Nigerian Primary School Teachers' Perceptions of Schooling during the Second Decade of Universal Primary Education

Abstract

In 1976 Nigeria committed itself to the provision of universal primary education (UPE) to its children. A basic, six-year level of education was seen as a means of creating unity between the many disparate groups making up Nigeria's citizenry. It was also seen as a means of working towards the equalization of educational opportunities throughout the nation by providing a minimum level to which all children would be educated (Ozigi and Ocho 1981; Adesina 1982). The national commitment to UPE was endorsed by many, although not all, Nigerians (Casapo 1981, 1983). A large commitment of money and the endorsement of many Nigerians were not enough to prevent a multitude of problems as UPE was put in place. The program has been a success in that many millions of children have received a primary education. However, a low quality of education was noted as an accompaniment to quantity education (Bray 1981). A survey of inspectors responsible for primary schools completed a decade after the initiation of UPE suggested that conditions in primary education were continuing to be such that quality education was difficult to obtain (Sunal, Osa, Gaba and Saleemi 1989). While some data are available describing primary schooling under the UPE program, little data are available from the teachers involved in it. The experience of primary school teachers as they perceive and report it has not been documented.