THE ISSUES OF IDEOLOGIES AND POLICIES ON EDUCATION.

1.1 INTRODUCTION

To start with, development of any nation and its outstanding achievements is subject to the planning and the effective implementation of education policy. Most governments all over the world are said to give prominence to educational policies as instruments of national development. This is not the case in Nigeria as the education policy ever since its inception in 1982 is suffering of negligence under the unfavorably political climate of the country, as well as the selfishness of the political leaders. As such, the trajectory of Nigeria National Education Policy can not be study without paying attention to some details. According to Umo (2005), worldwide, education has been recognized as a catalyst for achieving socio-economic, scientific and technological development. For clarity, the FGN in 2004 announced that education is an instrument par excellence for achieving national development.

However, the growth and development of a country is usually an outgrowth of a sound educational planning. Therefore, education is a vital tool in the germination of a successful society by forming an education guide, or policy, sets the stage for implementation which Ukeji(1986) considers as an important aspect of planning. As an independent and developing nation confronted with the problems of nation building, social integration and economic development, education is seen and adopted as a means of dealing with the great problem of national development. It is through education that the senses of national unity, patriotism, loyalty, etc, are transmitted into members of the society (Tijani, 2020).

In all, the leadership of Nigeria has been confronted with the challenge of what educational policy is to be adopted. At a time, the Colonial master's policy was adopted, at another, the American education policy was sampled, in fact still in use, forgetting the ethical factor of the Nigeria state as opposed the single cultural backdrop of many of this developed nation. However, political dominance further complicates the educational policy of the country (Karr, 1976). He surmised that the education policy should be independent of the political process of the country but must be bonded by its will.

 

2.1     CONCEPTUAL DEFINITION OF TERMS

2.1.2   CONCEPT OF POLICY?

According to N.S. Okoroma (2016), policy, serves the purpose of ensuring that every official action of an organisation must have a basis or a backing. Also, Terry (1977) considers that “a policy is an overall guide that gives the general limits and direction in which administrative action will take place”. From these viewpoints, a policy tells the area that decisions are to be made but doesn't implement the decision.

2.1.3   Concept of Education?

The term “Education” is simply the training of mind, not necessarily the regular routine of visiting the classrooms early morning at school. This is, however, expressed by Osokoya(1987), thus;

Education is a distinctive way in which the society inducts its

young ones into full membership. So every modern society

needs some educational policies to guide it in the process of

such initiation.

In light of the above, education is meant to train, sensitize and orientate the mind of a given subject at a point as a means of initiation and instruction. Usually, a dlbody will be saddled with this responsibility through which the policies will be implemented, an example of Nigeria National Education Policy Commission.

2.1.4         CONCEPT OF EDUCATIONAL POLICY?

Education policies are initiatives mostly by governments that determine the direction of an educational system (Okoroma, 2000). In a way, this informs the idea of multifaceted educational policies situated in the Nigerian context. Of course, there is an overall policy of education in Nigeria which is 6-3-3-4, which stands for U.B.E., Secondary Education as well as the Tertiary Education full years respectively. Thus, The policy introduced the 6-3-3-4 educational system modelled after the American system of 6 years of primary education, 3 years of junior secondary school, 3 years of senior secondary school, and 4 years of university education (Nwagwu, 2007).

Particularly, the leadership of Nigeria has been confronted with the challenge of what educational policy is to be adopted. At a time, the Colonial master's policy was adopted, at another, the American education policy was sampled, in fact still in use, forgetting the ethical challenges of the Nigeria state as opposed the single cultural backdrop of many of this developed nation. Thus, the challenges persist due to the problem of poor implementation policy, if the plan had at least be considered good enough.

Policy implementation of education, in addition, is argued to be a conspicuous national problem that has taken centre stage in Nigeria (Okoroma, 2006). He asserts that to create an education policy that stand the test of time, some certain characteristics must be focused on, lest it be deficient. Therefore, he highlighted four (4) vital factors a national policy on education must have;

·       Reviewability

·       Deficiency must be expected to allow future amendment

·       Rationality

·       Purposefulness

In the purview of Awokoya (1981), educational policy is directed towards increasing the quality of life of a people. He believes that the objective of any policy is to satisfy individual needs, community pressures and the degree of complexity and sophistication to which socialised personnel must be educated and trained to meet these demands. The following considerations, according to Awokoya (1981), should be in place for successfully designed policy, viz;

1.     It should be formulated and adopted through a political process which acknowledges the reality and legitimacy of conflicting interests and desires among its participants

2.     It should portray some elements of guidance for properly directed and coordinated action towards the attainment of the desired goals

3.     It should contain information on the broad objectives that should be reached

4.     It should be a binding guide on the actions of those implementing it

5.     It should be enforceable and enforced by the society which formulates

Talking about Nigeria educational policy, attention needs be shifted to the fact about the pre-colonial and postcolonial contexts. Because, there had been modes of education in the pre-colonial empires of the Nigeria states. Tijani (2020) asserts prior to the British conquest of the area and the subsequent establishment of Colonial Government, most of the area to the northern and western parts comprised empires, kingdoms and some chiefdoms, while in the central parts and south eastern parts there were small chiefdoms with some semi-autonomous communities. Thus, in the northern parts, Islam was deeply entrenched both in the religious belief and educational orientation of the people who had a uniform Qur’anic education policy (Ozigi and Ocho, 1981). In consonance, the southern parts, each ethnic group had its own traditional form of education based on its own culture and tradition, whose aims and objectives were similar (Taiwo, 1980).

