essay on education in nigeria

Nigerian Education System: A Critical Analysis of the Strengths and Weaknesses

Education is undeniably the cornerstone of development, particularly national progress. Therefore, for any country to achieve growth and development, it must prioritize education comprehensively. 

The Nigerian education system has undergone numerous fluctuations since its inception, including the introduction of the 6-3-3-4 system . Various governments with distinct educational agendas, ideologies, and prioritization levels have significantly influenced the educational system in Nigeria. 

While this complex history continues to shape the nation’s educational landscape, let’s carefully look at the strengths and weaknesses of the Nigerian education system.

Table of Contents

Strengths of the Nigerian Educational System

Dedicated teachers.

One undeniable strength of the Nigerian education system is the unwavering dedication exhibited by many teachers. Despite facing financial challenges, with some earning minimum wages or experiencing months-long delays in payment, these educators continue to show up, driven by their deep passion and commitment to their profession. 

Their commitment often becomes a source of inspiration, leading to the cultivation of more dedicated teachers among students. This resilience within the teaching community contributes significantly to how far the Nigerian education system has come.

Skilled and competent professionals in various fields

The Nigerian education system not only nurtures dedicated teachers but also shapes individuals into skilled and competent professionals across various fields. It’s a wellspring of talent that extends beyond the realm of education, giving rise to exceptional doctors, lawyers, artists, musicians, actors, scientists, economists, and more. 

This diverse pool of professionals enriches the nation’s human resources, contributing significantly to various sectors and reflecting the breadth and depth of talent within the educational system in Nigeria.

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Diverse and inclusive curriculum

The Nigerian education system stands as a testament to its commitment to diversity and inclusion. Recognizing the nation’s rich tapestry of cultures and backgrounds, it has implemented specialized programs such as the Nomadic and Distance learning educational system . 

These initiatives aim to ensure that education reaches every corner of the country, catering to the unique needs and circumstances of various communities. Aside from promoting access to education and making surviving in university easier for all Nigerians, this diversity and inclusivity in the curriculum celebrates the nation’s rich mosaic of identities and experiences.

Tailored educational programs for diverse communities

One significant strength of the Nigerian education system lies in its ability to develop educational programs that cater to the unique needs of diverse societal groups. Nigeria, with its rich cultural tapestry and multitude of languages, recognizes the importance of tailoring education to fit various communities. 

This approach ensures that educational content is culturally relevant and accessible to learners from diverse linguistic and cultural backgrounds. For example, in regions with distinct native languages, schools often offer bilingual education or incorporate local languages into the curriculum. 

Not only does this facilitate better comprehension but also serves to preserve and promote indigenous languages. This in turn contributes significantly to the preservation of Nigeria’s cultural heritage .

Weaknesses of the Educational System in Nigeria

Insufficient funding .

One of the most pressing challenges facing the Nigerian education system is the chronic issue of underfunding. This problem stems from the budget allocation decisions made by successive administrations. Often, education receives a paltry percentage of the national budget, leading to inadequate resources for schools and institutions. 

This financial scarcity is a root cause of recurring issues like strikes by bodies like ASUU and the existence of TETFUND. To foster a conducive learning environment, learning materials must be made accessible and affordable, particularly in government-owned schools. 

The absence of these essential resources hampers the teacher’s ability to effectively convey lessons to students. Moreover, insufficient funding affects research endeavours, where financial support is essential for efficient completion. 

Unfortunately, research is predominantly emphasized in tertiary education, leaving basic education largely untouched. This oversight represents a missed opportunity to address educational challenges in Nigeria comprehensively. 

A robust commitment to research across all levels of education could position Nigeria as a global hub for learning and innovation.

Not prioritizing academic and nonacademic staff welfare  

Every individual contributing to the education of the nation’s future generation plays a crucial role in nation-building. Their decisions and actions have the power to shape the destiny of children. Recognizing this immense responsibility, their welfare must be accorded the highest priority. 

Unfortunately, in Nigeria, this is often not the case. For instance, the Academic Staff Union of Universities (ASUU), whose strikes have disrupted the lives of millions of Nigerian university students for extended periods, as they press for their demands from the federal government. 

