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Education varies from place of place and from time to time. This term educational has not lent itself to any strict consensual definition as it depends on the perspective from which one views. It can be considered as the cultural norms of a society by people to transfer cultural norms and values to the succeeding generations so as to continue the existence and development of the society.
Long before the advent of both Islamic and Western education, Nigeria had an indigenous type of education. However, modern influence has greatly affected the mode of education that existed over 15 decades back. This happened as a result of colonial interference by the Europeans.
2. What is Education?
Education is the process through which an individual, group of people or an entire community learn new things. It could be formal or informal. The informal kind of education could be done without any structured plan. Writing is not done, and there is no organized staff structured because it is not done in a classroom. The formal education is properly organized, at the end of which a certificate is issued.
The word ‘education’ is generally used to refer to the development of human beings in the cognitive, affective, psychomotor and psychoproductive domains. General, educationist agree that education involves a desirable change in human behaviour through the process of teaching and learning. This means that if a person exhibits behaviours considered unacceptable in the societal because it contradicts the norms, such person may be considered an uneducated person, despite the fact that he had passed through the four walls of an educational institution. The society, generally, expects an educated person to behave in a manner that is acceptable to the society. Education, as a process of initiating the child into cherished norms and skills, is designed and implemented by the more matured or the adult members of the society to effect the desirable changes in the younger ones, from one generation to the other.
The word education is derived from two Latin words ‘educare’ and ‘educere’ respectively. ‘Educare’ is interpreted to mean; to train or to form or to mould. Educare, therefore,implies that the society trains, forms or moulds the individual to achieve the societal needs and aspirations.
‘Educere’ on the other hand means: to build, to lead or to develop. This is in agreement with the humanist’s perspective of education. They argue that the essence of education is to develop the natural potentialities in the child to enable him function in the society according to his abilities, interest and needs. ‘Educare’ is society-centred or subject matter-centred. But ‘educere’ concept of education centres on the child.
3. Forms of Education
Education can generally be classified into three forms: formal, informal and non-formal education.
3.1. Formal Education
This is the type of education that is formally received in a regular school setting like the primary, secondary and tertiary institutions. Formal education is carefully structured, where well trained persons are used in the transfer of knowledge on regular basis. The curriculum, the learning environment, instructional materials, testing and evaluation, human resources and others are planned ahead of time to achieve specific objectives within the time frame. It is structured with time of entry and time of exit. Specific books are used for teaching and students sit in classrooms. The learner is given a certificate at the end of his or her learning period.
3.2. Informal Education
The agencies of learning include the home, church or mosque, peer-group, mass-media etc. education goes beyond the formal setting. Informal education can be received in the market place, farm, along the road, at place of work, playground and so on. Though not systematically planned like the formal education, informal education equally provides learning opportunities for the child to develop his or her innate abilities. The informal form education helps the child to increase his or her scope of learning and build up a better understanding to succeed in the formal education system.
Everything a person learns from his or her family members, peers, associations etc., fall under the informal education. Learners can consciously or and unconsciously learn from one another within and outside the society. Informal education is still relevant today as people can always learn without attending the traditional formal school.
3.3. Non-Formal
This form of education has some basic characteristics of formal education like planned programme of action, contact persons, programmed assignment or examination and others, but it is not formal. It is non-formal because it is not carried out within the regular school system. It is a type of education that is mainly received through workshops, seminars, correspondences, television and the mass media. In a way, it could be used to complement the formal education. In case of correspondence, the learning process is spread over the years but it lacks the regular person to person interaction. It is important because it helps to up-date knowledge as in the case of workshops and seminars, and for care of the education of particular class as in the case of the correspondence programme. These three forms of education are important for human and societal growth. Therefore, they should all be encouraged. A balanced learning is that which involves all the forms of education, even though they don’t have to be consciously achieved.
4. Indigenous Education in Nigeria
Nigeria, like every other society, had its own traditional form of education. Indigenous education may be seen as the collection of all the processes by which a child develops his abilities, attitudes and other forms of behaviours, which are positive to the society in which they live. It is an informal form of education usually transferred from one generation to another by word of mouth or general experience of how things are done in the society.
