Post Independence Education in Nigeria PDF

**3.8 Post Independence Education** The regional control of education continued after Nigeria's independence in 1960. The colonial education system was maintained and was furthered expanded more especially in the primary and secondary levels. More schools were established and enrolment was highly i...

**3.8 Post Independence Education** The regional control of education continued after Nigeria's independence in 1960. The colonial education system was maintained and was furthered expanded more especially in the primary and secondary levels. More schools were established and enrolment was highly increased in all the regions. Before independence on 3 May, 1959 the central government set up the Ashby commission to look into Nigeria's higher education needs. The Commission submitted its report in October, 1960 which proposed a bold plan for university programmes in teacher education. The northern regional government set up the Old man commission in 1961 to look into the prospects of its universal primary school education. His report recommended wide administrative changes and partnership between the government and the voluntary agencies. The eastern government in June, 1962 set up the Ikoku committee to review the progress of education. The committee was sub---divided into three: 1. The Uka committee on primary education, 2. The Ikoku committee on secondary education, 3. The Fafunwa committee on teacher education, The committee recommendation includes: 1. Reduction of the length of primary school education from seven to six years. 2. Introduction of six-year secondary education course and elimination of the sixth form as soon as practicable. In the western region, the government also set up the Banjo commission in I961 to review the existing structure and the working of the primary and secondary school system. The recommendations also included among others. - - In 1963 the western government also set up another commission called Ajayi Commission to inquire into the increase in fees charged by schools and Colleges. The committee recommended the reduction of school and boarding fees and possible improvements of the system. Indeed, the three regional governments started to implement the educational commissions / committees recommendations in earnest which saw the post-independence period to witness a remarkable educational expansion. These developments later turned the attention of Nigeria educators and parents to how relevant the system was in meeting the pressing economic, social and cultural needs of the nation. However, the northern region pursued with vigor qualitative education and expansion of all types of school within the period before independence. Fourteen crafts schools were built between 1956-1960. About 1300 new primary schools were established between 1945- 1958.Sirnilarly the number of secondary schools roused to 36 by 1958. The teacher training colleges roused to 36 between 1949 to 1958. In fact, the north paid greater attention to mass education and adult literacy before and even after independence. **\ \ 3.9 Development of National Policy on Education** The Nigerian national policy on education had developed from the time of colonial government to independence and post-independence period. The policies on education during these periods touched on all types and levels of education and therefore made significant contributions towards the development of the educational policy and educational development of the country. The Phelps Stokes Commission Report of 1922, the El \[jot Commission Report of 1943 on higher education, the Ashby Commission Report of 1960 and the Harrison's Estimate Report of 1958 all laid down the foundations on which our educational policy developed alter independence. Even five years after independence, the education of Nigeria remained colonial and lack relevance in meeting the pressing economic, social and cultural needs of the nation. At the JCC meeting of 1964 in Enugu, National Curriculum Conference was proposed and similar one later held in Lagos in 1969. Nine crucial areas were deliberated and which later formed the major aspects of the national policy on education as follows: I. National philosophy of education, II. Goals of primary education, III. Objective of secondary education. IV. Purpose of tertiary education. V. The role of teacher education VI. Functions of science and technical education. VII. The place of women's education. VIII. Education for living. IX. Control of public education, Fafuwa 2004. The curriculum conference of September, 1969 served as the first phase to review old and identify new national goals for Nigerian education to meet the needs of the youths and adults in the task of nation building and national reconstruction for social and economic wellbeing of the individual and society. The week long well attended conference submitted to the government a total of 65 recommendations for implementation not only on education but also emphasized national unity, citizenship, national consciousness, nationalism and national reconstruction. Below is the text of recommendation 3 out of the 65 recommendation submitted to the government. **\ Recommendation 3** In the right of(i) and (ii) above, Nigerian education should be geared towards self-realization, better human relationships, self and national economic efficiency, effective citizenship, national consciousness, national unity, social and political progress, scientific and technological progress, national reconstruction. The government organized a national seminar on a national policy of education in 1973 which adopted and improved recommendations of the 1969 national curriculum conference and the five national objectives declared in the second development plan (1970-1974) as follows; a. A free and democratic society, b. A just and egalitarian society, c. A just, strong and self-reliant nation, d. A great and dynamic economy and e. A land of bright and full opportunities for all citizens. The seminar also adopted the 6-3-3-4 system, restated the philosophy and objectives of Nigerian education and tackled each level of education in detail and made