Moreover, some state governors appear more focused on other infrastructure projects like iconic buildings and flyovers, often neglecting their state teachers by failing to pay their salaries for several months. 

This disregard for the well-being of those entrusted with educating the nation’s youth is a critical issue that must be addressed to ensure a thriving education system.

Nepotism’s influence on the Nigerian education system

Nepotism has permeated the Nigerian government system, casting a shadow on ministries across the board, including the Ministry of Education. Several administrations have treated these appointments as rewards for political loyalty, leading to the appointment of individuals ill-equipped for the roles they assume. 

Lacking the technical knowledge necessary for informed decision-making in education, they often make ill-advised choices or simply maintain the status quo. This approach stifles progress in the Nigerian education system, contributing to its current state of affairs. 

The educational system in Nigeria can only advance when appointments are based on merit, and individuals with the expertise and passion for education occupy these critical roles.

Lack of research implementation

Another notable weakness in the Nigerian educational system is the failure to put research findings and strategies into practice. This shortfall hinders the system’s ability to adapt and improve. 

Conducting research and developing strategies are essential steps, but their impact is minimal if not translated into meaningful changes in classrooms and educational policies. 

To strengthen the education system, there must be a commitment to implementing research outcomes and utilizing effective strategies for the benefit of both educators and students.

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Recognizing the strengths and weaknesses of the Nigerian education system is the first step toward meaningful reform. Nigeria must place education at the forefront of its national agenda, allocating the necessary resources, prioritizing the welfare of educators, promoting merit-based appointments, and implementing research findings to drive positive change. 

Only through these concerted efforts can Nigeria’s educational system truly evolve, ensuring a brighter future for generations to come.

Edited by Priscilla Ajayi .

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Education in Nigeria is in a mess from top to bottom. Five things can fix it

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Dr. Omowumi Olabode Steven Ekundayo is affiliated with with the Liberation Party and works with the party as an administrative consultant.

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Nigeria’s education system is based on the (1)-6-3-3-4 formula: one year pre-primary education, six years primary, three years junior secondary, three years senior secondary, and a minimum of four years tertiary education.

The model had been used successfully in China, Germany and Ghana before Nigeria adopted it in 1989.

But it’s never been fully implemented in Nigeria. Although successive governments have theoretically upheld its objectives, none has successfully implemented the policy.

Nigeria’s educational system is in assorted crises of infrastructural decay, neglect, waste of resources and sordid conditions of service. The country has over 10 million out-of-school children . That’s the highest in the world. Another 27 million children in school are performing very poorly . Millions of Nigerians are half-educated, and over 60 million – or 30% – are illiterate .

On top of this, many eligible young Nigerians can’t gain admission into public universities. At the same time prohibitive tuition fees, among other factors, are a barrier to the country’s private universities.

As the Buhari-Osinbajo government starts its second term it should focus on key areas that will dig Nigeria’s education system out of the deep hole it’s in. I have identified five priorities it should attend to first.

Appointment

The new government should appoint an expert Minister of Education, not a political party lackey. In the past, Nigeria’s educational system has fared better under expert education ministers who earned their stripes through the system.

Take Professor Jubril Aminu, who served in the portfolio from 1985 to 1990. The 6-3-3-4 system was inaugurated during his tenure. Aminu also introduced “ nomadic education ” in 1989 for nomadic Fulani and other migrant ethnic groups.

Aminu was followed by Professor Babs Fafunwa (1990 to 1992). He overhauled the national education policy. He also provided room for education in mother tongue, a universal practice which most African countries have not fully implemented. UNESCO recommends education in mother tongue because of its immense advantages .

Lastly, under Professor Sam Egwu (2008 to 2010), a controversial agreement was signed between the government and the union representing the country’s academic staff . The agreement – signed in 2009 after drawn-out negotiations – stipulated conditions of service and remuneration for lecturers, the autonomy of universities and how the government should fund tertiary education.

But successive governments have violated the terms of the pact, claiming that they didn’t have the money to meet some of its terms. Officials claimed that sections of the pact were difficult, and in some cases impossible, to implement. However, the union rejects these claims and has accused the government of using delay tactics and questionable criticisms to frustrate the deal.

