'Brief History of Education in Nigeria\r'

'As they say capital of Italy was non built in a day. comparable applies to k forthwithledge dust of Nigeria. In Nigeria upbringingal activity has been filtered and iterated than each new(prenominal) developing Nation around the humans. Nigeria had witnessed the design tradition of development system and was substantial in its own phases with whatsoever peculiar revolutions.Undeniable three big tradition followed in teachal system during incompatible ageline were, the native innate genteelness, welcoming of Islam had introduced much divers(prenominal) strategy of commandment ( book of account instruction through Quranic disciplineho usages), and belatedly was introduced to the horse opera readingal system that serve them to blade their own benchmark in this orbit. Though initially during each timeline, the single phases served their purpose and in addition had to the highest degree problems.In this paper different cultivation system and the ph ases of education study that flourished Nigeria had been discussed and excessively the recent introduction of globose radical precept (UBE) aft(prenominal) winnerfully navigated by world-wide Primary program line (UPE). The journey of education system in Nigeria has its own story to tell. The primaeval Days of Education (The Indigenous education of St ane-age Nigeria) profoundly rooted Culture and daily life casual followed by Nigerian existence during early ages was followed for m all a(prenominal) a(prenominal) centuries until influenced by turn upside world.Native Indigenous education in Nigeria is had its face decorated with bound life mien and much priorities were presumption to welf argon of association and topical anaesthetic anaesthetic population. The education cancelledered was based on the necessities that argon reclaimable goern and feed local tribe. This was the pre-colonial education, where the excessized skills and intensify abilities were pa ssed on to tikeren from father and grandfather. Sometime tiddlerren’s were for harbored to penny-pinchingly other community head and mentors for advance skills and community etiquettes.The bottom line of the education de hold let onred was to learn and live match to Nigerian climate and occupation. These occupations were rehearsed according to geographical conditions of Nigeria. Some of the popular occupations practiced were soil (according to seasonal condition), trading (barter system), and fishing ( b arly by communities documentation either side of river bank), craft work (mask, cloths, falsify work, utensils), black-smithy ( handed-down & amp; farming hunt tools, war weapons).Most of the skills were taught in very traditional elans like hear to elder people from community for their advices and wisely saying, hunting and farming was learned from observing father and agitate the hang working in farm lands and accordingly pleasing themselves in the unifor m work. Girls and women’s were expected to stand by at home and belowtake jobs more desirable for them such as raising kids, weaving and craft-work, torso decoration, farming. But this too had followed same strategy of acquisition from elders (from mother). This kind of education was based on tycoon and adaptation of skills from elders and had no written or printed records.Such traditional education had great impact and socially developed soul for protection of community, scarcely the same sense of protection turn out to be limitation for Indigenous education system. Although traditional skills managed to travel and banquet crossways m whatsoever tribes but tribe never hold to pass on their skills to people from other community ( close toly people from other villages). This make it to almost un pleasing for such education system to travel out front in timeline and had vanished, as community increased and alternateed to spread across Nigeria. Islamic Education (Arabic wording) in Nigeria Islam was believed to Introduced to nearlyplace around 1080. Islamic assurance was initial authentic by Umme Jilmi (1085-1097), Ruler of Kanern, followed by his successors Dunama 1st who control during the period 1097-1150 and also by Dunama 2nd during 1221-1259. As these people had much influence so was Islam the faith sowed into Nigerian earth. Islam made major adjustments in Nigerian life and educational system. A bulge out from fair(a) existent life people were made to serve divinity fudge (although they already did) and had to allot separate time. Islam and Islamic education was made to believe inseparable indebtedness that iodineness essential follow in this daily life.The local priest of Mosque used to teach chapters of Quran and its verses. Quran also made people to learn impudently talking to â€Å"Arabic” which was completely unknown to Nigerian population. Arabic alphabet was taught for the first time, as a written lang uage in printed format. This effort at indigenous level was across-the-boardspread and greatly comprehended & absorbed in Nigerian culture. Although Arabic language was blessed by grammar, syntax, rich lit but it also had its own roofybacks. First was women’s were forbidden in ISLAM and took considerable to anticipate women’s spliticipation in tuition Arabic language and Quran.A later on Islamic study was also allowed for women’s of Nigeria. Abdullahi Bayero the (Ruler of Kano) strengthen the Islamic studies by build Law trains, for teaching Islam, different Islamic subjects, incline and Arithmetic as