The State of Emergency on Education Debate Column in the Guardian

Proceedings of first KWASU Education Lecture, 2018

Can any nation grow without meaningful education? What is the hope of a country with uneducated children? Times and things are changing, and it is certainly a prime time African begins to value oriental education.

A Publication of Islamic University College, Selangor, Malaysia, 9(1), 2021

A crisis will always leave its impact on education in one way or another. Whether in the form of natural disasters such as pandemic, epidemic and flooding, or armed conflicts, banditry among others, children's right to education is threatened during emergency situations which drastically affect school enrolment. All these have great consequences on the economy of Katsina State, which worsen the capacity of the state to effectively fund primary education. Primary education in northern Nigeria is encumbered with numerous problems that include among others poor access, gender disparity, dropouts, diseases, banditry, displacement and low quality teaching and learning. Combined with these existing problems, educating the vulnerable children of the poor in the northern communities especially during COVID-19 has become a herculean task for all stakeholders. The population comprised primary school-age children, school officials, parents, LGEA officials and community leaders in Katsina State. The samples for this study were selected using the multi-stage random sampling approach. The research instruments for this study are survey questionnaire and interviews. The collected data were analysed using descriptive statistics and thematic analysis. The results identified groups of students who were at risk of dropouts from primary school education during crises. This would helped in increasing the number of school leavers in Katsina states of Nigeria. Also, the results delineated policy measures for implementation on school operations during crises. It also model framework for development of primary school education in Katsina. It was recommended among others educational administrators must articulate required policy framework and provide necessary infrastructure to aid education in times of crisis.

Abstract The aim of this paper is to discuss the type of education introduced by the colonialists, which encourages brain-drain, human capital flight and underdevelopment. The paper gives a brief on the indigenous African education which is considered outstanding because of its harmony with the socio-economic and political life of the society both in material and spiritual sense. The paper traces the root of the present Nigerian type of education to colonialism when the colonialists destroyed the existing African political and economic system and autonomy by dismantling the pre-colonial model of education and replaced it with new formal schooling for brain-drain and mental confusion for underdevelopment. The finding of the paper reveals that the education introduced by the colonialists in Nigeria was not an education for the realization of Nigeria’s national development goals. The educational system is not relevant to the immediate environment and was not designed to promote the most rational use of human, material and social resources that would enhance indigenous and home-grown development nor does it create confidence and pride in people as members of African society. The paper utilizes secondary source of data as its methodology. The paper concludes that the neo-colonial system of education in operation in Nigeria since colonial days failed to make impact on the development of human and material resources and other potentialities because of its incompatibility with the immediate environment leading to brain-drain and human capital flight and the nation continue to be moving backward giving room for underdevelopment. The paper recommends that the system of education should incorporate the indigenous needs and values and work hand in hand with the modern type, its philosophy and curriculum should also include both the formal and informal type of indigenous education with emphasis on practical application rather than one-way concentration on certificates.

Cice Series, 2011

Paulston and LeRoy's review of the literature indicated that most programs fell in the upper left quadrant of , and were designed to meet the so-called "manpower" or "human resource" requirements and the needs of dominant groups. Still, there were also a number of grassroots movements that viewed education as a catalyst for fundamental social changes.

This paper discusses the strategies for the Reconstruction of the Educational system of the Fulani Herdsmen infected Omala Local Government Area Kogi state Nigeria .The paper examines the concept of reconstruction, educational system, the Fulani, the Fulani Herdsmen and Omala Local Government. The paper also discusses the co-habitation of the Fulani and Omala indigenes, the Fulani/Omala indigene crises and the consequences of the crises to include: Loss of lives and property, looting, destruction of economic trees, destruction of school buildings, curriculum, teachers guide and syllabus, decrease in school enrolment as a result of emigration and outright closure of schools. A summary of the strategies for the reconstruction of the educational system in the area was suggested and this are: training and retraining of manpower, provision of curriculum, reinvigorating normadic schools, building of new classroom and administrative blocks and renovation of existing ones in these crises infested area.