Funding is the biggest problem confronting Nigeria’s education system. The percentage of the budget allocated to education annually is abysmally low. In 2018, only 7.04% was allocated to education. This is far below UNESCO’s recommended 15%-26% .

Nigeria’s experience with the commercialisation and neglect of government secondary and primary school levels has led to poorer education outcomes. Nor is privatisation the answer: it’s only likely to widen the gap between the rich and the poor. It will deny many children affordable quality education, increase the rate of illiteracy and reduce academic performance at the tertiary level.

If the government continues to privatise government-owned universities, as is already the case with the proliferation of private universities with high fees, tertiary education will become the exclusive preserve of the rich upper class. This, in a country where more than 90% of the population is currently living in abject poverty .

The government should also cut wasteful expenditure. For example, I would argue that the “school children feeding programme” is a massive drain on resources.

Government reported earlier this year that it allocated 220 billion naira for the programme and of that, about 50 billion naira was wasted. This money could have be spent on more pressing problems such as building more classrooms and equipping them, supplying teaching and learning materials and improving staff welfare and remuneration.

Money for research

Research suffers in three ways in Nigeria. First, researchers work without sponsorship, particularly in the core sciences. The Tertiary Education Trust Fund is virtually the only source of money. The Trust funds and sponsors research projects, gives grants for research and sponsors lecturers for academic conferences, among other things. But its resources are limited and its operations are slow, highly selective and sometimes politicised.

Secondly, study findings are often abandoned on library shelves because the government isn’t committed to research-oriented development. Researchers don’t have the means to promote their work and research findings.

Third, research output is mediocre and repetitive because there are no effective measures in place to track research output nationwide.

Stop incessant strikes

In 1978, the Academic Staff Union of Universities was established to represent academic staff in Nigeria’s universities. Since then , there have been strikes almost every year, disrupting the academic calendar.

To stop these annual disruptions, the government must increase budgetary allocations to the sector and honour agreements that have been signed with the unions.

The only way that strikes will be stopped is if the welfare of all staff, from teachers to lecturers, is prioritised.

In conclusion

If these priorities are successfully implemented, Nigeria’s education system would be well on its way to realising government’s commitment to its own policies and the United Nations’ Sustainable Development Goals .

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History of education in nigeria

2019, yobe state university

After a critical review of relevant literature, examination of education ordinances and Codes, National Policy documents and relevant documents of the Federal Republic of Nigeria, the paper showed that different educational policies have been formulated Since the colonial era to date. The paper reviewed the different literature and presented the education ordinances, codes and policies under three (3) eras which are; the preamalgamation Era (1848 -1908), post-amalgamation to Independence (1914-1960) era And post-independence (1961) to 2013. In all, the paper observed frequency in the Change of the educational policy thrust of the nation and showed that three (3) Ordinances were enacted in the pre-amalgamation era, ten (10) in the postamalgamation To Independence era and ten (10) from Independence to 2013. The paper showed that most of the educational policies and amendments were centered more on reviewing the existing policies even after Independence. No attempt was made on formulating an educational policy that is original and indigenous to Nigeria. The paper highlighted different trends and specific issues on the disparity between the educational policies and its implementation in the context of the wider national development Processes. Finally, the paper also made some conclusions and recommended an adoption of a holistic and systematic approach to the formulation of future policies. It Also suggested a paradigm shift from overlooking the nursery education to paying more Critical attention to that stage of education as it represents the beginning of the Developmental stages of human development. This is to reflect the current realities of Our time

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There is a widened western educational gap between the north and south of Nigeria with the predominantly Muslim areas of the north lagging behind due to some historical antecedents. In the colonial era the British educational policy did not address the aspirations of the people leading to a clamour for change in the post-independence era resulting in the first indigenous National Policy on Education in 1977. Changes have resulted in three revised editions of the national educational policy. This paper reviews the educational policy in the Federal Republic of Nigeria since 1944, highlighting specific issues on the disparity between educational policy and the implementation in context of the wider socioeconomic and political development process. This is a case study of the peculiarity of educational policy development in a pluralistic society and developing country, with unity and developmental concerns.