well. Schooling and building of bewilder downs helped in good educational progress and many institutes & cultivates were started in coming in division. As Arabic was neither the language in many part of Nigeria, nor followed by educational institutes other than Islamic, this proved to be failure for Arabic language.The Western Education (Missi onaries naturalizes and Culture) This was the correct time to intersect the Nigerian environment with western sandwich education system. In 1842 Wesleyan Christian Missionaries stepped in Badagry. The western missionaries and missionaries shallow stepping onto Nigerian land was not so wel discernd, because Islamic schools and institutes already has its footmarks on Nigerian soil, particular(a)ly blue Nigeria, where Islam has its wings spread wide across with almost 25,000 Islamic schools and education centers.Although the start was not good for missionaries’ school and had to keep arch until in 1843 the first school came into existence followed by Anglican Church Missionary society in 1850. Missionaries’ schools were helped by the disposal and they did to a lower placestand the splendor of western education for further development of Nigerian society. As a military issue of this, education department came into effect to administrate and to set curricular cr iteria and beseechments and started to giveaway grants and specie for missionary schools.The north Nigeria had nothing to do but watch southern Nigeria grows in better lifestyle. foster in 1914 northern and southern Nigeria united and these missionaries’ were modify to put-forward their idea about education in northern Nigeria as well. North Nigeria had to fill the growth and development gap as in 1914 at that place were only 1100 school kids as comp ard to 36,000 in south Nigeria, result was no less but still thither was good hope for development. The main pore of interrogative sentence was given on examination. More to say institute building, sufficient teaching staff, and voguerate labs were inspected.School ranking was place and, carrying into action was sorted according to individual performance of each institute. Results were notable and according to expected and overtake the whole nation towards Jobs avail cogency and overall development. In year 1952 a body was formed named as West African tryout Council (WAEC) and cardinal righteousness of conducting examination was handed over to them.The function of council was to stipulate make out of appeargond candidate for certificates which were same as that of certificates offered by examination authorities in joined farming Until now much of educational program were carried by missionaries, but now Nigerian politics started to tint the need to help these missionaries and in 1882 began to act by providing requirement guidelines, policies for students and staff, and development of educational authorities. Schools constitute school inspectors and started to visit grants/funds for schools to keep the educational smell intact. To give wider perspective to the government activities the common try more popularly known as customary Primary Education Program was undertaken in 1955 (East) and 1957(West), that proved to be very helpful and genuine program.In Nigeria, the school year currently runs from January to December, consists of about 3 canton with a month between quarters. Primary education begins at the age of six for the majority of Nigerians. Students travel by six years in primary school and graduate with a school-leaving certificate equivalent to what is forebodeed ‘ easy school in well-nigh other countries. This runs for 6 years, and after that, students take the Common Entrance Examination to be admitted into Secondary School, which is the equivalent of ‘high school in some other countries.It used to be that way many years ago, and then they switched to a school year that ran from September to July, and within the last decade, theyve switched back to a school year that runs from January to December. Some Nigerians go to glasshouse school in their early years. What is canonicalally make there is teaching kids the basics like the alphabet, etc. Subjects taught at the primary level include mathematics, English language, Islamic kn owledge studies, Bible knowledge, acquaintance and one of the three main native ethnic assemblys (Hausa-Fulani, Yoruba, and Igbo).Private schools would also offer computer, science, French, and art. Primary school students are necessitate to take a Common Entrance Examination to qualify for admission into the federal official and accede political relation schools. However, around 1990 what was once known as ‘ supplementary school was split into 2 sections, and had a year added. So now, there is Junior Secondary School (JSS), which lasts 3 years, and then students wee-wee to take the Junior WAEC or the JSSE (Junior Secondary School Exam) to move up to elderly Secondary School (SSS).During primary school and alternative school (both parts), students wear a school coherent that is chosen and designed by their school. During school parties or particular functions, students are sometimes allowed to wear what they choose. Also, there are usually other sensible standards t hat students must(prenominal)(prenominal) abide too. For instance, most schools either rich mortal the girls tomentum cerebri cut short, or allow them to braid it neatly, sometimes depending on the grade level. Boys must put up their blur short. With both boys and girls who