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A FUNCTIONAL EDUCATION WILL MAKE NIGERIA ATTAIN THE GOALS VISION 20/2020 BEING A PAPER PRESENTED BY SULAEMAN NASIRU ARISEKOLA TO THE LECTURER OF NIGERIAN PEOPLE AND CULTURE SCLG 106

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Page 1: A Functional Education Will Make Nigeria Attain the Goals Vision 202020

A FUNCTIONAL EDUCATION WILL MAKE NIGERIA ATTAIN THE GOALS

VISION 20/2020

BEING A PAPER PRESENTED BY

SULAEMAN NASIRU ARISEKOLA

TO THE LECTURER OF NIGERIAN PEOPLE AND CULTURE SCLG 106

DEPARTMENT OF LAW, FACULTY OF LAW,

AHMADU BELLO UNIVERSITY, ZARIA.

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OCTOBER, 2009.

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INTRODUCTION

Nigeria’s economic potential is well recognized. It is the biggest economy in the West

African sub region. Given the country’s considerable resource endowment and coastal

location there is potential for strong growth. Yet Nigeria has realized very little of this

potential. Previous efforts at planning and visioning were not sustained. The history of

economic stagnation, declining welfare and social instability, has undermined development

for most of the past 30 years.

But in recent years, Nigeria has been experiencing a conditions seem right for launching

onto a path of sustained and rapid growth, justifying its ranking amongst the N11 countries.

These are the countries identified by Goldman Sachs to have the potential for attaining

global competitiveness based on their economic and demographic settings and the

foundation for reforms already laid.

The previous administration had declared the intention to pursue the vision of placing

Nigeria among the 20 largest economies in the world by 2020 and the current

administration is committed to the attainment of this vision.

A vision is a clear mental picture of the future which must represent a significant

improvement on the current state. It however must be supported by a clear and realistic

path to its realisation and requires consistent and sustained effort for its achievement.

Though the key mission statement for the vision 2020 state thus:

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“By 2020 Nigeria will be one of the 20 largest economies in the world able to consolidate its

leadership role in Africa and establish itself as a significant player in the global economic

and political arena.”

Education has been an integral part of national development strategies in many societies

because of its impact on productivity and economic development. In a weak political and

economic system, and persistent ethnic and religious conflicts in a country like our

(Nigeria), education provides the best alternative for national stability, security, unity, and

prosperity. John Dewey, one of the most influential American philosophers, writing for the

America audience in the early 20th century, believes that “democracy was important not

only because it stood for freedom and equality but because of its educational

consequences.” Despite its contributions the leaders of Nigeria have not given this

education the attention it deserves. And that is one of the reasons for the nation’s

underdevelopment. However, for Nigeria to attain the goals of vision 2020, the functional

educations have to be the paramount focuses, with reformation systems. A modern and

vibrant education system which provides for every Nigerian the opportunity and facility to

achieve his maximum potential and provides the country with adequate and competent

manpower has to employ.

THE CONCEPT OF FUNCTIONAL EDUCATION

The terms "Functional Education" have several meanings:

(1) In the United States and in Germany (starting around 1920), the adjective "functional"

refers to education that comes spontaneously from the influence of the environment; It is a

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kind of undirected, "natural" education, that is different from the deliberate, goal-oriented

education, that is directed by man.

(2) In Western Europe this term refers to education that comes from the child's needs, and

that uses the child's interest as a mechanism for activating him and towards his desirable

activities; Its purpose is to develop the life of the mind, that acts from the wholeness of

organic life, with relation to practical life in the present and in the future.

However, these are two basic processes in shaping a human, and they have to be combined

for educational success, just for the mutual influence of the members of society and of their

life-styles that acts on every human.

Thought, education is a planned program of courses and learning experiences that begins

with exploration of basic academic, supports of career options and life skills, and enables

achievement of high academic standards, leadership, preparation for industry-defined

work, and advanced and continuing education. In other words, it is an education designed

to develop occupational skills to live, learn and work as a productive citizen in a global

society.

THE ROLE OF EDUCATION IN SOCIETY

1. Aim of Education

Education is a continuous and creative process. Its aim is to develop the capacities latent in

human nature and to coordinate their expression for the enrichment and progress of

society, by equipping children with spiritual, moral and material knowledge.

