EDU 111 History of Education in Nigeria PDF Free Download

EDU 111 HISTORY OF EDUCATION IN NIGERIA PDF FREE DOWNLOAD

Introduction

Education is the cornerstone of any society’s progress, serving as a catalyst for societal transformation and individual empowerment (Freire, 1970). In the case of Nigeria, a country with a diverse cultural heritage and a history steeped in complexity, the evolution of its educational system reflects a dynamic interplay of socio-political, economic, and cultural forces (Ajayi, 1965). In this comprehensive blog post, we will delve into the intricate tapestry of Nigeria’s educational history, with a particular focus on the course EDU 111 – History of Education in Nigeria. The history of education in Nigeria is a complex and multifaceted subject that has evolved over time.

It encompasses the development of educational systems, policies, and practices in Nigeria from pre-colonial times to the present day. This comprehensive overview will delve into the key milestones, challenges, and transformations that have shaped the educational landscape of Nigeria.

Relevance of History of Education

1. It helps the teachers in training to appreciate the various aspects of the past educational process with a view to link them to the present.

2. It enables the teachers in training to be aware of the type of education we had and the purpose it served in the past.

3. It gives teachers in training the opportunity to know the past mistakes we made in education with a view to making necessary amends.

4. It gives teachers in training the opportunity to study other people’s educational ideas and programmes with the aim of developing our own system of education.

5. It gives teachers in training the solid foundation to plan for our present and future educational developments.

6. It guides teachers in training the opportunity to proffer some positive solutions to our present day educational problems.

7. It helps teachers in training to understand some major trends and developments in our educational system.

8. It helps the teachers in training to formulate and implement better philosophy of education.

9. It serves the purpose of good academic exercise to improve the knowledge of the teachers in training.

10. It widens the scope and knowledge of the teachers and makes him more comfortable and competent in his class.

11. It helps teachers in training to be competent in handling appointment in education nationally and international

National Education Goals or Goals of Education in Nigeria Nigeria’s Philosophy of Education

Prescription according to NPE (2014), we believe that:

1. Education is an instrument for national development; to this end, the formation of ideas, their integration for national development and the interaction of persons and ideas are all aspects of education.
2. Education fosters the worth and development of the individual, for each individual’s sake, and for the general development of the society.
3. Every Nigerian child shall have a right to equal educational opportunities irrespective of any real or imagined disabilities each according to his or her ability.
4. There is need for functional education for the promotion of a progressive, united Nigeria; to this end, school programmes need to be relevant, practical and comprehensive while interest and ability should determine the individual’s direction in education.

Factors that account for Nigeria’s Philosophy of Education

1. The development of the individual into a sound and effective citizen
2. The full integration of the individual into the community
3. The provision of equal access to educational opportunities for all citizens of the country at the primary, secondary and tertiary levels both inside and outside the formal school system.

National Educational Goals As derived from the philosophy

1. The inculcation of national consciousness and national unity
2. The inculcation of the type of values and attitudes for the survival of the individual and the Nigerian society.
3. The training of the mind in the understanding of the world around.
4. The acquisition of appropriate skills and the development of mental, physical and social abilities and competences as equipment for the individual to live in and contribute to the development of the society.

EDU 111 History of Education in Nigeria PDF Free Download

National Values To inculcate

1. Respect for the worth and dignity of the individuals

indigenous system of education. What is different is the methods by which the goals and objectives are pursued and acquired. The list of the goals and objectives consists of :

1. To develop the child’s latent physical skills
2. To develop character
3. To inculcate respect for elders and those in position of authority
4. To develop intellectual skills
5. To acquire specific vocational training and to develop a healthy attitude towards honest labour.
6. To develop a sense of belonging and to participate activity in family and community affairs
7. To understand, appreciate and promote the cultural heritage of the community at large.

