HISTORICAL DEVELOPMENT OF THE NATIONAL POLICY OF NIGERIA EDUCATION

HISTORICAL DEVELOPMENT OF THE NATIONAL POLICY OF NIGERIA EDUCATION

  • Pre-Colonial Era*: Traditional education systems existed before the arrival of European colonizers.
  • Colonial Era (1914-1960)*: The British introduced a formal education system, focusing on literary and academic subjects.
  • Post-Colonial Era (1960-1969)*: Various commissions and committees reviewed and recommended changes to the education system.

-The national policy on education in Nigeria has undergone several developments since 1969, with revisions in 1981, 1998, and 2004. The policy has aimed to address issues such as access, equity, quality, and relevance.

  • 1977 National Policy on Education*: The first national policy was introduced, emphasizing a unified and inclusive education system.
  • 1981 and 1998 Revisions*: The policy was reviewed and revised to address emerging issues.
  • 1999 Universal Basic Education (UBE) Program*: Launched to provide free and compulsory education for all children of school age.
  • 2004 National Education Sector Plan*: A comprehensive plan was developed to address challenges facing the education sector.
  • 2014 National Policy on Education Review*: The policy was reviewed to address contemporary issues.
  • Ongoing Reforms*: The government continues to implement reforms and initiatives to improve the education sector.

DETERMINANTS OF THE EDUCATION PHILOSOPHY OF THE NIGERIA NATIONAL POLICY OF EDUCATION

(1). Socio-cultural values- Nigerian culture, traditions, and values.
(2). Economic needs- Preparation for the workforce and economic development.
(3). Political considerations- National unity, stability, and democracy.
(4). Technological advancements- Integration of technology in education.
(5). Globalization- International standards and best practices.
(6). Religious influences- Islamic and Christian values.
(7). Historical context- Legacy of colonialism and post-colonial experiences.
(8). Philosophical foundations- African philosophy, humanism, and pragmatism.
(9). Social justice- Equity, access, and inclusivity.
(10). National goals- Development, growth, and prosperity.
(11). Human capital development- Preparation for life and citizenship.
(12). Cultural diversity- Recognition and celebration of Nigeria’s diverse cultures.

THE FIVE GOALS OF NIGERIA NATIONAL POLICY ON EDUCATION

(1) Building a free and democratic society

    (1)  BUILDING A FREE AND DEMOCRATIC SOCIETY

implies free access to education. This is the first national objective of Nigeria. The key concepts of this first national objective are ” freedom ” and “democracy”. freedom means the right to do or say what you want without being disturbed or hindered. but if everybody is free to do what he wants, it means that security of lives and properties will no longer be guaranteed. Freedom to Plato , means ability to control one’s passions , impulses, drives, and desires. In the state of freedom, the interest of others must be borne in mind anytime we want to exercise our freedom. while democracy means, fair and equal treatment to all. democracy implies fair play and general participation in politices and decision making.Abraham Lincoln defined “democracy” as the government of the people, by the people, and for the people. Ocho (2005) argues that democracy does not mean government of the people, by the people, and for the people. To Ocho, people do not rule, instead people are governed. democracy entails freedom of speech, association, and press.

 (2)  BUILDING A JUST AND EGALITARIAN SOCIETY

This implied that all Nigerian children should have education, irrespective of their family background. they should all have right to education. justice and entails fairness to all people. no one should be cheated at the expense of the other. or use quota system to deprive others the chance of gaining admission in Educational institution. knowing that education is a process for development. education produces educated peoples who are salf reliance, who work to increase the productivities of the nation to improve the economy.

(3)  BUILDING A UNIFIED, STRONG AND SELF RELIANT NATIONA

Mkpa,(1990) and Omoregie and Aluede (2005) agreed that all programmes in our learning institutions should stressed the need for national unity. the mentioned scholars stressed further that virtues like patriotism, compassion tolerance and so on, will help to build a consolidated nation and transform the learners. in this third national objective, the major concept are unity, and self-reliance , Nigerians have the dream to be unified in spite of all diversities. Self-reliance denotes implicit confidence, pride and unshakable patriotism in the use of indigenous men and women to create a world of happiness for the citizen. although, we know that there is no nation that is self-sufficient. This argument is on the degree of reliance or attachment to other countries. according to Aguba(2006), Nigerian is a victim of British colonial heritage. As a result we rely on foreign names, foreign goods, foreign language, foreign music, foreign food, foreign dress and foreign culture. Nigerians are capable of achieving more than whites. what will lack is the political will and the enabling environment. Nigeria is not a self-reliant nation because her economy is still dependent on that of Europe and America.