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2. Education to Realise Truth

Within this creative process, it is possible to achieve an essential harmony between faith

and reason through an approach to education that encourages the free investigation of all

reality and trains the mind to recognize truth, irrespective of its origin.

3. True Education

True education releases capacities, develops analytical abilities, confidence in himself, will

power and goal setting competencies, and instills the vision that will enable him to become

self-motivating agent of social change, serving the best interests of the community.

4. Expanded Definition of Education

Today, education needs an expanded definition that frees it from today's largely economic

context and acknowledges its role in transforming both individual lives and entire society.

5. Objectives of Education

Education in terms of the knowledge, qualities, skills, attitudes, and capacities that enable

individuals to become conscious subjects of their growth and active responsible participants

in a systematic process of building a new world order.

6. Education as an Instrument of Change

Educated persons should understand their positions as members of both a local community

and the world community and they must believe that their lives can make a difference.

7. Education for Individual & Community Growth

Education makes the child a collaborator both in his own growth and in the development of

his community.

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A well-educated community member is a determined yet humble participant, who helps

overcome conflict and division thereby contributing to a spirit of unity and collaboration.

8. Education not only for Economic Growth

Although economic considerations are recognized as necessary in educational planning,

resistance is growing against the conventional view that education is chiefly a means for

only improving the individual's own economic situation.

9. More than Words Alone

An educational approach directed towards personal growth and social transformation, and

based on the belief that human beings are essentially spiritual, however, must go well

beyond a mere statement of purpose.

10. Tapping Inner Forces

But moral values are not the only constructive elements of social processes, rather, they are

expressions of the inner forces that operate in the spiritual reality of every human being,

and education must concern itself with these forces, if it is to tap the roots of motivation

and produce meaningful and lasting change.

11. The purpose of Education

The purpose of education for individuals both male and female --- is to develop the powers

and capacities latent within them, so that they may contribute their share to an ever

advancing civilization.

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12. The Relevance of Education

Universal education must be relevant to the true needs of a community and contribute to

the unification of mankind. It must enable people both to move in the direction of their

own choosing and help them appreciate those universal qualities that distinguish the entire

human race.

13. Women & Education

Women must be educated not only for the service they render to humanity as the first

educators of children, but ultimately, for the special contribution women must make to the

creation of a just world order, an order characterized by such compassion, vigour and scope

which has never been seen in human history.

14. Education should help self discovery

Education should lead to the discovery and perfection of one's capabilities and instill a

commitment to serve the best interests of the community and the world as a whole.

15. Moral Education Community Responsibility

The dual responsibility of developing the child’s character and stimulating his intellect,

belongs also to the community as a whole, including the father, grandparents, and

neighbours. Indeed the extended family and a close community may provide the best

environment for nurturing children.

16. Spiritual Approach to Moral Education

Awareness of the necessity to free people from religious bigotry and fanaticism gives rise to

a non-sectarian yet spiritual approach to moral education.

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17. Words and deeds supported by Moral Force

When words and actions are not directed by a moral force, scientific knowledge and

technological knowhow lead us readily to misery as they do to prosperity and happiness.

18. Education for Social Change

At certain moments in history, education must also act as a powerful instrument for

profound social transformation.

19. Education for Individual & Social Growth

Increasingly, it is becoming evident that education should be examined in the light of its

contribution to individual growth and to bring about fundamental structural changes in

society, changes which are necessary for the creation of a just, peaceful, and harmonious

environment.

20. Concern for Social Progress

Education should lead to an adequate understanding of some of the concerns of

programmes of social progress, such as health and sanitation, agriculture, crafts and

industry, at least in the local context.

21. Service Un-Locks Capacity

The realization that it is chiefly service to humanity and dedication to the unification of

mankind that unlock individual capacity and release creative powers latent in human

nature.

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22. Balance between Culture and Values

Commitment to the unity of mankind implies a balance between the study of one’s own

cultural heritage and an exploration of those universal qualities that distinguish the entire

human race.

23. Cultivate Virtues and Skills

Human beings are inherently noble, and the purpose of education is to cultivate such

attributes, skills, virtues and qualities as will enable them to contribute their share to the

building of an ever advancing civilization.

24. A Positive Attitude Towards Learning

Indeed, the cultivation of positive attitudes towards learning is now coming to be perceived

as a precondition for the achievement of most social and economic goals and objectives.

