Briefly examine the evolution of Nigeria’s Philosophy of Education
Briefly examine the evolution of Nigeria’s Philosophy of Education.
Prior to independence in 1960, many eminent Nigerians had variously expressed dissatisfaction with the system of education provided to Nigerians by the British Colonial masters. Among the prominent Nigerians were notable nationalists and educators. “Issues of relevance, comprehensiveness and focus as far back as the 1940’s”, (Kabiru Isyaku, 2002) were some of the criticisms that trailed the educational system then.
Some of these criticism of the British System of education includes its overemphasis on academic, restriction of educational opportunity at the upper level of the system lack of African context in the English and Arithmetic etc. As a result of these various criticisms, the 1969 National Conference on Curriculum
Development was organized. The aim of the conference was to fashion out the philosophy of Nigeria’s education that would respond to the needs and aspirations of Nigerians. The outcome of the conference was the emergence of the National Policy on Education (NPE) of 1977. The NPE was anchored on the current educational system, which is the 6-3-3-4. ie six years primary, first three years juni secondary, followed by another three years senior secondary and the last four year tertiary education.
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Prior to Nigeria’s independence in 1960, there were notable concerns among eminent Nigerians, including prominent nationalists and educators, about the education system implemented by the British Colonial masters. These concerns stemmed from issues of relevance, comprehensiveness, and focus within the educational framework. Even as far back as the 1940s, criticisms were directed towards the British education system’s limitations.
Some of the criticisms encompassed the overemphasis on academic pursuits, limitations on educational opportunities at the upper levels, and the lack of incorporation of African context in subjects such as English and Arithmetic. These critiques underscored the need for a more tailored and relevant education system that resonated with the unique needs and culture of Nigeria.
In response to these concerns, the pivotal year of 1969 marked the convening of the National Conference on Curriculum Development. The overarching objective of this conference was to formulate a distinct philosophy of education for Nigeria that would address the pressing needs and aspirations of our nation’s citizens.
The outcome of this landmark conference was the emergence of the National Policy on Education (NPE) in 1977. The NPE served as a comprehensive framework that aimed to redefine the educational landscape of Nigeria. Anchored on the 6-3-3-4 educational structure, the NPE encapsulated a six-year primary education phase, followed by three years each of junior and senior secondary education, and concluding with four years of tertiary education.
The establishment of the NPE marked a transformative step in our nation’s education system. It aimed to rectify the deficiencies highlighted by the criticisms of the British education system and provide an education that was more inclusive, relevant, and tailored to the unique context of Nigeria. The adoption of the 6-3-3-4 structure reflected a commitment to a holistic approach to education that prepared individuals for various stages of life, from foundational learning to higher education and beyond.
In summary, the evolution of Nigeria’s Philosophy of Education underscores the nation’s commitment to addressing the historical criticisms of the education system and adapting it to the needs and aspirations of its citizens. The establishment of the National Policy on Education in 1977 was a significant milestone that paved the way for a more contextually relevant and comprehensive educational framework, which continues to shape the educational journey of our students today.
Evaluation
Objectives
1. Prior to independence in 1960, eminent Nigerians expressed dissatisfaction with the education system implemented by __________.
a) French Colonial masters
b) British Colonial masters
c) Spanish Colonial masters
2. The criticisms of the British System of education included issues of __________, comprehensiveness, and focus.
a) Creativity
b) Relevance
c) Discipline
3. The 1969 National Conference on Curriculum Development aimed to fashion out the philosophy of Nigeria’s education that would respond to the needs and aspirations of __________.
a) Foreign educators
b) International organizations
c) Nigerians
4. The National Policy on Education (NPE) of 1977 was the outcome of the __________ Conference on Curriculum Development.
a) 1965
b) 1969
c) 1973
5. The National Policy on Education (NPE) was designed to address the criticisms of the British System of education, such as overemphasis on __________.
a) Vocational skills
b) Academic pursuits
c) Sports activities
6. The NPE was anchored on the __________ educational system in Nigeria.
a) 5-4-3-2
b) 6-3-3-4
c) 4-4-2-2
7. The NPE consisted of __________ years of primary education.
a) Four
b) Six
c) Eight
8. According to the NPE, the senior secondary education phase lasts for __________ years.
a) Two
b) Three
c) Four
9. The NPE aimed to create an educational framework that responded to the __________ of Nigerians.
a) Global trends
b) Needs and aspirations
c) Government policies
10. The evolution of Nigeria’s Philosophy of Education aimed to provide an education system that is more __________ and tailored to the nation’s context.
a) Expensive
b) Exclusive
c) Inclusive
11. The 1969 National Conference on Curriculum Development was organized to address the lack of __________ in the British education system.
a) Cultural integration
b) Standardized testing
c) Teacher training
12. The National Policy on Education (NPE) of 1977 reflected a __________ approach to education.
a) Holistic
b) Narrow
c) Specialized
13. The NPE was a comprehensive framework that outlined educational stages, from primary to __________ education.
a) Tertiary
b) Secondary
c) Vocational
14. The NPE’s educational structure is often denoted as __________.
a) 4-3-2-1
b) 6-3-3-4
c) 5-4-4-2
15. The outcome of the 1969 National Conference on Curriculum Development was the formulation of the __________.
a) National Philosophy of Education
b) National Curriculum Framework
c) National Policy on Education
Theory
1. Discuss the pre-independence criticisms expressed by eminent Nigerians about the British education system in Nigeria. How did these criticisms lay the foundation for the evolution of Nigeria’s Philosophy of Education?
2. Examine the key issues of relevance, comprehensiveness, and focus that were raised as criticisms of the educational system during the 1940s. How did these issues shape the development of education in Nigeria post-independence?
3. Analyze the role of the 1969 National Conference on Curriculum Development in reshaping Nigeria’s Philosophy of Education. How did the outcomes of the conference contribute to the formulation of the National Policy on Education (NPE) of 1977?
4. Explore the educational implications of the overemphasis on academic subjects and the lack of African context in the British education system. How did these factors hinder the development of a locally relevant and comprehensive educational framework?
5. Discuss the significance of the National Policy on Education (NPE) of 1977 in the context of Nigeria’s educational evolution. How did the NPE address the criticisms of the British education system and provide a more suitable education philosophy for the nation’s needs and aspirations?
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- Significance of National Policy on Education (NPE) of 1977
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