Module Three:
Historical Antecedent
The
Southern and Northern protectorates were amalgamated in 1914, named Nigeria,
and Lord Luggard introduced the direct rule policy
The
indirect rule system introduced in Nigeria recognized the existing traditional
administrative structure, and used such for the administration the Lagos
colony, and the Southern and Northern protectorates
The
disparity in the level of educational development between the Northern and
Southern protectorates can be attributed to the fact that the indirect rule
policy recognized Islamic education which restricted the spread of Christian
missionaries and Western education to the North.
The
6-3-3-4 education policy was introduced in 1977; sought to introduce a
functional technological-based education; and was introduced to provide
technology-based education that could sustain the economy.
The
colonial administrator administered education through the use of 1882, 1887,
1916, 1926, 1948, and 1952 ordinances
The
1882 education ordinance for the British West Africa territories of Lagos, Gold
Coast, Sierra Leone and Gambia prescribed the following
i.
a
capitation grant for each subject
ii.
award
of grants for organization and discipline, special grants for schools that
obtained high percentage of passes/high standard of general excellence
iii.
a
capitation grant in proportion of the average attendance at school
The
1926 education ordinance was regarded as a landmark in the development of
education in Nigeria because it recommended the
i.
registration
of teachers as a pre-condition for teaching in any school in Southern Nigeria
ii.
specific
functions and duties of supervisors or mission school inspectors
iii.
regulated
the minimum pay for teachers who were employed in an assisted school
The
1952 education ordinance became an education law for the country; enabled the development
of different educational policies and systems for the Eastern, Western and
Northern regions of Nigeria; and subjected all schools (public or private) to
inspection by the Regional Director or his representative and the Inspector
General or his representative.
The
Ashby Report of 1959 revealed that
i.
few
school teachers were qualified and certificated
ii.
there
was imbalance in the development of education between the North and South
iii.
there
was limited admission opportunities for primary school leavers
The
education edicts of 1966 - 1979 had the common feature of school take-over from
individuals and voluntary agencies, establishment of school management boards
and a unified teaching service.
In
the 1979 constitution, the education objectives included:
i.
directing
government policy towards ensuring equal and adequate educational opportunities
at all level;
ii.
promoting
science and technology;
iii.
providing
free, compulsory and universal primary education, free secondary education and
free adult literacy programme as and when practicable
