History of Education in Nigeria

Education in Nigeria has evolved through distinct phases, beginning with indigenous systems and progressing through Islamic, Christian missionary, colonial government, and post-independence eras. Each phase reflected the prevailing societal needs, cultural influences, and political realities of the time.

A Glimpse into Pre-Independence Education in Northern Nigeria. Source: Uwe Rau

The African Indigenous System of Education (also known as African Traditional Education or ATE) predated any external influence and served as the sole form of education before the arrival of Muslims, Christian missionaries, or colonialists. It was a communal, participatory process aimed at preserving cultural heritage, developing character, physical skills, vocational competence, intellectual abilities, community participation, respect for elders and authority, and promotion of cultural values. Learning occurred informally through daily interactions at home, markets, and social gatherings, and non-formally via apprenticeship under master craftsmen in workshops for trades such as farming, carpentry, weaving, or herbal medicine. Goals included producing responsible, integrated citizens who contributed to society; methods involved observation, imitation, participation, riddles, proverbs, storytelling, rewards, punishments, and ceremonies. While effective for cultural transmission and functional skills, it lacked formal documentation, certification, or written literacy and was conservative in nature (Enueme, 2006).

Islamic education entered northern Nigeria around the 11th century via Arab traders and scholars from North Africa and the savanna regions, spreading through Bornu, Kano, Katsina, and other Hausa-Fulani areas by the 14th–15th centuries. It emphasized Qur’anic memorization, Arabic literacy, theology, jurisprudence, grammar, logic, and arithmetic. Schools operated as Makaranta Allo (elementary tablet schools for beginners) and Makaranta Ilmi (higher schools), often in mosques or verandas, using rote recitation and translation. The system produced scholars, imams, and judges (Alkalis); reforms in the 20th century (e.g., Northern Provinces Law School in Kano, later School of Arabic Studies) introduced English and arithmetic to align graduates with colonial employment opportunities. Islam fostered brotherhood, political organization, literacy in Arabic, and architectural advances, while influencing dress, governance, and unity in the North (Enueme, 2006).

Christian missionary (Western) education arrived in the mid-19th century, primarily in the South, following the abolition of the slave trade (1807) and the return of Sierra Leonean ex-slaves. The Wesleyan Methodist Mission (1842) and Church Missionary Society (1843) established the first schools in Badagry and Abeokuta, followed by other denominations (Baptist, Catholic, Presbyterian, etc.). The curriculum focused on the “4 Rs” (Reading, Writing, Arithmetic, Religion), using the Bible as the main text, rote learning, and English as the medium (later supplemented by local languages). Schools doubled as churches and mission houses; enrollment was initially low due to parental suspicion, but inducements (free tuition, boarding) helped. Missionaries curbed practices like twin-killing and human sacrifice, reduced languages to writing, provided medical services, and produced early clerks, catechists, and leaders. Secondary education began with CMS Grammar School, Lagos (1859); rivalry among missions spurred expansion (Enueme, 2006).

Government interest emerged gradually. Between 1842–1882, missions dominated; the British colonial administration in Lagos (1861) offered irregular grants. The 1882 Education Ordinance created a Board of Education, grants-in-aid, inspectors, and categorized schools (government vs. assisted), emphasizing partnership. The 1887 Ordinance (Lagos-specific) consolidated laws, provided scholarships, teacher certification, and government schools. In the North, Hans Vischer’s 1909 plan emphasized character, racial traits, and manpower for administration while respecting local culture. Lord Lugard’s 1916 Education Ordinance (post-1914 amalgamation) introduced grants based on efficiency (discipline 30%, staffing 20%, exams 40%, facilities 10%), control over all schools, and adaptation to local needs. The Phelps-Stokes Commission (1920–1922) criticized lack of adaptation and supervision; its influence produced the 1925 Memorandum (cooperation, local relevance, technical training) and 1926 Ordinance (teacher registration, school approval, strengthened boards). Hussey’s 1929–1936 proposals restructured primary (6 years), secondary (6 years), and higher vocational levels, with teacher-training centers. The Nigeria Union of Teachers (NUT, formed 1931) advocated for professional standards and conditions (Enueme, 2006).

