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Related Posts: EDUCATION
THE REVIEW OF ISLAMIC EDUC SYSTEM IN NIGERIA
ADULT EDUCATION - DISTANCE EDUC LEARNING PROGRAMMES
RECOMMENDATIONS OF INSTRUCT MATERIALS IN TEACHING ENGLI DEFINITION
LITERATURE REVIEW OF INSTRUCT MATERIALS FOR THE TEACHIN BUSINESS
STUDIES
CHAPTER THREE - INSTRUCT MATERIAL FOR TEACHING BUS STUDIES IN THE
SECONDARY SCHOOL
EDUCATION
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The new national policy on education i Nigeria is associated with a numeric formula 6-3-3-4
which represents th number of years that a child is expecte to spend at various levels of educatio
The first 6 stands for six years in th primary followed by three years at th junior secondary, three
years at th senior secondary and four years at th tertiary levels.
The new system is in conception an design, a radical departure from th former. British implanted
education system in Nigeria. A striking feature o colonial education in Nigeria was that i was
guided by the imperial utilitaria considerations. After politic independence, Nigerian
educationalist greatly criticized the system which the claimed did not provide for the acquisitio of
technological development. The critic of the former system lamented that th system was not
relevant to the politica economic, social and cultural needs of th Nigerian people. They therefore
conclude that such system could not meet th national need for self-reliance an sustenance in a
growing agricultur state. Thus, a new system that aimed a acquisition of skills, appreciation of th
dignity of labour, solving the country' problems of illiteracy, manpower shortag and promotion
scientific and technologic advancement .Was devised™ No doubt, th new educational policy in
Nigeria aimed a giving the nation a sense of direction b establishing a system that will embody th
nation's aspirations.
The national curriculum conferenc of 1969 at which the broaci outlines of th policy were agreed
upon was attended b practically all known leaders in educatio in Nigeria: whilst internation
organizations like UNESCO als participated. The final conference: a which a National Policy
document wa drafted in 1973 under the chairmanship o Chief S.O. Adebo was also attended b
education practitioners from all Ministrie of Education and all universities in th .country;
representatives of variou
interest local organizations includin women societies, National Union of Nigeri Students and so on
Two factors are significant in th production of the National Policy o education. The firstjs that all
know experts of education were involved an the second is that an exercise whic started in 1969 did
not produce a fin white paper until 1977. The long interv gave enough time, to examine and
reexamine the document that it could not b said that the policy was produced on th spur of the
moment. I was a documen that had the benefit of mature judgmen and consideration. More
importantly, it i the combined work of the whole country.
The 49 page document which wa revised in 1981 by the Federal Governmen is presented in
thirteen sections apar from the Introduction. The documen begins with general and specifi
statements of the orientation an philosophy of Nigeria's education system. It therefore examined
the variou sectors of the formal education syste starting from the pie-primary, primar secondary,
higher education includin professional education, technica education, adult and non-form
education, special education, teacher education, educational service administration and planning
and financin of education. It can thus be seen that th policy was indeed a very comprehensiv one
touching on nearly every facet of ou national educational system.
After affirming the Feder Government's recognition of Education a "an instrument par excellence
fo effecting national development" as well a "a dynamic instrument of change". Th document
reiterated the five mai national objectives as stated in the Secon national Development Plan. Thes
objectives are the building of:
1. a free and democratic society ;
2. a just and egalitarian society
3. a united, strong and self-relian nation
4. a great and dynamic economy :
5. a land of bright and fu opportunities for all citizens.
It further spelt out the values i believes Nigeria education should inculcat in its recipients. They
include:
1. Respect for the worth and dignit of the individuals:
2. Faith in man's ability to mak rational decisions.
3. Moral and spiritual values in
interpersonal and human
relations.
4. Shared responsibility for th common good of society.
5. Respect for the dignity of labou and
6. Promotion of the emotional,
physical and psychological
health of all children.
The Federal Government in th policy hopes that these vales can be bette inculcated through a well
designe national system of -education whos broad objectives were stated as:
1. The inculcation of nation consciousness and national unity:
2. The inculcation of the right type o values and attitudes for the surviv of the individual and the
Nigerian society;
3. The training of the mind in th understanding of the world around and
4. The acquisition of appropriat skills, abilities and competences bot mental and physical as
equipment for th individual to live in and contribute t the development of this society.
In pursuance of these objective the documents came up with a number o plans arid proposals
which included th following.
(a) Pre-primary Education wi continue to be provided by private
efforts as
regulated and controlled by the variou state and federal ministries o education.
(b) Primary Education will be organize for children between the ages of 6 and 1 as to inculcate
permanent literacy an numeracy, the ability to communicat effectively and to lay a sound basis fo
scientific thinking.
(c) Secondary education will last fo six years altogether, three years fo the junior secondary and
three years fo senior secondary. The broad aims o secondary education were two. Namely
(1) Preparation for usef living within the society and
(2) Preparation for highe education.
(d) The curriculum for the junio secondary will be made up of
(i) Core subjects
(i.e. Mathematics, English, two
Nigerian Languag Science, Social Studies, Art and
Music, Practic Agriculture, Religious and Moral
Instructio Physical Education and two Pre-
Vocational subjects
(ii) Pre-Vocational!
