© Kamla-Raj 2007 J. Soc. Sci., 14(1): 19-24 (2007) , and Development in : The Way Forward in the 21st Century Enamiroro Patrick Oghuvbu

Department of Educational Administration and Policy Studies, Delta State , Abraka, Nigeria E-mail: [email protected] KEYWORDS Education; mental slavery, economic; socio-culture; politics

ABSTRACT This paper focuses attention on the issues of educational objectives, causes of poverty and effect on development. It examined the effect of poverty on education and how these could promote development. Identified causes of poverty includes; political instability, manpower, wastage, illiteracy, poor leadership, mental slavery. Possible solutions that could positively resolve the relationship between poverty education development are; well formulated manpower policy, in-service programme for workers, provision of basic necessities by , re- assessment of our economic, social, cultural and political needs. Attempts are made to show how each of these issues could be integrated into our system to reduce poverty rate and enhance national development.

INTRODUCTION employment among the working – age population rather than the situation of a privileges monitory Kellerman (1980) defines education as the and a correspondingly greater participation of process of teaching and training of the child. It is broadly based groups in making decisions about the imparting or acquisition of skills \s for a the directions, economic and otherwise, in which particular trade or profession in which applicable they should move ro improve their welfare. methods are used. In the views of Fafunwa (1983), Case and Ray (1989) defines poverty as people education is all positive efforts, conscious and with very low incomes. Poverty should be direct incidental and indirect, made by a given measured by figuring how much it costs to buy society to accomplish certain objectives that are basis necessities of life, minimally adequate diet, considered desirable in terms of the individual’s what is a minimum housing unit? And so on. A needs as well as the needs of the society where country is said to be poor, if she cannot cater for the programme is based. Ebong (1996) defines, her citizenry, and live in fear or lacks anything. education as a powerful instructment for the One basic thing about poverty is “it is eveready development of man and the society. to gulp any amount or material in it” (Dukor, 1995: From these definitions, education is a 28). systematic procedure for the transfer and Development may be difficult in poor transformation of culture, through formal or countries without qualitative and quantitative informal training of people in a society. It deals education. Also it may be difficult for a country with the mental, physical, psychological and to achieve economic development through social development of the citizens in a given education, if a high percentage of the population society. The goal of education is manpower is living below or at poverty level, with series of development, aimed at national growth and hygienic problems. These results into poor development. feeding, housing and medical care; the Growth is increase in size without scientific characteristics of low-income third world, and technological advancement. Development underdeveloped, less developed or developing means growth integrated with economic, countries. scientific, political and home based technological expansion. Kindleberger and Herrick (1977), GOALS OF EDUCATION IN NIGERIA defines economic development to include improvements in material welfare, especially for Fafunwa (1975: 20) identified the seven cardinal persons with the lowest incomes; the eradication goals of traditional African education as: of mass poverty, illiteracy, disease and early 1. To develop the child’s latent physical skills. death. An economy that has productive 2. To develop character. 20 ENAMIRORO PATRICK OGHUVBU

3. To inculcate respect for elders and those in faced first; the problem of political instability. position of authority. Development plans were made by foreign experts, 4. To develop intellectual skills. without scientific contents. Based on the second 5. To acquire specific vocational training and National Development Plan, in 1981, a revised to develop a healthy attitude towards honest edition of National Policy on Education was labour. produced and put into operation, with the 6. To develop a sense of belonging and to following national objective: participate activity in family and community 1. A free and democratic society affairs. 2. A just and egalitarian society 7. To understand, appreciate and promote the 3. A united strong and self-reliance nation cultural heritage of the community at large. 