A CRITIQUE OF THE FIVE MAIN OBJECTIVES OF THE PHILOSOPHY OF NIGERIAN EDUCATION IN THE CONTEMPORARY SOCIO-ECONOMIC AND POLITICAL TRENDS IN THE COUNTRY

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A CRITIQUE OF THE FIVE MAIN OBJECTIVES OF THE PHILOSOPHY OF NIGERIAN EDUCATION IN THE CONTEMPORARY SOCIO-ECONOMIC AND POLITICAL TRENDS IN THE COUNTRY

ABSTRACT

According to Taiwo (1980:75), for sense of national unity , a country where people are different races, and each race tries to emphasize its own importance and there are social or tribal jealousies, one race fears the domination of another race, it is always very difficult to make for a national system of education. This study is of a critique of the five main objectives of the philosophy of Nigerian Education in the contemporary socio-economic and political trends in Nigeria. The first part of this article is the introduction, which deals with the background information to the study. After the introduction, the said objectives are critically examined one after the other to enable the writer to confirm or fault Taiwo’s claim. The flaws in the objectives and their implications on Nigerian Education are also discussed. This last part of the article is the concluding part. It contains the summary and possible solutions to the factors that militate against the successful implementation of the five main objectives of the philosophy of Nigerian education in the contemporary socio-economic and political trends in Nigeria.

TABLE OF CONTENT:

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Research Problem

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Conceptual and Operational Definition

1.8 Assumptions

1.9 Limitations of the Study

CHAPTER TWO

LITERATURE REVIEW

2.1 Sources of Literature

2.2 The Review

2.3 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Method

3.2 Research Design

3.3 Research Sample

3.4 Measuring Instrument

3.5 Data Collection

3.6 Data Analysis

3.7 Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1 Data Analysis

4.2 Results

4.3 Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1 Summary

5.2 Recommendations for Further Study

Bibliography

CHAPTER ONE

Introduction

According to Osokoya (1987:19) the findings of different educational commissions in Nigeria, together with the contributions of a number of Nigerian academics and educationists highlighted the weaknesses of the old educational system as being too academic, theoretical, inadequate and unsuitable for providing an overall development of Nigerians. Hence, there was agitation for a re-evaluation of the old system and a desire or dire need for a national policy on education.

It was an attempt to meet this demand and the 1979 Constitution which brought presidential systems of government that gave birth to 1981 revised edition of the National policy on Education. The five main objectives of the philosophy of Nigerian education, as stated in the policy document (1981:7) revised edition are the building of:

1) A free and democratic society;

2) A just and egalitarian society;

3) A united, strong and self-reliant nation;

4) A great and dynamic economy

5) A land of bright and full opportunities for all citizens.

The above objectives seem to have symbiotic relationship in the light of contemporary socio-economic and political trends in Nigeria. Let us have a critical examination of these objectives one by one.

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A CRITIQUE OF THE FIVE MAIN OBJECTIVES OF THE PHILOSOPHY OF NIGERIAN EDUCATION IN THE CONTEMPORARY SOCIO-ECONOMIC AND POLITICAL TRENDS IN THE COUNTRY

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