25. Excellence in Productive Skill

A reasonable degree of excellence in at least one productive skill through which individuals

can experience the truth that work is worship, when performed in a spirit of service, and

can secure the means of existence with dignity and honour.

26. An Aid for Intellectual Investigation

Some development of the individual’s capacity for intellectual investigation as a

distinguishing power of the human mind and as an indispensable instrument for successful

community action.

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27. Dignity and Decision Making

Individuals should be skilled in the art of consultative decision making and empowered with

the sense of their own dignity and worth.

28. Recognize Nobility and Capacities

This notion of the student as inherently noble, yet in need of patient cultivation, implies

that the teacher must be a model of nobility, self-actualization and discipline. Sound

character is ultimately more important than intellectual brilliance. The teacher must also

see the nobility and capacity in each student recognizing that a lack of opportunity is

different from lack of capacity.

BRIEF HISTORY OF NIGERIA EDUCATION FROM 60S TO DATE

As the nation evaluates the new education reform plan, it is necessary to revisit briefly what

we know about education reform in Nigeria. The federal government issued the first

National Development Plan (1966-1970), the plan emphasized modernization and

technological training. In 1969, a national curriculum conference was staged to overhaul the

Nigerian education system. One of the goals as outlined in the National Policy on Education

(1981) identifies citizenship education as: "a basis for effective participation in and

contribution to the life of the society; character and moral training, and the development of

sound attitudes; developing in the child the ability to adapt to his changing environment."

In the Second National Development Plan (NDP, 1970-1974), the objectives of the plan

became the foundation for the National Policy on Education. The aim of the NDP was to:

build a free and democratic society, a just and egalitarian society, a united, strong and self

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reliant nation, a great and dynamic economy, and a land of bright and full opportunity for

all citizens (Federal Republic of Nigeria, 1981). As Federal government attempts to correct

the gross injustices and level the playing field, and define our democracy, and move toward

a market economy, it is crucial that the new education plan reflect the current realities in

the country. This generation of Nigerian youth must be prepared to think nationally and

globally. They must be prepared to compete in the global economy.

Since independence in 1960, Nigerians have worked to develop a federal and unitary form

of government that could effectively serve people with such disparate traditional political

systems. For example, fostering national unity, stability, and security through the social

studies education curriculum was tied to the National Educational Policy in 1981 and to the

national aspiration for citizenship education.

In 1996, a new curriculum for citizenship education was developed to reflect the transition

to constitutional democracy and the new Constitution in 1999. The philosophy of the social

studies education hinges in part on the idea that Nigerian schools should not only train

individuals to be just and competent individuals, but to function as contributing and

participatory members of a free constitutional democratic nation. This implies that students

must rely on the knowledge, skills and awareness of the rights of minority and majority

groups to coexist and worship freely; respect for law and order; and respect for public and

private property of Nigerians and non-Nigerians. This includes the awareness of the rights

and obligations of citizens to government and society, and reciprocal government

responsibility to citizens.

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In 1999, Nigeria became a constitutional democratic nation. The new Constitution

addresses core national issues such as citizenship, fundamental human rights, the

legislature, the executive branch, the judiciary, national identity, and political parties etc.

The assumption here is that the new Constitution can be a catalyst and stimulus that

engenders national consciousness, political reconstruction and participation, and economic

stability and growth, and ethnic sensitivity and individual development.

Education in Nigeria has been interrupted by regime change since independence from

Britain in 1960. For example, between 1960 and 1999, there have been eight military and

four civilian regimes in the country. Now that our nation has embarked on sustaining unity,

democracy and economic growth, the next president should make a budgetary

commitment to education. The United Nations has recommended that African nations

should allocate about 21% of their national budget to education. With our National

Domestic Product (GNP) and the petrodollars in good shape, Nigeria can sustain a

comprehensive educational plan. If this is done correctly, the future of the country will not

only be secured, education and democracy will be enhanced. This generation of Nigerian

youth therefore must demonstrate a commitment to the democratic principles, economic

goals, develop the skills, and values needed to sustain a constitutional democratic nation.

The sustained record of corruption and human rights violations and abuses in Nigeria

continue to undermine our potential as a nation. The political corruption and the lack of

human respect and human dignity combined with weak governance are attributable to the

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years of authoritarian military rule, but this will change, as Prof. Wole Soyinka and others

continue to remind us of our responsibility as citizens and our authoritarian past.

