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Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1980 The Problems of Nigerian Education and National Unity Osilama Thomas Obozuwa Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Obozuwa, Osilama Thomas, "The Problems of Nigerian Education and National Unity" (1980). Dissertations. 2013. https://ecommons.luc.edu/luc_diss/2013 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1980 Osilama Thomas Obozuwa THE PROBLEMS OF NIGERIAN EDUCATION AND NATIONAL UNITY BY OSILAMA THOMAS OBOZUWA A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy November 1980 (c) 1980 OSILAMA THOMAS OBOZUWA ALL RIGHTS RESERVED ACKNOWLEDGMENTS It is a usual practice to acknowledge at least the direct help that one has received in the writing of a dissertation. It is impossible to mention everyone who helped to make the writing of this dissertation a success. My sincere thanks to all those whose names are not mentioned here. My deepest thanks go to the members of my dissertation committee: Fr. Walter P. Krolikowski, S. J., the Director, who not only served as my mentor for three years, but suggested to me the topic of this dissertation and zealously assisted me in the research work; Drs. John M. Wozniak, Paul S. Breidenbach, and Dean Gerald L. Gutek who kindly accepted to be members of my dissertation committee. I am indeed grateful for their invaluable assistance. I wish to express my inadequate but very sincere thanks to Dr. Ronald Morgan for his assistance throughout my graduate years at Loyola University of Chicago. I wish to express my deep appreciation to Dr. Oshomha S. Imoagene, my cousin, Professor and Head, Department of Sociology, University of Ibadan, Nigeria, for his encouragement and financial help. I wish to thank him also for the great interest he demonstrated in the topic of this dissertation and for the several relevant books he mailed to me. I am particularly grateful to all the members of the Obozuwa family, especially Charles Obozuwa and Henry Obozuwa, who not only iii supported me financially, but also assisted me in the research of this project. To them I owe my highest esteem and am deeply indebted. Many thanks to Bishop Patrick Ebosele Ekpu for the opportunity he gave me to undertake this study. Sincere thanks and appreciation to Rev. Edward J. Maxa, Pastor of Blessed Sacrament Parish, Chicago, for his brotherly love and care. I wish to thank him especially for his help during the time I wrot~ this dissertation. To the following, I wish to express my sincere thanks: Rev. Dr. Joseph Ajomo, Rev. Lawrence Attah, Rev. Lawrence Balogun, Rev. Dr. Charles Imokhai, Rev. Donald Mulsoff, Mrs. Esther Adekoya, Mr. and Mrs. Bush, Dr. and Mrs. Daini, Doris Davis, H. Elizabeth Galbreath, Sandra Jackson, Delola Joiner, Janis King, Mary Miller, Mr. and Mrs. D. 0. Selo-Ojeme, Bessie Steele, Imogene Wilson, Sisters Mary Bernetta, Joan George, Mary Jane, Rosellen Koehler, and Mary Sarelle. My special thanks to Mrs. Barbara Williams who typed the manuscript with devotion and great patience. My sincere thanks and gratitude to Dr. and Mrs. Chukwuemeka Tony Nwabuoku for their great love, encouragement, and generosity. Last and most, my deepest appreciation goes to Mrs. Betty Adetokunbo Ogunsanya whose interest, diligence, understanding and research made it possible for me to get all the required materials for this disserta­ tion, from Nigeria through correspondence. To her, I am eternally grateful, iv VITA The author, Osilama Thomas Obozuwa, is the son of Okigba Obozuwa and !some (Ototo) Obozuwa. He was born in the early 1930's at Iviukhua-Agenegbode, Bendel State of Nigeria. His elementary education was obtained at St. Paul Catholic School, Irrua and St. Columba's Catholic School, Opoji, !shan, Bendel State of Nigeria, and secondary education at St. Theresa's Catholic Seminary, Oke-Are, Ibadan, Nigeria, where he graduated in June 1958. In September, 1958, he entered the SS Peter and Paul Major Seminary where he studied Philosophy for three years and Theology for four years. He was ordained a Priest on June 26, 1966. After his Ordination he was located to St. Paul Catholic Church, Issele-Uku, Bendel State, Nigeria, where he was appointed a Manager of twelve Catholic Schools for five years. In April 1972, he entered St. Francis Xavier University, Nova Scotia, Canada, where he obtained a diploma in Adult Education and Social Leader­ ship. On his return to Nigeria in January, 1973, he was made the Vicar General of the Diocese of Benin City, appointed the State and Diocesan Co-ordinator of Projects/Social Welfare Services, and the Administrator of Holy Cross Cathedral Church, Benin City. In September 1975, he was admitted to the Loyola University of Chicago, where he received his degree of Masters of Education majoring in Educational Psychology in January 1978. v TABLE OF CONTENTS PAGE ACKNOWLEDGMENTS. iii VITA . •. v TABLE OF CONTENTS vi LIST OF TABLES . ix LIST OF FIGURES. X CHAPTER I. INTRODUCTION • 1 Justification of the Study . 