3.1 A HISTORY OF THE EDUCATIONAL POLICY IN NIGERIA

The emergence of worldwide depression occasioned by the second World War ignited the agitation of the Nigerian nationalists' movement for self-government and educational independence. A period known for its self-determination and education expansion in Nigeria. This development reinforced the basis for the promulgation of th 1948 education ordainance, which decentralized educational administration in the country(Tijani, 2020). The colonial government additionally reviewed its ten years educational plan for Nigeria, and appointed a Director of Education as well as mapped out a clear cut procedure for assessing grants-in-aid by mission schools (Fagbunmi, 2005). At a point, the southern educational system comprised of a four year junior primary education, which was followed by a four year senior primary education and a six year secondary education, while in the more established secondary schools, the School Certificate Examination was taken in Class 5 (Taiwo, 1980). The outcome was the promulgation of the Education Law of 1955 in the Western Region, the Education Laws of 1956 in the Eastern and Northern Regions and the Lagos Education Ordinance in 1957 (Taiwo, 1980, Fabunmi, 2005).

Furthermore, prior to 1977 educational policy, Nigeria operated an educational policy adopted from Britain at independence. But then, the scheme failed to satisfy the national aspirations of the country, then, was rendered it unpopular. In 1969 a National Curriculum Conference was organised which reviewed the inherited curriculum and identified new national goals for Nigeria’s education. A National Seminar had to be organised by the National Educational Research and Development Council (NERDC) in 1973 under the Leadership of Chief S. O. Adebo. This resulted to the National Policy on Education in 1977 (Akangbou 1985; Bello 1986; Okoroma 2000).

The National Policy on Education is benchmarked on Nigeria’s philosophy on education as identified through the nation’s objectives. Okoroma (2006) adds that Nigeria has five main national objectives as provided by the Second National Development Plan and accepted as the necessary foundation for the National Policy on Education. They are the building of:

1.      a free and democratic society

2.     a just and egalitarian society

3.     a united strong and self-reliant nation

4.     a great and dynamic economy

5.     a land of bright and full opportunities for all citizens (FRN, 1998)

The UPE, as a policy, eliminated school fees in 1976 intended to have a comparatively limited impact on primary school enrolments in the educationally developed states, while having large effects on the states lacking educational development.

In contrast, while primary school enrolment levels increased in both groups of states, schooling increased faster in the educationally less developed states but this trend was not commensurate with the population figures. In the North, the Qur’anic school system with its attendant problems of itinerant pupils continued to thrive and run parallel with the national educational system because even though the UPE made primary education free and universal, no attempt was made to make it compulsory for all children (Imam, 2003). However, in the south, where there was already in place a policy of universal primary education since the1950s, pupils’ enrolment in school was the norm and so classroom construction at the primary- School and teacher-training levels was less prevalent in these states (Osili, 2005).

However, the UPE ended in September 1981 (Okoroma, 2006). The reason was that the federal government in the revised policy shed the responsibility it undertook in the 1977 policy to finance primary education by transferring it to the states and local governments. Nwagwu (2011) reported a crisis of educational funding brought about by the oil glut in the world market in the early 1980s which led to a sudden decline in Nigeria’s revenue from petroleum products that had accounted for approximately 80% of its income from exports. The result was unpaid teacher salaries, degradation of education facilities at all levels and strikes in universities and schools resulting in declining literacy rates in the country (Odukoya, 2009). As a result, with reduced funding for primary education and school fees reintroduction in the 1980s, primary enrolments fell or stagnated in some states (Osili, 2005). Also, instead of the automatic promotion policy of the UPE, a combined method of evaluation of pupils/students’ performance and certification through continuous assessments and examinations was introduced. However, this did not stop the emphasis on certification instead of skills acquisition. There was also, recognition of the importance of language as a means of preserving the culture of the people and for forging national unity. Consequently, the 1981 revised policy prescribed that each child be encouraged to learn one of the three major languages in the country; Hausa Ibo and Yoruba, other than the mother tongue (Federal Republic of Nigeria, 1981).

 

4.1 SOME GENERAL CONSTRAINTS ON POLICY IMPLEMENTATION

As has already been highlighted, each of the educational policies has its peculiar bottlenecks when it comes to the issue of implementation. But over and above such peculiar problems, there are others that cut across the policies. Such include the problem of leadership changes; foreign linkage and foreign interference and resource manipulation.

LEADERSHIP

Since the attainment of independence Nigeria has experienced frequent change in leadership. These leaders have had their difficulties in both formulating and implementing 'educational policies'. From the Macpherson constitution of 1954 into the first republic, the regions were left to formulate and implement educational policies. Thus each region developed at its own pace. The various military regimes that operated in Nigeria between 1966 and 1979, formulated and implemented various educational policies to suit their imagination. The Shagari administration and later the Buhari, Babangiida and Abacha administrations interpreted educational policies the way they understood them.