4. A great and dynamic economy These cardinal goals of traditional education 5. A land of bright and full opportunities for all prepares individual for self-reliance, political and citizens. economic stability. Based on the national objectives the quality Muslim education came into Nigeria by over of instruction at all levels has to be oriented 300years before the arrival of Christian Education towards inculcating the following values: around the 1840’s. however, Muslim education a. Respect for the worth and dignity of the was retarded because education in the 13th century individuals; in Nigeria tended to mean Bible knowledge, b. Faith in man’s ability to make rational Christian ethnic, Christian moral instruction, decisions Christian literature, some arithmetic language and c. Moral and spiritual values in inter-personal crafts; directed towards the production of good and human relations Christians (Fafunwa, 1975: 70). d. Shared responsibility for the dignity of labour The goals of Christian Missions Education and promotion of the emotional, physical and was to produce teachers to assist in the teaching psychological health of all children. of the gospel and commercial activities. According It is clear that the seven cardinal goals of to Boyd (1975 : 418). traditional educational is similar to that stated in “the church undertook the business of the National policy on Education. (NPE : 1981 : 1). education not because it regarded education as There is a difference between national policy on good in itself, but because it found that it could education objective and that of the Christian not do its own proper work without giving its mission. A proper execution of the present adherents, and especially its clergy, as much of , could results into growth and the formal learning as was required for the study development. However, 42years of independence, of the sacred writings and for the performance Nigeria is the 17th poorest country in the world, of their religious duties.” despart the large quantity and quality of crude Also Bowen (1857:17) an early missionary, in oil, produced in the country. Despite the increased Ejiogu (1988 : 3) stated that “we desire to establish number of university graduates produced from the Gospel in the hearts and minds and social over thirty . In the country. What are life of the people, so that truth and righteousness the possible causes of underdevelopment and may remain and flourish among them. This ? cannot be done without civilization. To establish the Gospel among any people, they must have Causes of Poverty in Nigeria Bibles.. they must read the Bible and this implies formal instrustion (i.e.) education”. Dukor (1995: 28) stated that poverty is caused It is sad to note that the goals of Muslim and and will be caused by the following; defiance of Christian Education was not designed to promote God’s laws, laziness, early marriage, pride, our traditional education, neither economic unwanted pregnancy, cheating, mental slavery, growth and development in Nigeria. It was aimed gambling, failure to adjust or re-adjust when at achieving selfish ends in religion and trade. situation detonates, taking wrong steps or The long run effect was underdevelopment and approaches to issues, burden, police arrest, poverty, the result was human and material detention, drunkenness, court cases, fire exploitation. outbreak, spending above one’s income, illegal After independence in October 1960, Nigeria business, accident, borrowing and death of a EDUCATION, POVERTY AND DEVELOPMENT IN NIGERIA 21 bread winner, it also includes, spending in will increase poverty level, from increased number anticipation, illiteracy, seizure of goods, dupes, of illiterates and criminal rates in the country. illness, expensive burials/weddings, spiritual We thanked President Olusegun Obansojo for enslavement ie. The churches (the leaders) launching the Universal Basic Education contribute nothing to our betterment but ruin our Programme (UBE) on the 30th of September at already tattered lives and we still follow them Sokoto, Sokoto State. However, it is necessary to sheepishly. know, if children could benefit from the UBE He also identified lack of; the spirit of God, Programme without good food from their parent. good road, water, good transport system, love, In other words, can free and compulsory primary peace, good neighbourlines, good governance, education survive without a reduction in the steady supply of electricity as causes of poverty. poverty level ? is it possible to achieve a Unproductive labour could also cause technological breakthrough, education, in a poverty. A situation where individuals do not do country where teachers are poorly and irregularly what they are suppose to do. This results into paid their salaries? inefficiencies due to non-placement of individuals I am of the view that, the reduction of poverty in their proper places. Such inefficient individual level should be a priority. It is true that education make themselves ‘good workers’ by rendering brings growth and development. It is also true “eye services” and pointing accusing fingers on that a hungry man is an angry man and cannot others to cover their inefficiencies or evils. These reason positively. As a result, asking an unhappy are some of the effects of “quota system” in teacher at any level to teach an unhappy child, appointment into Federal or State Services. may not give positive result. This could hinder Lack of political development causing political the achievement of education objectives in instability and exploitation. Example, is a situation particular and national development in general. where few opportunities, a wicked leader or rich There is need, for proper integration of these person exploits the majority. This increases the issues, education, poverty and development. rate of corruption in a country especially among workers. National Issues and Nigerian Education A country operating a mono-cultural economic system may be poor. Nigeria since early The major role of education is manpower 1970’s have moved away from agricultural development. Apart from this, the manpower primarily to the production of crude oil, a developed must be able to help solve major issues commodity whose price can only be determined