PDE 701 History of Education in Nigeria Module 3

MODULE 3 History of Education in Nigeria (PDE 101)
UNIT 1: THE NATURE, SCOPE AND PROCESSES OF

TRADITIONAL EDUCATION IN NIGERIA
INTRODUCTION:
The prime place of education in the developmental effort of nations has never been doubted
the world over. Various nations, including Nigeria, have for long been making effort to
develop this sector for optimal development. Although, much has been achieved in this
regard, a lot more needs to be done so that the ever-increasing challenges of our time and the
time to come can be most effectively confronted.
In Nigeria, for example, the challenges have been that of poverty, disease, hunger, illiteracy
and general underdevelopment. How we are able to tackle these problems will reflect on the
value and commitment we attach to education, which according to Professor Baikie “is the
biggest industry that touches on every fabric of our human endeavour”.
This unit is intended to acquaint you with the trends of the indigenous educational system in
Nigeria and how it was used as a vehicle for development. It will also reflect on the
relevance of traditional education in solving the numerous problems confronting our society.
In short, there is no doubting the fact that the traditional educational system is still considered
very vital in addressing the complex value systems of the present times.
In a nutshell, the unit treats the nature, scope and process of the traditional education in
Nigeria and how it was and is still being used to serve the purpose for which its adherents use
it.
OBJECTIVES
At the end of this unit, you should be able to:
1. explain the nature and scope of traditional education system in Nigeria;
2. describe the processes involved in the transmission of traditional education system;
3. examine the potency of traditional educational system (past and present); and
4. discuss how traditional education system could be effectively used to foster
meaningful development in the Nigeria nation.
HOW TO STUDY THIS UNIT

1. Read through the unit once for the general idea of what it is all about;
2. Check the meanings of the words that are difficult to you in a good dictionary.
3. Attempt the activities given at every segment of the unit.
4. Consult your Course Facilitator for explanation of any difficult area in the unit.
5. Engage your colleagues in meaningful discussions of the unit for better
understanding.
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THE NATURE OF TRADITIONAL EDUCATION

The history of education is as old as the creation of man himself. Man, as a social animal, is
by nature very curious and gregarious and that inspires in him the urge to explore the
environments around him. Many factors come into play in shaping man’s interest “to know”.
The urge to acquire knowledge is, to a very large extent, dependent on the value system of
the society. The value of education in the ancient Greece, for example, was anchored around
the preparation and training of the “mentally and physically well-balanced citizens’’. The
Romans, on the other hand, placed emphasis on “the military training and oracy development
of its citizens” just to suit their conveniences. The England of the middle ages regarded a
well-educated man to be a priest, knight or lord who epitomized intellectual, religious and
moral training capable of leading the society towards achieving its desired goals. “In Old
Africa, the warrior, the hunter, the nobleman, the man of character or anyone who combined
the latter feature with a specific skill was adjudged to be a well-educated and well-integrated
citizen of his community” (Fafunwa).
The purpose of education in the traditional African society was to set afoot a man with
functional skills that would help him live peacefully among others and contribute his quota to
the overall development of himself and his community. Fafunwa (1974) observed, “Society
used to accord priority to the inculcation of values of “social responsibility, political
participation, job orientation and spiritual and moral uprightness in the citizens”. The
achievements of individuals were largely determined by how well they put into practical
application the value systems mentioned above.
Ozigi, (1981) corroborated Fafunwa when he says, “there is the traditional form of education
which has existed in our own societies, as in other societies, for centuries. It has taught our
children, formally or informally, how to behave as members of a group (family, clan, peer,
community); the cultural values, norms and beliefs of societies (its traditions, history,
legends, folklore, dance, music); and also how to produce certain things needed for the
survival of the society (food, clothes, tools, housing, crafts)”.
The traditional education system in Nigeria is life-long in nature as it aims at equipping
individuals with the necessary skills and attitudes that would help them function effectively
in the society. The system has been and is still effective in providing functional training and
experiences in artistry, farming, fishing and other vocational skills, which are needed for the
survival of the society. The realist nature of the traditional system of education is contained
in its advocacy for the acquisition of the right types of values, attitudes and morals in order
for the society to be tranquil and peaceful for all to enjoy living in. Every responsible
member of the community serves as a transmitter-teacher and trainer of the societal norms
and skills to the younger generations. They are looked upon as models of good virtues to be
emulated by the young ones. The belief among a cross section of the elite community that
the traditional system of education is rigidly rooted in an informal ways of training is to say
the least very unfair. The system has a clearly demarcated learning experience for each age
grade, which culminates into the acquisition of desired values and attitudes, and the
specialisation of individuals in some specific crafts and/or vocations. There are the farmers,
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medicine men, fishermen, warriors, carpenters, orators, spiritualists, weavers, carvers and
many more who are tested to be highly skilled in their different calling.\
ACTIVITY 1
1. Carefully identify and discuss the goals of traditional system of education in Nigeria.
2. Assess the relevance of the traditional goals of education in the context of the present
day Nigeria
3. Enumerate and discuss the nature and scope of traditional education in Nigeria.
PROCESSES OF TRADITIONAL SYSTEM OF EDUCATION

The traditional system of education differs significantly from the Western type of education
in the process of transmitting knowledge, attitudes and skills. This difference is largely
accounted for by the purposes each serves.
The latent aims of the traditional system of education as observed by Fafunwa (1974), which
provided the bases, and process of training in the traditional education system are:
1. To develop the child’s latent physical skills.
2. To develop character.
3. To inculcate respect for elders and those in position of authority.
4. To develop intellectual skills.
5. to acquire specific vocational training and to develop a healthy attitude towards
honest labour.
6. To develop a sense of belonging and to participate actively in family and community
affairs.
7. To understand, appreciate and promote the cultural heritage of the community at
large.
The means (process) employed to attain the goals mentioned above is mostly through a
combination of theory and practice. Children learn the history of great men and women from
folklores and stories narrated by the elderly members of the society. Good virtues such as
valour, honesty, wisdom, respect for elders and oracy are either directly or indirectly
imparted from the stories.
The vocational training starts right from the early stage of children’s life when they begin to
follow their parents to the farms, rivers, forests, blacksmithing and weaving shops to learn the
occupations of their forebears.
Basically, there are four (4) processes through which cultural heritage are transmitted from
generation to generation in a typical traditional set up. These are:
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(i) Indoctrination: Good virtues and values are handed down to the children through
different means possible. They are dogmas that cannot be compromised or
questioned.
(ii) Imitation: Children learn the skills and norms by copying what they see their elders
do.
(iii) Training: Children receive informal training to acquire skills, attitudes and values
that will make them fit to live in the society is equally through the apprenticeship
system.
(iv) Initiation: After receiving training, children are introduced to certain modes of
behaviour that are considered acceptable by the group they belong to. This is usually
marked by fanfare and ceremony at an appointed time in the community. Cultural
rites and practices are usually observed during initiation.
ACTIVITY 2
1. Outline and explain the goals of traditional education in Nigeria.

2. Discuss fully, the process of norms and skills acquisition in the Nigeria societies and
examine the impact of the system among the present day Nigeria.
3. In what way do you think the traditional system of education is relevant to the poverty
alleviation programme of the Federal Government?
SUMMARY AND CONCLUSION

• In the foregone discussions, you have learnt that never had a people existed the world
over without a form of training to prepare their children for life. In the medieval age,
man has learnt to manipulate his environment in which he lives for his benefit. And
because man did not live in isolation, his actions, behaviour and competencies were
inculcated in him by his immediate family members and the extended members of the
society. This system of training, which was considered rigid and informal by some
elites, was observed to be purposeful and comprehensive, serving the purpose it was
meant for at that particular time.
• The training of the young ones, which starts before youthful age was a collective
responsibility of the community and was carried out in stages according to age
variation as observed by different scholars. This system was not based on any
formalized structure, but carefully pursued towards realising the latent aims of the
community. Fafunwa (1974) listed the seven cardinal goals of traditional education
and a careful analysis of these goals revealed their relevance then, now and even for
generations to come. Perhaps, this is the reason why the National Policy on
Education has continued to emphasize the need for “the inculcation of the right types
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of values, attitudes and skills that would enable children to be useful members of the
society. The functionality of the traditional education system has never been doubted.
The system has produced skill oriented community members whose contributions to
the betterment of living are still being felt even now. This will continue to be
experienced as long as the values of the society remain treasured, and that the process
of acquisition of these values remains adequate.
• The essence of examining the past is truly reflected in the history of traditional
education in Nigeria, in that a lot of the aspirations of the National Policy on
Education and the discourses going on among educationists centre around those
values conceived by the traditional past. And this kind of thinking will continue to be
the same most likely till the world comes to an end. The purpose may continue to be
the same with some modifications in the process as time dictates.
ASSIGNMENT
Undertake a case study of your immediate community with a view to identifying the goals of
the traditional education system of the community, the nature and the process of education in
the community. You should then compare your findings with the content of the National
Policy on Education. Did you notice any differences? Write your findings and submit to
your Course Facilitator.
REFERENCES
Baikie, A (2002) Recurrent lessons in Nigeria Education, Tamaza Publishing Company
Ltd., Zaria, Nigeria.
Fafunwa, A (1974), History of Education in Nigeria, George Allen & Unwin, UK.
Ozigi, A & Ocho, L (1981), Education in Northern Nigeria, George Allen & Unwin,
London.
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UNIT 2: THE ISLAMIC SYSTEM OF EDUCATION IN

