National Policy on Education and Historical Foundations of Nigeria Education

8/18/2019 National Policy on Education and Historical Foundations of Nigeria Education

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LECTURE NOTES ON

NATIONAL POLICY ON EDUCTION&

HISTORICAL FOUNDATIONS OFEDUCATION IN NIGERIA

ACHI A. N.NCE Geo/Econs, (Agbor), B. Sc. (Ed) Econs. (Abraka), M. Ed. [Phil. of

Ed .! (Abraka), PG" Co#$. Sci (Benin), P. h". [Phil. of Ed .!(Ns kka) in%&ie'

MN M, *(* CN), MC PM, MNES, A B", CB"A, MA"EAS+N, MPEAN, SAC-USA, ATS-USA

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SECTION A

NATIONAL POLICYON

EDUCATION

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Chapter One

NATIONAL POLICY ON EDUCATION

INTRODUCTION The need for a national policy on education came about as a result of the

National Curriculum Conference held between September 8 and 12, 1969 in La osand was or ani!ed by the Ni erian "ducational #esearch Council $N"#C% now Ni eria

"ducational #esearch and &e'elopment Council $N"#&C%( )t was attended by a cross*section of Ni erians( The conference was a culmination of e+pressions of eneraldissatisfaction with the e+istin education system which had become irrele'ant tonational needs, aspirations and oals( The report of the conference was compiled by

deni-i darale be, the #apporteur*.eneral and editor*in*Chief of the conference in aboo/ titled, 0 hilosophy for Ni erian "ducation (

fter the National Curriculum Conference, a seminar of e+pert drawn from awide ran e of interest roups within Ni eria was con'ened by the 3ederal 4ilitary.o'ernment in 5une, 19 7( The seminar, which included 'oluntary a encies ande+ternal bodies, deliberated on what a national policy on education for anindependent and so'erei n Ni eria should be under the Chairmanship of Late Simeon

debo and or ani!ed by Chief ( "/e who was the then 3ederal Commissioner for"ducation( The recommendations of the 1969 National Curriculum Conference andthe position of the o'ernment on future educational de'elopment as contained inthe second National &e'elopment lan $19 : 19 ;% were considered durin theprocess of writin the reports of the seminar(

The outcome of the seminar was a draft document which, after due commentswere recei'ed from the states and other interest roups, led to the


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translate the olicy into wor/able blue prints that would uide the bodies whose dutyit would be to implement the policy( The Committee was also to de'elop monitorinsystem for educational plan as it e'ol'ed(

PHILOSOPHY AND GOALS OF EDUCATION IN NIGERIA

1( nation s policy on education is o'ernment s way of reali!in that part of thenational oals which can achie'e, usin education as a tool( No policy on education,howe'er, can be formulated without


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8( )n conseBuence, the Buality of instruction at all le'els has to be oriented towardsinculcatin the followin A-1ES ?

$a% respect for the worth and di nity of the indi'idual?$b% faith in man s ability to ma/e rational decisions?$c% moral and spiritual principle in inter*personal and human relations$d% shared responsibility for the common ood of society?$e% promotion of the physical, emotional and psycholo ical de'elopment of allchildren?

$f% acBuisition of competencies necessary for self*reliance(9( )n order to reali!e fully the potentials of the contributions of education to the

achie'ement of these oals and 'alues, all other a encies will operate in concertwith education( To that end, .o'ernment shall ta/e 'arious MEAS1 ES *+

MP-EMEN* * E P+- C ? ccordin ly=*$a% education shall continue to be hi hly rated in the national de'elopment plans

because education is the most important instrument of char e? anyfundamental chan e in the intellectual and social outloo/ of any society has tobe preceded by education?