katrina francis

This paper attempts a trend analysis of educational policy formulation in Nigeria and also examines the implication of Nigeria's experience on both educational planning and policy making in the country. It traces the formulation of educational policies right from 1914 (when Lord Lugard amalgamated the Lagos colony, Southern and Northern protectorates, and his wife named the region Nigeria) up to 2004: the current moment. The British colonial administrators introduced an indirect rule policy in her colonies in West Africa. Indirect rule was an administrative system, which Lord Lugard introduced into Nigeria. It was a system of administration, which the tutelary power recognized the existing traditional, structure and used such for the administration of the Lagos colony and Southern and Northern protectorates. The policy restricted the spread of both Christianity and Western education to the Northern protectorate. This accounts for the gap in the level of educational development between the North and the South. This has implications for both planning and policy formulation in education. The colonial administrators adopted British form of education in Nigeria. The colonial educational policy did not address adequately the aspiration of Nigerians. Hence, the 6-3-3-4 educational policy was introduced. The policy sought to introduce a functional technology – based education, which could sustain the economy. The Nigerian experience has a lot of implications for planners, who should be conscious of our local peculiarities, particularly the heterogeneous nature of the Nigerian society and the gap in level of educational development amongst the different segments of the society. It is essential for policy formulators to begin to initiate policies that will promote unity, equity and even development of education in the country. Introduction Certain historical antecedents have impact on how educational policies are formulated and implemented in Nigeria. The Lagos Colony, Southern and Northern protectorates were British colonies, which were amalgamated in 1914 and named Nigeria. The territory remained a British colony till 1960 when it attained independence. The colonial administrators introduced an indirect rule policy. Indirect rule was an administrative system, which Lord Lugard introduced into Nigeria. It was a system of administration in which the tutelary power recognized the existing traditional administrative structure, and used such for the administration of the Lagos Colony, and the Southern and Northern Protectorates. The indirect rule policy recognized the Islamic education in the Northern Protectorate; hence the Christian missionaries were restricted from spreading both Christianity and Western education to the region. This accounts for the gap in the level of educational development between the North and the South. This has a lot of implications for the planning of education in Nigeria. Of recent, the Federal Government has put in place several educational policies (such as the quota admission, the educationally disadvantaged and less disadvantaged

Victor Ekwukoma, Ph.D

This paper focused on situation and policy analysis of education in Nigeria. It started with a short geographical and historical foundation of Nigeria. Principles and general objectives of education in Nigeria were succinctly examined. Other policy issues in the Nigerian education discussed include: The 6-3-3-4 System of Nigerian Education, levels of education in Nigeria and the structure of the Basic and Post Basic Education Curricula. From the preceding analysis, it is crystal clear that Nigeria has very fantastic educational objectives, philosophy, principles, structure and policies. The problem with the Nigerian education is at the implementation stage. The problem of implementation encompasses non-availability of qualified and competent personnel in the system due to the politicization of staff recruitment exercises; non-availability of material resources and poor funding; corruption and lack of patriotism, commitment and administrative will.

Moses Solomon

International Journal of Education & Literacy Studies [IJELS] , Abayomi Alase

This article looked at the maturity of the Nigerian educational system from independence until now. As a comprehensive and historical review of the educational system/standard in Nigeria, this article examine some of the educational issues/shortcomings confronting the Nigerian people, and their inability to anticipate and strategically plan a course of action to handle the stressors. Additionally, this article also discussed the effects of globalization and how it has transformed/reshaped the fundamentalism of educational practices in Africa. As such, the problem with the Nigerian educational system is that it is lacking in many educational areas. It is recommended that the Nigerian government facilitate the development/construction of new infrastructures. For any society to grow/function properly, economically, developmentally, and/or fundamentally it needs certain infrastructures in place, i.e., standardized and structurally sound school buildings. Keywords: Nigerian educational system, UPE in Nigeria, UBE in Nigeria, Public and private universities in Nigeria