NIGERIA
INTRODUCTION
The education that preceded the Islamic education system in Nigeria was the traditional
system as you have learnt in the previous unit. The traditional system of education has been
proven to be a potent and functional means through which societal lores and norms are
transmitted from generation to generation. You have also learnt that the system allows for
the inculcation of positive values, skills and attitudes that prepare individuals to become
useful members of their respective communities. The system is still found to be relevant in
offering solutions to the multi-faceted problems of the present day complex Nigeria.
The advent of Islam and Islamic type of education in Nigeria did not altogether condemn the
hitherto existing education of the people. Rather, it has sought to consolidate those aspects of
the beliefs and practices of the people that emphasized such virtues as valour, tolerance,
respect for others, dignity of labour and unity of purpose.
You will learn from this unit how Islamic education has been used as a vehicle for spiritual
re-awakening and social rejuvenation of the people whose belief-systems were rooted in
superstitions and hearsays. The Islamic system of education is found on the divine
revelations from Allah (S.A.W), which deals with norms and etiquettes of life for the
Muslims. The Islamic divine message is contained in the Islamic Holy Book called “Al-
Qur’an” and it is further expatiated by the “Ahadith” (sayings and practices) of the Prophet
Mohammed (S.A.W.). These primary sources of Islamic Knowledge together with the works
of the later scholars of Islam formed the fountain of Islamic system of education.
OBJECTIVES:
(i) outline the historical development of Islamic education in Nigeria;
(ii) examine the contributions of Islamic education to the development of modern science
and philosophy;
(iii) mention the various factors that facilitated the growth and expansion of Islam in the
Northern and Southern parts of Nigeria.

1. Read through the unit carefully and identify the important ideas and note them.
2. Check your dictionary for the meaning of other words that may appear difficult.
3. Attempt all activities at the end of every step.
4. Consult your Course Facilitator for further help.
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ISLAMIC EDUCATION SYSTEM IN NIGERIA

The history of Islamic education in Nigeria cannot be complete without recasting our minds
on the impacts it had made on the world at large. Islamic education generally started with the
first Qur’anic revelation to the prophet of Islam, Muhammad (S.A.W.). The first five verses
revealed contained clear directives to him and the rest of the Muslims to pursue the course of
knowledge, signifying that the religion is solidly rooted in the pursuit of knowledge. The
verses in question are as follows:
In the name of Allah, the Most Beneficent, the Most Merciful
1. Read in the Name of your Lord who created;
2. Created man from a congealed blood;
3. Read, and your Lord is the Most Great;
4. Who teaches man the use of Pen;
5. Teaches man what he knew not; (Q96:1-5)
The above verses illuminated the world, which was hitherto groppping in darkness and
sauntering in the shackles of ignorance. The virtue of knowledge is extolled and the power of
the pen for its documentation and preservation is clearly pointed out. Since then, the
Muslims have been working relentlessly to establish themselves as patrons and/or custodians
of knowledge. The tremendous achievements recorded in the fields of architecture, history,
medicine, philosophy and other branches of liberal and natural sciences were credited to the
period of the reign of the Umayyad and Abbasid dynasties who ruled in the third century after
the Hijrah. The scientific and technological breakthroughs of the modern world owe a lot to
the researches conducted by the great scholars of Islam. Centres of learning in Basra, Kufah,
Baghdad, and elsewhere in Europe particularly Cordova which began from mosques as
religious centres developed into full fledged centres of higher learning and universities, from
where a great number of Muslims scholars emerged. Notable among them were Averron (Ibn
Rushd) who was “responsible for the development of Aristotle’s philosophy, which made a
clean distinction between religious and scientific truths’. His achievements in the area of
philosophical discourse “paved the way for the liberation of scientific research from the
theological dogmatism that was prevalent in churches and mosques”. Others like
Muhammad Ibn Musa, the Mathematician responsible for the introduction of decimal
notation and assigning digits the value of position; Avicenna (Ibn Sina), the physician and
other Arab scholars spearheaded the introduction of geometry and the development of
spherical trigonometry, particularly the sine, tangent and cotangent.
In the field of physics, to say the least, the Muslim Arabs discovered the pendulum and were
able to advance “the world’s knowledge of the optics”. They dominated the field of
astronomical research and invented many astronomical instruments, which are still in use
today. The angle of ecliptic as well as the precision of the equinoxes worked out by the Arab
scholars have been and are still sine-qua-non to the world’s technological advances. The
Arab Muslims discovered such substances as potash, silver nitrates, corrosive sublimate and
nitric and sulphuric acid, which set the edifice for the scientific breakthroughs the world is
witnessing today. The Muslim scholars have also made their marks in the field of agriculture
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and manufacturing which helped to boost trade among nations. It was indeed, the trading
activities that transpired between the Arabs and the Africans that brought about Islam and the
Islamic system of education to Africa.
Historical records show that Arab scholars and traders played a great role in the propagation
of Islamic faith and education in Africa and Nigeria. Great cities like Cairo, Timbuktu,
Djenne, Gao and the regions of the Western Sudan flourished as centres of commerce and
religious learning. Many notable judges, doctors, clerics and historians were produced in
these centres, which impacted significantly on the lives of the people. The civilization that
came to Africa, especially the North Africa and the Western Sudan, owe much to the
activities of the Arab traders and scholars who visited the land hundreds of years before the
coming of the Europeans.
ACTIVITY 1
1. “The modern sc
2. entific and technological breakthroughs owe a lot to the great works of the early
Muslim scholars”. To what extent do you agree with this statement?
3. “Trade rather than religion was the main factor that brought about Islamic system of
education to Africa”. Examine the statement in the light of the reasons for the
development of Islamic education in Africa.
4. What is the significance of the first verses of the Qur’an revealed to mankind through
the Prophet of Islam Muhammad (S.A.W.)
ISLAMIC EDUCATION IN NORTHERN NIGERIA

The legacy bequeathed to mankind through the divine precepts and the efforts of the early
Muslim scholars were the major reasons for the development of Islamic system of education
in the North. Ozigi (1981) observed “there were many scholars in Borno almost a thousand
years ago”. The trend in the spread of Islamic education is similar to North Africa and the
Western Sudan. The Arab traders poured into the Savannah region, which included the
Northern part of Nigeria as early as the first half of the eighth century. They gradually
moved into the interior until they reached the Kanem area in the eleventh century. The King
of Kanem, Umne Jilmi (1085 – 1097) embraced Islam and became zealous of the Islamic
learning, a course that he pursued until his death in 1097. The successive rulers sustained the
tempo of Islamization through Islamic education in the Kanem after Jilmi. They pursued
Islamic education and established strong ties with the West African states. This relationship
facilitated the pursuance of further learning abroad.
The Kingdom of Kanem expanded later to include Borno, which became the seat of rule and
a centre of learning. Between Kanem and the Songhai Empire, observed Ozigi (1981) laid
the “Hausa States comprising of Katsina, Kano, Daura, Zamfara, Gobir, Kebbi and Zazzau”.
The rulers of these areas became influenced by their trading contacts with the North Africans
and converted to Islam. The Islamic practices were mixed with the traditional forms of
worship i.e. spirit worship by the rulers, who saw it as a potent source of power over their
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people. This was the initial problem that set the Muslim clerics against the rulers and thus
provided strong bases for the series of Jihads (holy wars) waged in the Western Sudan, which
aimed at purging the area of unIslamic practices. The Jihad of Shehu Usman Dan Fodio in
the Sokoto Caliphate was one such religious wars fought to rid the area of the heathen
practices and excesses of the Hausa rulers.
ISLAMIC EDUCATION IN SOUTHERN NIGERIA