Curriculum Content

1. Aim: To develop the child’s latent physical skills Content: Dancing, Swimming, Climbing, Physical training etc. Method: Natural process, imitation, observation
2. Aim: To develop character Content: Code of manners, conventions, customs, morals, superstitions and laws of society Methods: Direct teaching, experience of others, unconscious absorption of lessons of morality and good manners inculcated in numerous provers.
3. Aim: To inculcate respect for elders and those in position of authority Content: Greetings and gestures to elders, chiefs, parents etc. Methods: Imitation and direct teaching
4. Aim: To develop intellectual skills Content: Learning the seasons of the years, local history, poems, idioms, songs and country. Method: Direct teaching by elders and indirectly in storytelling and the poems and proverbs.
5. Aim: To acquire specific vocational training and to develop a healthy attitude towards honest labour. Content: Agriculture, farming, fishing, animal care
   • Trades and Crafts: weaving, glass making, banking, catering.
   • Professions: doctors, priests, tax collectors, soldiers. Method: Apprentices training either under the strict instruction and supervision of father or relatives.
6. Aim: To develop a sense of belonging and participation actively in family and community affairs. Content: Communal work-how to appreciate his role as a member of his immediate and extended family. Method: The child becomes a responsibility of everyone in his immediate environment.
7. Aim: To understand, appreciate and promote the cultural heritage of the community at large. Content: Basic culture of the community in terms of naming ceremony, burial rites, marriage, rituals etc. Method: Consciously and unconsciously, the child grows into and within the culture of the society.

Islamic Education

Islamic Education Islam was brought to Nigeria in the 14th century by Arab traders and scholars. Islamic religion is a way of life. It connotes total obedience to the words of the Holy Quran. Islamic education is geared towards the production of specialists in the tenets of Islam. Islam mean a total submission to God’s will. The tenets of Islamic faith are:

1. Recitation of the creed
2. Daily prayers five times each day
3. Compulsory fasting in the month of Ramadan
4. Generous giving of alms, general love and kindness to mankind
5. Pilgrimage to Mecca and Medina at least once in one’s life time.

Early History of Education in Nigeria

Coast arrived in Badagry where it opened its first school. Revd. Freeman was accompanied by Mr. De Graft an African born at cape coast with his wife. The first school was established on 26th May, 1843 in Badagry and it was named “Nursery of the infant church” on December 19, 1842, the Church Missionary Society (CMS) led by Mr. Henry Townsend (Later Revd) arrived at Badagry and shortly after proceeded to Abeokuta for their missionary activities. He was accompanied by Rev. Samuel Ajayi Crowther (Later Bishop) and Rev. G. A. Collman. However, their activities were hindered as a result of King Sodeke of Abeokuta and so stayed back in Badagry where they established a mission station and two schools in 1844.

Thereafter, in 1846, they moved to Abeokuta and founded two schools immediately; one for boys and the other for girls. In 1846, the Presbyterian mission (church of Scotland) arrived at Calabar and established a station, while the southern Baptist Convention opened a school at Ijaiye in 1853. In 1855, the Southern Baptist Convention established a school at Ogbomoso and another one in Lagos which later formed the nucleus of the Lagos Baptist Academy. In 1859, the first grammar school was established by the C.M and was named C.M Grammar School, Lagos.

EDU 111 History of Education in Nigeria PDF Free Download

By 1868, the Niger mission had been established by Rev. Samuel Ajayi Crowther and Rev. J. C. Taylow and by their efforts schools were established at Gbede and Onitsha. With the development of education in progress in the western part of the country, attempt made by the various missions at spreading western education to the Northern part of the country was fruitless. However, western education was later introduced to the middle belt region of the country where only four schools were established in 1913. Essentially, the aim of the Christian missionary education was to convert the natives to Christianity. The schools were more or less adjunct of the church. Predominantly, schools and churches were cited in the same premises. Rote- learning was the approach adopted and every subjected had to be connected in some way to the teachings in the Holy Bible. The curriculum involved religion, writing, arithmetic, reading and English language.

Later on, boarding schools were supported by gifts from home missions, friends and local church contributions. Between 1842 and 1865, some children in the mission houses among whom was Revd. T. B. Macaulay were sent to England for various vocational courses. Macaulay later became the founder of C.M Grammar School, Lagos.

The fifteen oldest secondary schools in Nigeria are:

1. C.M Grammar School, Lagos 1859

2. Methodist Boys High School, Lagos 1878

3. Methodist Girls High School, Lagos 1879

4. Baptist Academy, Lagos 1885

5. Hope Waddell Training Institute, Calabar 1895

6. St. Anne’s school (Old Kudeti Girls’ School) Ibadan 1896

7. Oron Boys High School (old Oron Training Institute) Oron 1897

8. St. Paul’s College Iyenu, Awka 1900

9. Wesley College of Science (old Wesley College) Elekuro, Ibadan 1905

10. Methodist Boys High School, Oron 1905

11. Abeokuta Grammar School 1905

12. Kings College 1909

13. St. John’s School, Bida 1909

14. Alhuda College (Old Government Secondary School) Zaria 1910

15. Ijebu Ode Grammar School 1913

16. Eko Boys High School 1913

17. Ibadan Grammar School, Ibadan 1913

1882 Education Ordinance Education legislation began in Nigeria with the introduction of the 1882 education ordinance for British West African Territories that is Lagos, Gold Coast (Now Ghana), Sierra Leone and Gambia. The provisions of the ordinance are;

1. The constitution of a General Board of Education with power to appoint and dissolve local boards of education at such places as they may consider desirable.
2. The constitution, powers and duties of the local board of education.
3. Classification of schools
4. Freedom of parents as to choice of religious instruction to be given children.
5. Grants to be used for school buildings and teachers’ salaries
6. Conditions of grants-in-aid to private schools based on managerial control, attendance of children and examination results in specified subjects.
7. Annual evaluation of pupils.

