Free Education in Nigeria: Socioeconomic Implications and Emerging Issues

Abstract

The current educational system in Nigeria has evolved out of the interactive forces of five learning processes, namely, the informal indigenous apprenticeship and Islamic systems on the one hand and the formal Christian, colonial (Western-style), and postcolonial systems on the other. What is most significant in this process of evolution is the transition from the narrow and elitist approach in educational planning that characterized the colonial era to the comprehensive and democratized system that now emphasizes self-reliance and cultural identity. The constitution of the Federal Republic of Nigeria stipulates that the government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels. As far back as 1955 the Western Region of Nigeria had introduced free primary education followed by the Eastern Region, the Federal Territory of Lagos, and the Midwest Region.' However, of the 12 states established at the time, by May 1967 only Western and Lagos States had full-fledged free primary education. The military administration of the 1970s embarked on more elaborate educational programs aimed not only at making primary education free and compulsory but also at creating a new orientation for developing scientific, technological, and vocational education as a basis for the technological development of Nigeria. Then the civilian administration of 1979-83 made a verbal commitment to implement free education at all levels-primary, secondary, and tertiary. With the near collapse of the educational system in December 1983, the new military administration that emerged introduced a less liberal educational policy. What is clear from the experience of the last 30 years is that both the past civilian and the past military administrations endeavored to make budgetary allocations to sustain efforts aimed at providing free educational opportunities for the masses. However, what was not easily realized was that implementing free education even at the primary level could impose serious financial problems. Thus none of the past administrations in