The Southern part of Nigeria, particularly Yoruba land, was known to Muslims long before
Islam actually reached there. History has it that there was the presence of Islam in the South
long before the Jihad of Shehu Usman Dan Fodio. As contacts began to increase between the
Yorubas and the Muslim scholars, the former started embracing Islam while at the same time
learning the rudiments of the religion through the study of Qur’an, Hadith and the Shari’ah
(Islamic Canon Law). This saw the emergence of notable Islamic scholars in the South with
their initial base at Ilorin. According to Fafunwa (1974), Usman Bin Abu Bakr was a learned
scholar who hailed from Katsina, a seat of Islamic learning at that time, and had settled down
at Borno and wanted to teach and preach Islam in the South. He was eventually made Imam
of the Ibadan Muslims in 1839”. Ibadan later transformed into a formidable centre of
learning to pair with Ilorin down South. Scholars of eminence were produced and they made
their marks in the development of Islamic education in the South. Such scholars include
among others, Shaikh Abu Bakr Bin al Qasim, Shaikh Harun whose contributions to the
propagation of Islam in the South were monumental and unparalleled.
Soon, the religion spread and Qur’anic schools sprang in towns and villages with Ibadan and
Ilorin as the main centres of higher learning.
ACTIVITY II
1. Account for the claim that Islamic education in the Kanem predates the one in the
Hausa States.
2. What were the factors that led to the religious wars in the North?
3. How did Islam gain acceptance in Southern Nigeria?
STAGES OF LEARNING IN ISLAMIC EDUCATION

Islamic Education in the Qur’anic schools, otherwise known as Informal Education, is carried
out in stages. These stages according to Dambo (1994), are the early childhood or Nursery
stage called Makarantan Yara, the elementary state (tittibiri) and Adult Education stage.
Varied curricular activities are daily being operated in each of the stages, which
commensurate to the age, ability and interest levels peculiar to the students.
NURSERY OR EARLY CHILDHOOD STAGE (MAKARANTAR YARA)

This stage consists of children of tender age of say between three to five who normally follow
their brothers and sisters to school. These are grouped together in one corner of the circle and
instructed orally to recite and commit to memory shorter chapters (surahs) of the Qur’an and
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other Islamic rituals of purification, ablution, prayer and ethics. “The only pleasure they
(children) derive from the system at this stage lies in the choral recitations which often follow
a sing-song pattern. The pupils seem to enjoy reciting these verses to themselves in their
homes and at play”. (Fafunwa, 1974.)
The instructional technique at this stage is such that the teacher recites the shorter surahs to
the pupils and the pupils in turn repeat after him. This routine is repeated several times until
the teacher is fully convinced that his pupils have mastered the correct pronunciation. The
pupils are then allowed to retire and continue reciting these ayats (verses) on their own until
they have been thoroughly memorized before proceeding to the next set of ayats. This way,
the pupils progress in their studies before entering the next stage of learning.
THE ELEMENTARY STAGE (TITTIBIRI):

This consists of pupils of about five (5) to fourteen years old. At this stage, the pupils are
introduced to Arabic alphabets just as children in the formal type of Education are introduced
to A, B, C, and D. They first learn the consonants (Babbaku) without vowels, and after
learning all the consonants, which are twenty-eight in number, they learn each of the
consonants with vowels (wasulla) called Farfaru. The vowels in Arabic are five (5). They are
Fat’ha, Kasra, Damma, Sukun, and Tashdid, and they are used in forming words. Learning of
Babbaku and Farfaru in Qur’anic Education are indispensable. It is very necessary in
ensuring fluency in the proper pronunciation of Arabic letters from their roots and
proficiency in word articulation pertinent in realizing and appreciating the correct
interpretation of the Qur’an, its melody and unique features. This stage is often regarded as
the most primary to the Educational progress of pupils later in life. That is why muslim
parents make sure that their children are well grounded with the requirements of this stage.
After the pupils have learnt these, the teacher will start writing on their wooden board, the
slate (allo), short verse and surah for them to learn and commit to memory. As the pupil
progresses in this stage, he is gradually introduced to the art of writing, which develops his
writing skills. In this, the teacher or other senior students in the school continuously guide
him. After writing, he now goes to the Malam or his representative to read the written portion
in a process called Darsu or Biyawa. The teacher reads and the pupils repeat after him until
he is satisfied that the pupils are reading correctly as is expected. This continues until the art
of writing is perfected after which the pupil is now allowed by the Mallam to be reading from
pages of the Qur’an directly. He reads and observes some of the rules of Tajwid (The Science
of the recitation of the Holy Qur’an) unconsciously, until he completes learning the whole
Qur’an. You should at this juncture note that not all the students would complete this stage of
learning. Some would withdraw and take on some trade to earn a living, and others,
especially girls will be withdrawn by their parents for marriage. Some of course would
continue depending on their husbands. This stage concludes what may be called the
elementary education. Whatever the child may learn after this stage is considered within the
scope of Adult Education in which specialization features most.
In addition to these, further instructions on Islamic rituals are given, and in most cases, the
teacher demonstrates how these rituals are performed. Hence, direct acquisition of the rites of
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ablution, tayammum, prayer and other rituals are issued at this stage, although much of it
are to be later learnt at the next stage.
ADULT EDUCATION STAGE

“Pupils in this stage are mostly adolescents who in most cases have completed the reading of
Al-Qur’an at least once and also know some basic principles of Islam” (Fafunwa, 1974). The
curriculum of this stage is diversified and structured to reflect areas students wish to
specialize in. He first starts learning what may be called general studies. The meaning of
what he learnt and committed to memory before is now taught to him in the process called
Tarjama and exegesis (Tafsir). He is equally introduced to the tradition of the prophet
(S.A.W) called Hadith being the most comprehensive details of the content of the Qur’an,
which he learnt during his elementary level of studies. Other courses include Arabic grammar
and its components i.e. as-sarf (grammatical inflexions) an-nahw (syntax) al-mantiq (logic),
al-ma’ni wal bayan (rhetoric and versification) and Ishiriniyat (poetry). Islamic jurisprudence
(fiqh), al-aqaid (theology), Ilmul usul (rules and principles of the interpretation of laws), al-
Jabr wal muqabalah (algebra) and al hisab were equally taught.
Normally as is the case the student spends much of his time learning these subjects from
different teachers as no one teacher specializes in all these areas. Alternatively, different
teachers teach the different subjects where they are available. Having learnt these different
subjects, the student now chooses a subject for specialization. In the olden days, he proceeds
to a university of international repute to continue with his studies there. Universities of al-
Az’har, Timbuktu, Sankore and Jenne used to and still serve as international centres of
learning. With increased understanding and difficulties in getting access to these institutions
nowadays, renown Islamic scholars, competent enough to teach these areas do the job.
ACTIVITY II
1. Briefly describe the stages of Islamic education in a typical Qur’anic School.
SUMMARY
• You have learnt in this unit that Islam is a religion with a divine book called the
“Qur’an”, which was revealed in stages to the prophet of Islam, Muhammad
(S.A.W.). The religion emphasizes the importance of knowledge, which is conveyed
in the first revelation. Most disciplines in modern sciences and philosophy owe their
roots to the Islamic system of education. Islam and Islamic education came to Africa,
and indeed, Nigeria through the trans-Saharan trade between natives and the Arab
traders.
• The acceptance of Islam by the rulers facilitated the rapid expansion of the religion
and the Jihads further consolidated it. The desire among scholars to preach the
religion and teach its principles made it possible to spread through to Ilorin and
Ibadan to the South and the entire Hausa land and Kanem to the North.
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• You also learnt from the unit that Islamic Education was carried out in stages, each
with its curriculum of studies. The students learn systematically from the elementary
stage to what can now be called the university stage,
ASSIGNMENT
1. Review the development of Islamic education in Nigeria from the 8th Century.
2. Carefully assess the impact of the system on the socio-political and economic life of
the people.
REFERENCES
Dambo, L (1994), Instructional Materials Development for Improvement of Qur’anic
Education in Nigeria, Conference Paper, Kaduna.
Fafunwa B. (1974); History of Education in Nigeria, George Allen & Unwin Ltd. London
Ozigi, A and Ocho, L. (1981); Education in Northern Nigeria, George Allen & Unwin Ltd,
London.
Taiwo, C. O. (1980); The Nigerian Education System Past, Present & Future, Butler &
Tanner Ltd, London.
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UNIT 3 : THE ADVENT OF WESTERN EDUCATION IN