Samuel Habila

JEP|eJournal of Educational Policy

Prof. Babatunde A . ADEYEMI

There is no doubt that Nigeria as a nation had witnessed a series of Educational Systems since its birth in 1914. Immediately after independence in Nigeria, there were a lot of ills and shortcomings in Nigerian educational system as it was based on the British educational system which did not pave way for yearning needs, interests and aspirations of Nigerian society. This gave birth to 1969 curriculum conference that focused on Nigerian children in Nigerian society with National policies on Education in 1977, 1981, 1998 and 2004 respectively (FRN, 1977; 1981; 1998; 2004), all with the prime purpose of improving the quality of Nigerian Education. For the purpose of this paper, emphasis was on four educational systems in Nigeria. These are: 6.3.3.4 (Fabunmi, 1986) system of education, Nomadic education, Distance and Open Learning Education and Universal Basic Education. Their strengths and weaknesses were examined and conclusion made.

IASET: International Journal of Library & Educational Science

Rev. Fr. Wenceslaus Ofojebe

Secondary education is received subsequent to primary education, and prior to tertiary stage. Secondary education is indispensable for national development. Nigeria has comprehended its importance and, therefore, successive governments since independence in 1960 have prioritized secondary education and have advocated policies to improve its quality. The National Policy on Education (NPE) and other adjunct policy documents were established to guide secondary education in Nigeria. The National Policy on Education asserts that the success of any system of education can be realized only with proper planning, competent administration and adequate financing; in addition, the management and day-today administration should develop on the basis of the life and social ethnics of the community which they serve. Keeping in mindthe importance of National Policy on Education for the Federal Republic of Nigeria, this study provides an insight into its policy and curriculum provisions. At first, the concept of policy and policy analysis are defined. A brief glance of the secondary education policies in Nigeria from 2000 to 2016 follows. Subsequently, we present an overview of the curriculum provisions for the policy. Finally, certain consequences of the policy were noted as well as some strategies were suggested for better implementation of the policy.

Filosofiya osvity. Philosophy of Education

Benson P E T E R Irabor

It cannot be over-emphasized, the consensual outlook among scholars that education is the bedrock of development of any society. However a careful examination of the present status quo of Nigeria’s education is replete with countless issues and challenges that have the capacity to compromise the role education plays in national development. Such challenges as insufficient quality of curriculum, policy making and implementation, imperfect certification and lack of competence are typical to the Nigeria`s educational system. In general, there is a gap in the Nigerian education system between the formulation of educational policy and its implementation, which has resulted in the low performance of Nigerian education in recent times. These challenges are some of the fundamental pointers to the plummet in the country’s educational system, hence their solution need to be properly prepared to be able to contribute to the overall human development. As a result, this research explores the pot...

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Nigeria’s education system facing challenges of retaining students – UNICEF

T he United Nations Children’s Fund, UNICEF, has said the education system in Nigeria faces challenges in retention, transition and completion by students –particularly in the North East and North West regions of the country.

Speaking during a two-day regional stakeholder meeting on out-of-school children and retention, transition and completion models in Bauchi, Gombe and Adamawa states, UNICEF’s Bauchi Chief of Field Office, Tushar Rane, said the situation has become worse compared with 10 years ago.

According to him, over the past decade, the situation has worsened, with a significant number of primary and junior secondary school-age children out of school, totalling 10.2 million and 8.1 million respectively, a situation which places Nigeria at the forefront of global challenges in education.

“Only 63 percent of primary school-age children regularly attend school. According to the Multiple Indicator Cluster Survey 2021, only 84 percent of children effectively transition to junior secondary education after primary school completion. Less than 50 percent – about 2.4 million – of the 5.9 million children who commence Primary Grade 1 annually in Nigeria persist to the conclusion of Junior Secondary Grade 3,” he said.

In his address, Yawoji Ahmed Bala, a director from Gombe State Universal Basic Education Board, cited factors like early marriage, peer pressure, and social norms as contributing to the high number of out-of-school children.

DAILY POST reports that the stakeholders’ meeting aimed to garner collective commitment towards developing and implementing strategies to reduce the number of out-of-school children and improve retention, transition, and completion rates, particularly for adolescent girls and boys in secondary education.

The meeting, attended by commissioners of education from the states and executive secretaries of state SUBEBs, emphasised the urgent need for concerted efforts to address the challenges in Nigeria’s education landscape.