our country faces. As a result education must be by foreign countries. Price mechanism has no relevant to these issues, not separated from them. direct control of the production and distribution The goals of Nigerian education, in terms of of crude oil. According to Asemota (1999: 3): reward in naira, programmme priorities and “the oil sector which is dominated by the personnel, must be spelled out in such a way that government is in a state of decay due to poor the Nigerian public can understand how these operating conditions and inadequate funding, goals speak directly to the major issues of today. vandalization and bureaucratic interventions. Discrimination or unequal opportunity. Public organsations in Nigeria enjoy monopoly Common in housing, education recreation health status that hamper development rather than and social mobility. Education must deal with fostering it.” unequal concepts of individual worth and the Western education is about one hundred and failure of many to be concerned about fifty-six years old in Nigeria. Despite this, some the problem Grant Venn (1970: 13). socio-cultural factors still hinders our economic The gap or non – involvement of development, causing poverty. Some Nigerians youth. Continuous riots in communities, schools still believe that their economic capacity and and colleges, drug abuse, dropping out of society, security can only be guaranteed by having more defiance of social institutions and the non- male and a large number of children. As long as involvement of youths in contributing activities we continue to have more children without a related to society’s problems, and the economic corresponding increase in food production, our liability of youth and so on are evidenced of the poverty level will continue to be on an increase. generation gap in Nigeria, especially in the Niger A man’s production of children above his income, Delta Area. The schools should help in bridging 22 ENAMIRORO PATRICK OGHUVBU the gap between the youth, elders and education, the church, private individuals, Federal government in Nigeria. – State – Local Government responsibilities and Under employment and unemployment. control. Majority of our youths with university degrees It should be noted that Nigeria depend upon are unemployed. Some employed once are education the major social institution to provide underemployed, due to inadequate technical skill solutions to her problems. Nigerians must on the job. There is lack of vertical or horizontal therefore endeavour to acheive her goals of job mobility for many persons, city and rural education for national development through depressed areas and the lack of relevance of much proper monitoring of the activities of the school education in terms of a work role. not just in terms of what is ideal but in terms of Lack of Quality and Relevance in Education: the environment in which education functions, A good percentage of children and youth leave the attitudes of the people, and the role of the primary, secondary and universities before other financial, political and social agencies in graduation. These may be due to lack of fund, our society. poor feeding, inability to read, write and so on, resulting from poor beginning, effect of family The Way Forward in the 21st Century background. There is no opportunity in the system for transition from school to work, From 1983 to 2002, education in Nigeria has especially for those from poor homes. been too successful in doing what society has Decay of cities and religions in Nigeria. As expected it to do. Forty-three years of stated earlier, majority of the population are living independence society tend to keep pressure on at poverty level. The indication can be seen in the schools to do more and better from year to welfare costs, health and housing problems, year without corresponding increase in financial hunger, loss of tax income, lack of jobs where and managerial investment in education. people live, industry shifts, population, traffic, Scientifically, when weakness appear, the crime, isolation of ethnic groups, non-responsible response is to increase the resources, change the citizen involvement in political extremism and so methodology or increase the effort. Unfortu- on. nately, the concept of what education is or what Disrespect for Law and Order: As a result of the school should do according to the Nigerian the inadequate management of the system, there society is the same for the most successful. For are increase in violence, high crime rates, riots, example, Nigerians believe that schools that are, low public opinion of courts and police, family the most selective have the highest quality. They breakdown, the youth movement and a lack of believe that the number of school leavers entering belief that the law protects those most in need of universities and graduates going into the world protection. of work, even without jobs are marks of school Lack of Hope for Many Adults: Retired quality Venn (1970). workers are left uncared for. There is fear of early There believes are responsible for increase retirement, loss of self-dignity, belief that there is in indiscipline on the part of school heads, no place for the aged. teachers and . It should be noted that our school today do most of the things that people Conserving National Resources want them to do and do then quite well. What must the school do, so that a good percentage of The constant oil spillage resulting into air and today’s youth who are handicapped