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Nigerian Languages 1. Hausa 2. Ibo 3. Yoruba 5. Pre-vocational studies Agriculture; Home Economics; Entrepreneurship 8. Secondary Education after the Phelps-Stokes Commission report Between and there was substantial growth in secondary education which was most influenced by the Phelps-Stokes Commission Report on Education in Africa. The commission was set up on the initiative of the American Baptist Foreign Missionary Society between.
South and Equatorial Africa with special reference to the quality of education provided. Of importance to note is that between , the economic slump and depression of the late s and early s had considerable effects on educational development generally because there was no funds for teacher' salary, supply of equipment and maintenance of infrastructures in schools, and were hard hit.
This provision brought about a division of the Education Department into three parallel departments, one in each region under Regional Director. In southern Nigeria i. Since education became a regional subject, a region could initiate, plan and execute- her educational programme. As such each region was to determine her education pace.
In the Western region during the period o; the Hon. O Awokoya as the Regional Minister of education, Universal primary education programme was proclaimed and this influenced the expansion of secondary education By there were modern schools grammar schools and 97 teacher training colleges in the region.
The same educational expansion programme was announced in the Eastern region, but the scheme was vehemently opposed by the Roman Catholic Mission that had about 60 percent of the schools on ground in the area.
In the Northern region, the pace of western education was very slow due to cultural and religious factors. Its expansion 'was therefore, tied to the availability of qualified teachers and the extent of the need for western certificate personnel Education was free in most government and native authority schools. Even in voluntary agency schools scholarships were given by native authority to those unable to pay their fees. By there were 31 secondary schools and 36 teachers' colleges, spread across the length and breadth of the Northern region Lagos particularly the island Ebute Meta and Yaba were excised from W estern regi on in and educational development in the in area became the responsibility of both the Federal Ministry of Education and Lagos City Council.
Free universal primary education was introduced and it was successful. Secondary schools enrolment increased from 3, in in 4, in Whatever progress was achieved this period, the military takeover of government in January which eventually culminated into civil war had untold negative impact on the development of education in the nation. After the war and the military having disenfranchised the middle class e l i t e by terminating the democratic government in Nigeria, education became a tropical issue in the national discourse and this lead to the national policy on education.
Meanwhile, the regions had been divided into states in and like in the era, of regionalism, secondary education was on the residual list The implication of this is that each state enacted her educational laws according to her secondary educational demands However, as a means of fostering national unity, the federal Government of Nigeria established unity secondary schools called Federal Government Colleges, one in each state in which youths all over the nation vigorously competed for admission through a nationally administered common entrance examination.
National policy on education: Secondary Education Section In an attempt to use education for the benefit of all citizens in Nigeria, in terms of its relevance to the needs of the individual and the desired society, the federal Government in summoned a seminar of distinguished educational experts under the chairmanship of Chief S. Adebo to deliberate on all aspects of a national policy on education.
The recommendations of this seminar formed the twelve sections of the national policy on education first published in and revised in The broad aims of secondary education within the overall national objective, as contained in section 4 subsection 18 of the policy , p. Government, therefore, planned secondary education of six-year duration in two stages; junior secondary school and senior secondary school sages, each being of three year duration.
Students who leave school at the end of the junior high school stage may then go on to an apprenticeship system or some other scheme for out-of-school vocational training. The senior secondary school will be for those able and willing emphasis mine to have a complete six-year secondary education.
Since the national policy on education came into operation, it has become universally accepted as the reference point for the development of secondary education in Nigeria. Acceptable, though the expression "able and willing" used in relation to those who are expected to enter senior secondary schools needs modification, in order that the policy implementation would bring a greater degree of social justice and equal educational opportunity to ensure the identification and development of talent vital to the requirements of a highly complex technological society.
Questions need be asked whether equality of educational opportunity and selective senior secondary school can go together Secondly, the expression "able and willing" for those going to senior secondary school appears equally questionable in a policy which aims to minimize, if not completely remove drop outs. It may now be claimed and rightly too, that the end products of the Nigeria secondary education system may not be different for the 5-years education system of the recent past.
The only difference is one year added and a provision to legally eject a years old pupil after the senior school certificate examination. A mere change in the institutional structure and the addition of few other subjects in the curriculum cannot lead to desired ends in terms of "equality of educational opportunity, egalitarian society, social justice and technological development". There may be a submerged pool of talents within the lower strata of the social structure brought about by social inequality.
It is worth-while to examine carefully the secondary educational policy within our social context because the level of education attained 'lei's have a significant effect upon an individual's life chance. In an attempt to define and measure levels of living on an international scale, the united nations research institute for social development recognize eight variable in addition to education as social indication.
It is, therefore, worthwhile to examine the structure of secondary education with specific reference to secondary schools in the Nigerian historical perspective. The schools were well supplied with graduate teachers and the curriculum covered both literary and scientific subjects Physical education, including games and athletics was encouraged while workshops for metal work and wood work were also highly encouraged except in urban areas, schools farm and Poultry farms were practiced.
All these were to widen the students' employment opportunities in term of self sustenance where the recipients could not be employed in government establishment. As of now most of the government secondary schools are state controlled and they constitute the largest percentage of secondary schools in the country. Nowadays, there are no grant-aided schools but there are Local Government Area secondary schools which operate on the same level as state owned government secondary schools especially in the northern states of the country.
There are for instance, in Okene Local Government Area secondary schools spread across the length and breadth of the Local Government Area. The name "private" secondary school today applies to all secondary schools owned by corporate bodies, religious organizations, individuals or establishments like University, National Electric Power Authority, River Basin Development Authority, that are wholly financed and controlled by these corporate bodies.
Contrary to their previous poor standard private secondary schools are today better funded, and organized and have better academic performance than government secondary schools. There may be an exception to this, especially in the eastern states of the country where the Catholic mission still play a dominant role in the establishment and control of secondary education in those states. Whatever be the merits of these private secondary schools, there are some private schools that employ and maintain poorly paid staffs who thereby feel disgruntled.
This must have adverse effect on the overall performance of such schools. They were quite different from the two-year modern classes offered to girls in the Eastern Region and Lagos as an extension of primary education in domestic science, needle work and housekeeping that had also phase out.
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