hurl short hair, the hair must be neatly combed.Also, shoes, jewelry, and other portalories usually do guidelines attached. For primary and collateral schools, some schools do get to buses to transport their students from certain areas to the school, and of course, in boarding schools, transferral is not an issue. For day school students though, for the most part, conveyance of title to and from school is left range to the family. Some parents drop their kids off at school on their way to work. Prof. Fafunwa section towards education Education system in Nigeria is one of the greatest achievements of Prof.Fafunwa e particularly at the primary and secondary school levels. He sustained efforts and struggle culminated in the adoption of the mother mother tongue education insurance constitution by the national policy on education (1977). He on the noseifiedly observed that, developing countries are known mainly as consumer of knowledge kinda than as producers. However the acceptation of some of the Fafunwa’s idea outside(a)ly proved to be an exception. whizz of the great ideas that won international recognition is the Each-one-Teach-one onslaught in the promotion of the education for all (EFA) global program and campaign.The second is the Mother Tongue mode of educational instruction, which has baffled some international acceptance through the efforts of UNESCO. At the national level also, the testimonial of the Fafunwa Study Group on funding of education at all levels in 1984 brought two notable institution into existence. The first was the government activity of the depicted object electric charge for the College of Education (NCCE) in 1986 slice the se cond was the presidency of Federal Ministry of Science and Technology. One of the measures he took was the establishment of the national Institute for the expression in Aba in 1992.By these achievements, Fafunwa’s name go out always be written in gold in any history on the promotion of mother tongue education in Nigeria. It would also be recalled that in addition to these, he set up the Nigeria French Language village, in Badagry in 1991, and the National Arabic Language Village in 1992 in Gamboru, Borno State when he minister of education. The success of the mother tongue go for let to the production of teaching material in Yoruba language in the primary schools. And by-line its success too, other linguistic area translated the Ife materials on science and mathematics into their spurred Prof.Fafunwa to work harder the promotional of the teaching of, and interrogation on, Nigeria language, when he becomes minister of education. With all these, Fafunwa gained recognitio n at both the national and international levels. In 1973 he received a medal for distinguished advantage in Education, Teachers college, Columbia University, New York city. In 1976 he got the Franklin Book Award for Outstanding Contribution to educational Development, New York City. In 1983, he was appointed a Distinguished Fellow, International Council on Education for Teaching, majuscule D. C and then in 1986, this ‘prophet’ was rightly honour in his own demesne, with Hon. LL. D by the University of Nigeria, Nsukka, where he started his academic career. His was later also honored by fellowship of Science Teachers Association of Nigeria in 1990; and Fellow, Nigeria Academy of Education in 1990. In 1955, he earned a Ph. D. in Education, becoming the first Nigerian recipient of a doctoral phase in Education. He started his University teaching career in 1961 at the University of Nigeria, Nsukka. During the Nigerian civil war, he left the east and moved to Ife, and ta ught at the Obafemi Awolowo University.Universal Primary Education (UPN) in Nigeria In 1970 the new term was introduced into the world of education in Nigeria and Universal Primary Education (UPN) was accepted as policy for educational system, just because it had all necessary guidelines and regulatory work flow, most all-important(a) it was designed in a way to have each person to complete it as primary need. This was again non-welcomed, but still had imposing accomplishment. According to small survey it was seen that Nigeria had an impressive population of 50 million and among that population 22 part of population was school going (Primary schools).UPN gained its sizeableness in coming year 1985-86; during time period approximate estimated considerable population of 24 million (age group between five â€fourteen) and 46 percent of the entire age group had attended school. This was a remarkable change in education system of Nigeria and they believed that more return would be achieved in coming years. circumscribed Education in Nigeria As seen till now Nigeria’s efforts of educational program has been tremendous, was well crinkleworthy and these efforts were reviewed by Ministry of Information and Culture, 1986.This revolution in the field of education had deep impact on excess education reform. modified(a) educations are firmly established under the roof of overall education policies set by Ministry of Education. The need had arisen because of exceptionalities and redundant skill amongst sons/daughters of Nigeria. The extra section has been set aside for schoolchilds with uncanny special skills. This is known as Section 8 of policy created by ministry of education in 1977.According to section:1. find the meaning of equal education for all pupils.2. tender sufficient education for all change students and citizens so as to overcome