Education System In Nigeria Research Articles

Book sufficiency and press efficiency: necessary tools for man, nation and development

This paper discusses book sufficiency and press efficiency as necessary tools for man, nation and development in Nigeria. The study concludes that: there is book scarcity at all levels of the educational system in Nigeria due to the non‐encouragement of local publishers and authors; the western part of the country has most of the textbooks available (in English, maths and science) in the country, followed by the eastern part where book piracy is at about 50‐70 per cent, while it is grossly inadequate in the northern part of the country. Uneven distribution of the few available books in the country results in non‐functional libraries in primary schools and few functional ones in secondary schools. The heavy dependency on foreign textbooks and journals at the tertiary level of the educational system should be discouraged, so that indigenous technology is encouraged. Recommendations are made to the Federal government of Nigeria.

Mathematics teaching modules for the senior secondary education system in Nigeria — a focus on applied mathematics

In its bid to contribute to the various efforts aimed at improving the teaching/learning of mathematics in our schools, the National Mathematical Centre, Abuja, instituted a workshop on the production of teaching modules in the school system in the country. This simple paper concerns itself with the provision of guidelines aimed at preparing appropriate teaching modules in mathematics with special attention, focused on applied mathematics that has been introduced into the mathematics curriculum through the avenue of the further mathematics programme. In what follows, the mechanics section of the curriculum is broken down into eleven (11) units: a critical appraisal is made of projectiles in two dimensions; in the realm of equation of motion, time of flight, the range and maximum height attainable by a particle on projection.

Influences on Nigeria's Educational System for Blind People

The literature on the development of education in Nigeria has emphasized the contributions of voluntary agencies. This article discusses two other equally important influences: the traditional community and the government. When the structural elements of these three influences are put together, the result is an impartial framework for evaluating the development of education for blind people in Nigeria.

Manpower Aspects of Secondary School Libraries in The 6–3–3–4 Education System in Nigeria: The Case of Ondo State

The aspect of the Nigerian national educational policy which touches on the training of librarians and library assistants within the context of the secondary school is examined. The recommendations of Ogunleye and others of one teacher‐librarian and one library assistant as the minimum standard for secondary school library personnel in Nigeria were employed to carry out a survey of the manpower available in secondary schools in Ondo State. Eight‐four secondary schools participated in the study. Results show that most teacher‐librarians had no exposure to librarianship before appointment and that training has not been organised on the job to change the situation, in most cases years after appointment. Recommendations include arrangements whereby university libraries are involved in the training of teacher‐librarians and library assistants.

Introducing Sex Education in the Formal Education System in Nigeria

Abstract Evidence exists about the increasing rate of sexual involvement, decrease in age of first sexual experience and the existence of different forms of sexual aberration such as prostitution, sexual exploitation and rape among Nigerian youth. In spite of these problems sex education has not been included in the framework of the formal education system in Nigeria. The introduction of sex education in our formal school system is now necessary not only to provide adolescents with valuable knowledge about sex, but also as a means of averting risks associated with unplanned coital sex such as teenage pregnancy, illegitimacy and other medical and psychological risks. This paper attempts to answer questions related to such issues as who should teach sex education, whether sex education should be taught as a subject or integrated into some or all school subjects, the content of sex education and how sex education materials should be presented. It is anticipated that the introduction of sex education in the formal school system is likely to lead to some conflicts with cultural and religious norms and with existing sex knowledge which youths have from their peers, magazines, pictures and pornography.

Free Education in Nigeria: Socioeconomic Implications and Emerging Issues

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

Developing Linkages Between American Black Universities and Nigerian Universities

There are a number of Black colleges and universities in America that have well-developed and time-tested academic programs. The histories of many of these institutions, however, indicate profound changes since their establishment. Daniel C. Thompson,1 a prominent sociologist, argues that these institutions will need to make bold changes and seek new directions in order to continue their contribution to Black progress. One of those directions should include the development of international linkages with colleges and universities in other parts of the world, particularly in areas where there is a related cultural heritage. Since 1960, the higher education system in Nigeria has been developing at an extremely rapid pace. During this period of dramatic university expansion, the Nigerian government has received extensive technical assistance from foreign countries. For example, support has been provided in the form of expatriate teachers, scholarships for study abroad, building up of Nigerian institutions, transferring of foreign models, and providing expertise in educational planning.2 The expansion of universities and levels of external aid, however, have not kept pace with the demands of young Nigerians for university education.

Power Structures and Education Decision Making in Nigeria

Educational developments that have occurred in Nigeria since 1950 have been so rapid, so varied, and sometimes so inconclusive that researchers in Nigeria's contemporary education Africans and non-Africans must necessarily be extremely cautious in pontificating theorization. However, discussions of current issues in Nigerian education that tend to ignore the development of the present power structures and its effects on modern educational politics in Nigeria are more than anything else, frivolous. For it was the power structures of the past that create the educational problems of the present. At both stages in Nigeria's educational development, government was pitted against the Christian missions. In 1960, political power was transferred to Nigerian hands. As it was the fashion in the new African states, political independence was seen as a break with the past, a new beginning. The present article examines the power structures in Nigeria's educational system during the colonial period and focuses on the dilemma facing Christian missionary bodies in Nigeria resulting largely from political independence and Nigeria's post-independence educational goals.

English Language, the Nigerian Education System and Human Development

The role English language plays in human development in Nigeria is the focal point of this paper. Basically, language is the most frequently used and the most highly developed form of human communication. Through language, people interact, share ideas and express their feelings. Without language, man would be incapable of a sustained and result oriented thinking. Education is unarguably an essential instrument for change and human development. At different levels of schooling in formal education, students are equipped with life-long knowledge and skills that would enable them realize their full potentials as human beings. However, all forms of education (formal, informal and non-formal) are realized through language; hence, language and education are inseparable. In the Nigerian polity, English language plays the role of a second language, considering the multilingual nature of the country. English is also the language of instruction in the Nigeria education system. Not only is it the language of instruction, it is also a compulsory subject and a yardstick for evaluating a learner’s school performance. The normal teachinglearning process thrives on effective communication between the teacher and the learner. No matter how expertly, learning experiences are selected and organized, the ultimate objective of the teaching-learning exercise would not be achieved if the language of instruction is unfamiliar to the leaner. This is where English language comes in. English language is indispensable to education in Nigeria, thus, it is a veritable tool for human development.Keywords: English Language, Veritable tool, Human Development, Education, and Nigeria