The report of the commission was published in 1922. The report criticised the educational policy of the colonial government in Africa and ultimately offered concrete recommendations on how to improve Africa education. The commission identified four misconceptions of Africa and the African and the provision of education for her people:

1. The extent, kind and quality of the wealth and natural resources of the countries of Africa. They observed that there were potential wealth to encourage capital investment in the development of the countries.
2. That Africa people did not give sufficient promise of development to warrant efforts on their behalf. The commission considered this as unfair and most unfortunate.
3. Doubt cast on the improvability of Africa people was confirmed.
4. Doubtful influence of Europeans and Americans. They were convinced that gains were greater than losses through the coming of the whites. The commission laid considerable emphasis on adaptation of education to the needs of the individual and the community. Character development and religious life were vital feature of educations which affected individual growth.
5. Rural community education in Africa must be based on a genuine appreciation of the importance of rural life in the general development of Africa, and a clearly defined programme of school and community activities should promote that development.
6. The commission deplored the divergence in aims of the different groups in the colonial countries and recommended clearly defined objectives of education, namely, the development of characters, the promotion of health and healthy living, the acquisition of agricultural and industrial skill, the improvement of family life, and the pursuit of sound and health-giving recreations. The reports provided a strong link in the chain of educational thought and practices in African education.

Understanding the Roots: Pre-Colonial Education in Nigeria

To comprehend the present, we must first journey into the past. The pre-colonial era of Nigeria was marked by a rich tapestry of indigenous educational systems that varied across ethnic groups (Ekeh, 1980). From the traditional system of apprenticeship to the impartation of cultural values through oral traditions, each community had its unique approach to knowledge transmission (Ajayi, 1965).

This section will explore the foundations of education in Nigeria before the advent of colonial rule, shedding light on the diverse methods employed and the societal values embedded in these educational practices. Prior to the arrival of Europeans, education in Nigeria was primarily informal and centered on traditional systems of knowledge transmission. The education system was community-based, with children being taught practical skills, cultural norms, values, and traditions within their respective communities (Ajayi & Crowder, 1985). This form of education was largely oral and revolved around apprenticeship systems, where children learned from skilled craftsmen or elders.

EDU 111 HISTORY OF EDUCATION IN NIGERIA PDF FREE DOWNLOAD

Colonial Impact on Education: A Double-Edged Sword

The introduction of Western education in Nigeria can be traced back to the 19th century when Christian missionaries established schools across the country. The British colonial government also played a significant role in the development of formal education by establishing schools and implementing policies to promote Western-style education (Adeyemi & Adeyinka, 2012). During this period, mission schools became important centers for learning and contributed significantly to the spread of literacy among Nigerians.

The arrival of colonial powers in Nigeria in the late 19th century brought about a radical transformation in the educational landscape (Fafunwa, 1974). While the colonial authorities introduced a formal system of education, their motives were often driven by economic and administrative interests (Ekeh, 1980). This section will analyze the dual nature of the colonial impact on education, examining both the positive contributions, such as the establishment of schools and the introduction of a formal curriculum, and the negative consequences, including cultural alienation and the suppression of indigenous knowledge systems (Ajayi, 1965).

The Emergence of Western Education in Nigeria

As Nigeria transitioned from colonial rule to independence in 1960, the educational sector underwent significant changes (Fafunwa, 1974). The demand for Western education increased, leading to the establishment of more schools and the adoption of a standardized curriculum (Ogunlesi, 2002). This section will trace the growth of Western education in Nigeria, highlighting key milestones, challenges faced, and the role of education in shaping the post-colonial identity of the nation.

After gaining independence from British colonial rule in 1960, Nigeria embarked on a series of educational reforms aimed at national development. These reforms included the expansion of educational access at all levels and the promotion of indigenous languages and cultures within the curriculum (Adeyemi & Adeyinka, 2012). The government also introduced policies to address issues such as gender disparities in education and the quality of teaching.