their deadening and let them help for their contribution in development of nation.3. To provide opportu nities and imaginativenesss for those pupils who take in special skills and abilities for nations technological and economicalal development.This was not just to provide the platform for students with good academic and endowment but also the solid groundwork for those who have knowledge must have the freedom to go for the education they want.This also had put more focus on those are handicapped and physically challenged, and had given them the right of equality of education along with other normal pupils. To anticipate section 6 government had to move ahead in some inquiry and had to collect data that clearly depict the number of all children’s, separation through age, sex, disabilities and locality, standard of backup and their requirement about education.Categories of peculiar(prenominal) Education1) Blind and partially sighted or different sight problems.2) desensitize and partially hearing or different hearing problems.3) Disabled or physically challenge or handic apped.4) Mentally retarded ( subroutineially/Completely).5) Hospitalized children.For any special education program the direction must be towards ability of anticipation of program that increases the inner potential of extraordinary individuals. But this was again hampered by some special education systems and institutes program were imposed on admitted pupils or else of exposing and providing platform for those students. cellular inclusion International Perspective (Salamanca Meet) United Nations Salamanca Statements were major and good exposure to international level by United Nation.UNESCO had arranged a world meet in Salamanca, Spain was held from 7th June 2994 till tenth June 1994. This meet was attended by 300 participants those cook uping 92 governments and 25 international organisations. Salamanca asseverations were built on 1. Universal Declaration of Human Rights (1948) 2. Conclusions from â€Å"The World Conference on Education for All” (1990) 3. United Nations â€Å" stand outard Rules on the Equalization of Opportunities for Persons with Disabilities” (1993).Recognition of Salamanca Statement1. all(prenominal) child has a important right to education.2. Every child has unique characteristics, interests, abilities and learning necessitate.3. Education systems should be designed and educational programmes employ to meet these diversities among children.4. Students with special unavoidably must have access to regular schools with adapted education.5. Regular schools with an inclusive orientation are the most effective core of combating and preventing discriminative attitudes and building up an inclusive societyRole of National Authorities and Government1. Improve the education system so it can include all students.2. Adopt the prescript of inclusive education in the ordinance system to enrol all children.3. Develop demonstration project.4. pretend decentralized systems and user participation in supplying, monitor and evalu ation.5. Encourage the participation of parents and relevant user organisation.6. even up attention to early identification of special needs and Early Intervention.7. Give relevant education, further education, develop and support to teachers and other relevant professionals.8. Emphasise the international cooperation within programs of education for all.9. Emphasise the importance of Special Needs Education as an integrated part of teacher education and training programs.10. Involve the nongovernmental organization’sNew Perspective on Special (excellent students) needs education1. Inclusion and participation assume that students with disabilities attend ordinary kindergartens and schools on the local environment.2. The fundamental principle is that all children are together as much as possible.3. comprehensive education of high quality should focus on:1) Curriculum2) organizational arrangements3) teaching strategies4) resource use5) Partnership with the communities4. comp rehensive education demands a focus on peers. This implies that special units, special classes and schools should be used to a limited extent, and as exception from ordinary education5. Special needs education varies enormously from country to country. If a country has to have special schools they should function as resource centres for regular schools.6. Countries with a limited number of special schools should be advised to establish mainstream-inclusive schools.7. The governmental planning of education should concentrate on all persons, in all regions of the country and in all economic conditions.8. Special needs education policy represent a new approach. That’s why adults with disabilities should have special attention.9. Girls and women are often discriminated. Women and men should have equal influence and opportunities.10. To make EFA effective it should be plans on the local, regional and national planInclusive Education and Amendment of Salamanca Statements in United KingdomSpecial Education Needs and Disability lick (2001)The Special Educational Needs and Disability feat (2001) impose certain specific duties on the respective educational institute in respect of students with disabilities. The following guidelines attempt to establish good practice for access to teaching and learning for students with disabilities in the light of these requirements under the wreak.These guidelines are directed towards individual lecturers and tutors, to provide a descriptive outlook of the main elements of planning for SENDA (2001). The chip requires the University not only to make adequate grooming for existing students with disabilities but to be prepared for the probable needs of future students and candidates, so as to be able to respond adequately and promptly when required. It does not require Schools or individual tutors to make sell changes to teaching materials, teaching practice, curricula, timetables, etc.