Pre-independence (1951–1960) saw regionalization after the 1946 Richards Constitution. Political parties (NCNC, Action Group, NPC) prioritized education. The Western Region launched Universal Primary Education (UPE) in 1955 (free, compulsory), dramatically increasing enrollment from ~457,000 (1954) to over 1 million by 1959; the East followed in 1957 but faced crises due to poor planning and mission opposition. The North expanded cautiously, focusing on quality and rural literacy. The Ashby Commission (1959) addressed manpower needs, recommending university expansion (Enueme, 2006).

Post-independence (1960–1980) accelerated development. The 1969 National Curriculum Conference and 1973 seminar produced the National Policy on Education (NPE, first published 1977), emphasizing national goals: free democratic society, unity, self-reliance, and dynamic economy. The 1976 UPE (national, six-year) boosted primary enrollment from ~6 million (1975) to 8.7 million (1976/77), though quality suffered from teacher shortages. The 6-3-3-4 system (introduced 1982) structured education as 6 years primary, 3 junior secondary (comprehensive, pre-vocational), 3 senior secondary, and 4 university years. Teacher education received emphasis under NPE (Enueme, 2006).

From the 1980s onward, expansion continued amid challenges. Private schools proliferated in the South; Universal Basic Education (UBE, launched 1999) extended free compulsory education to nine years (primary + junior secondary). By the early 2000s, Nigeria had over 40,000 primary schools, ~6,300 secondary schools, and 65 universities/polytechnics/Colleges of Education. Population/Family Life Education (introduced 1983) addressed demographic issues. Persistent concerns included enrollment imbalances (gender, regional), infrastructure gaps, examination malpractice, and quality (Enueme, 2006).

Structure of Teacher Education in Nigeria

Teacher education in Nigeria developed from informal communal training in the indigenous era to formalized colonial and post-independence structures. Traditionally, there were no designated “teachers”; the entire community educated the young through observation, participation, and apprenticeship. Islamic Qur’anic schools relied on Mallams (teachers) who were either basic reciters (Muallim) or advanced scholars (Ulama). Missionary schools used priests and advanced pupils as instructors, with minimal formal preparation.

Colonial ordinances (1887 onward) introduced teacher certification and grants tied to staffing quality. Hussey’s 1930s proposals created elementary teacher-training centers and converted some colleges (Ibadan, Umuahia) for secondary-level preparation; vernacular teacher centers were established in the North. The NUT (1931) pushed for professional standards, registration, and improved conditions. The Ashby Commission (1959) and NPE (1977 onward) prioritized teacher education to match system expansion.

Under the current NPE framework, the minimum qualification for teaching is the Nigerian Certificate in Education (NCE), obtainable from Colleges of Education (3-year post-secondary program). Higher levels include:

- Institutes/Faculties of Education in universities (Bachelor of Education, B.Ed., or Postgraduate Diploma in Education, PGDE, for non-education graduates).

- National Teachers’ Institute (NTI) for distance/open learning.

- Schools of Education in some polytechnics.

Goals (per NPE) are to produce highly motivated, conscientious teachers with adequate intellectual/professional backgrounds who adapt to change, fit into communities, commit to national goals, and uphold the profession. Pre-service training covers pedagogy, subject content, and practicum; in-service programs (workshops, diplomas) address updating skills. The 6-3-3-4 system integrated teacher preparation with national needs, emphasizing vocational and ethical training (Enueme, 2006).

Teacher education remains central to addressing quality gaps, though challenges such as inadequate facilities and uneven distribution persist. The structure supports the broader 9-year basic education under UBE while aligning with tertiary diversification.

Reference

Enueme, C. P. (2006). Education in Nigeria: A historical perspective (Rev. ed.). Enugu, Nigeria: Chembus Communication Ventures.