Traditional education had its influence on the people. However, whatever is taught applied only to the particular society in which the learner was brought up. In most cases traditional norms and values that control the activities of people in society vary according to the society. Today, even with the presence of the western education, the traditional education still plays a vital role in character development.
4.1. Characteristics of Indigenous Education
It is practical and devoid of book knowledge and theories.
It is concerned with issues usually of immediate need.
Leaners learn by doing.
It is conservative. It does not encourage change.
It is not expensive as there is no need to spend on books or research items.
4.2. Aims of indigenous Education
Physical training: They children in the African environment love to learn new things. They engage in cutting down trees, climbing trees, cultural dances, local wrestling etc. these are part of the requirements that they needed to fit in their society.
Development of character
Respect for elders, peers and leaders
Intellectual training
Vocational training
Promotion of culture
5. Ancient Education
Modern education has a link back to the Greeks from around the 8th to 5th century B.C. it is traced back to the time of the Spartans and Athens. For Sparta, the primary aim of education at that time was security – the people are taught to defend the state and citizens. In the cause of learning, they are put through painful physical training: children were made to go through rough and hard life. They went hunting barefooted in all weathers, eating coarse food, sleeping on hard beds and carrying only single sets of clothes. Several other activities which included swimming and gymnastics formed part of their learning.
Children of ages 1- 6 were first trained by their mothers. From 7 – 18 years their training becomes more severe. From 18 – 19 years, graduates become cadets and joined full military service. They continue to train and get better prepared for the work till old age.
Athens had a different situation from that of Sparta. It was a commercial centre and it needed education for social service rather than warfare. There were several classes of citizens which included philosophers, kings, artisans, fighters, merchants and professional men who had independent means. All the category of people learnt to fit in their places for the progress of the state through some form of education. The Athens education starts at home with mothers taking charge of the child from age 1 – 7. From the ages of 7 – 11 years, children started receiving lessons in ethics, light physical drill and general games.
Gymnastic training, jumping, running, hurling, wrestling and javelin and discuss throwing formed part of the training from ages 12 – 14 years. They were taught discipline by teachers who were trained for the purpose. One outstanding contribution of the Greek education which facilitated the development of their education was the alphabet. They modified the Phoenician alphabet developed from Egyptian character, added vowel sounds and changed the direction of writing to the present left to right which in turn made learning and writing the alphabet easier and quicker.
5.1 . Roman Education
The Greek civilization spread to the world through some great Greek men on self-exile in other countries. Roman education like many others started from home with their mothers. The fathers concentrated on intellectual teaching. Rome had the advantage of an influx of some Greek teachers of grammar, rhetoric, philosophy and arts, and science. This enabled a kind of fusion of both Greek and Roman education. The Roman education became a model for many other educational programs of many countries as more attention started shifting towards Rome and Roman education.
Julius Caesar was a key player in the progress of Roman education around the 1st century B.C. He gave special attention to teachers of liberal arts. Augustus Caesar opened up many public libraries in Rome.
In the 2nd century B.C., emperors Hadvain (117 – 138), Antonius Pius (138 – 161) and Markus Aurelius (161 – 180) expanded the educational frontiers of Rome to the whole Roman Empire, in which all municipalities were expected to maintain the establishment of professional teachers. Gradually, the Roman state took over the running of all secondary and higher institutions and fixed salaries of teachers according to their areas of specialty.
5.2. Stages of Roman Schools
In Roman education, the schools were planned in stages to handle teaching of younger to older students the way we have it today.
5.2.1. Elementary schools
This stage was made up of children between the ages of 6 – 11 years. They were taught basic reading skills and counting. The children could identify letters and read simple words.
5.2.2. Grammar schools
This is the second stage of education where children of ages 12 and 13 who have performed well in the elementary schools are given further educational training. They taught the use of correct speech, poetry and prose.
5.2.3. The Rhetoric schools
This was meant for those who performed best in grammar school. They are taught to take up a career in public life or government. It is more of a period of learning to be independent and becoming productive for the community.