(though it is a common get wind that the refinement of teaching practice to meet the needs of students with disabilities is of benefit to students in general). It does involve the identification of sayings of teaching and learning which can be expected to create barriers for students with disabilities, and a concerted planning initiative on the part of the University to establish how these might be correct to allow the full participation of students with disabilities. The cause makes it improper for bodies responsible for the provide of education to discriminate against disabled students.Discrimination consists of failing to make reasonable adjustments which would permit students with disabilities to recruit fully in Higher Education, or gift them less favorable treatment at any point in the educational process. The definition of disability includes a wide range of long-term physical and mental conditions. This Act SENDA imposes a pressurized direct responsibility on educational institutions for their own admitt ed students. This would include elements such as field place used in fieldwork and study tour, or foreign educational institutes/universities where students go for under students exchange program.Special Educational Needs (England and Wales)The legislation relating to SEN is contained in Part 4 of the EA (ss. 312 †349, Schedules 26 and 27). This has been revise by the School Standards and Framework Act 1998 (SSFA) to compensate the references to the categories of schools. thither is a statutory code of practice (the Code of Practice on the Identification and sagacity of Special Educational Needs) to which pasturages, governing bodies, health and social services and the direct must have control when exercising their functions under Part 4 of the Act.There was a consultation on a revised selective service of this Code from 7 July to 13 October 2000. The aim is to retire the final version of this Code to come into suck up from September 2001. A child has SEN if he has a l earning difficulty which calls for special educational readying to be made for him. A child, for the purposes of the SEN renders, includes any person under the age of 19 who is a registered pupil at a school. About 20% of children will have some form of SEN at some time.Most of these children will have their needs met by their school, but around 3% of children will have severe or complex needs which will require the LEA to determine and arrange for the special educational provision for the child by means of a statutory statement of SEN. It has always been intended that as many children with SEN as possible can be included within mainstream rather than special schools, whilst recognizing the importance of the specialist sector. There is a duty in section 316 of the EA to secure that a child is educate in a mainstream school, unless that is incompatible with the wishes of the parent.Provided that three conditions are satisfied: that this is compatible with 1. His receiving the spec ial educational provision his learning difficulty calls for; 2. The provision of efficient education for the children with whom he will be educated. 3. The efficient use of resources. School governing bodies have a duty to use their best endeavors to see that pupils with SEN at their schools receive the special educational provision their learning difficulties call for.The LEA must keep their arrangements for special educational provision under review They have a duty to secure that they identify children within their area who have SEN and the LEA need to determine the special educational provision for which their learning difficulty calls. Where an LEA are of the opinion that a child has SEN and that it is necessary for the authority to determine the special educational provision which any learning difficulty he whitethorn have calls for, the LEA will make an appraisal of the child, to specify whether a statement of SEN should be made for the child.Once the assessment of the child s needs has been completed, the LEA will decide whether it is necessary for them to make and economize a statement of the childs SEN. If the LEA decide to make a statement, the statement must be in the form order by the Schedule to the Education (Special Educational Needs) Regulations 1994 (revised regulations are planned to come into force at the same time as the revised SEN Code of Practice). every statement made by the LEA must give details of the assessment of SEN and specify the special educational provision to be made.The special educational provision must include the type of school, or other institution, which the LEA considers would be appropriate, the name of the school preferred by the parents if this has to be named in compliance with Schedule 27 or, if none, the name of any school the LEA considers should be specified, and any provision for which arrangements are made otherwise than in a school, e. g. : occupational therapy. The SENT considers parents appeals against the decisions of LEAs in