$b% life*lon education shall be the basis of the nation s educational policy?$c% education and trainin facilities shall continue to be e+panded in response to

social needs and made pro ressi'ely accessible to a ord the indi'idual a farmore di'ersi


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The national policy on education has introduced the 6*7*7*; System of education( Eyimplication it recommends si+ years of primary education, three years of -uniorsecondary and three years of senior secondary education in Ni eria( Eelow is a brief e+amination of the components of this educational system as enshrined in the 2 ;edition of the policy(

!ASIC EDUCATIONEasic education shall be of 9*year duration comprisin 6 years of primary educationand 7 years of -unior secondary education( )t shall be free and compulsory( )t shallalso include adult and non*formal education pro rammes at primary and -uniorsecondary education le'els for the adults and out*of*s c hool youths (

The speci


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$'% specialist teachers of particular sub-ects s uch as 4athematics,Science, hysical "ducat io n, Lan u a e Arts $in relation to "n lish 3 rench,Si n Lan u a e and Ni eri a n Lan ua es %, Li brari a n , 4u sic, 3in e rt andIome " co nomi cs(

$d% Teach in shal l be by pr a ctical, e +p lo ratory a n d e+ perim e n tal m e t h ods($e% The medium of instr u c t io n i n th e p rima ry sc hool shall be the lan u a e of the

en 'i ronment fo r th e


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$ %ra is e a e n e ration of people who can thin/ for them s el' es , respe c t the 'iewsand feelin s of others, respect the di ni ty of labour, appre c iate t hose 'aluesspeci


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4easures shall be ta/en to ensure th a t cu ltur e o f t he nation is /ept ali'ethr o u h art()nter*state e+chan e ' isits of students shall be encoura ed(

$ outh c lu bs , o r a ni! a t io n s a n d school socie ties are imp o rtant i n s tru men ts fo rcharacter traini n and shall be positi'ely encoura ed(

e Co*curr ic u la r a c t i' itie s f o rm an essent ial part of t h e child Hs ed ucat io n a n dshould be a c t i'e ly e ncoura ed (

( .o'ernment sha ll pro'ide nec e ssary infrastruc t ure a nd trainin for t heinte ratio n of )C T in the school system in reco nition of the role of )CT )n

ad'ancin /nowled e and s/ill in the m o d e m world (

TER TIARY EDU CATIO N Tertiary education is the education i'en afte r seconda ry education in uni'ersities,colle es of education, po lytech ni cs, m o notechnics includin those institutions o erincorrespondence courses(The / a's ( tertiar# e$% ati n sha'' e t )-

$a%contribute to national de'elopment throu h hi h le'el rele'ant manpowertrainin ?

$b%de'elop and inculcate proper 'alues for the sur'i'al of the indi'idual andsociety?

$c%de'elop the intellectual capability of indi'iduals to understand and appreciate

their local and e+ternal en'ironments?$d%acBuire both physical and intellectual s/ills which will enable indi'iduals to be

self*reliant and useful members o f the society?$e%pr o mote and encoura e scholarship and community ser'ice?$f% for e and cement national unity? and$ %promote national and international understandin and interaction

*e r 2iar3 ed ca2ional i n s2i2 2ions shall $ rs e 2hese go a ls 2hro g h4$a%t ea chin ?$b% research and de'elopment?$c% 'irile sta de'elopment pro rammes?$d% eneration and dissemination of /nowled e?$e% a 'ariety of modes of p ro rammes includin full*time, par t *time, bloc/*release,

day*release, sandwich, etc?$f% access to trainin funds such as those pro'ided by the )ndustrial Trainin 3und

$) T3%?$ % Students )ndustrial or/ "+perience Scheme $S) "S%?$h% maintenance of minimum educational standards throu h appropriate a encies?$i% inter*institutional co*operation?$-% dedicated ser'ices to the commu n ity throu h e+tra*mural and e+tension

ser'ices (

ll teach ers in tertiary institutions shall be reBuired to under o trainin in themethods and techniBues of teachin (

To supplement o'ernment fundin , uni'ersities and other tertiary institutions are

encoura ed to e+plore other sources of fundin such as endowments, consultancyser'ices and commercial 'entures($a% The internal or ani!ation and administration of each institution shall be its ownresponsibility?$b% The traditional areas of academic freed o m for the institutions are to=

$i% select their students, e+cept where the law prescribes otherwise?$ii% appoint their sta ?$iii% teach, select areas of research? and$i'% determine the content of courses(

.o'ernment shall continue to respect this freedom as lon as these areas are inconsonance with national oals(Uni0ersit# E$% ati n

