The Impact of Cultism and Examination Malpractices on the Quality of Education in the 21st Century Nigeria
INTRODUCTION
Many Nigerians were aware of the rot in the nation under the years of military dictatorship, but hardly knew the magnitude of the rot. As it is with the nation, so it is with the education sector; only those saddled with the responsibility of administering our education system can appreciate the crisis in the education system. And just as the damage done to the nation will take a long time to correct, sanitizing the education sector will take quite some years of continuous and determined reformation. Many reform measures do not bear fruits overnight. This is even more so in the education sector. For example, the impact of Chief Obafemi Awolowo’s free primary education was not fully felt among the Yoruba till the civil war and after, when they had to occupy Federal positions abandoned by the Igbo. The twin evils of campus cultism and examination malpractices entrenched themselves in the campuses during the years of military despotism. They are product of the years of decay while the nature of inter-campus linkages of cult groups as well as the sophistication with which malpractices are now being perpetuated in various examinations has made the matter more difficult to rout (Omabu, 2003).
Aims and Objectives of Education in Nigeria
Education has been described as the best legacy that any nation or individual could leave behind for generation yet to come. It is an invaluable asset, therefore, to both the individual and the society; since it has been also used from time immemorial, as a veritable instrument of cultural transmission. Thus education, in one form or the other, had always been an integral part of the human society. Generally, forms of education could be broadly categorized into formal and informal. Whereas, the former takes place in a formal or official setting, compartmentalized and certificated with designated learners and teachers, the latter is not so clearly designed. It has a longer life-span commencing from birth and ending in the
Many Nigerians were aware of the rot in the nation under the years of military dictatorship, but hardly knew the magnitude of the rot. As it is with the nation, so it is with the education sector; only those saddled with the responsibility of administering our education system can appreciate the crisis in the education system. And just as the damage done to the nation will take a long time to correct, sanitizing the education sector will take quite some years of continuous and determined reformation. Many reform measures do not bear fruits overnight. This is even more so in the education sector. For example, the impact of Chief Obafemi Awolowo’s free primary education was not fully felt among the Yoruba till the civil war and after, when they had to occupy Federal positions abandoned by the Igbo. The twin evils of campus cultism and examination malpractices entrenched themselves in the campuses during the years of military despotism. They are product of the years of decay while the nature of inter-campus linkages of cult groups as well as the sophistication with which malpractices are now being perpetuated in various examinations has made the matter more difficult to rout (Omabu, 2003).
Aims and Objectives of Education in Nigeria
Education has been described as the best legacy that any nation or individual could leave behind for generation yet to come. It is an invaluable asset, therefore, to both the individual and the society; since it has been also used from time immemorial, as a veritable instrument of cultural transmission. Thus education, in one form or the other, had always been an integral part of the human society. Generally, forms of education could be broadly categorized into formal and informal. Whereas, the former takes place in a formal or official setting, compartmentalized and certificated with designated learners and teachers, the latter is not so clearly designed. It has a longer life-span commencing from birth and ending in the
References: Aje S.A. (2001) Problems of Cultism in Nigerian School, Ilorin. Afri – Focus Investment Daily Champion, Nigeria (2004) “Alarming Rise in Cultism” Edeki, E. (2004) “Personal View: Curbing Cultism in our Educational System”. Vanguard on line Edition January 05. (Available at: http:www.Vanguardonline.com/) Fafunwa A.B The Guardian Newspaper (2005) “Editorial on the Upsurge in Cultist Activities” March 16 (Available at: http://www/.guardiansnewspapernigeria.com/) Issa, A.O New Webster’s Dictionary of the English Language (1992). New York: Lexicon Publications INC. P. 625. Odili, P. (2004) “The Cult Phenomenon and Security Implications” A paper presented at the Summit of Security at the House of Representative, Abuja. Olanipekun, N.O. (2003) Examination Malpractices in Nigeria Schools: An Indepth Analysis, Offa: Royal Prestige Venture Omabu, O Oyebanji, M. (2003) Campus Confraternities. Oro: Fabule Press. Oxford Advanced Learner’s Dictionary of English Language (2000). Great Clarendon, Oxford University Press P. 399. Taiwo, A. (2004) “Campus Cults: a Reflection of a Corrupt Society”. Daily Times Nigeria. May 13 (Available at: http//www/.daily times of Nigeria.com).