Impact of the British colonial rule on the Nigerian Education Policy on Secondary Education.

Education plays a vital role in every society as it ensures the well-being and survival of individuals while upholding the integrity of the social system. (Garba, 2012:53).The effect of British colonial rule on the Nigerian secondary education system has been significant and continues to be felt in various aspects of the Nigerian educational structure. (Garba, 2012:53). One crucial aspect of this endeavour has been the transformation of pre-existing educational systems, which primarily served to perpetuate the colonial structure of dependence and elitism. (Woolman, 2001:1). Before the arrival of British colonial rule in Nigeria, the predominant form of education in the country was informal yet practical. However, with the colonization of Nigeria, the educational system underwent a transformation from a progressive approach to an essentialist one, serving the purpose of facilitating the colonialists' objectives of colonization. (Garba, 2012:53).

This essay critically examines the origins of the modern education system in Nigeria, tracing its roots back to the efforts of missionaries and later, the impact of British colonial masters, whose interests played a significant role in shaping the educational landscape. It also examines the policies surrounding secondary education in Nigeria and their connection to the British colonial era (Adeyeri & Adejuwon, 2012). ?The Nigerian education system has undergone numerous reforms from the British colonial era to the present.

Missionary Influence on Nigerian Education

The foundation of modern education in Nigeria can be traced back to the efforts of Christian missionaries during the 19th century. These missionaries established schools to propagate Christianity and Western values, introducing the rudiments of formal education to Nigerians. While their intentions may have been genuine, it is essential to acknowledge that their curriculum was heavily influenced by Western perspectives, often overlooking indigenous knowledge and cultural practices. ?(Garba, 2012:56).

During this period, the curriculum predominantly focused on religious studies, English language, and basic arithmetic. This early exposure to Western education laid the groundwork for future developments in the Nigerian educational system but also sowed the seeds of an implicit preference for British-style education over indigenous alternatives. (Garba, 2012:56).

British Colonial Influence on Nigerian Education

With the onset of British colonialism in the late 19th century, the Nigerian educational system underwent significant transformations. The British colonial administration sought to create a compliant and efficient labour force to serve the interests of the British Empire. Consequently, the educational system was designed to produce clerks, interpreters, and low- to mid-level administrative staff to facilitate colonial rule. (Garba, 2012:54).

The colonial authorities further expanded Western-style education across Nigeria, leading to the establishment of more formal schools and colleges. However, the curriculum remained Eurocentric, emphasizing subjects like history, literature, and mathematics, with limited attention to Nigerian history, culture, and local languages. The colonial educational policies aimed at producing a docile population subservient to British rule, thus further entrenching the perception that British education was superior. (Garba, 2012:53).

?One significant policy was the 1882 Education Ordinance, which was introduced for British West African territories, including Lagos, Gold Coast (now Ghana), Sierra Leone, and Gambia (Ijaduola, 1998). After the Separation of Lagos Colony from the Gold Coast in 1886, enacting a purely Nigerian Education ordinance became necessary, leading to the establishment of the 1887 Education Ordinance. In 1916, the Education Ordinance and Code was approved to cater to the entire country and emphasize the need for a standard primary and secondary education based on good character and usefulness to individuals and the community. Additionally, a memorandum on Education Policy in British Tropical Africa was dispatched to the colonies in March 1925, serving as the basis for British colonial education policy. The 1916 Education Ordinance was motivated by the need to provide a framework for this memorandum and address the proliferation of primary schools in Southern Nigeria (Osokoya, 2002).

Subsequent policies included the 1948 Education Ordinance, based on the report of the Director of Education and Sir Sidney Phillipson, and the 1952 Education. The ordinance, which facilitated the development of educational policies and systems in the newly created Eastern, Western, and Northern regions. In 1954, Nigeria became a federation of three regions Eastern, Western, and Northern—along with the Federal Territory of Lagos, as outlined in 1954 constitution. Each region had the authority to enact laws for its territory, creating Regional Education Laws (Ogunu, 2000).