Journal of Graduate Education Research: Vol. 3 , Article 5. , 2022

Education is the bedrock of development in every society. In developing countries including Nigeria, education is conceived as the tool through which national objectives (such as nation building, social integration and economic development) are achieved. Although education has so many prospects for developing countries, Nigeria continues to be crawling with its education sector. It is against this background that this paper seeks to answer the fundamental questions: what are the problems facing the Nigerian educational sector and in what ways can they be mitigated? The national policy of education (1998) in Nigeria has five working objectives and philosophies through which education is geared toward. However, the reality on ground shows that these objectives have not been achieved or have been minimally achieved. Through research, the authors of this paper have discovered the underlying factors for the decay and the agents, cankerworms eating up whatever should have enhanced the development of our educational system. The major problems of education in Nigeria are corruption and misplaced government priorities in policies. Others include poor funding; shortage of quality staff; dearth of contemporary infrastructure; indiscipline among stake holders, staff, students, guardians and government; decayed social values and impunity to existing laws and regulations in the operational modules as it concerns the educational system. The authors suggest that there should be aggressive and intensive sensitization on the need to discard and eliminate corrupt practices and institute a lasting legacy in accountability and transparency by institutional officers as well as amongst policy makers.

By 2030, the Nigerian education system would be referred to as top-notch. It would be a mirror to other universities all over the world. We would have world class structures with exceptional facilities. It would be an extremely competitive sector where people from all over the world would have a hungry desire to acquire knowledge from and get an education degree. Politicians, business mogul, the crème de la crème and the wealthiest in the nation would see every reason to allow their wards go through the Nigerian education system. The sector would be building a total graduate not graduates with theoretical knowledge alone, but also one with skills. They would be regarded as graduates of high intellectuals all over the world. Those that are studying overseas would beg to comeback home just to be called Nigerian graduates. There would be a hundred percent (100%) reduction crave for overseas education. There would be high enrollments and expansion in the sector. Nigerian students would compete with students of other countries in science and technology and then emerge winners. There would be massive competition between Nigerian institutions and other top-notch institutions overseas, but we would emerge winner. Our researches would be highly relied on. Our classrooms would have 21 st century software; state of the art tech/facilities and instructional materials. And as students are dropping their pen, there would already be jobs on ground for them. But all these would be hallucinations that can never be feasible if there is no paradigm shift in the education sector. This is the time for the sector to do something differently from what it used to. A famous quote says " Insanity is doing the same thing over and over again and expecting different results " To be referred as top-notch in the nearest future, we need to move from the usual to unusual. The major cause of delay in the transformation of the country's education sector is that Nigerians like to stick to the old method of doing things. They 'chant' change all

2013

Great changes are occurring in the global world, and the educational system must respond to these changes or become obsolete and irrelevant. There is evidence in Nigeria which over the year has shown that government investment in education has not achieved the desired results, goals and objectives. The failure of the educational sector has increased the incidence of poverty and deprivation of the vulnerable groups. Education in Nigeria is said to be an instrument "par excellence" for effecting national development. The country's educational goals should be clearly set out in terms of their relevance to the needs of the individual and those of the society, in consonance with the realities of our environment and the modern world. For the educational system in Nigeria therefore to be relevant to the needs of individual and the society, there must be radical changes in our educational system in terms of curricular content, methodology and instructional materials. It is onl...

Traditional or indigenous education is an educational system in which the individual learns the values, culture, norms, skills, language, habits of his/her own society; accruing from the individual's daily experiences which takes the process of listening, watching, observing and imitating, as well as acting and taking roles from the parents, elders and siblings. It was a functional system of education which aimed at integrating the recipient in society and making him/her self-reliant through such skills as vocational training in agriculture, hunting, fishing, weaving of baskets, rope making and smiting etc. This greatly reduced the level of unemployment, maintained morality and acted as a system of societal control in pre-colonial African societies. However, at the introduction of western education by the missionaries, this indigenous educational system was gradually phased out. At independence, Africans who assumed leadership maintained the status quo. This has caused several effects and calamities for Nigeria as a country. This can be seen in the level of unemployed youth who roam the streets in search of white collar jobs, petty theft, immorality, gangsterism, violence and the like. The paper examines these calamities and makes a passionate appeal that the government and modern curriculum planners device a way of integrating traditional education into the Nigerian educational system for the growth and development of Nigeria even as she grapples with the new 9-3-4 system of education and the vision 20-20-20 aimed at lunching Nigeria as one of the 20 developed economies of the world by the year 2020. Failure to do this we warn will make Nigeria and the other African nations to remain technological laggards. A useful dialogue between educational historians and educational policy makers could produce new areas of understanding and open new vista for reinvigoration of the wobbling educational systems, thus positioning them much more vintagely for the overwhelming trend of globalization and technological breakthrough which the country seeks to achieve by the year 2020.