Subjects (i.e. Woodwork, Metal
Work, Electronic Mechanics, Local Crafts, Home
Economics an Business Studies),
(iii) Non-Vocation Electives (i.e. Arabic studies and
French).
(e) On Completion of the three yea junior secondary, a student may
process of the senior secondary (if he/sh is academically inclined) or on th alternative go into an
apprenticeshi system or some other scheme for outof-school vocational training. ;
(f) The Senior Secondary which wi last for another three years will consis of core subject and
electives. The cor
subjects are basic subjects which wi enable a student to offer arts of scienc in Higher Education.
There are.
1. English language
2. One Nigerian Language
3. Mathematics
4. One of the following alternativ subjects- Physics, Chemistry
and Biology
5. One of literature in Englis History and Geography. In additio
every student will be expected to selec 3 electives depending on the choice o career and may drop
one of the elective in the last year of the Senior Secondar School course.
(g) The sixth form was to be abolishe and pupils would go direct from
secondary school to the university.
(h) The first school leaving certificat examination will ultimately be abolishe and primary school
leaving certificates wi be issued by Headquarters of individu schools and will be based on
continuou assessment of pupils and not on th results of a single fin examination.
(i) Higher education should aims:
(a) The acquisition, developmen and inculcation of the proper
value-orientation for the survival of th individual and society.
(b) The development of th intellectual capacities of individuals t
understand and appreciate thei environments
(c) The acquisition of both physic and intellectual skills which will
enable individuals to develop into usef members of the community.
(d) the acquisition of an objectiv view of the local and external
environments
(j) Higher educational institution should therefore pursuer their objectiv through.
(i) Teaching
(ii) Research
(iii) The dissemination o existing and new information
(iv) The pursuit of service t the community.
(v) Being a storehouse o knowledge,
(k) Technical education should aim amon others at:
(a) Providing trained manpower i applied science, technology and commerc particularly at sub-
professional grade and,
(b) Providing the technic knowledge and vocational skills necessar for agricultural, industrial,
commerci and economical development
(I) Adult and non-formal educatio should among others provide function literacy education for
adults who hav never had the advantage of any form education and in-service on the jo
vocational and profession training for different categories o workers in order to improve their
skills.
(m) The purpose of special educatio among others was to provide adequat education for all
handicapped children an adults in order that they may fully pla their roles in the ' development of
th nation.
(n) Teacher education should amon others aim at producing highly
motivated, conscientious and efficien classroom teachers for all levels o Nigerian educational
system.
Implementation Strategy
For the implementation of his polic document, the Federal Executive Council i September 1977
set up an implementatio committee for the National Policy o Education with the following terms o
reference.
(a) to translate the policy into workable blueprint and to develop
programmes for the implementation of th policy.
(b) To co-ordinate and monitor th implementation of those programm developed under the policy;
(c) To advise Government on and to assis in providing the infrastructure! an other requirements for
polic implementation; and
(d) To provide continuous review an assessment of the aims, objectives an targets of the Policy
(and of thos programmes developed under it to ou national needs and aspirations, and t propose
modifications on any aspects a may be found necessary.
Shortly after the set-up of th Implementation committee at the nation level which comprised the
representative from the Federal Ministry of Education, a Implementation Task Force on th
National Policy on Education was set up i every stale. The Committee's first tas was to visit and
confer with the tas forces-during which various other officials were also met and institution visited
in each state capital. These tour of the 19 states by the Committee starte in October 1977 were
concluded at the en of June, 1978.
A progression of th implementation Committee's work saw th emergence of the Blue Print in page
comprising of guidelines for th implementation of the policy. Th Committee was specifically set
up to pilo those whose task it is to implement th educational policy. It was also to obtain feed-back
on progress made and adequat infrastructures prepared. Thus th difficulties encountered durin
implementation would be eliminated in goo time in order to facilitate an
effective implementation of th National Policy on Education.
At Kaduna, the first workshop on th implementation of the National policy o education was held
from 18 to 20
September 1978 and was attended b about 70 delegates. The purpose of th meeting was to discuss
and harmonize th views of the various state Implementatio Task Forces and other participants on
th various sections of the National Policy o Education. Two other workshops o planning for junior
and Senior Secondar Education were held In Kaduna in April an September 1981 respectively. A
worksho on the planning for Senior Secondar Education was held in Port Harcourt fro 14 to 16
April. 1986 on Transition t Polytechnics and Colleges of Education.
Meanwhile, the handing over o power to the Civilian Government i October 1979 occurred under
a ne Federal Constitution. This Constitutio had some provisions which were in conflic with certain
aspects of the 1977 edition o the National Policy on Education, i therefore became necessary to
bring th National Policy on education in line wit new Federal Constitution, Early in 198 the
Federal Ministry of Education set u committee to undertake the revisio exercise and appointed
Professor Sany Onabamiro, the then Chairman of th Implementation Committee, as Chairma of
that Committee.
The report of this committee, a approved by the Federal Governmen came out early in 1981 as a
new Whil Paper entitled National Policy o Education (Revised).
When the products of the U.P. were admitted into the Junior Secondar Schools in 1982 only the
Feder Government Colleges and ten Stale namely Anambra, Dauchi, Boino, Cross
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