In April 1959, the Federal Government of Nigeria established the Ashby Commission to investigate the country's workforce needs for twenty years (1960-1980). The commission identified an imbalance between different levels of education, resulting in limited admission opportunities for secondary school graduates and a need for more qualified and certified teachers. It also highlighted the parochial and literary nature of Nigerian education, which could lead to an imbalance in educational development between the North and South regions of Nigeria.(Osokoya, 2002).? Decree No. 14 of 1967, enacted by the Federal Military Government of Nigeria, restructured the country into twelve states, with Lagos remaining the federal capital. This decree subsequently influenced the Education Edicts of 1983-1999, characterized by the state

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Tabulated summary of educational policies in Nigeria since the British colonial era up till 2004.(Design by Samson Osalumese Aigbe).Extract from Historical Analysis of Educational Policy Formulation in Nigeria: Implications for Educational Planning and Policy By Martins Fabunmi (2003).?? International Journal of African & African American Studies Vol. IV, No. 2, Jul 2005. ?

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The Nigerian educational system has been influenced by British colonialism, leading to a lasting perception among Nigerians that the British system of education is superior to the Nigerian education system. The modern education system in Nigeria originated from the efforts of missionaries and was later influenced by the colonial masters, who had their own interests in mind. (Garba, 2012:53). Throughout the years leading up to independence, the Nigerian education system evolved based on the needs and priorities of its proprietors. However, the impact of colonial rule on the education system has persisted, and it continues to shape educational practices in Nigeria today. Unfortunately, the education system has not been able to effectively address the societal issues inherited from its inception until now, particularly at the secondary level.

Graphical representation of ?summary of educational policies in Nigeria since the British colonial era up till 2004.(Design by Samson Osalumese Aigbe).

From the graph above, it is clear that the education policies in Nigeria have undergone several changes right from the inception of the British colonization to post independence. (Imam,2012). This is because colonial education aimed to eliminate traditional or indigenous culture and consciousness, while also grooming a privileged group of subservient individuals. (Whitehead, 2005:317). ?Education policy concerns in African developing nations like Nigeria are still a critical issue of high importance, mainly because it serves as a means for development.(Woolman, 2001:1). However, it is essential that account is taken of political, economic and socio-cultural factors in examining national educational policies (Gipps, 1999:355). This is another area that the British colonial masters fail to recognise in their educational policies in Nigeria. During the colonial era, British educational policies failed to meet the educational goals of the people, which led to demands for changes after independence. (Imam,2012:2).? This ultimately resulted in the creation of the first indigenous National Policy on Education in 1977.(Imam,2012:2). Due to the continuous transitions of government tenures? in Nigeria, there have always been policy changes in the policies of secondary education in Nigeria and this has gone a long way in affecting the education system in Nigeria over the years. Different government come up with educational policies which are not sustainable within the lifespan of their tenure in office and these policies dies off as soon as they live office. Policy changes and inconsistences have a negative impact in the secondary education in Nigeria. (Garba, 2012:59). The 6-3-3-4 policy system of education was expected to contribute to the realization of noble aspirations for students of secondary schools . However, the policy has experienced significant shortcomings and has led to widespread academic underachievement. Despite the ambitious goals outlined in the National Policy of Education, Nigeria's educational system has fallen short in fostering the desired values and societal development. Moreover, it has failed to equip learners with a comprehensive set of skills and a value system that would enable self-reliance and successful integration into society. (Garba, 2012:59).

