EXPLORING THE TRUE ESSENCE OF EDUCATION IN NIGERIA

I recently came across an Instagram post asking, “What is one thing you thought was important but ended up regretting when you did it?” A woman replied, “Going to school”. She mentioned funding her education to get a degree, only to struggle afterwards as if she hadn’t gone to school at all. This comment reflects the stark reality of many Nigerians.

Many Nigerian youths balance self-funded education with the struggle to survive, hoping things get easier after school. Unfortunately, the struggle continues after graduation from universities, with many seeking diverse incomes in Nigeria’s volatile economy or joining the 42.5% of unemployed Nigerian youths. This cycle leaves many questioning whether schooling and education in Nigeria is a Ponzi scheme.

This reality inspired the creation of the ‘school na scam’ anthem by TDY and Gururu in 2019. While many Nigerans agree with, and continue to sing along to this sentiment, Ronald Kaunda; Zambian YouTuber and Educator, would not. He defines education as a process – not a place – of creating and transferring knowledge from teacher to learner. This definition emphasizes education is incomplete without practice or sharing. In my view, the concept of practice, on the other hand, involves using the knowledge obtained in schools to learn how to survive in society.?

This definition breathes new life into the concept of education, yet it opens a can of more unanswered questions about the educational process in Nigeria. If this is what education is supposed to be, why is the Nigerian education system filled with textbooks but lacking in real knowledge? Why do people invest a lot of resources in schooling only to graduate and remain jobless for years? Why do youths continue to endure the hardships in Nigerian schools despite being aware of this problem? Why are degree holders often considered more eligible for employment, even though they graduate with minimal practical skills? Finally, what exactly is education supposed to be, and how should it benefit society?

What is education supposed to be?

Education is often called the backbone of society. Ironically, the meaning and application of education in any society is influenced by the educational philosophy that guides it. Educational philosophy refers to the interpretation of the fundamental nature and purpose of education within a specific cultural framework. These philosophies are endless, but it can be categorized into four major types namely, Perennialism, Existentialism, Progressivism and Social Reconstructionism.?

Perennialism suggests that education should focus on the teachings and insights of past great thinkers. The rationale is that history often repeats itself, and young people should be prepared for such circles. This philosophy heavily emphasizes the teachings of Western Civilization. It supports a teacher centered environment where facts are presented, and discussions are held to embed these concepts in the minds of students. If you take this philosophy and throw it into a blender with the rote learning and examination-based methods, you already have the Nigerian educational system. But hold that thought, let’s explore the other major forms of educational philosophies and the countries that apply them.?

The existentialist approach, on the other hand, is evident in the German educational system, where students receive compulsory education for a maximum period of 10 years, after which they will be given the flexibility to pursue vocational training as part of their further education. The existentialist philosophy is grounded on the idea that education should shape the identity and essence of an individual. This approach encourages developing characteristics, passions and ideologies that make a person unique. It also sharpens these characteristics into tools that can be used to survive in society. Similarly, this approach is teacher-centered but, unlike perennialism, it places greater emphasis on practical skills, and it teaches the youths to think for themselves. Progressivism is pragmatic approach, emphasizing that human experiences take precedence over theoretical knowledge. Finnish schools use this approach. Education there is designed to develop and grow interests through practical experiences and testing is not a necessity. The country only recognizes one compulsory nationwide exam which takes place at the end of high school. Lastly, social reconstructionism is applied exactly as its name suggests. It uses educational institutions as tools for promoting reforms and ideologies critical to society at that time. For instance, China in the 20th century used this philosophy to promote the communist ideologies in classrooms. Oftentimes, a single ideology is used as the foundation of a society’s educational philosophy, but it can be enriched further by incorporating elements from others. For instance, a school which teaches its students based on the existentialist philosophy might adopt certain principles from social reconstructionism to guide how students should act or behave in society.?

Consequently, these philosophies and their application in societies illustrate that educational models often follow the ‘garbage in, garbage out’ concept. Thus, the way young people are educated speaks volumes – not just in terms of financial survival, but also in deeper areas like the discovery and development of passions, pride in cultural heritage and critical thinking skills. Most importantly, the approach to education influences whether people will value or enjoy their learning experiences. Back to the Finland example, for a country that doesn’t emphasize heavily on rote and exam-based learning, it boasts of some of the best readers worldwide. Now consider Nigeria, where reading is the center of student life throughout the 20 plus years of compulsory schooling. How many students actually read educational books for knowledge and not just to pass exams?

