A STUDY GUIDE FOR HISTORY OF NIGERIAN EDUCATION

A STUDY GUIDE FOR HISTORY OF NIGERIAN EDUCATION

Meaning, forms and aims of education cum importance of history of Education.

Meaning: Etymologically, the word education is from the Latin educere meaning to draw out or lead out. It is also from the Latin educare which could mean to nourish, to bring up or to raise up. More explicitly, education is defined by Nduka as the process of cultural transmission and the use of culture to enhance people’s arts, music and literature, etc. It is also defined as the culture which generation purposely gives to those who are to be its successors in order to qualify them for at least in keeping and raising the level of Improvement which has been attained.

Forms: (1) Formal- It is organized, planned and systematic, structured and controlled. (2) Informal- It is unorganized, unplanned, unstructured, unplanned. (2) Non-formal-

Aims: To enable a child earn a living, to inculcate values and morals, to enable students adequately adjust to their environment, to enable students to know their pasts and the efforts of their forbears, to enable students to acquire skills and technical knowhow, to raise up leaders of nations, etc.

Importance of a history of education:  Improver the future, influence education polices, analyse the present critically, improving the activity of teaching, to examine how educational thinkers have responded to the social demands of their time, etc.

Traditional African Education (TAE)

Nature: Simply put, TAE refers to African particular ways of training their children, with the aim of transferring African ways of living into future generations. It could also be regarded as the socialization of the learners into the cherished cultural norms, values, and traditions of his or her society. It preceded both Islamic and Christian education, and it is as old as man in Africa. Learning is by participation. Focus was also on the acquisition of practical skills. Here, education is regarded as a social institution. The TAE is an all lifelong education and elders served as teachers and models.

Purpose of TAE: For functionalism (ability to perform specific functions), holistic formation, social responsibility, inculcation of spiritual and moral values, communalism,

Method: No stated curriculum, no designed classroom, no trained teachers. The curriculum comprises cherished norms, values, customs and traditions.

Areas of emphasis: (1) Character training-Honesty, integrity, good manners, courage.  (2) Intellectual training- Moonlight stories, proverbs, (3) Physical training-Jumping, clapping, acrobatic display, climbing, etc. This is done through proverbs, elders, neighbours. (4) Vocational training- Farming, fishing, animal keeping and rearing. This is done through the apprenticeship system. (5) Community participation- Focuses on activities in the family, spirit of patriotism, age grade, etc.

The seven Goals of TAE: (1) To develop a child’s talents/physical skills by observation, (2) To develop character, (3) To inculcate respect for elders, (4) Agricultural education, (5) To understand and promote the community at large, (6) Development of intellectual skills

Merits of TAE: It promotes the culture, norms and values of a society, it enables students develop social skills, it inculcates respect for law and order, it empowers one with skills (the goals and purpose will also serve as also merits).

Demerits of TAE: It is a rigid system, the training is unquestionable, too much secrecy surround the system, the system instills fear, the vocational training is time wasting, it is a closed system.

Islamic Education (IE)

Nature: Islamic education entails giving instructions on theological matters to enable the trainee effectively practice the five pillars of Islam. It is also a process of self-discipline which ensures spiritual and intellectual growth of an individual. Islamic schools were located in or around mosques. The teachers did not receive payment. The Quran is at the heart of Islamic education. Arabic is the language of this of education. If is said to be dynamic, meeting the needs of people at various times.

A brief history: Arabic language and Islamic religion contributed to the world civilization-philosophy, higher centres of learning, documentation of world history, Arabic numerals. Islam came into W. Africa in the 8^th century through trade and commerce. Islam came into Nigeria in the 13th cent, through trade Some Muslim scholars came from Timbuktu to Kano to preach and teach Islam.

Aim of IE: The formation of a good Muslim who will be good in all spheres of life.

Merits of IE: It is cheap to set up and run, cheap for students, teaches moral education, teaches coping skills in the face of difficulties and hardships, and promotes respect for law and order.

Demerits of IE: Limited organization (one mallam handles a school), extreme discipline, restricted curriculum, poor teaching method, open to only children of Muslim families.

Impact Of IE: Arabic literacy-writing and mode of communication.

The coming of the Christian Missionaries (Christian Education-CE)

Factors that brought the Christian missionaries: Alternative sea route to India, christianisation of the people of Africa, and the search for an imaginary figure, John Prester.

Nature: CE was placed at the service of the church. The aim was to provide education and of course produce educated priests and catechists. The focus was adolescents and pre-adolescents. Classes were held in missionary homes. Free books, clothes and slates were given to pupils. Pupils of different age grades were grouped together, thus there was no age-based classes. Subjects taught included Arithmetic, Bible Knowledge and Catechism. Every church was said to have a school. The curriculum was religious based. The school system was also community based.

A brief history: Formal education in Nigeria dates back to 1842 and this is accredited ti the Methodists. In 1858, Samuel Ajayi Crowther built a school in Onitsha. Early in 1846, the Church of Scotland began missionary work in Calabar. Rev Hope Wadell was in charge of this mission. The first secondary school; in Nigeria was the CMS grammar school opened in Lagos in 1859. The CMS also founded a teacher training school in Abeokuta in 1859.

Education in the southern protectorate (Before amalgamation)

The first government college in the area was set up in 1906. The government assisted the mission in their provision of education by giving them with 30 pounds in 1872 and 200 pounds in 1877. In 1899, the first Muslim school in this area was established in Lagos. The following problems confronted the schools at that time: No formal educational policies, no common or unified syllabus, no regular school buildings, no adequate teacher and pupils, no central examination system, no uniformity in the condition of service of teachers.

Education in the northern protectorate 9Before amalgamation)

Muslims in this area saw Christian education as a threat to their religion, and so many refused to send their children to Christian schools. The first non-Islamic school was opened by Dr Walker Miller in Zaria in 1902. Between 1900 and 194, western education got some footing as a result of the efforts of Hans Visher.

Effects of Christian missionary work: Literacy, establishment of schools,