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MAJOR ISSUES IN NIGERIA’S EDUCATIONAL SYSTEM AND PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND OF THE STUDY

Nigerian politics has hampered the growth and development of other areas of the economy, particularly the country’s educational system, over the years. Despite the fact that education in Nigeria has been marred by several challenges such as strikes, examination malpractice, poor funding, cultism, dilapidated structures, and insufficient teaching/learning facilities, there is a need to call on stakeholders in the education sector and inform them of how their actions and inactions have impacted the country’s education system (Soyibo, 1985). These issues have been most evident in the basic stages of education, such as primary and secondary education. When a country invests more in obtaining knowledge rather than merely physical resources, it achieves sustainable growth (World Bank, 1999). If these three elements are taken into account, a developing nation like Nigeria may achieve sustainable development: seek and utilise global knowledge to produce local knowledge, Invest in human resources for appropriate knowledge application, and in technology for knowledge absorption. Education has always been one of the areas in Nigeria that previous administrations appear to be interested in, yet it still faces issues. Nigeria, like other developing nations, lags behind in terms of bringing its educational system up to speed with the 21st century’s current trends (Pelumi, 1996). In 1977, the National Policy on Education was developed, and it was updated in 1981 and 1990. It was changed in order to guarantee that the education sector contributes to the achievement of government development goals. These education programs are long-term in nature and are intended to conform to new democratic values (Abimbola, 1986). Universal Primary Education has always been and continues to be a top priority for the Nigerian government, dating back to the 1970s, but the main obstacle is a lack of funding to make it a reality (Alfred, 1988). Universal Primary Education may be properly implemented provided appropriate resources are available, different levels of government participate actively, and students participate. The then-government re-launched Universal Primary Education in 1999 as a key goal to attain, with a worldwide agreement on providing education for all through the “World Declaration on Education for All” campaign that took place at the World Conference in Jomtien (Thailand) in 1990. Exam malpractice, insufficient infrastructure, and indiscriminate mass promotion syndrome in schools define Nigerian education. All of this is connected to the government’s lack of interest in education issues, the government’s and private institutions’ reactions to university graduates, and students’ lethargy (Georgina, 1989). When the proper teaching and learning measures are not in place, however, students’ performance suffers. On a daily basis, Nigerian colleges continue to churn out unemployable graduates; graduates who were simply taught ideas without putting them into practice. Furthermore, Nigeria’s educational system generates students who are unable to comfortably compete with their peers from other foreign universities (Otuka, 1987). This research focuses on the key issues in Nigeria’s educational system and, when appropriate, performance suggestions.

1.2      STATEMENT OF THE PROBLEM

The Nigerian educational system has several issues. Insufficient budget, a lack of teaching and learning facilities, examination misconduct, teacher strikes and student riots, and dilapidated infrastructure are among the students. All of these students have an impact on the efficiency of Nigeria’s educational system, as well as student academic performance.

1.3   OBJECTIVES OF THE STUDY

The primary goal of this research is to examine the Nigerian educational system, including its significant issues and performance. Other particular goals include: 

i. Investigating the link between education performance and educational money provided by the government.

ii. To look at the effects of contemporary teaching aids on Nigerian education.

iii. To investigate the link between Nigeria’s educational system and the country’s progress.

iv. To figure out how to improve Nigeria’s educational system.     

1.4   RESEARCH QUESTIONS

i. What is the link between education performance and educational money provided by the government?

ii. What are  the effects of contemporary teaching aids on Nigerian education?

iii. What is the link between Nigeria’s educational system and the country’s progress?

iv. How can Nigeria’s educational system be improved?    

1.5   SIGNIFICANCE OF THE STUDY

This research aims to educate private citizens and the government on the need to revitalize Nigeria’s educational system. Education funding in Nigeria should not be left solely to the government; private persons should contribute their fair share to help enhance education in Nigeria. This research will be extremely useful to other researchers who want to learn more about this issue, and it may also be utilized by non-researchers to expand on their own work. This research adds to the body of knowledge and might be used as a model for future research.

1.6   SCOPE OF THE STUDY

This study is restricted to Nigeria Educational System: Main Issues and Performance.

1.7   DEFINITION OF TERMS

EDUCATIONAL SYSTEM: This term usually refers to public schooling rather than private schooling, and it most typically refers to kindergarten through high school programs. The lowest recognized kind of “education system” is schools or school districts, and the biggest is countries.

ISSUE: The highest-priority difficulties affecting a firm, or the problems that have the most negative impact.

PERFORMANCE: This refers to the act or process of carrying out a task or function.

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