|Nigeria Table of Contents
There were three fundamentally distinct education systems in Nigeria in 1990: the indigenous system, Quranic schools, and formal European-style education institutions. In the rural areas where the majority lived, children learned the skills of farming and other work, as well as the duties of adulthood, from participation in the community. This process was often supplemented by age-based schools in which groups of young boys were instructed in community responsibilities by mature men. Apprentice systems were widespread throughout all occupations; the trainee provided service to the teacher over a period of years and eventually struck out on his own. Truck driving, building trades, and all indigenous crafts and services from leather work to medicine were passed down in families and acquired through apprenticeship training as well. In 1990 this indigenous system included more than 50 percent of the school-age population and operated almost entirely in the private sector; there was virtually no regulation by the government unless training included the need for a license. By the 1970s, education experts were asking how the system could be integrated into the more formal schooling of the young, but the question remained unresolved by 1990.
Islamic education was part of religious duty. Children learned up to one or two chapters of the Quran by rote from a local mallam, or religious teacher, before they were five or six years old. Religious learning included the Arabic alphabet and the ability to read and copy texts in the language, along with those texts required for daily prayers. Any Islamic community provided such instruction in a mallam's house, under a tree on a thoroughfare, or in a local mosque. This primary level was the most widespread. A smaller number of those young Muslims who wished, or who came from wealthier or more educated homes, went on to examine the meanings of the Arabic texts. Later, grammar, syntax, arithmetic, algebra, logic, rhetoric, jurisprudence, and theology were added; these subjects required specialist teachers at the advanced level. After this level, students traditionally went on to one of the famous Islamic centers of learning.
For the vast majority, Muslim education was delivered informally under the tutelage of mallams or ulama, scholars who specialized in religious learning and teaching. Throughout the colonial period, a series of formal Muslim schools were set up and run on European lines. These schools were established in almost all major Nigerian cities but were notable in Kano, where Islamic brotherhoods developed an impressive number of schools. They catered to the children of the devout and the well-to-do who wished to have their children educated in the new and necessary European learning, but within a firmly religious context. Such schools were influential as a form of local private school that retained the predominance of religious values within a modernized school system. Because the government took over all private and parochial schools in the mid-1970s and only allowed such schools to exist again independently in 1990, data are lacking concerning numbers of students enrolled.
Western-style education came to Nigeria with the missionaries in the mid-nineteenth century. Although the first mission school was founded in 1843 by Methodists, it was the Anglican Church Missionary Society that pushed forward in the early 1850s to found a chain of missions and schools, followed quickly in the late 1850s by the Roman Catholics. In 1887 in what is now southern Nigeria, an education department was founded that began setting curricula requirements and administered grants to the mission societies. By 1914, when north and south were united into one colony, there were fifty-nine government and ninety-one mission primary schools in the south; all eleven secondary schools, except for King's College in Lagos, were run by the missions. The missions got a foothold in the middle belt; a mission school for the sons of chiefs was opened in Zaria in 1907 but lasted only two years. In 1909 Hans Vischer, an ex-Anglican missionary, was asked to organize the education system of the Protectorate Northern Nigeria. Schools were set up and grants given to missions in the middle belt. In 1914 there were 1,100 primary school pupils in the north, compared with 35,700 in the south; the north had no secondary schools, compared with eleven in the south. By the 1920s, the pressure for school places in the south led to increased numbers of independent schools financed by local efforts and to the sending of favorite sons overseas for more advanced training.
The education system focused strongly on examinations. In 1916 Frederick Lugard, first governor of the unified colony, set up a school inspectorate. Discipline, buildings, and adequacy of teaching staff were to be inspected, but the most points given to a school's performance went to the numbers and rankings of its examination results. This stress on examinations was still used in 1990 to judge educational results and to obtain qualifications for jobs in government and the private sector.