11 The Effort of the Nigerian Government . 21 The Purpose of the Study. 24 Methodo 1ogy . • . 25 Review of Related Literature . 27 Presentation. 30 II. NIGERIAN TRADITIONAL EDUCATION • 31 Geographic Location , 31 Languages. • • • • . 32 Nigerian Political History . 34 The Kingdom of Benin . 35 Old Oyo Empire , • . • 37 The Hausa Land Before 1804 • . • . 40 The Holy War of Usuman dan Fadio, 1804 • 42 Igboland . • • • • • . 43 Domestic Slavery in Nigeria. 46 Atlantic Slave Trade . 47 Ethnic Conscio~sness . 49 Traditional Education. 53 Muslim Education in Nigeria. 59 III. THE MISSIONARY EDUCATION IN NIGERIA. 64 The First Missionary Educational Enterprise, 1491-1730 . 64 vi CHAPTER PAGE The Second Missionary Educational Enterprise, 1843-1900 . 65 The Arrival of The Missionaries . 71 Early Missionary Schools. 73 The Purpose of Missionary Education . 75 The Curriculum of Missionary Education 77 The Missionary Method of Approach to Education . 80 IV. COLONIAL EDUCATION AND NIGERIAN POST-INDEPENDENCE EDUCATIONAL EFFORTS, 1900-1979 • 81 The Indirect and Direct Participation of British Colonial Government in Nigerian Education . • , • 84 British Colonial Education Policy in Northern Nigeria. • , • • 88 The Search For An Alternative • . , . • 91 The Combination of Factors that Brought About An Evolution in Nigerian Educational Policies . 94 A. Phelps-Stokes Report of 1922. • , 94 B. The Amalgamation of the Northern and Southern Education Department 1929 . 96 C. Asquith and Elliot Commissions . 98 D. The Ashby Commission • . • 100 Post-Independence Educational Efforts • 101 National Aspirations . 103 v. ANALYSIS AND CRITICISM OF THE OLDER EDUCATIONAL SYSTEMS IN NIGERIA . l 06 Fundamental Commonalities • . • . 106 The Demerits and Merits of Traditional Education . • • . • . 107 The Demerits and Merits of Muslim Education . 110 The Demerits and Merits of Missionary Education . • . 111 The Demerits and Merits of Colonial Education . 115 Dynamics of Social Change . 118 VI. ANALYSIS AND CRITICISM OF THE NEW PHILOSOPHY OF NIGERIAN EDUCATION, 1976 . 127 A Free and Democratic Society . 128 vii CHAPTER PAGE A Just and Egalitarian Society . 134 A United, Strong, and Self-Reliant Nation • 137 A Great and Dynamic Economy . • 143 A Land of Bright and Full Opportunities For All Citizens • . • . • . 147 Assessment of the Universal Free Primarv Education (U. P. E.} Scheme Launched, in 1976 . -. 149 Nigeria Failed To Learn From Its Past Experience • . • . 150 The Meaning of Equality of Opportunity in Education . 158 National Consciousness and Unity in Diversity Through Education . 162 VII. RECOMMENDATIONS AND CONCLUSION. 165 Making The Nigerian National Education Viable . 165 Using Education To Effect National Unity. 172 Conclusion. 176 BIBLIOGRAPHY . 180 viii LIST OF TABLES Table Page 1. Area in Square Miles, Population and Percentage of Population of the Different Regions in Nigeria at the time of Independence in 1960 and after the Creation of the Mid-Western Region in 1963 .. 14 2. Estimated Area and Population of the Nineteen States in Nigeria .. 32 3. Secondary and Teacher Training Institutions Founded in Southern Nigeria, 1859-1930 . 79 4. Enrolment in Primary Grade I (Projected and Actual Figures) in 1976-77 155 5. Total Number of First Degree Students Intake By University and State of Origin 1977/78 Session . 171 ix LIST OF FIGURES Figures Page 1. Map of Nigeria Showing the Boundary Between the North and the South at the Time of Nigerian Independence in 1960 . • 13 2. Map of Nigeria Showing the Nineteen States • . 18 3. Map Showing the Route of the Niger Expedition of 1841 . 68 X CHAPTER I INTRODUCTION This dissertation addresses the problem of Nigerian education and national unity. Nigeria is a nation of ethnic diversity in a modern world. Like most African post-colonial states on the road to moderni­ zation, Nigeria1 faces many educational problems. One of the major problems arises from the fact that Nigeria is predominantly a multi­ ethnic society. It is an historical fact that at the time of indepen­ dence on October 1, 1960~ Nigeria as a 11 new'' nation was a mere geogra- phical agglomeration of some 250 ethnic groups who had very little in common. Little wonder then, that each Nigerian is equally, if not more strongly drawn to his kinsmen than to fellow Nigerian citizens even after twenty years of independence. A Nigerian writer reviewing the problem of Nigerian cultural pluralism in the Nigerian Observer stated: Nigeria as a heterogeneous society is composed of different cultures as a result of historical and geographical difference.
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