5.3. The Dark Ages
The Dark Ages refer to the collapse of the Roman Empire in the 5th century A.D. It is assumed that the Dark Age came as a result of a faulty educational system that befell the Roman civilization. The promising educational structure which built up over years suddenly went down and brought untold worries to the people because they believed it was an important heritage that should not be lost. However, the Christian church and Islamic scholars were available to give a helping hand in rescuing the situation. That was how religion became involve in educational assistance. It became a necessary tool for proper evangelisation. Not long, parishes and chapels started running elementary schools, and secondary schools latter started.
The Society of Jesus known as the Jesuits under Ignatius Yoloya became interested in education around the 16th century A.D. they paid great attention to teacher training and set up operational guidelines for the running of her schools. Britain became a beneficiary of the Jesuits educational institution as a Roman colony.
Islamic scholars were not left out among the beneficiaries of the Greek and Roman Development in education as they got useful manuscripts that assisted in different areas of endeavour. Sciences, astronomy, architecture, and medicine were areas of scholarship that grew out of the progress in the mentioned educational progress.
Functional relevance,
Lifelong education,
Leaning should be practical, etc.
1. Why is education essential?
Education is essential
to improve the society.
to secure the history of a people.
to help people earn a living.
to help people take good care of themselves.
to earn peaceful living among people of different cultural and geographical background.
2. HISTORICAL BACKGROUND OF 6-3-3-4 SYSTEM OF EDUCATION IN NIGERIA
Several adjustments were done to take the educational standard and structure of Nigerian education what it is today. Comparing the type of formal education in Nigeria before the independence with what is obtainable today, it would be seen that the earlier system of education was inadequate and unsatisfactory to the nations yearning and aspirations. Nduka Fafunwa and some other scholars hold the view that education was parochial. To check this, the then federal government of Nigeria adopted education as an instrument par excellence for promoting national development. The decision led to the establishment of the 6-3-3-4 system of education.
The of 6-3-3-4 system of education started as far back as 8th September 1969 during the international literacy day when the federal commissioner for education, Mr. Wenike Briggs inaugurated a conference which came up with the 6-3-3-4 programme. Omolewa (1986) stated that the programme was intended to foster national unity, it was designed to inject functionality into the Nigeria school system. The 6-3-3-4 was fashioned to produce graduates who would be able to make use of their hand the head and the heart (the 3Hs of education). Before it eventually took off in 1982, there had been inputs by various sectors of Nigeria professional community.
The 6-3-3-4 system of education was largely accepted and considered capable of encouraging educational revolution in Nigeria. Hence step in the right direction, towards the technological development of the nation however, the current situation on ground as far from this ideal this system seems to be suffering from poor and shoddy implementation.
6. MEANING AND DEFINITION OF 6-3-3-4- SYSTEM OF NIGERIA
This is a type of educational system where students would spend six years in the primary school, three years in the junior secondary school, three years in the senior secondary school and four years in the tertiary institutions such as colleges of education, polytechnic and universities respectively.
Primary education as regards the 6-3-3-4 system of education is the elementary type of education for children between the ages of 6 to 11 years. This is the foundational staged of education after which all the others take a queue. Therefore, it determines the success or failure of the whole system. The junior and senior secondary schools are joined and called secondary school. Secondary education is received after completion of primary school before proceeding to acquire any tertiary education (National policy and education 1981).
The 6-3-3-4 system of education in Nigeria is concerned with job. It concentrates on manual activities, technical proficiency, and respect for dignity of labour and economic efficiency. It is to provide the child with basic tools to prepare him for local craft. The secondary stage emphases the acquisition of vocational skills. And the tertiary stage is concerned with development of professionalism so as to minimize unemployment and produce skilled manpower, in science and technology. It is to build economic and social capability in the citizens of the country.
It is also stated in the national policy on education that a priority of place is will be given to religion and moral instruction for the moral and spiritual growth of the people. No child will be forced to take religious instructions contrary to their wishes or that of their parents. This will be safe for the country in maintaining order and peaceful coexistence in the society.
The new policy had some challenges. For it to get full implementation, it needed qualified personnel in quantity and quality.
