CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY 

The content of Nigeria education must reflect the past present and future of the dynamic Nigeria society in terms of the roles the individual is expected to play in the resent modernalization process. The Nigeria formal education system is the organized and structured aspect of the education which takes place within the four walls of the school. It however has to be noted that, all emphasis in terms of government budgetary allocation and general planning, is usually placed on formal education. Hence, a discussion of Nigeria’s educational system is almost synonymous with a discussion of the formal educational system. As has been pointed earlier, the formal education system comprises interrelated sub-system or levels. The major levels of the Nigerian educational system are primary, secondary, (post primary), and tertiary (Post Secondary) (Mkpa:1992).Since the introduction of formal education in Nigeria, various conferences and seminars have been held and Commissions set up to deliberate on crucial issues in the Nigeria educational system. Of remarkable significance are the National Curriculum Conference in 1969 which reviewed old, and identified new national goals for Nigeria’s educational system and the 1973 seminar of distinguished educational experts and representatives of all segments of the society under the chairmanship of chief S.O. Adebo which renewed the 1969 paper and made more recommendations.Besides the numerous other recommendations in this respect, recommendations number 8 dealt with the goals of primary education. It reads thus:“Specifically, the primary school Curriculum must aim at functional permanent literacy to ensure better producers and consumers of goods. It should provide a sound basis for scientific and reflective thinking; inculcate citizenship education and a sound moral character and attitude development, help individuals to adapt and a adjust to the changing society, give physical, emotional and intellectual growth, enhance an individual sense of will power, creative and innovativeness, develop their mechanical vocational and manipulative skills and competencies enable them to communicate freely and effectively through any media, imbibe in them a spirit of self – discipline (Fafunwa, 1974:233)This statement however, is the beginning of redirecting primary education in Nigeria toward a reasonable end, and a way from production of only church teachers and interpreters.

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