NIGERIA
INTRODUCTION
You will recall the historical development of Islamic education in Northern Nigeria, which,
started as early as the 11th century, and the impact of the system among Nigerians even today
when formal education seems to be accorded more prominence.
The Western Education system,on the other hand started in the Western part of the country in
the first half of the sixteenth century. The factors responsible for the introduction of the
system were not indigenous but trade. The desire of the foreign Christian Missionary to
“liberate” Africans from what they called “the dark mind, barbarism and idolatry war mainly
to further their trade mission” (Aloy, 2001). This they pursued vigorously competing with
each other through the establishment of schools and colleges.
In this unit, a careful presentation is made of the history of the western education in Nigeria,
the trends in its development and the relevance of the system to the overall
l development of the country. Attempt is also made to relate the system to the experiences of
the traditional and Islamic education systems that existed collectively and separately in the
North and Southern parts of the country. The common ideals shared by the systems in the
advancement of education in Nigeria, most of which were re-echoed by the National Policy
document on education, are presented.
OBJECTIVES
(i) outline the detailed history of western education in Nigeria;
(ii) examine the objectives and relevance of the system to the educational development of
the country;
(iii) assess the significant impact the system had on Nigeria; and
(iv) establish the relationship of the system with the traditional and Islamic goals of
education in Nigeria.

1. Go through the unit once or twice in order to get the ideas presented.
2. Read for the second time, and stop at every point to ponder on the ideas and the new
words that are difficult.
3. Make sure to attempt the activities and the assignment as you come across them.
4. Engage your colleagues in a group discussion to measure your understanding of the
unit.
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5. Refer all your difficulties to your course facilitator at the study centre who is there to
offer you assistance in your studies.
6. Take all your activities and assignments to your course facilitator who will mark and
grade them accordingly.
THE COMING OF WESTERN EDUCATION TO NIGERIA

The aim of the missionaries who brought western education to Nigeria was almost similar to
the Muslim Arabs that brought Islamic education into Northern Nigeria centuries before.
The only initial difference one might notice was the desire for economic activities by the
Arabs. The Christian missionaries on the other hand avowed to, according to Aloy (2001),
“liberate the dark minds of the Africans from barbarism and idolatry.” The economic and
political factors came much later.
The history of western education in Nigeria was traceable to the Portuguese traders who came
to Benin in the early part of the 15th century. Then, they taught the children of the Oba of
Benin. However, no meaningful development of western education which was not accepted
took root until late 18th and early 19th centuries.
However, the history of meaningful Western Education in Nigeria is traceable to the activities
of the Christian missionaries, which started in 1842. Accounts of this historical event were
given by numerous educationists. Among them were, Taiwo, O C (1980), Adesina, S (1988),
Fajana, A (1978) and Fafunwa (1974) to mention but just a few.
The mission responsible for the introduction of western education in Nigeria was the
Wesleyan Methodist Society, which opened the Christian mission station at Badagry, near
Lagos. The activities of this society were facilitated by an ex-slave of Yoruba race by name
Ferguson who had earlier returned to the area. It was him that succeeded in persuading the
Yoruba chiefs to bring the missionaries from Sierra Leone into Badagry. This effort saw the
coming of Thomas Birch Freeman and Mr. and Mrs. De Graft in September, 1842 under the
auspices of the Wesley Methodist Society to establish the first ever Christian mission station
in the area. You should note as mentioned above that prior to this time, as early as 1472,
there were pockets of literary activities going around the palace of the Oba of Benin, who had
engaged the Portuguese Catholic missionaries in the training of his sons and the sons of his
chiefs.
Fafunwa (1978) observed “the Catholics, through the influence of the Portuguese traders
were the first missionaries to set foot on the Nigerian soil. They established a seminary on
the Island of Sao Tome, off the coast of Nigeria as early as 1571 to train Africans as church
priests and teachers.” From Sao Tome, he continued, ‘they visisted Warri where they
established schools and preached the gospel.”
The effort of the Wesleyians Methodist Society was further consolidated by three
missionaries of the Church Missionary Society who arrived Badagry from where they later
moved to Abeokuta. On the team were Rev. Samuel Ajayi Crowther, (later Bishop), Mr.
Henry Townsend and Mr. G.A. Collman.
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Samuel Ajayi Crowther settled at Igbehin and established two schools – one for boys and the
other for girls, while Townsend settled in Ake, another part of the town, where he built a
mission house, a church and a school. This was the beginning of real rivalry among the
Christian Missions in Nigeria. The Methodists, who started the first evangelical work in
Nigeria, did not take this news kindly and so decided to send a lay of missionary to Abeokuta
to commence work there.
As the Catholic Mission Society was consolidating its activities around Abeokuta and
Badagry and “extending its evangelical programmes to other parts of the country, Samuel
Ajayi Crowther opened the first school in Onitsha in December 1858 for girls between the
ages of 6 and 10.” (Fafunwa)
Down Calabar and Bonny, developments in the introduction of Western education by the
Church Mission Society missionaries were taking place. The chiefs of the area were,
however, not interested in the evangelical activities of the missionaries, but would rather
want their children to be taught how to gauge palm oil and other merchantile businesses as
trading was the main interest of the people of the area. The missionaries had no option but to
accept the people’s wishes.
The Presbyterian Mission also made their presence known in 1846 and established mission
house. Another Baptist convention established itself at Ijaye Abeokuta in 1853. The society
of the African mission similarly arrived in Lagos and established their mission in 1868.
Unfortunately, however, said Fafunwa (1978), “each denomination emphasized its own
importance and spared no pains at proving that one denomination was better than the other”.
As these denominations moved further into the hinterland, they established schools for the
training of the catechists and teachers.
THE CONTENT FEATURES OF EARLY MISSION SCHOOLS

The missions of the early mission schools were to evangelise and convert Nigerians into
Christianity. They, however, believed that this was not possible except through formal
educational process that would enable the natives read and write. This was the bases upon
which the need for the establishment of mission schools was conceived and pursued
vigorously alongside their main objectives. At the established schools, children were
expected to receive tuition in English education at suitable age, be apprenticed in useful
trades/skills in gardening and agriculture etc. The most serious and promising youths were
considered for further education that would prepare them as school teachers in the interior,
catechists and ministers.
The curriculum and methods of studies were almost similar to the Qur’anic schools, observed
Fafunwa (‘78). “Rote-learning predominated and the teacher taught practically everything
from the one textbook! The Bible, like the Qur’an, he continued, was the master text book
and every subject no matter how remote had to be connected in some way with the holy
writ.” In addition to these contents, children received formal training in writing, arithmetic,
reading and singing. ‘When there was a lady teacher, the girls learnt sewing.’
No tuition was charged initially in missionary schools. Children who cared to come were
welcome. Admissions were attracted by the missionaries through various means, which
58
included door to door visits to ‘persuade parents to send their children to school’, some
parents were insisting payment from the missionaries before allowing their wards to attend
such schools. The parents considered it a big sacrifice allowing the children to attend school
instead of the farm. At a certain time, some stipends were suggested by the mission teachers
for school children living at home as an inducement to make them regular at school.
ACTIVITY 1
1. Account for the introduction of Western Education in Nigeria between 1472 – 1868.
2. Outline and discuss the aims and content of the early western education system in
Nigeria and explain the methods through which these aims were realised.
3. What were the difficulties encountered by the early missionaries in getting the
children of the natives to enroll in their schools? How did they overcome these
difficulties.
GOVERNMENT INTERVENTION IN EDUCATION