in finding water pollution, inadequate recreation facilities, employment and who encounter serious problems human congestion, disappearance of local in making the transition from the needed craftsmen and artisans and so on are examples of manpower in a society that by the year 2005 will non-conservation of national resources in find only five percent of the work force, engaged Nigeria. in unskilled work. Other issues are public funding of social In the 21st century, the school must change programs and the structure and organization of her job in the society from what it has been in the education. past. has created a new relationship There is a rising cost of welfare services, between man, his education and work; a education in equalities and so on. There is also relationship between man and his work. There is the rigidity of primary, secondary and higher need for a true manpower policy. However, we EDUCATION, POVERTY AND DEVELOPMENT IN NIGERIA 23 must take into account much more that present Programme is a welcomed ideas in this regard. needs and predictable demand in the economy. It However, it should be maimed with a well is technologically possible to produce all the formulated manpower policy especially at the things we need, it requires us to assess manpower lower and middle manpower level. policy in terms of how well it developments the Two major religious organization or bodies human potential. introduced formal education in Nigeria; the For positive utilization of available manpower, Muslim and Christian. They set out to achieve there is need for in-service and on the job training different goals as stated earlier. As a result left for workers and unemployed youths in Nigeria. the country geographically at two different stages On how schools might change. Venn (1970) of qualitative and quantitative education. Hence identified the following: the existence of educationally backward area, 1. Involvement and participation of youth at an tribes and state. In order to reduce this disparity, earlier age there is need for a compensation for the culturally 2. Youth volunteer activities as a part of schooling. disadvantaged area. Cost differentials for the 3. Involvement of the school and its students culturally disadvantaged should be included in in the major issues of our time. the program of Universal Basic Education, of the 4. Provision of ways for individual students to Federal Government. However, this will increase participate in real-life action, not always just the cost of executing the UBE Programme. in preparation for living. According to Johns (1975: 234) Studies made 5. Giving Youth Responsibility as well as Freedom by National Education finance project revealed The schools should be able to make adequate that school systems with well developed program provision for all academic categories of students. for pupils in the culturally disadvantaged area This is possible through a well structured were spending about twice as much per pupil as educational program, that could reduce or for non-high –cost pupils. eliminate school drop-our rates in the short-run In Nigeria, this may be less since we have and poverty level in the long run. quality unemployed teachers in some area which Ray (1993) identified economic needs of the could be used in the cultural disadvantaged state. 21st century as; power to produce steel, cement There is need to reduce poverty level for effective and other building materials. As a result implementation of education policies. Hence educational facilities should be provided to established poverty elevation ministry. This adequately train skilled manpower for medical, ministry should be adequately funded. Function scientific and technological industries. Government should include: determination of income should also produce fertilizer for agriculture, food, distribution, labour market monitoring through shelter, clothing, transportation facilities, chemical wages and salaries, allocation based on labour for construction of irrigation facilities and so on. skill characterized by unborn ability, schooling The provision of basic necessities of life could effort and times income from property, distribution promote the achievement of life could promote of income from the government and so on. the achievement of the goals of education. Good condition of service for teachers and regular CONCLUSION payment of salaries could enhance their instructional performance. The achievement of national objectives of There is need for re-assessment of our education could led to national growth and economic, social,. Cultural and political needs. development. Basically, national growth and Base on our assessment, there is need for development led to the death of “national determination if our educational need; by: poverty” in any nation. i. Ascertaining the humblers of potential in different target pupil population REFERENCES ii. Ascertaining the percentage of each target population that is served Asemota, S. A. 1999.”Social Justice – the Right of the iii. Determining the extent to which the goals Poor.” A paper presented at the Annual National and objectives of the different target pupil Conference of the Society of St. Vincent De Paul held at the Holy Cross Cathedral Benin-City. 6th-9th May. populations are being met Morphet (1975: Boyd, W. and E. J. King. 1989. The of Western 231). The Universal Basic Education Education. London: Black. 24 ENAMIRORO PATRICK OGHUVBU

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