Education in Nigeria

Contrary to common beliefs, indigenous educational systems such as the Nwa Boi tradition existed in pre-colonial Nigeria. Students placed under these systems were also known to thrive because they received hands-on experiences and close guidance for mentors. For instance, the Nwa Boi tradition of the Eastern region has been instrumental in helping Igbo families rise out of extreme poverty, even in today’s society. What came with colonialism, however, was formal education. This form of education came with strong emphasis on perennialism and social reconstructivism. People were taught to adopt the thoughts of great white thinkers and were socially reconstructed to view Western culture as supreme. In my view, this introduction also mirrors what happened in China with the acceptance of communism in the 20th century - it aimed to make the society more pliable for colonial administration. While it offered appealing elements like science, learning a new language, the allure of dressing and acting like a foreigner as well as working closely with foreigners, the fundamental goal of this system remained the same: to suit the demands of that particular era.??

The issue with introducing this system and its once ‘cool’ benefits to Nigeria is that it never truly left. We moved away from, and even began to criticize, the indigenous ties that make us unique, while continuing to uphold the rigidity of Western-themed formal education. English was favored over native languages in schools, and those who gained wealth through trades were labeled as illiterates with white-collar jobs becoming the aspiration. Since independence, Nigeria has shifted from one educational model to another: first, the 6-3-3-4 system of 1982, then the 9-3-4 model of 2004, both focusing on teaching basic life and societal skills. However, Nigerians still struggle to apply classroom teachings in real life. Similarly, education reform policies have been poorly planned and implemented. For instance, the agenda for the 6-3-3-4 system introduced by Prof. Babs Fafunwa, aimed to produce self-reliant graduates with marketable skills for the job market. It also allowed for technical schools and flexibility in secondary school education. However, those with technical certificates still needed formal degrees to be considered ‘literate’ in society. This shows that the problems and misinterpretations of our educational system are ingrained both in our society and our mindset. When combined with issues like underfunded federal schools, the inability of the common man to afford better-equipped private schools, outdated curricula, and a heavy reliance on exams and memorization, the educational system in Nigeria can mildly be described as a mess. These issues have shifted education from its original goal of imparting knowledge for survival to other purposes. Many Nigerians spend 20 years in school only to enter society and start learning what education should have taught them.

In a recent interview I conducted, twelve persons aged 20 to 40 years had diverse but unsurprising views on the reasons for their pursuit of education in Nigeria. Five stated that they wanted to unlock the opportunities available to those with formal education. Two wanted to stay occupied after secondary school and one mentioned parental pressure for attending school. Only two expressed genuine interest in their courses and a desire to develop their interests further. One respondent who was over 40 shared that he wished he had pursued vocational training instead of university education. This way, he’d have become self-employed. He further stated that this is what is needed in Nigeria’s current climate, considering the unfavorable working conditions attached to the ‘glorified’ white collar jobs and the high standard of living in the country.?

Ironically, the interviewed persons who went to vocational schools instead of universities to develop skills or passions, stated that they were often overlooked for jobs they’d wanted due to lack of formal certification. One stated that she had to go back to a university, so that she could even the playing field. Deeper dive into this research shows that there is a persistent gap between what it takes to survive in Nigeria's society and the skills of those with formal or vocational training.?

Vocational students often face discrimination for lacking certificates despite their practical skills, while formally educated students struggle with only degrees in harsh job markets. Employers, on the other hand, often demand both degrees and years of practical experience. A feat which is difficult to obtain while being buried in books and an exam focused system. Consequently, parents who watch their children come back home repeatedly due to strikes, still push them back for degrees. They remain glued to a time when Western education and its prospects seemed to be working in the society. Although, it is failing now, the worst-case scenario for their children could be a job that does not pay well. These issues are mainly a smear on other problems, like the high unemployment rate in the country, the continued downslope of Nigeria’s economy or the inability of schools to teach youths how to solve pressing problems in the country. Instead, they learn to absorb a foreign culture and the thought processes of thinkers that are irrelevant to their society. It is truly a daunting cycle.?

Can this cycle be broken?

The educational philosophies explored and their application in diverse countries show that Nigeria’s system can also be fully reformed. However, change must start with a mindset shift, rather than blaming just the Government. In Nigeria, being ‘educated’ often means speaking English fluently, wearing a suit, and going to work every day, an outdated ideal in today’s world. Factors like COVID-19, the erosion of local cultures, the creativity of Gen Z and the persistent growth in technology demand a redefinition of education in Nigeria.

True education should not be about mimicking Western ideals but connecting individuals with their culture, passions and society. It should empower individuals to thrive in their society. Teaching children in regional languages doesn’t diminish their education. In China, where all students, including foreigners, are educated in the local language demonstrate the effectiveness of this approach. Vocational skills should be valued equally with tertiary education, as seen in Germany’s dual education systems. Similarly, focusing more on national history and local issues rather than textbooks on ‘which-whiteman-did-what’, and emphasizing practical learning over rote memorization, will not diminish the quality of education in Nigerian schools. Nigeria is maturing beyond the point where colonialism can be blamed for its problems. While colonial legacies set deep foundations, it is our responsibility to unlearn outdated practices and find solutions that work for us. The first step towards achieving this is by giving Nigerians proper education.?