Teachers in the science, technical and vocational subjects.
Schools inspectors and education supervisor for quality control for the efficient and effective running of the schools programmes
Supportive staff such as laboratory assistance library assistance, workshop attendants etc.
Guidance counsellors to guide for proper placement having the adequate knowledge of individual’s aptitude and interest.
2.2. MEN AND MATERIALS
There was shortage of men and materials even at the federal level to implement the 6-3-3-4 system of education. The technical and vocational aspects were more emphasised for science and technical education. The materials were either not adequately supplied or were not properly maintained such that some got destroyed or stolen. The new system of education was planned during the years of plenty (the oil boom), but the implementation came when the oil boom was declining. The unhealthy financial state of the country affected the implementation of the policy such that it almost was brought to a standstill. There were worries about the money with which to fund the new system.
2.3. MIND (CULTURE)
The new system of education was a conscious move by the government to positively change to the position of the nation through education. It was a means of encouraging innovation and productivity in the nation, so that it can experience good process of development. However, the new system was greeted with lukewarm attitude by the people, while the federal government also had its own share of the blames as revealed at the one day seminar of the 6-3-3-4 education system and the drive for self-employment held at the University of Ilorin, faculty of education. At the seminar, the federal government was criticized for deliberately seizing the goal of the system by paying more attention to the N.D.E (National Director of Employment) in various job placements.
Unfortunate, the attitude of the government and people of Nigeria towards solving national problem of development was not at its best; and it seemed to validate the observation of some authors who felt the 6-3-3-4 programme might be an unhealthy ambition for the country’s level of seriousness, reading from the methods implementation.
2.4. What the 6-3-3-4 education was meant to achieve
Free and compulsory education to be given to encourage the grassroots communities to acquire education.
Seminars and public awareness to be organised to teach the importance of education.
Building of self-help projects and provision of textbooks to students through universal basic education board (UBEB).
Instruments used for practical and research should be modernize for better result and faster work.
The new system of 6-3-3-4 means that a child should spend 6 years in primary school, 3 years in junior secondary with JSSCE certification, and 3 years in secondary school with SSCE certificate.
The government has established another examination body called National Examination Council (NECO) to supplement the West African Examination Council WAEC.
2.5. Progress of the 6-3-3-4 Education System
In this modern time, the response of the people is high as a lot of people want to be educated.
The government and private organisations are encouraging the process through grants, scholarships and other forms of assistance.
Private and public schools have increased over the years, and they are found in cities and rural communities.
Even uneducated parents like farmers, and cattle rearers like the Fulanis who move place to place with their cattle now show interest in education.
7. THE ADVENT OF WESTERN EDUCATION IN NIGERIA
1.1. Contribution and Participation of Christianity in the Establishment of Education in Nigeria
Christian Missionaries from Sierra-Leone and Britain began their activities in Nigeria in 1842. Their focus was evangelism, which gave rise to the early mission schools. They needed to educate the people as they advance their mission of Christianising the nations. The people had to learn reading and writing, especially in English, so as to make communication easy and effective.
2. THE FIRST CHRISTIAN MISSIONARY ATTEMPT IN NIGERIA
There existed two highly developed education system in Nigeria before the western education was introduced. The two systems of education are the traditional education which is based on the culture of the people and the Islamic education which based on the Islamic religion.
The Christian missionary entry into Nigeria in 1842 was not the first. The Portuguese merchants had visited Lagos and Benin as early as 1472. By 1485 they had started trading activities with the people of Benin. By 1515, influenced by Portuguese trades, Catholic missionaries had established a primary school in the Oba’s palace for the children of the Oba and his chiefs, and they were all converted to Christianity. The Catholic missionary activities also extended to Brass, Akassa, Warri where churches and schools were established. But the catholic influence was almost wiped out by the slave trade that ravaged West Africa for nearly three hundred years. Education as at that time was aimed at enabling the Africans participate effectively in commerce. Hence, it was argued that the Portuguese were mainly interested in commerce but they nevertheless realized that if Africans were to be customers, they must have some rudiments on education and accept Christianity.
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