The Environment of Crisis on the Nigerian Educational System
Comparative Education Volume 33 No. 1 1997 pp. 87± 95
The Environment of Crises in the
Nigerian Education System
CORDELIA C. NWAGWU
ABSTRACT The Nigerian education system witnessed tremendous expansion between independence in 1960 and 1995. However, the rate declined after 1986 when economic depression resulted in the introduction of the Structural Adjustment Programme. A population explosion, frequent changes in the government due to military coups, a depressed economy and unplanned and uncontrolled educational expansion all created an environment of crisis in the education system. The crises included those of poor funding, inadequate facilities, admission and certi® cate racketeering, examination malpractices, general indiscipline and the emergence of secret cults. Personnel management problems resulted in frequent strikes and closures and the abandonment of academic standards. The thesis is that any society which stimulates the uncoordinated growth of its education system and then fails to provide the necessary dedicated teachers, teaching and learning facilities and operating funds for staff and student welfare services, is creating an environment within which all types of problems and crises will ¯ ourish. Lessons for other developing nations include the need for democratically elected stable governments instead of military regimes and better planning, funding and management of the education system.
The National Policy on Education (NPE)
It is necessary to examine brie¯ y the present system of education and its immediate past in order to appreciate the nature, causes and magnitude of the different types of crises in the system. The National Policy on Education (NPE) popularly referred to as the 6-3-3-4 system, was introduced in 1977 and then revised in 1981 (Federal Republic of Nigeria,
1981). It marked a radical departure from the British system of education which Nigeria inherited at independence in 1960. Basically it adopted the
The Environment of Crises in the
Nigerian Education System
CORDELIA C. NWAGWU
ABSTRACT The Nigerian education system witnessed tremendous expansion between independence in 1960 and 1995. However, the rate declined after 1986 when economic depression resulted in the introduction of the Structural Adjustment Programme. A population explosion, frequent changes in the government due to military coups, a depressed economy and unplanned and uncontrolled educational expansion all created an environment of crisis in the education system. The crises included those of poor funding, inadequate facilities, admission and certi® cate racketeering, examination malpractices, general indiscipline and the emergence of secret cults. Personnel management problems resulted in frequent strikes and closures and the abandonment of academic standards. The thesis is that any society which stimulates the uncoordinated growth of its education system and then fails to provide the necessary dedicated teachers, teaching and learning facilities and operating funds for staff and student welfare services, is creating an environment within which all types of problems and crises will ¯ ourish. Lessons for other developing nations include the need for democratically elected stable governments instead of military regimes and better planning, funding and management of the education system.
The National Policy on Education (NPE)
It is necessary to examine brie¯ y the present system of education and its immediate past in order to appreciate the nature, causes and magnitude of the different types of crises in the system. The National Policy on Education (NPE) popularly referred to as the 6-3-3-4 system, was introduced in 1977 and then revised in 1981 (Federal Republic of Nigeria,
1981). It marked a radical departure from the British system of education which Nigeria inherited at independence in 1960. Basically it adopted the