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THE QUALITY OF NIGERIA EDUCATION AND ECONOMIC DEVELOPMENT

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Nigeria as a country is made up of several ethnic group with different orientations in terms of values, beliefs system, attitude, ideas, to mention but a few. In view of the above, there exist unity in diversity and the Nigerian society is often pressurised by her cultural orientation. In order to address this, her educational system must be structured in such a way that it must respond to these changes or become obsolete or irrelevant.

Globally, countries of the world continually sought to improve the quality of her education, particularly the developing countries. Nigeria is not left out, there has been radical shift towards achieving quality education for its citizens. As a country colonized by British administration, formal education or Western education was introduce in Nigeria on 19th December 1842 to Badagry by Mr. and Mrs. William De Graft and Rev. Thomas Birch Freeman of the Weslyan Methodist Church. They all brought missionary education to convert the heathen to the Christian faith. Accordingly, the various missions did not shy away from achieving their primary aim. Every subject of instruction was given religious interpretations. In many cases, the Bible was the primary text used. Moral instruction was also fervently taught in an attempt to make the pupils live exemplary life. (NTI, 2007).

Although, before then, the indigenous educational practice was in existence before the arrival of the missionaries. This type of education centred mostly on environmental sustainability, effective living and productive life and social responsibility. In view of the above, Mezieobi (2015) noted that the unwritten indigenous education motored curriculum was heavily demonstrated as it addressed the need of the then Nigerian and their society. Other missionary schools were also established in other part of the country, as time went on by the British administration.

In the year 1960, Nigeria gain her independence from the British and having realized the enormous role of educational development, the first comprehensive development conference was organised in 1969 at Lagos under the leadership of Chief S.O. Adebo and others. Two major findings were unveiled about Nigerian education. According to them:

1. Nigeria education at all levels was still very bookish in orientation.

2. The 6-5-2-3-4 system of education was not responding to the need of the nation.

As a result of the above findings, several other curriculum conferences were also held and the resultant effect gave birth to National policy on Education in 1977 which articulated Federal Government policy on Education. Although, this educational policy document has been revised in 1981, 1998 and 2004 respectively. This was a policy that is appropriate for Nigeria education and to have universal application for the entire country. The Nigeria’s National policy on Education comprises of ten sections, namely:

➢ Philosophy and Goals of Education in Nigeria ➢ Basic Education

➢ Post Basic Education and Career Development ➢ Mass and Nomadic Education

➢ Tertiary Education

➢ Open and Distance Education

➢ Special Needs Education

➢ Educational Support Services

➢ Planning and Administration of Education

➢ Funding and Partnerships (NPE, 2004)

The policy aimed at inculcating some national goals.

1.2 STATEMENT OF THE PROBLEM

The present social and economic down trend in Nigeria has caused great havoc to the economy of the nation. The Nigerian government is heavily indebted to other countries. Many state governments are not able to pay salaries as at when due while some cannot pay except they take loans. This condition ought not to be when one considers the fact that Nigeria is blessed with many human and natural resources which could be effectively harnessed to make social and economic gains. The reason for the observed poor state of the nation is traced to poor quality of education in Nigeria. The education system is expected to produce competent graduates who are well- equipped (in terms of skills, traits, knowledge, capabilities and competences) which they will use to make great economic impact in Nigeria.

However, contrary to expectations, many Nigerian schools are of poor quality leading to poor quality education. A lot of schools lack good teachers, there are no chairs and tables in some schools; again, many schools lack qualified teachers and classroom blocks as such learners are forced to learn under trees and shades. These ugly scenarios do not make for quality education. As a result of these lapses in education delivery in Nigeria, school graduates are half –baked and lack the necessary skills and competences due to poor training. Many school graduates are not employable due to lack of the required skills. It is even more worrisome when one considers the fact that some of the employed graduates are incompetent (mediocre). This situation has caused a lot of economic and social setbacks to the nation as most intelligent students are fleeing to other countries to be trained. At present, some Nigerian graduates do not possess the necessary skills that will make them employable by others or to be self- employed due to poor quality education. The poor quality education has blinded many youths to see many opportunities that abound in the nation which could be tapped to make them great. This condition orchestrated by poor quality education has made Nigeria to be dependent on other nations for most of her needs. Now the problem of this study is embedded in this broad question “how could quality education help foster socio-economic advancement in Nigeria”?