England and Wales about their childrens SEN, if parents cannot agree with the LEA.The SENT considers appeals about refusals to assess, refusals to make statements, the contents of statements and decisions to cease to maintain statements. The constitution of the SENT is provided for in section 333 of the EA. There is a President and a chairmens panel appointed by the Lord Chancellor and a lay panel appointed by the Secretary of State for Education and Employment or (as appropriate) the NAW. Each royal court consists of a chairman and two lay members. The mapping of the judicial system is set out in the Special Educational Needs Tribunal Regulations 1995 made under section 336 of the EA.The Special Educational Needs Tribunal Regulations 2001 have been laid before Parliament and will, unless annulled, come into force on 1 September 2001. Where does Nigeria Stand in Inclusive Education? Education is not only a right of every child as advocated for by the Unit ed Nations (UN), it is a underlying enactment in Nigeria through ‘The Compulsory, Free, Universal Basic Education Act,2004 and other Related Matters leading to the telescope aside of two percent (2%) of the consolidated taxation for its implementation.It is also a punishable offence for anyone to get over a Nigerian child the opportunity to get at least the basic nine year despotic and free education. Worthy of note is that the UBE Act not only stipulates that it is an offence for anyone to deny a Nigerian child the opportunity for free basic education but clearly pointed out Part 1 section 1, 2 and 3 of the Act that â€Å"Every Government in Nigeria shall provide free, compulsory and universal basic education for every child of primary and junior secondary school age. Every parent shall ensure that his child or ward attends and completes his:(a) Primary school education.(b) Junior secondary school education by endeavoring to send the child to primary and junior secondar y schools.â€Å"The stakeholders in education in a Local Government Area, shall ensure that every parent or person who has the care and handgrip of a child performs the duty imposed on him under section 2(2) of this Act” The above are wonderful as far as the gather up towards achieving the goals of the Millennium Development Goals (MGDs) as well as the cigarettes of the Education For All (EFA) remain a scarlet tanager objective of the present leadership in the education sector.It would be pertinent to point out that Nigeria in April 2000 joined over 170 other countries that met in Dakar, the capital of Senegal to re-affirm national commitment towards ensuring that they deliver the goals of EFA by 2015. Given the importance of UBE and need to ensure that it succeeds, stakeholders in the sector especially those that have held sway at the helm of affairs of the Federal Ministry of Education had for some time taken steps deemed necessary to ensure that the country not exit th e status of world one of the countries not likely meet the target for EFAQ nor the goals of MDGs.â€Å"From a regional perspective, South and West Asia account the greatest progress. This was mainly due to changes in India, where the number of children out of school fell by over 12 million as participation in primary education significantly improved for girls (accounting for more than 75% of the decrease). â€Å"Sub-Saharan Africa also made important strides, with a reduction of 10 million.This was largely the result of progress reported by the Governments of Ethiopia and the United majority rule of Tanzania” the report added. For a country like Nigeria, the importance of the report comes in various forms but the most touching ones will be the positive aspect which noted that the Sub-Saharan African made important strides towards the global achievement accounting for about 10million out of the 28million that was recorded within the period.But unfortunately for the country , while the call of countries like United Republic of Tanzania and Ethiopia were clearly mentioned while others were listed on the detailed report, Nigeria appeared on the list with dots in this form (****) which simply means that there was no information available on the various performances and efforts of government and other stakeholders in the area of improving enrolment.It is should be on record that Nigeria is not a country to be pushed aside when the issue of rolling out policies, bright and wonderful policies at that aimed at achieving envious feat that can stand its own anyplace in the world. Though the country for the umpteenth time has failed to blow its trumpet, stakeholders would not disagree if this write-up notes that over 80% of government efforts are not well twin(a) leading to none availability of credible, scientific and acceptable data that can be presented to relevant bodies.It is til now gratifying to note that the leadership at the Federal Ministry of Educ ation presently is doing a lot to change all that and when one takes a look at the latest decision to integrate the Mandrasah Education into the mainstream of at least the basic education, it shows that Nigeria is serious about opposition the set goals and targets.At this juncture, it will be pertinent to note that just about two-years ago during the celebration of the 2008 Education For All (EFA) week celebration, the then Minister of Education, Dr. Igwe Aja-Nwachuku state that at least about 11million Nigerian children are still without access to basic education in the country.\r\n'