Post Colonial Theory

One the other hand, the education policies in the United Kingdom somehow enjoys stability and longevity which also have a good impact on their education system at secondary level. Due to this policy stability, the British education is design in such a manner that it empowers the student? to solve problem, criticise the norms, challenge the order of things and give the student some opportunities to choose a career pathway after their secondary education. Whereas the Nigerian education system is still operating as was design by the British colonial masters to meet their goals as at the inception before the independence which is still very much what it is till date even though there have been several policy changes in the Nigeria education system from 2004 till date . The educational gap between the northern and southern regions of Nigeria has widened over time, with predominately Muslim areas in the north lagging behind. This can be attributed to historical factors which can be traced back to the British colonial era in Nigeria.(Imam,2012:1). Although the period of British colonization in Nigeria spanned approximately a century and has since concluded, its enduring effects continue to resonate within the country to this day. (Garba, 2012:53). Even as a country, Nigeria has gained independence from its colonial masters since 1st October,1960 but we still operate under the strong hold of the impact and effect of our colonial masters.(Nkrumah,1965:3). This is because a graduate from Nigeria education system will leave school with a certificate and be searching for a white-collar job (Shaibu et al 2018:1) in a job market which is already saturated with too many graduates from different schools across the country and that makes the process so difficult to find a good job in Nigerian labour market after graduating from school as against becoming an empowered agency after school? like in the case of the British system of education.

Again, the British government make laws and policies that help their system and institutions like schools to develop and accommodate it citizens in one way or the other to become better. They have a working system that ensures that to a large extent things are working smoothly e.g., good road network, constant and steady light supply, good transportation system, etc. whereas in Nigeria the reverse? is the case. Any country that cannot get it right with-it education system in place is doom for failure in every other aspect of their national life as a country.

Also, from observation viewing the British education system from a different perspective when compared to that of Nigeria, there is a need for a deeper examination of the intricate relationship between colonialism and education. Kay and Nystrom (1971:12). It is essential to understand the extent and nature of the various influences that have shaped this relationship. Moreover, it is important to investigate how colonialists developed and justified educational policies. The role of Africans (Nigeria) in this process, which has been largely overlooked, deserves particular attention. There is a call to delve into these aspects for a more comprehensive understanding of the colonial impact on education. (Kay et al. 1971:13).

The issue of adaptation is another aspect of the problem that requires careful re-evaluation. The complex nature of adaptation has often led to confusion in the field of colonial studies. It is crucial to gain a comprehensive understanding of the various dimensions of adaptation to address this confusion effectively. (Kay et al. 1971:13).

Legacy of Colonial Influence

Even after Nigeria gained independence in 1960, the British educational system's legacy continued to exert influence. The Nigerian government inherited a system that was biased towards Western ideals, and this shaped subsequent educational policies. The focus on academic subjects and rote learning persisted, while vocational and technical education, which could have been more relevant to local needs, received inadequate attention. (Garba, 2012:57).

Moreover, the preference for British-style education persisted within Nigerian society. Parents aspired for their children to attend prestigious British universities, perceiving them as superior to Nigerian institutions. This perception has had far-reaching consequences, with a significant brain drain of skilled Nigerian professionals seeking better opportunities abroad, perpetuating the notion that the British system remains superior. (Garba, 2012:57).

Conclusion.

In conclusion, I like to say that the Nigerian educational system's trajectory was undoubtedly influenced by British colonialism, with origins in the missionary efforts of the 19th century. The colonial administration's pursuit of its interests, coupled with the legacy of biased educational policies after independence, has left a lasting perception that the British system of education is superior to the Nigerian alternative. A critical assessment of this perception is crucial to foster a sense of national pride, embrace indigenous knowledge, and develop an education system that addresses the specific needs and aspirations of Nigerian society.

The origin of educational policies in Nigeria can be attributed to the colonial era when the British governed the region, including Nigeria. The British-implemented educational policies did not address the unique requirements and ambitions of the Nigerian population. Consequently, there emerged a necessity for an authentically Nigerian educational policy that would suit the local circumstances. The existing national education policy is regarded as Nigeria's inaugural homegrown educational policy.

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The Nigeria education system has been overseen by the federal government of Nigeria via the ministry of education as well as the National University commission for higher education in Nigeria. (Jacob et al, 2020:126). My focus here is on secondary education in Nigeria. Taking a critical look at the education system in Nigeria for secondary schools, the federal government of Nigeria has given room for private individuals and organisations to provide education services of teaching and training at primary, secondary and tertiary level. (Amanchukwu et al, 2015:95). Service delivery refers to utilizing the existing educational services to attain educational objectives and goals. School plant encompasses all aspects within the school premises, encompassing the location, structures, buildings, equipment, and other essential elements such as machinery, laboratory equipment, and temporary or permanent structures. (Amanchukwu et al, 2015:95).

