WHAT IS THE WAY FORWARD FOR NIGERIAN EDUCATION

A commonsensical assumption of Education is that “it is the medium for transmission of knowledge and worthwhile values from a person to another; and it transcends generations. In the history of our pre-colonial existence, we are told from folk tales that our ancient people had unique ways of documenting events, such that they could go to the wall were they inscribed some marks and tell their children or relations what exactly transpired on that day. They equally developed a system of oral communication, traditional norms and values which they passed on to their children and generations. For instance, Yoruba language, mode of traditional worship, chieftaincy and coronation rituals, Yoruba traditional festival, craft making, bronze casting, native architecture, mode of dressing, symbols of royalty, native security system etc are some of the cherished values that have transcended generations in Yoruba Kingdom.

The Wikipedia conceptualized Education thus “an act or process of developing and cultivating (whether physically or mentally or morally) ones mental activity or senses; the expansion, strengthening, and discipline of one's mind, faculty, etc; the forming and regulation of principles and character in order to prepare and fit for any calling or business by systematic instruction”. This definition clearly projects the ideals of western education; to the extent that wide-range appreciations of intricate aims of education were highlighted. The history of colonial experience is one that is laced with a contradiction between crude belief-system and a set of very liberal nationals who believed that human sacrifices was inimical to the collective aspirations and progress of all men and women.
Nigeria being a quasi-federal nation, the thirty six states operates a uniform education program. From Western region, through South-West region, to our present-day Ogun State, we have been tied to the apron string of a central Education program, designed by the Federal Ministry of Education. Our country being quasi a federal nation; operates an Education policy with respect to Primary and post Primary education that does not sufficiently incorporate our communities' values and norms, unlike a federal nation where the federating units design and operate community based policies. This significantly undermines the patriotic spirit that ought to be the guiding philosophy of our Education system.
Comparatively speaking, Nigeria's education system is rather quantitative than qualitative-oriented; what we find as screaming headlines of Newspapers is cult war, rape case in our campuses, violent initiation of unsuspecting students into various cult groups; bribery and corruption allegations against teachers; campus prostitution allegedly patronized by public office holders who are supposed to uphold the thrust of integrity and cultural values orientation. A lot of people have alleged that Military incursion into politics is substantially responsible for the devastating deterioration in the objectives and goals of our school system. A sad incidence of history was the forceful takeover of private and missionary schools which were pacesetters in boarding and efficient classroom administration. This is why recent resolve by some Governors to return schools to their original private and proprietors have been accorded with thunderous applauses.
As a fresh graduate venturing into researching, I have critically thought about various factors that can transform our Education system to its desired height; and these include;

1.      Concerted efforts towards a holistic review of our Education policy

2.      Funding: Government at all levels must commit vast resources towards the school infrastructures and education manpower to the extent that the propagation of worthwhile knowledge can be guaranteed

3.      Revamping of the goals of Technical education:

4.      Affordability of education and funding of research programs:

5.      Competitive Education: As a matter of policy, Government (Local, State and Federal) must encourage private and mission schools to thrive; at the same time, all levels of Government must give competitive disposition to public schools and make them attractive to citizens as a whole. Government should hand over all seized private and mission schools to their original proprietors, so they can continue to nurture the values they were renowned for. This will create alternative opportunities for our teaming youths to determine the most suitable schools to realize their future dreams.

In conclusion, ladies and gentlemen, we must make deliberate on programs that can salvage our collective dilemma, instead of the fruitless disposition of lamentation. This way, we can redeem and “salvage what is left” from our endangered Education system.

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