The challenges to education and democracy are obvious. Nigeria embodies 250 ethnic

groups speaking approximately 400 languages and practicing traditional African religions,

Christianity, and Islam. Three major ethnic groups continue to strongly dominate and

influence social and political events. These groups represent different political traditions.

The Hausa-Fulani, in the north, are mostly Muslim and traditionally support a centralized

authoritarian system with a strong village chief and local Emir. The Igbo, in the southeast,

are mostly Christians who traditionally live in autonomous village communities and are

noted for indirect democracy. The Yoruba, in the west, follow a mixture of religions and lie

midway between the direct democracy of the Igbo and the authoritarian systems of the

Hausa-Fulani in their traditional government.

The Yoruba have traditional leaders and a council of hereditary chiefs who make decisions

in addition to those made by local self-governing units. Although the Yoruba and Igbo differ

greatly in culture and traditional political system, they are often viewed as southerners in

contrast to Hausa-Fulani northerners. Politically, the Igbo and Yoruba are lumped together

(not any more) because of the generally higher levels of education as a result of early

exposure to Western ideas brought in by the missionaries. The regionalization (north north,

north central, north east, south south, south east, and south west) of the country is

intended to realign the political power structure and dominance of the north.

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In any democratic society, education remains at the core of national stability, security, and

an instrument for political and economic growth and development. Nigeria has a blend of

cultural diversity. This diversity is symbolic of our national unity and diversity. Many people

believe that the issue of co-existence was resolved after the Civil War ended in 1970. Today,

co-existence is seriously threatened by religious fundamentalism both in the north and now

in the south. It would require a huge national effort, funding, and a long-term vision and

commitment from our federal government to address concomitant effect of religious

fanaticism. Dewey believes that "a society which makes provision for participation in its

good of all its members on equal terms and which secures flexible forms of associated life

promotes democracy. Such as a society must have a type of education which gives

individuals a personal interest in social relationship and control, and the habits of mind

which secure social change without introducing disorder."

The new education plan should endeavor to create viable and enabling programs amidst

the challenges of private vs. public education, funding, instructional methods, research, and

teacher education, citizenship education programs, and activities that have become crucial

to sustaining the goals, objectives, and aspirations of the nation.

The major policy speeches for Yar’Ardua (and his army of sycophants) these days revolve

around his unrealistic aspiration of transforming Nigeria into one of the first 20 largest

global economies by the year 2020. And he recently assembled a 405-member panel to

realize the project.12The political leaders can make all the noise they want about

transforming Nigeria into an industrialized nation, but they should be warned that rhetoric

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cannot make the society an economic super-power. Yar’Ardua’s Vision 2020 and the Seven-

point Agenda will remain a paper tiger without technical and vocational education being a

major part of the strategy. Any person who thinks that a country that lacks skilled technical

manpower and cannot generate electricity for more than three or four hours in a day, and

unable to fix its roads and bridges could be transformed into an industrialized nation in less

than eleven years today must be living in a different planet. No society has ever become an

industrialized nation without technological capability.

GLOBAL TRENDS IN EDUCATION

Education systems in economically successful countries tend to be characterised by

universal adult literacy, universal access to primary and secondary education, a significant

size of enrolment in technical /vocational education and a 30% enrolment in tertiary

education. They also tend to have high transition and success rates between the various

levels and in the terminal examinations and other external assessments. In those countries,

learning is often student-centred and problem solving and skills-centred, rather than

cognition-centred. This is because it is realised that owing to the knowledge explosion, facts

may change rapidly but skills endure and are improved upon through life-long learning.. In

those countries, teaching is fully professionalised and well remunerated in comparison with

other professions. Expansion is anticipated well in advance and planned for, so that the

delicate balance between educational inputs and outputs, which determines quality, is

always maintained. In those countries, education is not merely regarded as a social sector

service but as the most crucial vehicle for economic development.