Decades after the introduction of western education in Nigeria, education had remained under
the control of the Christian Missionaries. Government was unwilling to participate in the
system in part or in total. The sources of funds for the mission schools mainly came from
donations from groups and individuals outside the country, including local Christian and
parents who were later paying for their children. The bulk of the contributions were from the
grants from the main missions abroad. In 1877 however, government decided to give
unconditional grants to the mission school, which was used only to proliferate mushroom
schools in villages. Thus, the conditions of the schools remain bad. There was acute
shortage of teaching and learning facilities. “The Blackboards, chalks and slates were in
short supply and the primers were largely religious tracts or information unrelated to local
background”, observed Taiwo (1980).
Arising from the petition of the Secretary of State for the colonies, the Gold Cost colony, of
which Lagos was part thereof, a bill for the promotion and assistance of education was passed
into law.
The provisions of the bill provided the basis for the establishment of the General and Local
Boards of Education; each with its powers. It also categorized schools into public and
assisted schools. The former being financed squarely by public funds and the later assisted
(grant aided) from public funds as well.
The bill approved the freedom of parents concerning the religious freedom of their children,
specified how the grants should be used which were mainly for school buildings and payment
of teachers’ salaries.
The conditions for the eligibility of the grants were also spelt out. They included effective
managerial control, attendance of children in such schools and the examination results in
specified subjects. Other provisions of the bill provided for the appointment of an inspector,
special grants to industrial schools, admission of indigent children into Government and
public schools and grants to training colleges and institutions for teachers.
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In 1877, an education ordinance for the colony of Lagos came into being. The provision of
the ordinance laid down some principles, which became the foundation of the education laws
for Nigeria.
The provisions, as listed by Taiwo (1980) are:
1. The constitution of a Board of Education, comprising the Governor, members of the
legislative council, (which was then a small body), the Inspector of Schools, the
Governor’s nominees not exceeding four in number;
2. The appointment of Her Majesty of an Inspector schools for each colony, a sub-
inspector of schools for the colony and other education officers.
3. Grant in aids to schools and teacher training institutions.
4. Power of the Board to make, alter and revoke rules for regulating the procedures of
grant-in-aid.
5. Rates and conditions of grant-in-aid to infant schools, primary schools, secondary
schools and industrial schools, based partly on subjects taught and partly on the
degree of excellence in the schools.
6. Safeguard as to religious and racial freedom.
7. Certificate of teachers.
8. Admission into an assisted school of pauper and alien children assigned to it by the
Governor.
9. Establishment of Scholarships for secondary and technical education.
10. Power of Governor to open and maintain Government schools.
A careful examination of the ordinance will reveal the re-echoing of the provisions of the
1877 provisions and the intention of government to participate with the missionaries as
partners in the provision of education to Nigerians.
The years 1889-1906, witnessed gradual development of the dual education, in which
Government participated more and more alongside the missionaries in providing education in
Nigeria.
This experience helped immensely in the administration and management of education later
in the colony and protectorate of Southern Nigeria. Not only had the number of schools
increased during the period, the curriculum of the schools also became diversified to include
subjects like geography, history, Yoruba language, drawing and sewing for girls. Others
include Latin, Greek, mathematics, photography, book keeping, botany, chemistry, physics,
French, physiology, national history, to mention but a few.
The ordinances of the 1877, became re-inforced by another ordinance exclusively made by
Nigeria for the Southern protectorate in 1886. The provision of the ordinance spelt out in
clear terms the duties and responsibility of each party mentioned as a stakeholder. The
provisions of ordinance are:
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1. There shall be a board of education for the colony. The board shall consists of the
Governor, the members of the legislative council, the inspector of schools and four
other members nominated by the Governor to serve for not more than three years.
2. It shall be lawful for the board with and out of the monies so placed at its disposal,
first to assist schools and training institutions and secondly to institute scholarships:
(i) to children who shall have attended primary schools in the colony to enable
them to proceed for secondary education;
(ii) to natives of the colony who shall have attended either primary and/or
secondary education in the colony to enable them to receive a course of
technical instruction with a view to the development of natural resources of
the colony.
3. No grant shall be made in aid of any school except:
(i) that the property and management of the school be vested in managers having
power to appoint and dismiss the teachers and responsible for payment of the
teachers’ salaries and of all other expenses of the school;
(ii) that the requirements of the board rules with regard to teachers being
certificated be satisfied in the case of the school;
(iii) that the school, in public examinations shall have attained the requisite
percentage of proficiency;
(iv) that the schools at all times be open for inspection by the inspector, the sub-
inspector or any member of the board;
(v) that the school be open to children without distinction of religion or race;
(vi) that the reading and writing of the English language, Arithmetic and in the
case of females, needle work, be taught at the school and that English
Grammar, English History and Geography be taught as class subjects;
(vii) that, by the rules of the school, no child shall receive any religious instruction
to which the parent or guardians of such child objects.
4. It shall be lawful for the board to fix different rates of grants for infant schools,
primary schools, secondary schools and also industrial schools respectively, and also
in respect of different degrees of excellence in the schools and in respect of different
subjects of instruction.
5. The board may make a grant-in-aid of any training institution, in respect of every
teacher trained at such institution who shall have received at least two years
instruction in the particular institution. (Source: the Dev. Of Modern Education in
Nigeria).
The impact of this first indigenous education ordinance developed for the Southern
protectorate was felt in at least five major areas:
1. The provision of the ordinance was more workable than the one of the 1877.
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2. A more centralized form of education administration and management was suggested

by the ordinance, a policy that was immediately implemented by Henry Carr, who
was later made the Principal of Fourah Bay College.
3. A de jure basis of education, which virtually dealt with the skepticism against the
system by many Nigerians, was provided.
4. The Christian missions were forced to raise the quality/standard of education in their
schools by the provision of the ordinances if only to attract government grant-in-aid.
5. The expansion of schools was curtailed by the standard set by the ordinance which
was difficult to attain by the missionary schools.
WESTERN EDUCATION IN NORTHERN NIGERIA

Like you have learnt, the North was the seat of Islamic education. The values of the system
were already deeply rooted in the minds of the inhabitants who were predominantly Muslims.
This peculiarity, together with geographical terrains determined the pace of development of
western education in the region.
The Northern Emirs were less enthusiastic in adopting a system which they considered as
“enemy” to their faith. Consequent upon this, the Sultan was reported to have remarked as
follows:
“I do not consent that anyone from you should ever dwell with us. I will
never agree with you. I will have nothing to do with you …(Adesina 1985).
Based on the resistance of the Emirs, Lord Lugard, the Governor of the Northern region
persisted in warning the Christian Missionaries against the consequences that would result
from spreading Christianity in the area. His warnings to the Christian missionaries are
contained in the following words “I see no reason – why religion – be it of one sort or another
should be forced upon the natives – I see much in it to exasperate the Muhammadan master
who considers himself robbed of his property, that we may further a religious propaganda
hostile to its creed.” (Ibid).
This skepticism notwithstanding, the system got way to the middle belt region of the north.
By the year 1913, only four schools had been established, one exclusively for the training of
the sons of the chiefs who would take over administration from their fathers and one for the
training of mallams. The aims of schooling were restricted to imparting academic knowledge
to produce literate ruling class and few educated people to assist the colonial administration.
ACTIVITY II
1. Examine the implications of the Education Ordinance of 1877 to the development of
Education in Lagos colony.
2. Relate the Ordinance of 1877 with 1886 Ordinance and show how the two play a
complementary role to each other.
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SUMMARY
• This unit examined the trends in the historical development of western education in
Nigeria. The factors responsible for the introduction was purely religious – to convert
the natives to Christianity. This remained the primary aim of education until the
coming of the education ordinances of 1877 and 1886.
• The ordinances provided for the grant-in-aid to missionary schools and mandated
government to run and maintain public schools as well.
• Western education in Northern Nigeria was not welcome. It was greeted with some
misapprehension mostly from the fear that the Muslims might be converted to
Christianity. However, much later after it had been accepted in the Middle Belt area,
the Northern Emirs consented and allowed their children, who would take charge of
administration after them to be educated. In addition, education was provided for the
training of people who would assist the colonial administration as clerks etc.
ASSIGNMENT
In a summary form, discuss the trends in the development of education in Nigeria.
REFERENCES
Adesina, S. (1988) The Development of Modern Education in Nigeria, Heinemann
Educational Books (NIG) LTD, Ibadan, Nigeria.
Fafunwa A (1974) History of Education in Nigeria, George Allen & Unwin Ltd, Great
Britain.
Taiwo, C.O. (1980) The Nigerian Education System – Past, Present and Future, Thomas
Nelson (NIG) LTD Lagos: Nigeria.
Ozigi A, and Ocho, L (1981) Education in Northern Nigeria, George Allen & Unwin, UK.
63
UNIT 4: THE DEVELOPMENT OF EDUCATION IN NIGERIA:

1919 AND BEYOND
INTRODUCTION
Having gone through the last unit, you will realise that up to 1914, western education system
in Nigeria had no definite philosophy. The British Government had not taken any decision
regarding the definite shape of education in its colonies. The education ordinances only
ridiculously complicated the system without reflecting the conditions and aspirations of the
Nigerian people for future development.
In this unit, attempt is made at getting you acquainted with the efforts made at developing a
philosophy of education based on the aspirations of Nigerians. Discussion on the educational
development that took place in Nigeria from 1919 and beyond will be made with a view to
consolidating your knowledge of the trends of educational development in Nigeria over the
years. The impacts of these developments will similarly be highlighted so that you learn how
to further the course of education in this country.
OBJECTIVES:
1. discuss the background to the development of educational policies in Nigeria;
2. assess the impacts of these philosophies on the overall educational progress of our
nation;
3. identify the problems (if any) militating against the realization of the intent of the
educational planners over the years and what could possibly be done to solve these
problems.
HOW TO STUDY THE UNIT

1. Like you did in the previous units, begin by going through the unit first, noting the
main points.
2. You should read for the second time, asking yourself, or checking from the dictionary
the meaning of unfamiliar words you come across.
3. Attempt all the activities given at every segment of the unit and do the assignment,
which you should submit to your course facilitator, who will mark and grade them.
4. Engage your colleagues in a group discussion on the various sub-topics listed in the
unit to measure your understanding.
DEVELOPMENT OF EDUCATIONAL PHILOSOPHIES IN NIGERIA

The reports of the two Phelps- Stoke’s committees that visited West Africa in 1920 and East
and Central Africa in 1924, criticized the system of education being given to Africans as
64
being classically book based. They accused the missionaries for following the ideals
prevailing in their home countries, which might not work functionally in Africa. The reports
further condemned the subjects being taught to Africans as being direct copies of the subject
contents from British and America schools with little attempt to use local materials in the
teaching of the subjects like history and geography.
The two commissions however recommended that:
1. Education should be developed along the vocational and cultural lives of the people.
2. The needs of African societies be met through education so as to promote
development.
3. Educational and Religious responsibilities of Government should be effectively
organised and supervised.
These criticisms and recommendations undoubtedly laid the foundation for the evolution of
the colonial educational policies in Africa, for it influenced the British Government to assess
its responsibilities on education to its colonies. In 1923 therefore, it decided “to approve the
establishment of an advisory committee on native education in tropical areas to advise the
Secretary of state for the colonies on matters of native education and to assist him in
advancing the progress of education in the British tropical Africa”.(Adesina)
The committee worked tirelessly and produced a thirteen point memorandum, which
provided for the first time, a sound basis for Nigeria’s educational policies. They are as
follows:
1. Government should control educational policies and cooperate with educational
agencies. Each territory should have an Education Advisory Board on which all
educational interests should be represented.
2. Education should be adapted to the mentality, aptitudes, occupations and traditions of
the various peoples, conserving as far as possible, all sound and healthy elements in
the fabric of their social life; adapting them where necessary to changed
circumstances and progressive ideas, as an agent of natural growth and evolution.
3. Government should be concerned with religious and character training.
4. Education service must be made to attract the best men from Britain, whether for
permanent career or for short- service appointment.
5. Grant should be given to aid voluntary schools which satisfy the requirements.
6. African languages, as well as English, should be used in education.
7. African teaching staff must be adequate in number, in qualification, and in character,
and should include women.
8. The system of specially trained visiting teachers is commended as a means of
improving village schools.
9. A thorough system of inspection and supervision of schools is essential.
65
10. Technical Industrial training should best be given in a system of apprenticeship in

government workshops. Instructions in village craft must be clearly differentiated
from the training of the skilled mechanic.
11. Vocational, other than Industrial training should be carried out through a system of
learning in government departments.
12. The education of girls and women is of vital importance, though with its own
problems. Educated mothers mean educated homes. Health education is important..
Therefore, there must be trained women teachers. Education must provide for adult
women as well as schools for girls.
13. A complete education, including infant; secondary education of different types;
technical and vocational schools and institutions, some of which may hereafter reach
university rank, for such subjects as teacher education, medicine, agriculture and adult
education. The education of the whole community should advance pari-passu.
(Adesina)
The ordinance of 1926, the colonial development act of 1929 and the 1948 educational
ordinance merely re-echoed the provisions of the Phelps-stokes recommendations, which led
to the decentralization of education and got the government to be more involved in the
control and supervision of education. Curriculum content became more expanded and the
training of indigenous teachers pursued more vigorously.
Between 1945 and 1970, Nigeria began to develop its higher education system. The various
committees reports set to examine the possibility of developing the sector were studied by the
government with a view to implementing the recommendations right away. In line with this
therefore, the Government studied the Elliot commission reports, which was established in
1943 to examine the possibility of establishing university colleges in Nigeria, the Gold Coast
(Ghana) and Sierra Leone.
The report suggested the establishment of the university college, Ibadan, which came into
being in 1947.
In 1959, the government appointed another commission headed by Eric Ashby “to conduct an
investigation into the Nigeria’s need in the field of post secondary school certificate and
higher education over the next twenty years”. (Fafunwa)
This was the first time in Nigeria’s history that “Nigerians, represented by the minister of
education, decided to examine the higher educational structure in terms of the needs of the
country”. (Ibid)
This afforded the Nigerian educationists to work, for the first time, together with their
counterparts from Britain and America to fashion out the best practicable suggestions in the
field of education. It was also the first time that a comprehensive review of education in
Nigeria was undertaken by experts.
The recommendations of the commission, which paved the way for the development of
higher education in Nigeria is as listed below:
66
1. The Federal Government should give support for the development of new university
planned for 1955.
2. A university should be established in the North using the old site of the Nigeria
College in Zaria as its base.
3. A university should be established in Lagos with day and evening degree courses in
business, commerce and economics.
4. University College Ibadan should move from its conservative position, widen its
curriculum and develop into a full university.
5. All Universities in Nigeria should be national in outlook.
6. There should be wider diversity and greater flexibility in university education.
7. All the universities should have B.A (Education) degree courses.
8. Courses in Engineering, Medicine, Law, Commerce, Agriculture, etc, should be
offered.
9. The new Nigerian universities should be independent of one another and each should
confer its own degrees.
10. A National Universities Commission should be set up to have undisputed control over
the affairs of the universities; particularly, in terms of finance, staff and courses.
Looking at the trends in the development of education since the ‘40s’, you will notice that the
development was becoming increasingly systematic. Series of educational plans right from
1942 saw the upsurge in the development of primary, secondary, teacher and university
education. These will now be considered separately.
THE DEVELOPMENT OF PRIMARY EDUCATION IN NIGERIA

The development of primary education after independence was based on the Ashby
recommendations. The Government of the Northern Region felt that the greatest need was to
accelerate the expansion of the primary schools. Its aim was to attain the Ashby report target
of 25% of children of school age to be in school by 1970. The Government also designed a
programme that was to advance the region into Universal Primary Education as soon as
possible. At the same time infrastructures were to be laid in terms of post-primary facilities
in order to ensure a balanced education development.
The Eastern and Western Regions were already enrolling a high proportion of primary school
population through their universal primary education programmes. However, problems were
becoming enormous because of poor quality staff and falling standards amidst the high cost
of education. The East had to scrap its own UPE and directed its attention to teacher training
with a view to achieving high quality work in the schools. In the West, the successful
implementation of the UPE since 1955 left them with the time to concentrate on raising the
standard of teaching in schools.
67
THE DEVELOPMENT OF SECONDARY EDUCATION

The Post Independence development of secondary education centred around the following
problem areas:
1. The expansion in primary education created a high demand for secondary education.
2. The Ashby Commission had called for increased number in the secondary school
population and a revision of its curriculum.
3. Some commissions appointed to review the educational system found out that the
content of secondary school education as well as the methods of instruction in such
schools were inappropriate.
4. Other problems identified included the over emphasis on book education in the
secondary schools. Pupils despised manual work. Science curriculum was poor. All
these contributed to the so-called falling standards in education.
Government saw the root cause of all these problems as the poor quality and quantity of
secondary school teachers. The graduate teachers were in very short supply. Government
tried to have expatriate teachers to meet this demand. But paying for the passages and
allowances of the expatriate teachers meant much on the lean resources of the regional
governments. And, worse still, many of these hirelings stayed only for a term of two years or
three and refused to renew their contract.
However, to meet the increasing number of secondary school students, Government opened
many new secondary schools. Generally, the curriculum was English Language,
Mathematics, History, Geography, Religious Knowledge, Local Languages, Fine and Applied
Arts, General Science, Biology, Chemistry and Physics. French was introduced gradually to
replace Latin and Greek. The grammar school kept its lead and remained the darling of both
parents and students. The higher school i.e. sixth form was not so successful except in a few
government well established schools with enough graduate teachers and laboratory
equipment. This was because the curriculum was tailored to meet the requirement of foreign
examinations. Available resources in the schools could not meet these.
THE DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUATION

