Problems of Education in Nigeria and Prospects Through P4C
Chapter One
OBJECTIVE OF THE STUDY
- To identify the major challenges facing the Nigerian educational system and the impact of these challenges on the quality of education.
- To explore the potential of P4C as a tool for promoting critical thinking, creativity, and problem-solving skills among Nigerian students.
- To examine the effectiveness of P4C in enhancing students’ engagement with the learning process, their motivation, and their ability to express their ideas effectively.
- To investigate the impact of P4C on teachers’ professional development and their ability to facilitate interactive and engaging learning environments.
- To assess the potential of P4C to foster positive values, attitudes, and behaviors among Nigerian students, such as empathy, respect for others, and social responsibility.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
What is Education: Education is a process of teaching, training and learning especially in schools or colleges to improve knowledge and develop skills.9 Education is a universally accepted medium of enlightenment in every nation.10 The seed of educations planted in man and the growth of individual’s intelligence and his output reflects the quality of knowledge imbibed by him. The sole purpose of education, therefore is to help the beneficiary survive in his environments.11
Education in its totality comprises the informal and formal educational tendencies of every society. The former hinges on the traditional transmission of cultural traits of the people which is their total way of life.12 The latter is the borrowed western education which has influenced our life so much on language and physical outfit but for patriotism. Formal education is an organized teaching and learning in our schools system, embracing primary, secondary and tertiary institutions. In such institutions the content of teaching is laid down in the curriculum from which the subject matter is drawn. In this modern age, there may be no significant educational endeavour without the existence of these educational institutions and their staff.13
Colonial Education in Africa
Modern European style education in Africa was started by the Portuguese missionaries in the fifteenth century. There is very little written evidence to indicate what they achieved. Later, in isolated cases, European administrators and traders set up schools for mulatto and African children. But the real foundation of the western type school system in Africa was laid by the eighteenth-century missionaries.14 This is true of most colonial powers such as Britain, France and Portugal, although there were national and local differences. In the period following the First World War, colonial administrations in Africa assumed greater responsibility for education. In most colonial territories directors of education were appointed and committees were set up in European capitals for assistance to formulate official polices on African education. The result of such activities was to create a system of education that continued to operate, with such changes until the 1930s.15
The church-government dualism in Africa was symptomatic as one of the limitation of the colonial administration and the social function of the missions.16 In lending help to the missions, European administrations in Africa were working on the basis of their expedience of duty.17 The understanding between the church and the state in Europe was extended to Africa but, in so doing, colonial powers were considerably relieved of administrative and financial burden.18 On the other hand, the character of the missionary society conditioned in effect, the type of schooling offered while Anglican and Catholic missions, constituting by far the largest majority were principally concerned with providing academic education, evangelical missions, whose preachers originated more often from the artisan class in the metropolitan society, tended to teach manual skills, over and above literacy and arithmetic.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine problems of education in Nigeria and prospects through P4C. Ministry of education in Lagos state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain problems of education in Nigeria and prospects through P4C. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing problems of education in Nigeria and prospects through P4C.
Summary
This study was on problems of education in Nigeria and prospects through P4C . Four objectives were raised which included: To identify the major challenges facing the Nigerian educational system and the impact of these challenges on the quality of education, to explore the potential of P4C as a tool for promoting critical thinking, creativity, and problem-solving skills among Nigerian students, to examine the effectiveness of P4C in enhancing students’ engagement with the learning process, their motivation, and their ability to express their ideas effectively, to investigate the impact of P4C on teachers’ professional development and their ability to facilitate interactive and engaging learning environments and to assess the potential of P4C to foster positive values, attitudes, and behaviors among Nigerian students, such as empathy, respect for others, and social responsibility. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from ministry of education in Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the study on problems of education in Nigeria and prospects through P4C has shed light on the various challenges faced by the Nigerian education system, including inadequate funding, lack of quality teachers, outdated curriculum, and inadequate infrastructure. These challenges have resulted in a decline in the quality of education in Nigeria, with negative implications for the country’s development.
However, the study has also highlighted the potential of P4C as a solution to these challenges. By introducing P4C in Nigerian schools, students can develop critical thinking, communication, and problem-solving skills, which are crucial for success in today’s globalized world. P4C also provides a platform for engaging students in meaningful dialogue about issues that affect their lives, thereby promoting active citizenship and social responsibility.
Recommendation
Therefore, it is recommended that the Nigerian government and education stakeholders invest in the implementation of P4C in Nigerian schools as a means of revitalizing the education system and positioning the country for sustainable development. By doing so, Nigeria can create a generation of young people who are equipped with the skills and mindset to tackle the challenges of the 21st century and contribute to the country’s progress.
References
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- Benton, T. 2014. Should we age-standardise GCSEs? Cambridge Assessment Research Report. (http://www.cambridgeassessment.org.uk/Images/285155-should-we-age-standardise-gcses- .pdf)
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