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COMPARATIVE BENCHMARKING ANALYSIS

Nigeria appears to be lagging behind countries that it aspires to be like in most of the

important indices of education such as gross enrolment ratios for all levels, proportion of

GDP and national budgets spent on education etc as indicated by the Table 1 below:

Comparative Education Indicators: Club of 20 Vs Nigeria

The table shows comparative education between the countries is aims to attain the goals of

vision 2020:20

Country SecGER

Tertiary GER

%TVeEnrolment

AdultLiteracy

ExpenditureonEducationas % ofGDP

EducationExpenditureas % of totalGovt Exp

UK 170 60 51 100 5.3 9.8US 95 82 NA 100 5.7 15.3Japan 102 13 100 3.6 11China N.A 13Brazil 75 2 88.6 112.1Korea 15 4.1 110.9Iran 8 4.9Nigeria 35 69.1 0.9

From the above table, one will deduce that Nigeria have some critical roles to play to be in

the group of this club.

THE CRITICAL NEED IN EDUCATION FOR NIGERIA TO ATTAIN VISION 2020

Basic Education

According to the Federal Ministry of Education Ten-Year Strategic Plan, Basic Education is

the education offered to children aged between 3 and 14 years. It comprises: 3 years of

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Early Childhood Care Development and Education (ECCDE), 6 years of primary and 3 years

of Junior Secondary Education. It also covers special interventions directed at nomadic and

migrant children, mass literacy as well as the almajirai and other vulnerable and excluded

groups. Early Childhood Care Development and Education (ECCDE) Early Childhood Care

Development and Education (ECCDE) is defined by the National Policy on Education (2004)

as “ the education given in an educational institution to children aged three to five plus

prior to entering the primary school, it includes the crèche, the nursery and the

kindergarten” (p.11-12). The main objectives are to:

Effect a smooth transition from home to the schools; Prepare the child for primary level

education; Provide adequate care and supervision for the children while their parents are at

work; Inculcate social norms; Inculcate in the child the spirit of enquiry and creativity

through the exploration of nature, the environment, art, music and playing with toys, etc;

Develop a sense of cooperation and team-spirit; Learn good habits, especially good health

habits; Teach the rudiments of numbers, letters, colours etc, through play(2004, p.31)

Primary Education

Primary education is described as the education given in institutions for children aged 6 to

11 plus with the following objectives: Inculcate permanent literacy, numeracy, and the

ability to communication effectively; Lay a sound basis for scientific and reflective thinking;

Give citizenship education as a basis for effective participation in, and contribute to, the life

of the society; Mould the character and develop sound attitude and morals in the child;

Develop in the child the ability to adapt to the child’s changing environment; Give the child

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the opportunities for developing manipulative skills that will enable the child function

effectively in the society within the limits of the child’s capacity; Provide the child with basic

tools for further educational advancement including preparation for trade and crafts of the

locality (NPE, 2004).

Under-funding of the education sector is a big problem in Nigeria, although it is difficult to

gauge total education expenditures because of the way the three-tiered federal system

works. Still, best estimates are that the country spends about 2.3% of GDP for education,

less than half the percentage of GDP spent by the 19 sub-Saharan Africa countries on

average. Moreover, only about 35% of the education budget is currently devoted to primary

education, whereas to reach EFA goals it is estimated that about half of the education

budget needs to go to the primary subsector. (USAID, 2003).

The primary school infrastructure has badly deteriorated, with many of the existing

structures needing repairs, and it is difficult to attract sufficient numbers of teachers to

teach in primary schools, despite salary increases of more than 500% since 1998. At the

same time, some states are experiencing large numbers of teachers who are unemployed

after obtaining their teaching credentials, and those who are employed frequently go

through many months of uncertainty worrying about when (or whether) they will receive

the salaries due them. (ibid).

The learning conditions in schools are alarming: paucity of teaching materials (few

textbooks, in many schools no charts or teaching aides, children in many cases having only

their exercise books for taking notes), absence of adequate furniture in some schools, over-

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crowded classrooms, lack of ventilation, and generally run-down condition of many of the

school buildings. Also, in many cases teachers appeared to be de-moralized by the

conditions under which they were working and by the fact that they had so very little with

which to help the children learn. (ibid).

Junior Secondary Education

This is the education received by children 12-14 years. According to the Road Map the

expected enrolment figure for JSS is 9.27 million but the actual is 3.27 million, leaving 6.0

million as the unenrolled in Junior Secondary Schools. Figures indicate that only a little over

half of all students who complete primary education progress to junior secondary level.

