The growth of education in Nigeria has taken different phases from the colonial era up to 1960, .the post- independence period down to the period 1977 when the National Policy on Education was drafted. We will now examine these phases chronologically-
An examination of Nigeria's educational policy in ancient and colonial times will show that the needs of the individuals and of the community were reasonably well cared for, but the degree of sophistication was low. Some ninety per cent or more of the community were engaged in food production. The women fetched water. Cooperative building was common and specialist masons and bricklayers emerged. Architectural designs adapted to tropical environment have survived. Weavers, dyers, soap makers were trained.
Able-bodied adults carried goods from village to village, using beasts of burden. Pottery was developed everywhere. The extraction of potions from medicinal herbs was practiced down from generation to generation. The priestly class healed the sick and mediated between the living and the dead. The family unit was intact and the relationship between families was regulated by rules, customs and conventions governing marriage, birth, betrothal, entertainment, worship, peaceful co-existence, death and burial. Although technology was everywhere in evidence, science as we know it today was absent.
Education and training to improve the quality of life was almost non- existent. The families were increasingly disorganised, and the labour force poorly trained. Industrial, commercial and infrastructural services received little stimulation in the public interest. A few educated men were dissatisfied with the 'status quo'. and therefore criticised the colonial regime. Some colonial administrators with humane temperaments wanted innovation and change and made contributions that were historically significant. The Phelps-Stoke Commission, Mr. E.R. Hussey, the Elliot Commission, the Ashby Commission with a show of philanthropy that must be acknowledged and externally acclaimed, laid lasting foundations on which a good deal of post-independ- ence educational policies and activities were based.
The 1950s were the most exciting years in Nigerian history in general and in the history of education in particular, not only did the regional government then plan to make great strides in spreading education but they also put these plans into practice.
Education During the Colonial Era
Christian missionaries in their concerted efforts to carry out evangelism introduced western education in Nigeria. The first known school was established in 1843 by Mr. and Mrs. Decraft of the Methodist Mission in Badagry. Subsequently, many different missions established schools. These schools could be likened to the early Muslim Quranic schools where pure religious training were received.An examination of Nigeria's educational policy in ancient and colonial times will show that the needs of the individuals and of the community were reasonably well cared for, but the degree of sophistication was low. Some ninety per cent or more of the community were engaged in food production. The women fetched water. Cooperative building was common and specialist masons and bricklayers emerged. Architectural designs adapted to tropical environment have survived. Weavers, dyers, soap makers were trained.
Able-bodied adults carried goods from village to village, using beasts of burden. Pottery was developed everywhere. The extraction of potions from medicinal herbs was practiced down from generation to generation. The priestly class healed the sick and mediated between the living and the dead. The family unit was intact and the relationship between families was regulated by rules, customs and conventions governing marriage, birth, betrothal, entertainment, worship, peaceful co-existence, death and burial. Although technology was everywhere in evidence, science as we know it today was absent.
Education and training to improve the quality of life was almost non- existent. The families were increasingly disorganised, and the labour force poorly trained. Industrial, commercial and infrastructural services received little stimulation in the public interest. A few educated men were dissatisfied with the 'status quo'. and therefore criticised the colonial regime. Some colonial administrators with humane temperaments wanted innovation and change and made contributions that were historically significant. The Phelps-Stoke Commission, Mr. E.R. Hussey, the Elliot Commission, the Ashby Commission with a show of philanthropy that must be acknowledged and externally acclaimed, laid lasting foundations on which a good deal of post-independ- ence educational policies and activities were based.
The 1950s were the most exciting years in Nigerian history in general and in the history of education in particular, not only did the regional government then plan to make great strides in spreading education but they also put these plans into practice.
Furthermore, the governments realised their sense or responsibility by taking stock of their policies and programmes. They ushered in a new era in education which opened wider horizons in the 1960s and still wider in the subsequent years ahead,
For example, the western regional government presented a comprehensive proposal for the introduction of a free, universal and compulsory education, otherwise known as Universal Primary
Education (UPE) for the western region by January 1955. The proposal included a massive teacher-training programme, the expansion of teacher training facilities and secondary schools, the introduction of secondary technical education and secondary modern schools. In the east, there was a similar proposal for free primary education, in the proposed scheme, the local government bodies in the region were expected to pay forty-five per cent of the cost of a free junior primary education programme. There was to be an increase in teachers from 1,300 to 2,500 annually and the establishment of a secondary school in every division. This modest proposal was rejected by subsequent government and prefers the rapid introduction of Universal Primary
Education on a large scale. The idea of assumed local contributions was abandoned and instead the government proposes an eight-year free education plan and set January 1957 as the commencement date.
The development of education in the north lagged behind that of the south. While the western and eastern regions vied to be the first region or government to give its people a free and universal primary education between 1952 and 1958, the northern region was unable to enter the race principally for financial reasons compounded by the enormity of the number of children of school age resident in the region. In addition, the Northern political and religious leaders were wary of the influence of western education on their children.
Activity:
For example, the western regional government presented a comprehensive proposal for the introduction of a free, universal and compulsory education, otherwise known as Universal Primary
Education (UPE) for the western region by January 1955. The proposal included a massive teacher-training programme, the expansion of teacher training facilities and secondary schools, the introduction of secondary technical education and secondary modern schools. In the east, there was a similar proposal for free primary education, in the proposed scheme, the local government bodies in the region were expected to pay forty-five per cent of the cost of a free junior primary education programme. There was to be an increase in teachers from 1,300 to 2,500 annually and the establishment of a secondary school in every division. This modest proposal was rejected by subsequent government and prefers the rapid introduction of Universal Primary
Education on a large scale. The idea of assumed local contributions was abandoned and instead the government proposes an eight-year free education plan and set January 1957 as the commencement date.
The development of education in the north lagged behind that of the south. While the western and eastern regions vied to be the first region or government to give its people a free and universal primary education between 1952 and 1958, the northern region was unable to enter the race principally for financial reasons compounded by the enormity of the number of children of school age resident in the region. In addition, the Northern political and religious leaders were wary of the influence of western education on their children.
Activity:
- Examine the Nigeria's educational policy in ancient and colonial times.
- Explain why UPE was not attempted in the northern region.
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