CHAPTER ONE

INTRODUCTION

Background to the Study

Basic education is the bedrock of any meaningful and result oriented educational system. Hence, the priority and attention it draws from successive governments in Nigeria cannot be over emphasized. In the missionary and colonial era, education was effectively utilized as an instrument of evangelism and administration which was attained through the 3- R curriculum i.e (Arithmetic, writing and religion). According to Fafunwa (1998), the curriculum was reviewed and implemented through ordinances in line with the prevailing change and uniformity. Nigeria at independence inherited education handed down by the colonial masters as well as the Christian missionaries (Babarinde, 2005 and Adaralegbe 2002).

        According to Babarinde (2005) and Adaralegbe (2002), the school curriculum (primary to tertiary) needed reform in order to build a more realistic, virile and united country after the devastating civil war, prior to Nigeria independence, education during missionaries, was received with conditionality which included conversion to christianity among others and this singularly deprived children or other faithful of western education. In summary, only children and wards of the christian converted for the low enrolment in the schools for fear of Christianization and westernization. Although, the involvement of colonial administration in the establishment and funding of schools brought succor to the needy children as they head access to western education, teaming number of parent still expressed mixed feeding and fears about their faith being marginalized and suppressed by the european religion.

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