INTRODUCTION
In the last unit, we discussed the origin and development of preprimary education in Nigeria. We also discussed the various factors that led to the rapid expansion of pre-primary school in Nigeria after independence. In this unit, we are going to discuss the National Policy on Education as it affects pre-primary and primary education. This is an important aspect of the entire education system in Nigeria. It is therefore essential for all teachers and prospective teachers or others interested in education to be familiar with the various policy statements on education.
In unit 8 of this course, we discussed the 1969 Curriculum Conference. We then mentioned the importance of the Conference to the development of education in Nigeria. You should not be surprised that we are once again discussing that historic National Curriculum Conference of 1969. There is no way we can discuss the National Policy on Education without making reference to the curriculum conference. This is because as we said earlier on, the conference gave birth to the National Policy among other things. The 1969 National Curriculum Conference has therefore become an important landmark in the history and development of education in Nigeria. The Conference took place at a time when Nigeria was going through a civil war. This actually gave all the participants, which included Nigerians from different cultural, political, religious, social, economic and professional backgrounds, to look for ways by which education could be used to unite us. Thus, the report of the proceedings of the conference was titled, a Philosophy for Nigerian Education.
In a keynote address, the then Chief Federal Adviser on Education, Dr. S. J. Cookey, said among other things that, 'education should be used as a tool of national unity....’ It is urged that we should inculcate in the students of our educational institutions the idea of belonging not to one clan or tribe but to the whole nation (Adaralegbe, 1981). Therefore, in discussing the philosophy of Nigerian education, it may be necessary to first of all look at the concept, philosophy of education. As used here, a philosophy of education means the particular ideals which our education should be concerned with. That is, what goals or purposes do we want our education to serve? These and many more were the questions which the participants at that conference tried to answer between September 8 and 12, 1969. As we discussed earlier on, what the conference agreed upon as the goals of Nigerian education at all levels is what we have in the document titled, National Policy on Education (1977) revised 1981 and 1998. The Philosophy of Nigerian education is therefore based on the integration of the individual into a sound and effective citizen and equal educational opportunities for all citizens of the nation at the primary, secondary and tertiary levels, both inside and outside the formal school system.
From this stated national philosophy of education you, can see that, the individual citizens of this great country passing through any of the levels of education must be greatly transformed. In other words, everyone has equal opportunity as far as access to education is concerned. Moreover, the system of education is also expected to make everyone that passes through it at whatever level a good citizen of Nigeria. Thus, Nigeria's philosophy of education is related to some special aims and objectives as follows:
In the last unit, we discussed the origin and development of preprimary education in Nigeria. We also discussed the various factors that led to the rapid expansion of pre-primary school in Nigeria after independence. In this unit, we are going to discuss the National Policy on Education as it affects pre-primary and primary education. This is an important aspect of the entire education system in Nigeria. It is therefore essential for all teachers and prospective teachers or others interested in education to be familiar with the various policy statements on education.
OBJECTIVES
After studying this unit carefully, you should be able to:- List the various policy statements on pre-primary and primary education in Nigeria.
- Explain the implications of the policy statements on the development of pre-primary and primary education in Nigeria.
Historical Background
The Philosophy of Nigerian Education
In unit 8 of this course, we discussed the 1969 Curriculum Conference. We then mentioned the importance of the Conference to the development of education in Nigeria. You should not be surprised that we are once again discussing that historic National Curriculum Conference of 1969. There is no way we can discuss the National Policy on Education without making reference to the curriculum conference. This is because as we said earlier on, the conference gave birth to the National Policy among other things. The 1969 National Curriculum Conference has therefore become an important landmark in the history and development of education in Nigeria. The Conference took place at a time when Nigeria was going through a civil war. This actually gave all the participants, which included Nigerians from different cultural, political, religious, social, economic and professional backgrounds, to look for ways by which education could be used to unite us. Thus, the report of the proceedings of the conference was titled, a Philosophy for Nigerian Education.
In a keynote address, the then Chief Federal Adviser on Education, Dr. S. J. Cookey, said among other things that, 'education should be used as a tool of national unity....’ It is urged that we should inculcate in the students of our educational institutions the idea of belonging not to one clan or tribe but to the whole nation (Adaralegbe, 1981). Therefore, in discussing the philosophy of Nigerian education, it may be necessary to first of all look at the concept, philosophy of education. As used here, a philosophy of education means the particular ideals which our education should be concerned with. That is, what goals or purposes do we want our education to serve? These and many more were the questions which the participants at that conference tried to answer between September 8 and 12, 1969. As we discussed earlier on, what the conference agreed upon as the goals of Nigerian education at all levels is what we have in the document titled, National Policy on Education (1977) revised 1981 and 1998. The Philosophy of Nigerian education is therefore based on the integration of the individual into a sound and effective citizen and equal educational opportunities for all citizens of the nation at the primary, secondary and tertiary levels, both inside and outside the formal school system.
From this stated national philosophy of education you, can see that, the individual citizens of this great country passing through any of the levels of education must be greatly transformed. In other words, everyone has equal opportunity as far as access to education is concerned. Moreover, the system of education is also expected to make everyone that passes through it at whatever level a good citizen of Nigeria. Thus, Nigeria's philosophy of education is related to some special aims and objectives as follows:
- the inculcation of national consciousness and national unity.
- the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society.
- the training of the mind in the understanding of the world around.
- the acquisition of appropriate skills, abilities and competences both mental and physical as equipment for the individual to live in and contribute to the development of his society. If you can take time to go through the stated goals of education at the three formal levels — primary, secondary and tertiary, you will discover that the above national goals are reflected in them.
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