By close comparism between private and government educational secondary schools in Nigeria, there are so many areas of differences in their operations and deliveries. In private schools, students are made to pay for the services rendered in terms of education they received from private schools, pay for their school fees, ?for uniforms, books and other materials for learning. (Zuilkowski et al, 2018: 259). Teachers in private schools are employed by the proprietors of the schools. Through the expected guidelines for employment by the government, the proprietors set the requirement for employment for teachers to be employed for work. (Zuilkowski et al, 2018: 259). They are also at liberty to decide what other subjects to offer in their various schools outside the standard created by the federal government through the ministry of education in terms of curriculum and content of delivery. (Lattuca et al, 2009:13). Whereas in government institutions, the government provide the facilities for learning in terms of school buildings, policies, quality control, standardization, chairs and table as well as whiteboards and markers for teaching, computers for staff in their various offices. (Learning, E. 2019:6). The government employs? staff to run the schools i.e., the teaching and non-teaching staff.? The government makes the policies on which education is delivered in Nigeria. (Learning, E. 2019:6). ?These policies are also adopted by private schools as guidelines for their operations. When it comes to teachers’ qualifications in government schools for secondary education, The government set the standard for qualification with a minimum qualification of Bachelor of Education in any field of related discipline in teaching different subjects in secondary schools. (Learning, E. 2019:6). But in private schools the standard is somewhat different and varies for each school depending on the need for teachers in specific subject areas. (Amanchukwu et al, 2015:95).

The best place to learn is in a good learning environment. In most cases, private secondary schools in Nigeria provide? good learning environment than government secondary schools. Although, most government secondary schools have very large surrounding than private secondary ?schools. (Duruji et al, 2015:1).

Another area of concern that is worthy of note in this discuss is in the area of work pressure, job stress and job security for staff. (Siddiqui et al, 2015:160). The rate of staff turnover in government secondary schools as compared to private secondary schools is very low. This is because in government schools, the decision of employment, retirement, sanctions and termination of employment is not made by an individual in a government secondary school (i.e., the principal) but a group of senior officers in the arm of the government in the ministry of education in the hierarchy of leadership based on the structure on ground regarding this issue. Whereas in most private secondary schools, this decision lies in the? hands of the proprietors alone and this is one of ?the reasons for lack of job security for teachers and staff in private secondary schools in Nigeria unlike in government schools. (Zuilkowski et al, 2018: 259). Because of this fact, there tends to be more pressure of work on the staff and teachers in private secondary schools because decisions are made? by an individual on the days job which may place more demand on the time for close of work for teachers? and time to resume work every day. (Zuilkowski et al, 2018: 259).? In the context of employment at secondary schools in Nigeria, teachers tend to exhibit a strong preference for working in government schools over private schools due to several factors at play. ?

Recommendations:

From the information shared in the article, it is clear that teachers that work in private schools are always at the mercy of the school owners therefore I will recommend that:

·???????? Government should set up laws to protect the right of private school teachers in Nigeria.

·???????? Make adequate arrangements and provision for education in terms of budget allocation so as to meet the needs of the demands in the education sector.

·???????? Make laws and policies that will develop our education sector and make it at per with other countries

Conclusion?

In conclusion, teachers in Nigeria tend to prefer working in government secondary schools due to the perceived relaxed pace of work and greater job security. The bureaucratic nature of government institutions and the stability provided by established protocols contribute to a more comfortable work environment. On the other hand, private schools offer a dynamic setting with smaller class sizes and potential for higher salaries but may lack the same level of job security. Understanding these factors is crucial for educational policymakers and school administrators to improve teacher retention and job satisfaction across both sectors.

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