(4) BUILDING A GREAT AND DYNAMIC ECONOMY


The building of a great and dynamic economy. A great and dynamic economy is the backbone of a strong society,
there is no discrimination and that all citizens have equal opportunities to education, health, religious and moral training and self-actualization, and self-worth. so it is the duty of the educational sector that is primary, secondary, and tertiary institutions to inculcate knowledge in learners with the introduction of various subjects.

(5) A LAND OF BRIGHT AND FULL OF OPPORTUNITIES FOR ALL CITIZENS

This is to say that every national of Nigeria would enjoy equal opportunity anywhere and anytime not minding his or her geographical place of birth in Nigeria. It is very discouraging to note that this only exists on paper, but in practice, full and bright opportunities for all citizens seem to be a mirage. According to Oyelade and Adebayo Adeyinka (1994).Here in Nigeria, there is discrimination against one another. It is not easy for a child from the South to gain admission into a post-primary or tertiary institution in the North. If he is lucky to gain admission and he subsequently graduates, he may not be lucky enough to get a permanent appointment in that part of the country.For example, more and more Unity Secondary School (Federal Government Colleges and Federal Government Girls’ Colleges) continue to spring up like mushrooms in various parts of the country. The fairness of the criteria for admission to those ‘Unity Secondary School’ is known only to the government or its representatives. Child of the ‘common man’ is not offered admission into the schools unless he has clout with or in the government. One-time Minister for Education, Professor Babs Fafunwa, in an Imo State Broadcasting Corporation Television programme, ‘Encounter’, described the schools as ‘Centres for political engineering’.

THE DIRECT VALUES NIGERIAN EDUCATION HAS STIMULATED IN POLICY


(1) respect for the world and dignity of the individual
(2) faith in man’s ability to make national decision
(3) moral and spiritual values in interpersonal and human relations
(4) shared responsibility for the common good of society
(5) respect for the dignity of labour
(6) promotion of the emotional, physical and psychological health of all children.

     REALIZABILITY OF NIGERIA'S NATIONAL EDUCATION GOALS

The realizability of Nigeria’s national education goals is a subject of ongoing debate and assessment. While progress has been made, challenges persist. Here’s a balanced evaluation:

    Realizable aspects:

(1) Political will_: The government has demonstrated commitment to education reform.
(2) Increased access_: Enrollment rates have improved, especially at the basic education level.
(3) Infrastructure development_: Investments in school infrastructure and technology have been made.
(4) Curriculum reform_: Efforts to revamp the curriculum to meet modern demands are underway.

  1. Funding: Inadequate funding hinders implementation and sustainability.
  2. Teacher training: Insufficient teacher training and development programs.
  3. Infrastructure gaps: Many schools still lack basic facilities and resources.
  4. Corruption: Corruption and mismanagement of funds hinder progress.
  5. Socio-economic factors: Poverty, insecurity, and social inequality affect educational outcomes.
  6. To enhance realization (1) Increase funding_: Allocate sufficient resources to support education reform.
    (2) Improve teacher training_: Invest in teacher development programs.(3) Address infrastructure gaps_: Prioritize school infrastructure development.
    (4) Strengthen governance_: Ensure transparency, accountability, and effective management(5) Address socio-economic factors_: Implement policies to address poverty, insecurity, and social inequality.
    Challenges:

FACTORS MILITATING AGAINST THE IMPLEMENTATION OF THE NATIONAL POLICY

The following factors are militating against the implementation of the national policy on education in Nigeria ¹ ²:

  • Lack of funding– Inadequate allocation of resources to the education sector.
  • Poor infrastructure– Inadequate classrooms, libraries, and technology.
  • Teacher shortages– Insufficient number of qualified teachers.
  • Corruption– Mismanagement and embezzlement of funds.
  • Socio-economic factors– Poverty, insecurity, and social inequality affecting educational outcomes.
  • Political instability– Frequent changes in government and policies.
  • Bureaucratic bottlenecks– Inefficient administrative processes.
  • Lack of community involvement– Limited participation and support from local communities.
  • Inadequate monitoring and evaluation– Insufficient assessment and feedback mechanisms.
  • Outdated curriculum– Curriculum not aligned with modern demands and skills.
  • REFERENCE Chukwuma, R.A. (2012). philosophy of education for beginners, Robinson A Chukwuma.

Ocho, L.O. (1988). The philosophy of education for Nigeria. Enugu: Harris printing and publishing company Ltd.

Akinpelu, J.A.(1981), An introduction to philosophy of education. London: Macmillan publishers.