After independence the government of the Northern Region established twelve craft centres
and three technical schools all over the region. A technical institute at Kaduna admitted
students from all parts of the North. By 1960, the Eastern Region had thirty-three technical
and vocational institutions of various kinds. A College of Technology, now the Institute of
Management and Technology was established at Enugu. In the Western Region, government
established four trade centres and the women’s occupational centre at Abeokuta. A Technical
Institute now the Auchi Polytechnic was established at Auchi. In Lagos, we had the Yaba
College of Technology and the Yaba Trade school at Surulere.
It is important to observe that a number of the bigger industrial firms like the United African
Company (UAC), departments and corporations like the Public Works Department (PWD) or
the Ministry of Works, Posts and Telegraph (P&T), the Nigerian Railways and the Nigerian
68
Coal Corporation had technical schools in which they trained artisans in their specific
industries. Last but not the least are the roadside mechanics who acquire their skills from
self-employed artisans while many girls acquire skills in needle work, sewing, catering and
domestic science from such roadside artisans as well.
THE DEVELOPMENT OF TEACHER EDUCATION IN NIGERIA

After independence, teacher education had two major problems – low output of teachers and
poor quality of the teachers produced. To meet the two problems government granted the
provision of additional Grade II Training Colleges and extra streams to the existing ones. To
make up for the poor quality, government approved the up-grading of most of the Grade III
Training Colleges to Grade II. Then, new Grade II Teachers’ Colleges were to be
established. Unfortunately, the Ashby recommendation for the establishment of Teachers’
Grade I Colleges was not vigorously pursued. However, the Western Government introduced
the Ohio Project, a normal science centre admitting teachers with Grade II teacher’s
certificate. Lagos had the Government Teachers’ Training College at Surulere. The Eastern
Region established a science centre at Umudike, near Umuahia for the production of
Teachers Grade I Certificates.
Soon, the Teachers’ Grade I programme gave way to the Nigerian Certificate in Education
(NCE) for the preparation of teachers for the lower forms of secondary schools and for the
teacher training colleges. They were three-year – programme institutions. The Advanced
Teachers’ Colleges as they were initially called were established in Lagos in 1962, Ibadan
1962 (but in 1964 it became Adeyemi College of Education Ondo), Zaria in 1962 (but moved
to Kano in 1964) and Owerri in 1963. In 1968 one was established at Abraka in Bedel State
but took the name College of Education.
When the University of Nigeria, Nsukka, was established, it took the lead in starting a new
teachers programme known as the B.A., B.Sc. and B.Ed in Education. This meant that a
student could combine education courses with one or two teaching subjects and offer them
throughout the student’s four years to graduate. This replaced the traditional system of taking
a degree before coming for a one year diploma in education.
THE ROLE OF HIGHER EDUCATION

By 1960, the University College Ibadan had established itself as a reputable institution of
higher learning. It was also making a great contribution to the man-power needs of Nigeria.
But the need for a larger out-put of University graduates was increasingly felt and commonly
expressed. For example, as far back as 1955, there were serious thoughts and attempts to
establish another University. Ibadan was criticized for its low annual intake said to be
conditioned by its residential nature. Partly because of these criticisms, the Federal Minister
for Education, on behalf of the Federal and Regional Governments appointed the Ashby
Commission. The commission’s srecommendation gave support to the establishment of the
University of Nigeria, Nsukka, Ahmadu Bello University, Zaria, University of Ife, Ile-Ife and
the University of Lagos, Lagos. It was after 1970, that state governments joined in the
establishment of Universities while the Federal Government started to establish Universities
69
of Technology and others for Agriculture. Each of these 21 states of the Nigerian Federation
nearly has two Universities.
THE ROLE OF PRIVATE ENTERPRISE IN THE DEVELOPMENT OF

EDUCATION IN NIGERIA
In the area of primary schools, private enterprise did not feature much. This was left solely in
the hands of the voluntary agencies and government. Some corporate bodies like the
University of Ibadan and other universities at Nsukka, Ife, Lagos and Zaria tried to establish
primary schools for the convenience of their staff. In the post secondary sector, local
communities and individuals helped the government by establishing and running some
secondary schools. Most of these private schools were not grant-aided from public funds and
so turned to commercial and vocational subjects which attracted students. This gave rise to
numerous private commercial secondary schools which were established after independence.
It is true that most of these institutions were poorly equipped; but they supplied the secretarial
staff which enabled the Nigerian bureaucracy to stand when the colonial staff left in 1960.
The period 1931-1959 witnessed a lot of local community participation at spreading science
education in Nigeria as individuals, groups and communities set out to establish more
secondary schools in the country.
Prominent Nigerians who studied abroad like Professor Oyerinde, Professor Eyo Ita, N.D,
Chief Daniel Henshew, Rev. O. Offiong and Alvan Ikoku saw the need for
technical/vocational education. They formed a National Education Movement and later
opened secondary schools that were somehow technically oriented. The schools emphasized
the training in such trades as printing, carpentry, tailoring and bakery (Eke, 1998). Many of
such schools were opened in Lagos, Calabar, Ibadan, Aba, Port-Harcourt, Ikot-Ekpeme and
Arochukwu.
Some of the schools founded by different categories of Nigerians according to Eke (1998)
include the following:
Schools Established by the Elite Group

1. Entonna High School, established in 1932 by Rev. Patts-Johnson, I.R.
2. Aggrey Memorial College, established in 1933 by Alvan Ikoku.
3. Ibadan Boys High School, Ibadan, established in 1938 by Oyesina, O.L.
School Established by Non-Elite Nigerians

1. Christ High School, Lagos, established in 1934.
2. New African College, Onitsha, established in 1938
3. Okpe Grammar School, Sapele, established in 1941
4. New Bethel Collehge, Onitsha, established in 1942.
70
5. Lisabi Grammar School, Abeokuta, established in 1943.

6. African College, Onitsha, established in 1943
7. Adeola Odutola College, Ijebu-Ode, established in 1945.
8. Western Boys High School, Benin-City, established in 1947.
Schools Established by Communities
1. Ibibio State College, Ikot-Ekpeme established in 1949 by the Ibibios.
2. Urhobo College, Effurum, established in 1949 by the Urohobos.
3. Egbado College, Ilaro, established in 1950 by the Egbados.
However, the massive growth of private secondary schools made planned expansion very
difficult. Communities and villages competed against one another in the establishment of
secondary schools. The quality of the schools varied from school to school as revealed by the
results of the West African School Certificate Examinations. These private schools were
worst hit in terms of performance because of lack of finance which resulted in poor
equipment and personnel. However, there were isolated exceptions such as the International
School at Ibadan which was being sponsored by the University of Ibadan. In the case of
primary schools, private schools were among the best because they were very few and the
parents were prepared to pay high fees for running the schools. The aim of the parents was to
ensure that their children secured admission in the few well equipped and staffed
Government Colleges in each of the regions.
In addition to the contributions of the private enterprise in the formal system, there are
hundreds of artisans spread throughout the country who were self-employed and who train
apprentices in their respective trade. Many girls acquired skills in needle work, sewing,
catering and domestic science in this way. Many road-side mechanics acquired their skills,
which are reasonably high in a few cases, from self employed artisans.
THE 1969 CURRICULUM CONFERENCE

The National Curriculum Conference held in Lagos in September 1969 was a major landmark
in the history of Nigerian education. What was unique about this conference was that, it was
not a conference of experts and professionals. Rather, it represented a conference of a cross-
section of the Nigerian society: trade unions, farmers, religious organizations, university
lecturers and administrators, businessmen and women, youth clubs, and ministry officials.
The curriculum conference was not concerned with preparing a national curriculum, nor was
it expected to recommend specific contents and methodology. It was to review the old and
identify new national goals for Nigerian education, bearing in mind the needs of youths and
adults in the task of nation building and national reconstruction. The conference identified
the following areas as crucial to the attainment of the conference objectives.
1. National philosophy of education
2. Goals of primary education
71
3. Objectives of secondary education

