower understanding and found

within high risk of knowledge deficiency in the mind. The significance of these

finding are, that increasing the number of subjects intake for student does not

translate to quality of knowledge contents and methodology impact of teachers

input to student output & understanding. High risk of deficiency in student

knowledge is a factor of education without knowledge gain which has an

important bearing on human development. It is worthy of note at this juncture

to call for rehabilitation of juvenile mind, because the level III class average

performance index of 0.3183, represent an early warning signs of expected poor

performance in this year may/June 2013 West African certificate examination

(WACE) which the level III group are already in preparatory towards seating for

the external exams as requirement for qualification to entry into Nigeria

university & other higher institution of learning.

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If the government become aware on how we manipulate data and figures, just to generate

student transcripts and continuous assessment scores, which we often sent on annual basis to

West Africa examination council. They would have sanctioned our management or even close

down some school out-rightly.

These are words spoken by a private school examination officer in Abuja

Nigeria. The evidences contained in these report are clear indication of system

failures in educational activities within the sub-Saharan Africa region proxy by

Nigeria public school system which requires quality knowledge improvement &

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new standard of teacher activity monitoring and evaluations. These arguments

validate goal-setting theory of motivation: Specific & clear goals along with

feedback quality increases task performance. While the acceptability of

challenging goals lead to higher performance than easy, general & vague goals

(Edwin Locke, 1960).

Reviewing educational decisions and requirements is fundamental in the 21st

century towards quality attainment in learning for every nation irrespective of

development classification. Curriculum redesign tailored towards domestic

economic and strategic thinking can help to motivate educationist to seek new

knowledge rather than conserving knowledge. Although, the proposed

framework intention is not to abolish existing curriculum structures but to

broaden horizon and productivity of teachers within the scope of environmental

and social change that induce the demand for educational re-think. As a

reminder, of what value is the search for k