Transition rates have increased over the years. Figures also show that a higher percentage

of girls are progressing to Junior Secondary School than boys (2005: 55% female, 49% male).

The completion rate is much lower at JSS level than at primary level (about 34%).

Nomadic Education

The National Commission for Nomadic Education implements basic education with respect

to nomadic groups (pastoralists, migrant farmers and migrant fisher folks). The Nigerian

Federal government recognizes that the occupational roles of these groups do affect their

response to education hence the tailoring of education to suit their peculiar circumstances.

The education of nomadic groups apart from being premised on the fact that education is

the birth right of every Nigerian, also has economic importance as they supply over 80% of

the animal requirements of Nigeria. At the moment the NCNE is able to cater for the

Pastoralists (the split movement group) and Migrant fisher folks. It has collected baseline

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data with respect to Migrant farmers in the South-East. Its intervention in basic education is

so far restricted to primary education and adult education.

Adult and Non-Formal Education

The National Policy on Education (2004) describes mass literacy adult and non-formal

education as a form of functional education given to youths and adults outside the formal

school system such as functional literacy, remedial and vocational education. The NMEC is

the agency established in 1990 with the mandate in the areas of monitoring, coordination

and research on adult education. The States agencies for Mass education established in the

36 states of the federation and Abuja are responsible for the implementation of adult

education programmes. The Local Government councils are responsible for the day to day

control and administration of local mass literacy and adult education programmes. Adult

literacy, which was 57% a few years ago is now sliding to 49%.

According to ESA (2003) Adult and Non-formal education offers basic literacy, post literacy,

women education, functional literacy, continuing education, Arabic integrated education,

literacy for the blind, workers education, vocational education, literacy for the disabled and

Prison education.

Post-Basic Education

The Nigerian post-basic education cycle has three years of senior secondary education. Only

about 28% of the children in this age cohort are attending school, while 72% (representing

7.2 million children) are out of school. Only 3.6% of senior secondary school students were

enrolled in technical/vocational education in 2005, which explains why there are serious

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skills gaps in this sector to the extent that our best plaster of Paris technicians are now

Togolese or Beninois, for instance.

Tertiary Education

Tertiary Education comprises the following sub-sectors namely, Universities, Polytechnics,

Colleges of Education, Monotechnics, and Innovative Enterprises Institutions (IEIS). The

primary core responsibilities of this sub-sector are: academic teaching, research and

community development.

The major thrust of tertiary education is the production of highly skilled, knowledgeable,

competent, conscientious and globally competitive citizens. According to the Education

Road Map (2009), there are currently 94 Universities in Nigeria, 115 Polytechnics and

Monotechnics, 86 Colleges of Education and 62 Innovative Enterprise Institutions. The

Universities have staff strength of 99,464 consisting of 27,394 academic staff and 72, 070

non-academic staff, the Polytechnics and Monotechnics 12, 938 academic staff and 24,892

non-academic staff while the numbers for the Colleges of Education are 11,256 and 24,621,

respectively.

With regards to enrolment, the Road Map showed that as at 2007, there were a total of

1,845,952 students in all the three types of tertiary institution. When combined with the

estimated number of students in other post-secondary professional institutions such as

Schools of Nursing and Midwifery, the aggregate enrolment figure comes to approximately

2,000,000, which is about 10% of the 18-25 year old age cohort.

Approach to Developing the NV 2020 Education Plan

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In developing this plan, the following parameters were considered for each level or type of

the educational system:

Access and Equity; Standards and Quality Assurance; Infrastructure; Teacher Quality,

Motivation and Development; Curriculum Relevance; Funding and Planning and

Management.

CONCLUSION AND RECOMMENDATION

Without a real commitment to education, without the official realisation that education is

critical not only for economic concerns but also for society as a whole, then the civilised

nature of Nigeria society will continue to be under threat.

On July 5, 1948, the British Government introduced its National Health Service, following

several years of discussion and argument on the topic of healthcare. It was their aspiration

that the NHS would provide first class healthcare for all people from the cradle to the grave.

Equality of access, for everyone, was the guiding principle. It was successful in this aim

when there was the political will to guarantee that the importance of this guiding principle

was honoured.

In Nigeria, we need to adopt a similar and all encompassing approach to the provision of

education for us to attain the goals of vision 2020:20. Education for all, from the cradle to

the grave, should be our motto. And there are many reasons why this should be so.