The idea here is that as each administration assumes power with its own vision, so are the educational policies twisted to suit their tastes. Just like there is no continuity in the leadership, so also the educational attitude to implementation frequently changes. Each successive administration tries to initiate an approach that can be associated with it. As a result of confusion and conflicting attitudes to implementation, there is no continuity Nigerians really need. Such crises and public outcry against it led the head of the Federal Republic of Nigeria to constitute the Etsu Nupe committee for the Vision 2010.

FOREIGN LINKAGE

Nigeria is a former British Colony and although it attained political independence in October 1960, the basic educational structures and patterns established by the Britished colonialists have continued to dominate the Nigerian educational scene. Attempts to make Nigeria retain its rightful place in the British Commonwealth have made it difficult to introduce and implement radical changes in the educational system. Even when some relatively radical changes were proposed in the 6 - 3 - 3 - 4, for example making the educational system practical and functional in nature, emphasising science and technical education, the implementation has not been smooth. The process of acquiring the science and technical equipment has not been an easy task. The foreign powers charged with the responsibility of supplying these items would not close their eyes to see Nigeria advance to a level that would challenge their enviable positions.

In all our institutions of learning there is a large number of untrained teachers. This is against the provision of the National policy which provided that eventually only trained teachers would be allowed to teach and that the National Certificate of Education (N C E) would become the minimum entry qualification to teach at primary school. The year 1998 was later fixed for making N C E minimum qualification for teaching. However as noted by Nkom (1996) while most primary school teachers in the southern states have TC II, in the northern states most are without TCII.

FINANCE

The effective implementations of most educational policies demand high expenditure. This is particularly so for Nigeria where most of her policies are introduced in such large scale as to ridicule the countries capacity to perform.   When for example one considers the reason for the failure of Universal Primary Education Scheme (U P E ) in Nigeria, there was the issue of the shortage of teachers and supportive staff, lack of physical facilities. In an attempt to cope with the increasing number of primary school leavers, secondary schools were deboarded so as to use the feeding money in other areas. But the deboarding itself came with its own ills like truancy, prostitution, hooliganism and other vices. The 6 - 3 - 3 - 4 system faces the problem of infrastructure. The inverse relationship between the needs of our schools and the resource allocation is even more pronounced in the secondary and tertiary institutions.

RESOURCE MANAGEMENT

Alongside the problem of finance is the problem of poor resource management. There exist a high number of abandoned projects in the educational sector. Similarly, the heavy machinery imported for ensuring science and technical education in Nigeria, have wasted in many school sites and many of such are wearing and tearing away. Similarly many people who were sent overseas for training, returned home without being put into proper use.

Other problems include poor planning, indiscipline among policy managers, negative attitude to work by education personnel, poor coordination, and devaluation of the Naira which made imported educational materials very expensive.

 

5.1. AREAS OF ADJUSTMENT /RECOMMENDATIONS

In view of the numerous problem areas observed, urgent measures must to taken to make the educational system prepare the citizens for meeting the challenges of the 21st century. Some of these areas that need for adjustment include:

i. A reassessment of the situation on the ground in Nigeria vis-a-vis global developments in various facets of life. This assessment can show problems of the current policy, the needs of the Nigerian society and economy, and the adjustments required to make Nigerian educational system functional as desired.

2. Taking appropriate measures to enforce the Language Policy as contained in the National Policy on Education. This step can make transition from home to school environment smoother. It will also help to promote our culture.

3. The issue of teacher- education must be viewed with greater seriousness- Much of our teacher-education programmes leave much to be desired. More attention should be given to strategies for character molding and more time should be given to practicals bearing in mind that our future teachers are S S C E holders and not TC II.

4. Teaching should be professionalised such that anyone who wants to be a teacher must be trained in the profession.

5. Science and Technical Education should be reviewed with a view to making it realistic in the Nigerian environment especially the rural areas. The content of some senior secondary school subjects need to be trimmed so as to enable teachers cover it conveniently in three years.

6. We should cease to be copycats of other countries' educational system. While relevant elements can be adapted, those not suiting our situation should be discarded.

7. Government should be seen not only making appropriate budget allocation, but should also be seen to appropriately utilise it.

8. Practising teachers at all levels should be involved in planning any future educational system, since it is they who implement the policies understand students’ problems. The condition of service for the teacher should be enhanced to ensure interest in the job.

9. Attention given to special education is not commensurate with the demands. Those identified as truly gifted children should be catered for even at the tertiary level. Besides, the campaign for educating the handicapped should be intensified.

10. Strategies should be developed to ensure the prudent management of educational resources

(Tijani, 2020).

 

 

 

 

 

REFERENCES

 

·        Tijani, 2020. Philosophy On Nigeria Education and Implementation

·        N. S. Okoroma, 2006. Educational policies and problems of implementation in Nigeria

·        Afoma Okudo, 2013. National Policy on Education: Problems and Prospects for Teaching and Learning of Igbo as a Second Language in Nigerian

·, Secondary Schools