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Dn i'ers ity " d ucation shall ma/e optimum contrib u t ion to n ationa l de'el op m e n t b y=a% intensifyin and di'ersifyin its pro rammes for the de'elopment of hi h le'el

manpower within the conte+t of the needs of the nation?b% ma/in professional course contents to reFect our national reBuirements?c% ma/in all students, as part of a eneral pro ramme of all*round impro'ement

in uni'ersity education, to o er eneral study courses such as history of ideas,philosophy of /nowled e and nationalism(

Uni0ersit# research sh a ll b e rele' a nt to the n a ti o nHs de'el op mental oa ls ( )n th isre ar d, uni'ersiti e s sh a ll b e encoura ed to diss e min a te t h ei r re s earch results t o bo t h

o'ernment and industri es(

Uni0ersit# teach in s h a ll see/ t o i n culcate c ommunity spir it in the stu d ents thr ou hp ro-e c ts an d act ion resear ch(

Joluntary a e nci es , indi ' id u al s an d ro u ps shall be all o we d to es t ablish uni'ersitie sp ro ' ided th ey comply with minimum standards laid down by th e 3ed e ral . o'ernment ,

$a% Technically*based professional courses in the uni'ersities shall ha'e, ascomponents, e+posure to rele'ant future wor/in en'ironment($b% )t is imperati'e that teachers in professional


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Teacher education shall continue to ta/e co ni!ance of chan es in methodolo y inthe curriculum( Teachers shall be re ularly e+posed to inno'ations in their profession(

)n*ser'ice trainin shall be de'eloped as an inte ral part of continuin teachereducation and shall also ta/e care of all inadeBuacies( (

romotion opportunities shall be created to allow for professional rowth at eachle'el(

Teachin ser'ices shall be so planned that teachers can transfer front state to statewithout loss of status($a% Teachin is a le ally reco ni!ed profession in Ni eria? in this re ard,

.o'ernment hasH set up the TeachersH #e istration Council to control andre ulate, the practice of the profession(

$b% Those already en a ed in teachin but not professionally Buali


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SECTION !

HISTORICAL FOUNDATIONS

OFEDUCATION IN NIGERIA

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Chapter T1AFRICAN INDIGENOUS EDUCATION

a. Chara teristi s ( In$i/en %s E$% ati n The followin characteristics can be identi


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2( Re1ar$ an$ p%nish"ent = #eward is used to encoura e while punishment isused to discoura e the actions of a learner

7( Ora' Literat%re = This is done throu h spea/in to the learner( This can bethrou h story*tellin , riddles, -o/es, myths or le ends( >ral literature helps toenrich the /nowled e, 'ocabulary and s/ill in spea/in their mother ton ue(

;( S ia' Cere" nies = These include initiation ceremonies, such as circumcisionor a e rade( The learners are participatin obser'ers and learned better thanwhen described to them( Cultural festi'als arc also included in this method(

G( I"itati n = This is a method where learners try to do what they ha'e seen

others do( This can be done throu h playin the role of a mother, a farmer, ahunter, a warrior or a builder(

The followin methods of learnin are employed in frican indi enous education(1( >bser'ation2( articipation7( )ntuition;( &eductionG( lay6( pprenticeship

Sta/es ( the In$i/en %s E$% ati n)ndi enous education in many frican societies is based on a e rades( )t does not

start from birth but from conception(3. Pre/nan #) )ndi enous education starts from pre nancy where the mother of theunborn child has to conform to certain courses of action or order to ensure a desirablefuture for the child( The e+pectant mother is e+pected to carry out all her domesticchores but she is forbidden from doin strenuous and 'iolent e+ertions in order toensure easy deli'ery and ood health of both the child and the mother( The pre nantwoman is made to obser'e many taboos such as e+pectin her not to eat certain foodso that the child can be physically stron when deli'ered( The e+pectant mother usesseries of myrrh to rub here abdomen and the contortions she drin/s are meant toshape the child to a desired si!e and ood health( This is responsible for the propercare of the pre nant mother, as it is belie'ed that the health of the mother will a ectthe child( &urin this period $pre nancy% the child is a passi'e a ent of education(

4. In(an # = t birth, the child becomes an acti'e a ent of education and hiseducation is i'en by the mother or and e+perienced woman in the e+tended family("ducation at this sta e centres on the trainin of the child to meet his needs such asfood, bodily care, e'acuation and sleep( This early trainin to sleep or elimination isusuallyH done by much pettin , cooin , sin in , roc/in and re*assurin appellationsin an e ort to soothe and communicate pleasure to the child( The child later leansthat his cry is always responded to by satisfyin his hun er, bein lured to sleep,bein helped to e'acuate or by re ardin it as illness(

