TRCN Modules

Concept and Rationale of History of Education

Education is defined as the process of desirable change in human behavior through teaching
and learning, leading to the development of individuals in cognitive, affective, psychomotor,
and psychoproductive domains. Fafunwa's perspective emphasizes the sociological aspect,
stating that education is what each generation imparts to its younger members, molding them
with positive values for societal benefit.

Forms of Education:
Education is classified into three forms: formal, informal, and non-formal. Formal education
occurs in traditional school settings, while informal education involves learning outside
formal systems, such as at home or through peer groups. Non-formal education, though
having planned elements, is outside regular school systems, often delivered through
workshops, seminars, or media.

Concept of History of Education:

History of education is the study of how societies transmit their culture across generations,
examining past educational practices to improve present and future systems. It is a means of
understanding major educational developments, defending against misconceptions, and
applying historical methods to enhance the education process.

Importance of History of Education:

The study of history of education is crucial for appreciating the past, learning from mistakes,
understanding others' educational ideas, and planning for present and future development. It
guides in solving current educational problems, formulating better philosophies, and
providing a foundation for an effective education system.

African Traditional Education; Islamic Education in Nigeria;

Traditional Beliefs:
Emphasis on the supremacy of God as the sole creator of the universe.
Belief in minor gods as messengers of God and ancestors as intermediaries between God and
the living.
Acknowledgment of the dual nature of man (physical and spiritual).
Methods of Imparting Knowledge:

Oral literature, ceremonies, story-telling, poetry, and observation.

Character training emphasized, with each family instilling specific traits in its members.

Aims of Traditional Education:

Preservation of cultural heritage of the extended family, clan, and tribe.

Adaptation of new generations to their physical environment.
Understanding and perpetuation of institutions, laws, language, and values inherited from the
past.

characteristics of traditional education include:

 Education is conservative and opposed to change.
 Education can take place at any time and place.
  Traditional education is a lifelong process.

Method of Teaching:
 Methods include indoctrination, modeling, initiation ceremonies, reward and
punishment, imitation, role play, oral literature, poetry, observation, intention,
participation, and apprenticeship.

CLASSIFICATION OF TRADITIONAL EDUCATION

There are three different levels of traditional education. These are: Education for living in
conformity with the traditions of the community; Education for occupation and economic
self-reliance; and Education for special occupations. (Taiwo 1980)

Comparison with Traditional Education:

The content of Islamic education is primarily drawn from the Holy Quran, with emphasis on
Arabic syntax, morphology, tasfir (interpretation), tajwid (recitation), and lexicography to
preserve and understand the Quran. The Hadith, containing the sayings of Prophet
Mohammed, further guides Islamic education. It also covers various academic disciplines
such as economics, social sciences, medicine, pure science, and arts.

In summary, the philosophy of Islamic education aligns with traditional education in certain
aspects, emphasizing moral values, positive contributions to society, and a holistic approach
to knowledge. The content is primarily derived from the Holy Quran, supplemented by the
Hadith and various academic disciplines. The methods prioritize a humanistic approach,
ensuring a compassionate and effective learning environment.
Introduction of Islamic Education in Nigeria:
Islamic education entered Nigeria through the ancient Kanem-Borno Empire, initially
covering present-day Borno, Bauchi, and part of Gongola States. The Empire extended its
influence through trade and diplomatic ties, becoming a center for Islamic education by the
end of the 12th century AD. Muslim scholars from Timbuktu in Mali furthered education in
the empire, leading to its spread to Kano and Katsina. The 1804 Jihad of Shaykh Usman Dan
Fodio significantly contributed to the widespread of Islam and education in northern Nigeria
and parts of the southwestern region.

The National Policy on Education, introduced in 1977, designates Islamic Studies as a core
subject in junior secondary and an elective in senior secondary levels, while Arabic studies
are elective at both levels.