recommendations on each. Between 1973 and 1975 the Nigerian Education Research Council (NERC) organized a series of workshops that prepared curriculum, syllabuses and textbooks of the proposed new education policy. Then the federal government launched the universal free primary education (UPE) in September, 1976. Then in 1977 the federal government declared the national policy on education and set up a seven-man implementation committee headed by late Professor S. Onabamiro. The implementation committee produced a blue-print that was mostly accepted by the government. Later in 1981 the new civilian government revised the national policy on education for the first time. Subsequently, between then and now it has been revised severally from time to time till today. **3.10 Prescribed Standards for Nigerian Education** The Nigeria education system is structured into four standards. They are: 1. The early child care and development (ECCD): This segment of education is for ages 0-4 provided in daycare, nursery or crèches which is left fully in the hand of private sector. 2. Basic education: it encompasses kindergarten 1 year, 6 years of primary education and 3 years of junior secondary education. It is declared to be compulsory and free for all citizens. a. [Kindergarten]: this is one-year education given to children aged 5 prior to their entering primary school. The objectives, minimum standards and curriculum are provided. b. [6 years of primary]: this is type given to children under the ages of 6-12 years. c. [3 years of junior secondary education]: this is the first 3 years' education of the 6-3-3-4 system that are now joined to the primary education culminating into 9 years as universal basic education (UBE 2004). Certificate is awarded at the end of the JSS 3. Post-Basic Education: This type is provided in senior secondary schools and technical colleges after successful completion of basic education and passing the basic education certificate examination (BECE) or (JAISCE). The objectives of Post---Basic education and career development (PBECD) and minimum standards are all provided in the NPE. Certification is done by statutory public examination bodies such as west Africa senior school certificate (WASC) senior school certificate (SSS) national technical certificate (NTC) national business certificate (NBC) national vocalically certificate (NVC) senior Arabic and Islamic studies certificate (SAISC). 4. Tertiary education: Tertiary education is given after post basic education in institutions such as universities, colleges of education, polytechnics, monotechnics and others. Academic freedom for these institutions provides that they determine the content of courses in line with minimum standards stipulated by regulatory agencies such as the National Universities Commission (NUC), the National Commission for Colleges of Education (NCCE) and the National Board for Technical Education (NBTE) **3.11 State of Education in Nigeria** Education in Nigeria today is a shared responsibility of the federal, state and local governments. Although the federal is more directly involved in tertiary education, it takes charge of overall policy formation and ensuring quality control. The States largely take charge of the responsibility of secondary education and the local government largely controls the primary education. According to the NPE 2013 Nigerian education is structure into: i. ii. iii. iv. After the nine years UBE students may go for senior secondary schools or the senior technical school for three years. Students take the senior secondary certificate examination at the end of the Post-Basic 3 years to get the senior secondary certificate. On the other hand of technical and vocational education, the three-year post-basic lead to the awards of national technical or commercial certificate. The examination bodies of the Post-Basic include the West Africa Examination Council (WAEC) the National Examination Council of Nigeria (NECON) the National Board for Educational Measurement (NBEM) and the National Business Technical Examination Boards (NABTEB). There is a Unified Tertiary and Matriculation Examination (UTME) for entrance into Nigeria universities, polytechnics and colleges of education. All admissions to bachelor degree programs at all Nigeria universities are organized through the Joint Admissions and Matriculation Board (JAMB). Each student can choose up to six institutions in the UTME: two universities, two polytechnics/monotechnics and two colleges of education at the point of registration for the examination. The institutions also conduct additional screening before a final admission in offered to successful candidates. The National Universities Commission (NUC) approves and accredits all universities programs. The national board for technical education evaluates and accredits all polytechnics, monotchnics and other technical colleges. The national commission for colleges of education approves and accredits all colleges of education and other NCE awarding institutions. There are 117 federal, state and private universities accredited in Nigeria by 2011. There are 59 federal and state polytechnics and several privately owned polytechnics and monotechnics across country. There were also over 97 accredited NCE awarding institutions including over 88 Colleges of Education by 2011. The duration of undergraduate programs in Nigeria universities depends largely on the program of study. Programs in the social sciences, pure science and humanities are typically four years, engineering five years, medicine, architecture, veterinary science requires six years and law is five years with each haven two semester sessions. The Master's degree is typically two years and Doctoral degree usually requires two to three additional years of study. Education in Nigeria is provided by public and private institutions at all levels. There are currently various government reforms and initiatives aimed at improving the Nigerian educational system. These include the upgrade of polytechnics and colleges of education to the status of degree awarding institutions, the approval and accreditation of more private universities among others.