The namin ceremony is performed within the se'enth day to the ninth day'aryin from one society to another or dependin on whether the child is a female,twins or male( s the child rows, he is encoura ed to ma/e e orts such as wal/inor tal/in ( "ach time he succeeds, he is rewarded and each time he performs anyantisocial act, he is scolded or reprimanded( Thus, reward and punishment aree ecti'e instruments for education( eanin of the child occurs at this period, whenhe is either able to eat solid food or when the mother is pre nant( The child is weanedwhen there is conception based on a belief that the mil/ of the pre nant mother ispoisonous to the health of the child( There are bases for this belief because at theearly sta e of conception, the mother needs a reat Buantity of blood for theformation of the foetus but when the child is not weaned the mother may loose, toomuch blood( )n addition, the mil/ from the breast is no more rich enou h to enablethe child row well( To a'oid malnutrition, a child is weaned at the conception of themother( The mother plays the most important role in the education of the child durin

1;


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the infancy period( She uses food as a reat weapon in instillin discipline as she canwithhold it to enforce her wishes(5. Chi'$h $) t the a e of about


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Chapter Three

GREE8 EDUCATIONEDUCATION IN SPARTA9 : ;) The education of a Spartan child be ins at birth and it is usually a state a air,with the parents playin -ust minimal role at the early years of the childHs Life(

ea/ness is not acceptable on the part of any child, hence( when a child is born, it

was ta/en to the elders council for proper scrutiny to ensure that it is healthy and hadthe potentials of bein a sturdy child( )f the child is disco'ered to be a wea/lin orsic/ly, he she was ta/en to the cold mountains to die, or i'en to the helots(Iowe'er, if the child was certi


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trainin for the irls( The Spartan women were not i'en opportunity for anysentimentality, they were eBually made to ran/ their state


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Chapter F %r

ISLA2IC EDUCATION The )slamic reli ion far preceded the Christian reli ion for hundreds of years in

Ni eria( )t was the ati n1( )t was )slam that re'i'ed the human pursuit of )slamic "ducaiioti in Ni eria science

and throu h the rabs the modern world achie'ed li ht and power throu hscience(

2( The 4uslims introduced the rabic numerals in theR


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( The 4uslims established uni'ersities and institutions of hi her learnin in manycities li/e Ea hdad, Timbu/tu, Cairo, Cordo'a etc, many centuries beforeuni'ersities started emer in from the western world(

8( The 4uslim rabs in'ented the pendulum and ad'anced the worldHs /nowled e of optics in the


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Koran( The children are e+pected to master one or two of the si+ty parts $esus% theKoran has been di'ided into(

Ia'in mastered the sta e abo'e, the pupils mo'e on to the ne+t sta e whichis that of learnin the rabic alphabets which are twenty*si+ in number( The twenty*si+ alphabets*are di'ided into three sets of 1 , 1 and 6( The*children are e+pected tomaster the


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1( )slamic education pre*dated estern education for hundreds of years( )tencoura ed the con'erts to learn( The be innin of literacy education inNi eria is traceable to the Koranic schools(

2( The system was able to produce 'ery ood scholars who were able to writeboo/s on the )slamic reli ion( This not, only ensured the sur'i'al of the reli iondurin proselytisation of the Christian missionaries, it also ensured thedocumentation of facts(

7( The early Koranic schools stimulated the pursuit, acBuisition and disseminationof /nowled e(

;( "'en thou h the Koranic teachers had limited /nowled e, it was enou h forthem to brin the peasantry and the learned 4uslim communities to ether( They did this throu h the teachin and the propa ation of the )slamic reli ion(

G( )t, encoura ed ood school*community relationship especially in the area of theteacher bein concerned with the childrenHs welfare such as 'isitin andtreatin sic/ children(

6( &iscipline was hi hly emphasised, this ensured the de'elopment of desirablemoral attitudes in the learners(