Certainly, education is vital for our future economic successes. We can see that the

cornerstone of our recent economic development was laid in the educational achievements

of earlier decades. Also, the developers of Nigeria’s future industries are currently in

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schools, institutes and universities around the country. But education goes to the core of

our society also, and should mean more to us than the means to earn the ‘bread and butter’

of our daily lives.

Education offers people the ability to step outside what is usual, what has been their

personal experience, and to imagine different experiences, feel affinity for different

peoples, and expand their personal horizons beyond the norm.

It gives many people the capacity to appreciate that ‘there is more in heaven and earth’

than is dreamt of our conventional day-to-day existences. It can incentivise people to push

themselves towards greater achievements, build self-confidence, self- awareness and a

feeling of self-worth.

All of these effects have a profoundly important social benefit that is all too often

overlooked in our narrower concept of what it means to receive an education.

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REFERENCES

1. Victor E. Dike: “Vocational Education: Missing link in Nigeria’s Development Policy;”

online: http://www.nigeriavillagesquare.com/articles/victor-dike/vocational-education-

missing-link-in-nigeria-s-development-p-2.html, March 2, 2005.

2. Career and Technical Education: Washington- Office of Superintendent of Public

Instruction: http://www.k12.wa.us/CareerTechEd/

3. Vocational Education: en.wikipedia.org/wiki/Vocational_education; online-

ww.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/glo/utoz.htm.

4. N. F. Duffy (ed.): Essays on Apprenticeship, 1967.

5. The Columbia Encyclopedia- (6th edition)-Columbia University Press, 2001.

6. Bart van Ark: “Vocational education and productivity in the Netherlands and Britain;”

National Institute Economic Review, January 5, 1992.

7. Milton Friedman: Capitalism and Freedom; University of Chicago Press, 2nd edition,

1982.

8. Chaedar A. Alwasilah: “Vocational education must provide students with life skills, The

Jakarta Post, Feb 11, 2002.

9. This Day: “Shun Social Vices, Youths Told,” March 17, 2009; Daily Trust, “80% of Nigerian

Youths Unemployed-FG,” November 26, 2008.

10. Victor E. Dike: “Youth Unemployment in Nigeria: The Relevance of Vocational and

Technical Education;” in NESG Economic Indicators, July-September 2006, Volume 12, No 3,

pp.25-29; 5. Vanguard: “Neglect of technical, vocational education increases youth

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unemployment-DON,” December 23, 2004; Vanguard: "UNESCO tackles decline in technical,

vocational education,” November 25, 2004.

11. Victor E. Dike: “Vocational Education: Missing link in Nigeria’s Development Policy;”

online: http://www.nigeriavillagesquare.com/articles/victor-dike/vocational-education-

missing-link-in-nigeria-s-development-p-2.html; March 2, 2005.

12. Punch: “Vision 20-20 is FG’s craziest concept– Sagay,” February 17, 2009; Daily Trust:

“Yar’adua inaugurates Vision 2020 business support group today,” February 16, 2009.

Victor E. Dike is the author of Leadership without a Moral Purpose: a Critical Analysis of

Nigeria and the Obasanjo Administration, 2003-2007 (forthcoming)

13. http://www.cmseducation.org/rolegoal/role.htm

14. Chris Livesey: www.sociology.org.uk

15. http://tutor2u.net/sociology/education-role.html

16. Report of the Education Sector National Technical Working Group

17. Adaraledge, A. (1972). A philosophy of Nigerian education: Report of the National

Curriculum Conference, September 8-12, 1969. Ibadan, Nigeria: Heineman

18. Federal Republic of Nigeria (1981). National policy of education. Lagos, Nigeria: Federal

Ministry of Information.

19. Osokoya, O.I. (1994). 6-3-3-4 education in Nigeria: History, strategies, issues, and

problems. Laurel Educational Publishers, Ibadan, Nigeria.

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20. Spring, J. (2004). How Educational Ideologies Are Shaping Global Society:

Intergovernmental Organizations, NGOs, and the Decline of the Nation-State. Lawrence

Erlbaum Associates, Publishers. Mahwah, NJ

21. U.S. Department of Education (2002). Meeting the highly qualified teacher challenge:

The secretary’s annual report in teacher quality. www.title2.org/ADAtitleIIReport2002.pdf

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