4. Purpose of tertiary education
5. The role of teacher education
6. Functions of science and technical education
7. The place of women’s education
8. Education for living
9. Control of public education.
The objectives of the 1969 curriculum conference culminated in the articulation of the current
national policy on education, which spelt the objectives and the direction that education
should follow. Of particular mention was the overhauling of the 7-5-2-3 system of education
to the much popularised 6-3-3-4 system of education in Nigeria. The system reduced the
number of schooling years from seventeen to sixteen and expanded the scope of studies of
each level of education in the country. Not only was the scope of education expanded, the
relevance of the system to the overall development of the country was also envisaged in the
new document. The document had since been put into practice and its impact is being felt
across the country.
ACTIVITY I
1. Describe the significance of the Phelps-Stokes Commission reports to the
development of the British educational policies in its colonies.
2. How did the 1925 memorandum affect the educational policies in Nigeria?
3. Examine in detail, the recommendations of the Ashby reports and its significance to
the development of higher education in Nigeria.
4. In what ways did the 1969 curriculum conference aided the development of the
Nigeria’s educational policies of the ‘70s?
THREATS TO THE DEVELOPMENT OF EDUCATION IN NIGERIA

The threats facing the development of education in Nigeria are multifarious in nature.
Educationists over the years have pointed that the current National Policy on education was
conceived and hatched at a time when the country’s economy was buoyant. But its real
implementation started at a time of tight economic situation. This, according to them, was the
major factor hindering the realization of the objectives outlined in the policy document. It is
equally true that there was an increase in population and expansion of the facilities at all
levels of education in the country. The facilities became over stretched and more are required
to make the desired impact. It is equally true that the management and maintenance of these
facilities are capital intensive, which the government alone can not bear now. There is the
need therefore to mobilize the various segments of the society to complement the efforts of
government towards realizing the goals set in the national policy.
72
Many educationists have continued to question the sincerity of government in its

determination to forge the country’s education system ahead, viewing from the continued
decrease in government budgetary allocation to the sector over the years. Further misgivings
on the quality of supervision by the various tiers of government remained unclear and much
is needed to convince the public about the seriousness of government in this regard.
It is equally disheartening to observe that capital projects in the education sector are not being
giving immediate attention. There are no visible plans to expand the already overstretched
facilities in all the levels of education well. Instead, much emphasis is now laid on the
development of roads, rural electrification, polio eradication and so on. This does not posit
that developments in these sectors are worthless. Rather, they should be considered secondary
to the development of education, which is primarily concerned with the development of all
the faculties of man, his attitudes and skills. Of what significance is life when illiteracy,
hunger, disease and general under development are the ugly faces of our lives? Where will
Nigeria be tomorrow if its educational system remains enshambles, incoherent, uncoordinated
and unfounded today? Another major setback to the realization of the goals of the national
policy is the corrupt tendencies of some officials, who will divert or make useless the
allocations made to the sector. In the end, the money appropriated for education will not be
spent for the purpose it was budgeted. Nigerians must change if the country is to move
forward. We must change our country for our own good. It is an irony that education is the
vehicle through which the most needed change in our attitudes and value system can
achieved.
ACTIVITY II
1. How has the current policy on education in the country turned around our educational
system?
2. What major threats would you say are facing the development of education in Nigeria
today?
3. How would these problems be overcome in your opinion?
4. In what ways can the value system of Nigerians be changed?
• SUMMARY
• The Unit has reviewed for you the developmental trends of education in the country
since 1919. The British government started showing interest as to which direction
education should take with the reports of the Phelps-Stokes committees that visited
West, East and Central Africa in 1920 and 1924 respectively. It therefore constituted a
committee to work out the direction, which education should take in its colonies in the
tropical Africa in 1923. The committee produced a memorandum in 1925, which for
the first time provided the sound basis for the country’s educational policies.
• The ordinances of 1926 and beyond re-echoed those recommendations of the Phelps-
Stoke’s reports and led to the decentralization of education and got government to be
more involved in the control and supervision of education.
73
• Between 1947 and 1970, Nigeria developed steady educational policies that
culminated into the development of higher education. The Ashby’s commission
reports of 1959, for example, set the pace for the development of higher education in
Nigeria, the impact of which is still being felt. The 1969 curriculum conference was
another significant achievement in the development of education in the country. That
was the first time Nigerians of different works of life gathered together to fashion out
national education objectives for the country. These objectives provided the basis for
further developments that translated into the policy document, called the National
Policy on Education. The document was conceived and hatched at a time of economic
buoyancy, but unfortunately implemented in a depressed economic. This and other
factors, as pointed also in the unit, are responsible for the non realization of the
objectives outlined in the policy document.
• In this unit, you have equally been told of some specific developments in education
under the captions, primary, secondary, higher, teacher, technical and vocational
education as well. These levels of development are opened for your criticism and to
serve as a springboard from which you can contribute positively policy formulations,
provisions and practices of education in the country.
• Finally, the unit has challenged you with some important questions, sharpen your
mind on the expected contributions from, to enhance teaching and learning in our
school system.
ASSIGNMENT
Carefully examine the trends in the development of education from 1919 to date, pointing out
the significant achievements made, the threats confronting the system, and suggest ways of
solving them.
REFERENCES
Fafunwa, A. (1974) History of Education In Nigeria, George Allen & Unwin Ltd., London
Ozigi, A. & Ocho, L. (1981) Education in Northern Nigeria, George Allen & Unwin Ltd.,
London.
Taiwo,C.O (1980) The Nigerian Education System: Past, Present & Future, Butler &
Tanner Ltd, London.
NTI (1990), Historical Foundation of Education, NTI, Kaduna, Nigeria.
74

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MODULE 3 History of Education in Nigeria (PDE 101)

UNIT 1: THE NATURE, SCOPE AND PROCESSES OF

HOW TO STUDY THIS UNIT

THE NATURE OF TRADITIONAL EDUCATION

PROCESSES OF TRADITIONAL SYSTEM OF EDUCATION

1. Outline and explain the goals of traditional education in Nigeria.

SUMMARY AND CONCLUSION

UNIT 2: THE ISLAMIC SYSTEM OF EDUCATION IN

HOW TO STUDY THIS UNIT

ISLAMIC EDUCATION SYSTEM IN NIGERIA

ISLAMIC EDUCATION IN NORTHERN NIGERIA

ISLAMIC EDUCATION IN SOUTHERN NIGERIA

STAGES OF LEARNING IN ISLAMIC EDUCATION

NURSERY OR EARLY CHILDHOOD STAGE (MAKARANTAR YARA)

THE ELEMENTARY STAGE (TITTIBIRI):

ADULT EDUCATION STAGE

1. Briefly describe the stages of Islamic education in a typical Qur’anic School.

UNIT 3 : THE ADVENT OF WESTERN EDUCATION IN

HOW TO STUDY THIS UNIT

THE COMING OF WESTERN EDUCATION TO NIGERIA

THE CONTENT FEATURES OF EARLY MISSION SCHOOLS

GOVERNMENT INTERVENTION IN EDUCATION

2. A more centralized form of education administration and management was suggested

WESTERN EDUCATION IN NORTHERN NIGERIA

UNIT 4: THE DEVELOPMENT OF EDUCATION IN NIGERIA:

HOW TO STUDY THE UNIT

DEVELOPMENT OF EDUCATIONAL PHILOSOPHIES IN NIGERIA

10. Technical Industrial training should best be given in a system of apprenticeship in

THE DEVELOPMENT OF PRIMARY EDUCATION IN NIGERIA

THE DEVELOPMENT OF SECONDARY EDUCATION

THE DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUATION

THE DEVELOPMENT OF TEACHER EDUCATION IN NIGERIA

THE ROLE OF HIGHER EDUCATION

THE ROLE OF PRIVATE ENTERPRISE IN THE DEVELOPMENT OF

Schools Established by the Elite Group

School Established by Non-Elite Nigerians

5. Lisabi Grammar School, Abeokuta, established in 1943.

THE 1969 CURRICULUM CONFERENCE

3. Objectives of secondary education

THREATS TO THE DEVELOPMENT OF EDUCATION IN NIGERIA

Many educationists have continued to question the sincerity of government in its

NTI (1990), Historical Foundation of Education, NTI, Kaduna, Nigeria.

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