Progress in education was slow but steady throughout the colonial era until the end of World War II. By 1950 the country had developed a three-tiered system of primary, secondary, and higher education based on the British model of wide participation at the bottom, sorting into academic and vocational training at the secondary level, and higher education for a small elite destined for leadership. On the eve of independence in the late 1950s, Nigeria had gone through a decade of exceptional educational growth leading to a movement for universal primary education in the Western Region. In the north, primary school enrollments went from 66,000 in 1947 to 206,000 in 1957, in the west (mostly Yoruba areas) from 240,000 to 983,000 in the same period, and in the east from 320,000 to 1,209,000. Secondary level enrollments went from 10,000 for the country as a whole in 1947 to 36,000 in 1957; 90 percent of these, however, were in the south.
Given the central importance of formal education, it soon became "the largest social programme of all governments of the federation," absorbing as much as 40 percent of the budgets of some state governments. Thus, by 1984-85 more than 13 million pupils attended almost 35,000 public primary schools. At the secondary level, approximately 3.7 million students were attending 6,500 schools (these numbers probably included enrollment in private schools), and about 125,000 postsecondary level students were attending 35 colleges and universities. The pressure on the system remained intense in 1990, so much so that one education researcher predicted 800,000 higher level students by the end of the 1990s, with a correlated growth in numbers and size of all education institutions to match this estimate.
Universal primary education became official policy for the federation in the 1970s. The goal has not been reached despite pressure throughout the 1980s to do so. In percentage terms, accomplishments have been impressive. Given an approximate population of 49.3 million in 1957 with 23 percent in the primary school age-group (ages five to fourteen), the country had 21 percent of its school-age population attending in the period just prior to independence, after what was probably a tripling of the age-group in the preceding decade. By 1985 with an estimated population of 23 million between ages five and fourteen, approximately 47 percent of the age-group attended school. Although growth slowed and actually decreased in some rural areas in the late 1980s, it was projected that by the early part of the next century universal primary education would be achieved.
Secondary and postsecondary level growth was much more dramatic. The secondary level age-group (ages fifteen to twenty- four) represented approximately 16 percent of the entire population in 1985. Secondary level education was available for approximately 0.5 percent of the age-group in 1957, and for 22 percent of the age-group in 1985. In the early 1960s, there were approximately 4,000 students at six institutions (Ibadan, Ife, Lagos, Ahmadu Bello University, the University of Nigeria at Nsukka, and the Institute of Technology at Benin), rising to 19,000 by 1971 and to 30,000 by 1975. In 1990 there were thirty-five polytechnic institutes, military colleges, and state and federal universities, plus colleges of education and of agriculture; they had an estimated enrollment of 150,000 to 200,000, representing less than 1 percent of the twenty-one to twenty-nine-year-old age-group.
Such growth was impossible without incurring a host of problems, several of which were so severe as to endanger the entire system of education. As long as the country was growing apace in terms of jobs for the educated minority through investment in expanded government agencies and services and the private sector, the growing numbers of graduates could be absorbed. But the criterion of examination results as the primary sorting device for access to schools and universities led to widespread corruption and cheating among faculty and students at all levels, but especially secondary and postsecondary. Most Nigerian universities had followed the British higher education system of "final examinations" as the basis for granting degrees, but by 1990 many were shifting to the United States system of course credits. Economic hardship among teaching staffs produced increased engagement in nonacademic moonlighting activities. Added to these difficulties were such factors as the lack of books and materials, no incentive for research and writing, the use of outdated notes and materials, and the deficiency of replacement laboratory equipment. One researcher noted that in the 1980s Nigeria had the lowest number of indigenous engineers per capita of any Third World country. Unfortunately, nothing was done to rectify the situation. The teaching of English, which was the language of instruction beyond primary school, had reached such poor levels that university faculty complained they could not understand the written work of their students. By 1990 the crisis in education was such that it was predicted that by the end of the decade, there would be insufficient personnel to run essential services of the country. It was hoped that the publication of critical works and international attention to this crisis might reverse the situation before Nigeria lost an entire generation or more of its skilled labor force.
Source: U.S. Library of Congress