( )t also introduced some rabic words into Ni erian lan ua es particularly,Iausa, oruba, Kanuri and 3ulani lan ua es( 3or e+ample such words as H laftentimesH the teachers were not 'ery Buali


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Chapter 3i'e

CHRISTIAN 2ISSIONARY?=ESTERN EDUCATIONIntr $% ti n

Christian 4issionary education is synonymous with the history of westerneducation in Ni eria( >ne of the most remar/able de'elopments of education in

estern "urope durin the second half of the 19 th century was the crystalli!ation of the National System of "ducation Known as formal education in identi


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Iowe'er, this


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The abolitionists eBually felt that the wron done to est fricans by the"uropean sla'e traders should be corrected( They ar ued that the est fricans hadseen only the worst sides of "uropean ci'ilisation particularly its acBuisiti'e anddestructi'e aspects( So they felt that by oin to est frica the nati'es would be

i'en the opportunity to acBuire its moral and material bene bomosho( The #oman Catholic 4ission -oined the race in 1862 establishin astron hold in La os( )n the "ast the Dnited resbyterian Church of Scotland led by#e'( Iope addell started serious missionary and literacy acti'ities in Calabar in18;6(

The C(4( S( later established schools at >nitsha, )ddah, .bede, /assa andEonny( Iowe'er, the acti'ities of the missionaries were limited to southern Ni eriabecause the 4uslims in northern Ni eria did not li/e western education since theysaw it as an instrument of con'ersion to Christianity(The Ear'# 2issi nar# S h 's

ll the missions came purposely to plant Christianity( )t was not easy for themto con'ert the adult population( They felt it would be easier to con'ert the children( They realised too that the tas/ would be easier if they did do throu h literacyeducation( Ience they established schools alon side the churches(

The 4ethodists established the


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hoped that the learnin of these sub-ects would eBually enable the students toe+press themsel'es orally and also in writin ( 3or the students to be familiar with thehome bac/ round of the missions, they were tau ht the Iistory and .eo raphy of Eritain(

They also paid attention to the teachin of a riculture and the teachin of domestic science to the irls( Lo'e for manual labour was fostered not only in thestudents but also in the nati'es( 3or instance, monetary awards were sometimes

i'en to farmers after tal/in to them on a riculture( There was much emphasis on

a riculture because they wanted the children to be able to use their hands afterlea'in school Iowe'er, all sub-ects were tau ht and e+plained from the EibleHs pointof*'iew( The arithmetic tau ht was to produce cler/s and messen ers for the 'arious

o'ernmental o@ces and commercial houses( Ey this time, the Eritish o@cials werealready in


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attendin schools( here fees were paid due to the initial enthusiasm, they wereabandoned and schools were made free( ctually, the earliest educated Ni eriansapart from the children of the emi rants were the children of not*well*to*do parents(

nother problem encountered by the early schools is irre ular attendance( Thechildren that were sent to school did not lo'e schoolin either( They preferred theirtraditional homes( They preferred huntin ,


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)t was the demand by inFuential church members, rich merchants andimmi rants li'in in La os that led to the establishment of secondary schools( (

T( E( 4acaulay of the C(4(S( opened the rtho raphy,writin , &ictation, rithmetic and l ebra, .rammar, Iistory $#eli ious and secular%.eo raphy, classics, prose and poetry(

There were also optional sub-ects which were o ered at e+tra costs( They werein two parts= )n the


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4ytholo y and antiBuities, physiolo y? eolo y and botany( The Iope addell)nstitute added practical courses to the curriculum -ust enumerated( The practicalcourses included printin , carpentry and mechanics( $ /pochafo, 199 %(

These lar e numbers of sub-ects were tau ht in such a way that the studentsassimilated little or nothin ( part from the manner of the teachin , the children whoentered these schools then, were inadeBuately prepared from the primary schools(

The parents and the children who entered the schools only saw this as an opportunityof ha'in better wa e*earnin prospects( t that time there was acute shorta e of

cler/s and interpreters( )t was so acute that the o'ernment was ma/in itsrecruitment from the .old Coast $.hana%, Sierra Leone and the est )ndies( &ue tothis acute demand, parents ne'er allowed their children to complete schoolin beforeremo'in them to see/ employment(