Introduction of Christian Missionary/Western Education to Nigeria:

The 1842 Christian missionary entry into Nigeria was not the first contact, as Portuguese
merchants visited Lagos and Benin as early as 1472. Catholic missionaries established a
primary school in Benin in 1515. The primary aim was to enable Africans to participate
effectively in commerce, emphasizing rudimentary education and Christianity.

The Activities of the Early Missionaries in Nigeria:

After the abolition of slave trade in 1833, liberated Africans in Freetown became converted
Christians. Missionaries from various societies like the Wesleyan Methodist Society, Church
Missionary Society, and Baptist Mission arrived in Sierra Leone, and from there, they
expanded their activities to other parts of West Africa, including Nigeria.

The introduction of Western-style education in Nigeria began in the 18th century, primarily
facilitated by British missionaries. The Anglican Church Missionary Society (CMS) initiated
several schools in the mid-1800s. Financial aid from the colonial government supported these
missionary schools, but by the early 20th century, the government started establishing its own
primary and secondary schools. By 1914, at the amalgamation of the Northern and Southern
regions, there were 11 secondary schools, mostly run by missionaries.

Adoption of British System:

 In the 1940s, Nigeria adopted the British education system with six elementary years,
three junior secondary, two senior secondary, and a two-year university preparation
program. Successful completion of Form Six allowed entry into universities.

Aims of Colonial Education in Nigeria: The objectives of colonial education were elitist,
utilitarian, and conservative. They aimed to produce low-level manpower for specific roles,
indigenous youths for agriculture, and semi-literate citizens to serve colonial interests.

1882 Education Ordinance: The Education Ordinance of 1882 marked the colonial
government's first formal control over education in Nigeria. It covered Lagos and Accra and
introduced provisions for school classification, parental freedom in religious instruction,
grants-in-aid, and school curriculum.
Problems of the 1882 Ordinance: Several issues undermined the effectiveness of the 1882
ordinance, including its foreign nature, similarities to English laws, unsuitability for Nigeria,
religious clause, foreign curriculum, and complications in the grants-in-aid system.

The Need for the 1887 Education Ordinance: The 1887 Education Ordinance was a
response to the limitations of the 1882 ordinance and the increasing demand for attention to
education from nationalists. The desire to extend British influence into the hinterland, marked
by the separation of Lagos from the Gold Coast colony in 1886, also necessitated the new
ordinance.

Provisions of the 1887 Education Ordinance:

The ordinance introduced several provisions, including the constitution of a Board of
Education, appointment of inspectors, grants-in-aid, government school establishment,
safeguards for religious and racial freedom, teacher certification, admission policies, and
scholarships.

Major Advantages of the Ordinance: The 1887 ordinance had numerous advantages:
1. Initiation of a dual system of education.
2. A balanced and efficient composition of Boards.
3. Opposition to racial discrimination.
4. Encouragement of manual and technical skills.
5. Increased government responsibility for primary and secondary education.
6. Emphasis on the importance of teachers.
7. Gradual expansion of mission schools beyond Lagos.
Dr. Henry Rawlinson Carr and Post-1887 Ordinance:
Dr. Henry Carr, an influential figure post-1887, contributed significantly to educational
development. He advocated for government control and increased financial support for
schools, with a focus on secular education in response to community needs.

The Need for the 1916 Ordinance: The 1916 Education Ordinance addressed challenges
arising from the amalgamation of the Southern and Northern Protectorates in 1914. Lord
Fredrick Lugard's recommendations formed a significant part of this ordinance, aiming to
standardize education across the newly amalgamated Nigeria.
Objectives of the 1916 Ordinance and Code: The objectives included character formation,
cooperation between government and missions, rural and urban education, increasing literacy,
and establishing government control over all schools.

Major Achievements of the 1916 Ordinance and Code:

Key achievements included the ordinance being the first to cover the entire country,
increased government financial participation, improved cooperation with missions, and
government control over education. The code in the South specified conditions for grants
disbursement and introduced inspections for non-assisted schools.