Change Nigeria Project

‘If you are not a part of the solution, you are a part of the problem’

Introduction

Historical Perspective:  Formal British-typed education system was introduced in Nigeria as early as in 1834 by missionaries – The Methodist Church and the Church Missionary Society (CMS). This type of education was dependent writing and passing examinations.  Prior to the advent of colonialism, there were two systems of educations that were practiced in the territory that later became Nigeria. The systems were the (1) indigenous education system (including apprenticeship) and (3) Quoranic (Islamic) education system. These three systems –Indigenous, Quoranic and formal education are still practiced in Nigeria.  After the amalgamation of  the Northern Protectorate and Southern Protectorate in 1914,  European-styled formal education was stressed and recognized by the Nigerian Colonial Governor, Lord Lugard.   By 1916, Lord Lugard had already established  Education Protectorate Division which was responsible for ensuring quality and regulation of education as well as infrastructural evaluation of schools.    By the year, 1950, it was clear that Nigeria had attained a three tier formal educational system made up of  (1) Primary School, (2) Secondary School and (3) Tertiary School (Higher Education) with the establishment of the University College, Ibadan.

Educational interests in Nigeria grew rapidly in the decades that followed.  In 1947, there were 66,000 primary school students in Northern Nigeria, compare to 240,000 students in the West and 320,000 in the East. However by 1957,  the number of students has grown  by 3 to 4 times in three regions as follows: (1) Northern Nigeria’s enrollment was 206, 000; (2) Western Nigeria’ enrolment was 983,000 while (3) the East enrolled 1,209,000 students. For 1947, only 10,000 students were recorded enrolled in secondary schools for as compared to 36, 000 secondary school students in 1957.   By 1984-85, the population of  children between the ages of five and fourteen years was 23 million while the number in primary and secondary schools were 13million and 3.7 respectively.

Universal Primary Education (UPE) and Universal Basic Education (UBE):

Nigeria came to appreciate the success of UPE which was introduced in Western Nigeria by  Premier Chief Obafemi Awolowo.  It was the UPE program adopted in Western Nigeria during the late 1950s and early 1960s that  gave Western greater advantage as the most educated region in Nigeria.  Later in the 1970s, Nigerians leaders to enacted a policy that extended UPE to all parts of Nigeria.  UPE is under the “6:3:3:4” educational system. The 6:3:3:4 system designated a total of  16 years of education from the Primary to Tertiary education. Under this system, an eligible person would spend six years in the primary school (UPE), three years in junior secondary school, three years in senior secondary school and four years in tertiary institution (university).

Universal Basic Education (UBE):

In 1999,  former President Olusegun Obasanjo  introduced UBE with the 9:3:4 education system.  The UBE system is different from UPE system because UBE increased basic education for all Nigerians to nine years.  Nine years is the number of years that students must spend on free and compulsory basic education (which includes six years of primary education and three years of junior secondary school), three years of senior secondary education, and four years in tertiary institutions.  UBE is also stressing the increase in education opportunities in the rural areas, nomadic education, urban slum population, and the physically challenged citizens.

However, severe symptoms of mal-administration, infra-structural inequities, limited human resources availability and ineffective curricula delivery systems have prevented the UBE system from attaining its expected objectives.

Consider  adequacies of basic educational infra-structure in three Abuja Federal Capital Territory (FCT) satellite towns’ (Kwali, Kubwa, and Gwagwalada) school districts.  In  the Kwali area, there were in existence very few teachers employed for large number of students.  For example, a report showed that there is only one teacher to instruct Physics and Integrated Science for all the students in the school.  In the Kubwa,  reports show that there are more than 120 students packed in a class designed to hold 40 students, and severe absence of adequate rest rooms for students which poses health hazards to students. There is a special case in Gwagwalada area. Teachers are conductingclasses lectures under trees because of the lack of adequate classroom facilities.

INDIGENOUS EDUCATION

Indigenous education and apprenticeship education/training form the core source training for middleman technicians that supports local industries.  Apprenticeship education is primarily responsible for producing the bulk of drivers, mechanics, farmers, gardeners, plumbers, shoemakers, mason, pottery, blacksmith etc.  Indigenous  and apprenticeship education should be formalized and standardized in a fashion that it will continue to supply the middle manpower and technicians that provide local services and support of Nigeria’s national economy.

HIGHER EDUCATION:

Latest list of Nigeria’s Universities shows that there are currently  101 public and private universities. While some of the Universities have been accredited by national accreditation agencies, others are either not accredited or ill-equipped to deliver formal academic instructions to students.  However, the national mission and objectives of the Nigeria’s educational system and its contribution to national development are blurred with regards producing needed expertise.  There exists the need for Nigeria to review it educational system and streamline it toward contributing toward the economic  development  and  emergence of Nigeria as an industrialized nation.

EDUCATIONAL BUDGET FOR 2009

The 2009 budget showed that relatively, Nigeria’s current government is putting a lot of effort and interest in Education.  President Yar’Adua’s government would be using the statutory budget of N37.89 Billion toward the development and maintenance of UBE.  The re-current budget allocated N183.3 Billion to education compared to N184 Billion for the Police and N176 Billion for the Defense is relatively adequate.  In order to upgrade funding for Higher Education, President Yar’Adua had adopted a policy that would equip to world standard,  six universities, with each  located in each of six geo-political regions

Also, three other Universities would be equipped with modern healthcare equipment and medical technology services to meet the need of our Medical students and pressing specialists to help in providing the needed medical services.

Increasing Rural Development that includes rural education that would include building and equipping robust rural schools. Because most of the food production and processing industries are best located in rural areas, improving the quality of rural lives and  well-being.

Centers of Excellence in Universities

The federal and state governments must device methods of harnessing the tremendous professional expertise available in the universities for national development.  One good method of doing this would be through the establishment of Centers of Excellence in most of the Federal and state Universities for each of Critical Sectors of Nigeria’s economy and others sectors of industrialized Nigeria.  These centers can serve as research, training and service centers for specific technology and development sectors.

Autonomy  in Higher Institutions:

President Yar’Adua has already initiated what appears to be limited autonomy policy.  This policy would enable universities to be administered by councils who will also have the power of “employing and terminating Vice Chancellors”.  Autonomy means that while government funding of institutions continues, higher institutions must have leverage in raising funds and independent plans to grow higher education.  Through autonomy institutions would be able to employ the best institutional executives to use better management personnel to advance education and competition.

Independence: Higher Education Agencies

The current system of government intervention in higher education through the Ministries of Education minimizes the opportunity of using the professional expertise in the universities to address the national challenges in agriculture, technology and other development sectors.  It is highly recommended that Federal and State Governments mandate each Ministry to establish grants for institutional research, teaching and extension services.

State of the Nation Committee:

Robert Ngwu, Chair

Hadjia Fatima Wali

Dennis O. Balogu, Presenter.