The schools were eBually poorly sta ed( Some of the missions were so poorthat they could not a ord to employ two raduates( The poor remuneration eBuallyled to the e+odus of the few teachers from the teachin profession( The end resultwas that there was a eneral fall in the standard( The products of the schools were farbelow standard(

TECHNICAL EDUCATION

The missions were interested in pro'idin technical education but its result wasdisappointin ( The #oman Catholics, for e+ample, established an a ricultural schoolat Topo, Eada ry in 18 G where they tau ht technical sub-ects as well as readin andwritin ( The school produced its own food from the farms(

Iowe'er, technical education was not a success, rather, it was the .rammarschools that Fourished despite all their Faws( The failure of technical education couldbe attributed to the followinreasons=$ )% Lac/ of


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6( They also pro'ided much medical ser'ices in the country( They built hospitals,maternity centres, dispensaries and also Leper Clinics, throu h which manypeople were treated( This helped reduce considerably many deaths that hithertooccurred out of i norance(

( ith reli ious instructions, the missionaries were able to inculcate some worthymoral 'alues in the nati'es, such as respect for the di nity of human li'es,humility, honesty and a eneral code of conduct for teachers and pupils was set(

8( The Christian missionaries can also be credited for contributin much towards theeconomic de'elopment of the nation( This was demonstrated in the su estion of

T( 3( Eu+ton, $a member of the anti*sla'ery mo'ement in London% that themissionaries and teachers should o to the interior part of the Ni er with the theplou hR, this was to ma/eH both Christianity and a riculture to Fourish and tobrin about commerce which would turn the peopleHs attention away from sla'etrade(

9( The mission schools produced the present day political leaders of Ni eria, most of who were bene


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education in Ni eria before their arri'al( So, they tried to shield the pupils fromthe inFuence of their homes( )n turn, the pupil saw their own culture as inferiorand tended to feel superior to those not in school( lso, the children loo/ed downon their own culture due to the teachin i'en to them( 3or instance, the pupilswere encoura ed to chan e the-r Ni erian names to "n lish and Eiblical names(

The pupils were 'ery proud of the chan es( This was a( sure way of losin theiridentity as Ni erian cultures were not pro-ected(

1 ( The competition for fame and supremacy also led to the establishment of sub*

standard schools( )n most cases, the churches ser'ed as schools on wee/dayswhile the schools became churches on Sundays(

7


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Chapter Si+

PU!LIC PRI ATE PARTNERSHIP=HAT IS PPP

ublic pri'ate partnership has been de


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structures, such as states, school districts, and school boards, maintain controlo'er decisions re ardin educational policy, bud et, and operations( hen thependulum swin s towards decentralisation, much of this control shifts to smallerschool boards for e+ample, and more recently, indi'idual schools, $p(l%(

G( P 'iti a' iss%es = This is a 'ery important aspect of public pri'ate partnershipbecause where there is the absence of political will to , then its li/elihood of wor/in will be 'ery slim and also is the fact that the ne+t administration maynot be interested in or may want to reconcess it due to di erent reasonsamon which is the fact that there is this tendency

with new administrations to chan e some policies decided upon by thepre'iousadministrations, so concessionaires try to speed up commissions of pro-ectsbefore the deadline of the present administration and at the end of the day causinincrease in thecost(

6( F%n$in/ iss%es = This is a ma-or problem for any concession a reementbecause raisin that /ind of needed credit locally is almost impossible especiallyconsiderin the fact that most ban/s were s/eptical about the pro-ect as it is newand there is no precedent to show for the success or failure as the case may be(

( Le/a' iss%es = Dntil 'ery recently, there were no le al framewor/ for s in Ni eriaand this has posed a serious challen e to both the o'ernment and the

concessionaires because there were no le ally der ani!ations and &e'elopment encies such as Dnited Nations"ducational, Scienti#"N%, )nstitute of Chartered ccountants of Ni eria $)C N%, and Ni erian )nstitute of 4ana ement$N)4%, amon others are not left out(

2( Ni erian public pri'ate sector partnership should o beyond the "ducation Ta+3und( Ni eria should ta/e ad'anta e of the international e+perience and allowfor si ni


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G( s must, therefore, be facilitated throu h processes aimed at translatin thedesires of sta/eholders into form of partnerships so desired(

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National Policy on Education and Historical Foundations of Nigeria Education

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