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the quality of nigeria education and economic development

Specific objectives include;

1. To assess the current quality of education in Nigeria.

2. To examine the relationship between the quality of education and economic development in Nigeria.

3. To identify factors influencing the quality of education and their implications for economic development in Nigeria.

1.4 RESEARCH QUESTIONS

1. What are the key indicators of the quality of education in Nigeria?

2. How does the quality of education in Nigeria impact economic development?

3. What are the main factors influencing the quality of education in Nigeria, and how do they affect economic development?

1.5 RESEARCH HYPOTHESES

1. There is a positive correlation between the quality of education and economic development in Nigeria.

2. Factors such as funding, infrastructure, and teacher training significantly influence the quality of education in Nigeria.

3. Improving the quality of education in Nigeria will lead to enhanced human capital development and ultimately contribute to sustained economic growth and development.

1.6 SIGNIFICANCE OF THE STUDY

The significance of this study lies in its potential to shed light on the crucial interplay between education quality and economic development in Nigeria. By thoroughly examining the current state of education, identifying key factors affecting its quality, and investigating their implications for economic progress, this research aims to provide valuable insights for policymakers, educators, and stakeholders. Understanding how improvements in education quality can positively impact economic development is essential for crafting effective policies and strategies to address socio-economic challenges in Nigeria. Additionally, by highlighting the importance of investing in education as a catalyst for economic growth, this study contributes to the broader discourse on sustainable development and human capital enhancement in the country. Ultimately, its findings could inform evidence-based decision-making aimed at fostering a more prosperous and equitable future for Nigeria.

1.7 SCOPE OF THE STUDY

The scope of this study encompasses an extensive analysis of education quality and its relationship with economic development across Nigeria as a whole. It involves examining various aspects of the education system, including but not limited to infrastructure, curriculum, teacher training, funding mechanisms, and access to education. The study will explore the current status of education quality in Nigeria, identifying both strengths and weaknesses. Additionally, it will investigate how education quality influences key indicators of economic development, such as GDP growth, employment rates, and poverty reduction. While the focus is on Nigeria as a unitary entity, regional disparities and specific challenges within different states or regions may also be explored. The study aims to provide comprehensive insights into the dynamics between education quality and economic development, offering implications and recommendations relevant to the Nigerian context as a whole.

1.8 LIMITATIONS OF THE STUDY

Some potential limitations of this study include the reliance on secondary data sources, which may be subject to inaccuracies or biases. Additionally, the scope of the study may limit the depth of analysis for certain aspects of education quality and economic development. There could also be challenges in generalizing findings to all regions of Nigeria, considering the country's diverse socio-economic and cultural landscape. Furthermore, the study may face constraints in accessing comprehensive data on certain variables, leading to gaps in the analysis. Lastly, the dynamic nature of socio-economic factors may pose challenges in establishing causal relationships between education quality and economic development.

1.9 DEFINITION OF TERMS

1. Quality of Education: The overall effectiveness and standards of education delivery, encompassing factors such as curriculum relevance, teaching methodologies, infrastructure, student-teacher ratios, and learning outcomes.

2. Economic Development: The sustained, inclusive growth of a country's economy, typically measured by improvements in factors such as GDP per capita, employment rates, income distribution, access to basic services, and overall living standards.

3. Human Capital: The collective skills, knowledge, and capabilities possessed by individuals within a population, which contribute to their productivity and potential for economic growth and development.

4. Infrastructure: The physical facilities and structures necessary for the operation of an education system and broader economic activities, including schools, classrooms, laboratories, libraries, transportation networks, and utilities.

5. Socio-economic Factors: The social and economic conditions that influence educational opportunities and outcomes, such as income levels, poverty rates, access to healthcare, cultural norms, and government policies.

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