Early Mission Schools in Nigeria

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Early Mission Schools in Nigeria
The early mission schools were established in church premises. Each Christian denomination was actively involved in the establishment of their own churches and schools. They used education as a means of converting Nigerians into their various denominations. Because of this overriding interest on evangelism, the missions confined themselves within the area of literacy, religion and moral education.

The Aim of Mission Schools
As it has been highlighted earlier, the mission schools aimed at leading the people to Christ through the following:
1. The training of indigenous manpower to carry out the evangelical work to the various local communities;
2. The training of lower manpower to serve as interpreters, messengers, clerks, cleaners, etc for the various missions and the British Businessmen.
Problems of Early Mission Schools
A lot of problems were identified in the operation of the early mission schools, such as:
1. Lack of central school laws; leading to non-uniform standard for running schools;
2. The schools lacked standard qualification for teachers;
3. The movement of teachers and pupils was not checked resulting to irregular attendance;
4. The focus of the school was religion;
5. There was acute shortage of fund and this affected the availability of qualified teachers;
6. There were no trained teachers and no training colleges;
7. There was lack of common syllabus and no standard textbooks; the few that were available were not relevant to the local people;
8. The school lacked adequate supervision as well as teaching and learning materials and necessary facilities;
9. There was no regulated standard examination for all the schools;
10. There was no uniformity in teachers’ condition of service and no job security for the teachers;
11. In some cases, some older pupils were used to teach the younger ones; this affected quality;
12. The method of teaching was mainly by rote;
13. It created the problem of educational imbalance between the northern and southern parts of Nigeria;
14. There was no serious interest and commitment shown by the missions in secondary and vocational education in Nigeria. (Osokoya 1985 p. 61).


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