Eventos Académicos, 39 ISCHE. Educación y emancipación

Tamaño de fuente: 
Education and Emancipation, Educational Policies and “Deemancipation”: A History of Nigeria from 1914 to 2014
Grace Ankabi

Última modificación: 2017-07-17


This study discusses “Education and Emancipation, Educational Policies and “Deemancipation”: A Century of Nigerian Education (1914 to 2014). Nigeria as a nation came into being in the year 1914 through the amalgamation of the Southern and Northern Protectorate by Sir Frederick Lugard. Prior to this period, Islamic education was well established in the Northern Protectorate, while western education thrived in the Southern Protectorate. Western education was resisted by the North and this eventually led to the educational gap between the North and the South till date. The exposure to higher education by few Nigerians, especially in the South, led to the agitation for independence from the colonial masters which was eventually granted on October 1, 1960. The implication of the Independence was that Nigerians were free to direct the course of their affairs, and education in particular; this was done through formulation of relevant educational policies for total emancipation. Unfortunately, however, since 1960, educational policies that were formulated have continued to “deemancipate” the citizens because curriculum contents were not dynamic and relevant to the needs of the society, hence, the continual reliance on foreign goods and aids from formal colonial masters. Though the present administration has recognised this and is trying to encourage people to patronise made in Nigeria goods, but much need to be done by overhauling the educational policies especially in the conceptual framework of functional education. This research is historical; hence, historical method is adopted, using both primary and secondary sources of information. This paper will therefore

  • Examine all editions of the National Policy on Education (NPE) to highlight the contents’ relevance in the technological world today.
  • Focus the issue of policy implementation for emancipation.
  • Discuss the provision of necessary infrastructures to effect the necessary policy implementation and educational development.

It is hoped that the findings of this research will spur stakeholders to focus the issue of relevance and functionalism in education It therefore recommended among others, that there is the need for total overhauling of the educational policies to accommodate implementation monitoring mechanisms to make it more dynamic and make education worthwhile and functional.