Challenges and Reforms: A Critical Examination

No educational system is without its challenges, and Nigeria’s is no exception (Ogunlesi, 2002). This section will critically examine the persistent issues facing the Nigerian educational system, including inadequate infrastructure, uneven access to quality education, and the impact of socio-economic factors (Fafunwa, 1974). Furthermore, it will explore the various reform efforts undertaken by the government to address these challenges, such as the introduction of the Universal Basic Education (UBE) program and the push for technological integration in education (Okebukola, 2007).

Despite efforts to improve the educational system in Nigeria, several challenges persist. These challenges include inadequate funding, infrastructure deficits, low teacher quality, and a mismatch between the education system and the needs of the labor market (Okebukola, 2013). Additionally, the country continues to grapple with issues of educational inequality, particularly in rural areas and among marginalized populations.

The Role of EDU 111: Unraveling the Threads of Nigeria’s Educational History

As an integral component of Nigeria’s higher education curriculum, EDU 111 – History of Education in Nigeria plays a pivotal role in shaping the perspectives of future educators and policymakers (Okebukola, 2007). This section will provide an in-depth analysis of the course, exploring its objectives, curriculum, and the skills it aims to instill in students. Interviews with educators and students who have taken the course will offer firsthand insights into its impact on their understanding of Nigeria’s educational journey (Freire, 1970).

EDU 111 HISTORY OF EDUCATION IN NIGERIA PDF FREE DOWNLOAD

Contemporary Educational Landscape: Opportunities and Challenges

In the 21st century, Nigeria faces new challenges and opportunities in the realm of education (Ogunlesi, 2002). This section will examine the current state of education in Nigeria, considering factors such as the impact of technology, globalization, and changing societal dynamics (Okebukola, 2007). Additionally, it will shed light on innovative approaches and best practices adopted in various educational institutions to meet the evolving needs of students in a rapidly changing world (Ajayi, 1965).

Looking Towards the Future: Prospects and Recommendations

In recent years, Nigeria has witnessed various initiatives aimed at addressing the challenges in its education system. These initiatives include the introduction of technology-enhanced learning, vocational and technical education reforms, and efforts to improve teacher training (Federal Ministry of Education Nigeria, 2014). The government has also prioritized inclusive education to ensure that all children have access to quality education.

To conclude this comprehensive exploration of Nigeria’s educational history, we will turn our gaze towards the future (Ogunlesi, 2002). This section will discuss the prospects for the Nigerian educational system, considering potential trends, advancements, and areas for improvement (Okebukola, 2007). Recommendations for policymakers, educators, and stakeholders will be outlined, emphasizing the importance of a holistic and inclusive approach to education that addresses the diverse needs of the Nigerian populace (Fafunwa, 1974).

Conclusion:

In the intricate tapestry of Nigeria’s educational history, each thread tells a story of resilience, adaptation, and the pursuit of knowledge (Ajayi, 1965). From the roots of pre-colonial education to the challenges and reforms of the present day, the evolution of education in Nigeria is a testament to the nation’s commitment to progress (Ogunlesi, 2002).

Through the lens of EDU 111 – History of Education in Nigeria, we have unraveled the threads that bind the past, present, and future of Nigeria’s educational journey, offering a nuanced understanding of the forces that have shaped the nation’s quest for knowledge and empowerment (Freire, 1970). The history of education in Nigeria reflects a dynamic process of adaptation and transformation. From pre-colonial times to the present day, Nigeria’s educational system has undergone significant changes influenced by cultural, political, and economic factors. While progress has been made in expanding access to education, challenges persist that require ongoing attention and investment.

References

Ajayi, J. F., & Crowder, M. (Eds.). (1985). History of West Africa (Vol. 1). Longman Group Limited. (Print)

Adeyemi, T., & Adeyinka, A. A. (2012). Education in Nigeria: Historical perspectives, problems, and prospects. Journal of Educational and Social Research, 2(7), 15-24. (Web)

Okebukola, P. A. O. (2013). Quality assurance in Nigerian university education: Challenges and prospects. In Quality Assurance in Nigerian University Education: Challenges & Prospects (pp. 1-18). National Universities Commission Press. (Print)

Federal Ministry of Education Nigeria. (2014). National policy on education (6th ed.). NERDC Press. (Print)

Osokoya, I. O., & Adu, E. O. (2017). Historical development of education in Nigeria: Implications for educational planning and policy making. Journal of Education and Practice, 8(1), 1-6. (Web)