SUMMARY OF MODULE 3 UNIT 4: THE DEVELOPMENT OF EDUCATION IN NIGERIA (1919 AND
BEYOND)
Before 1919, Western education in Nigeria had no clear philosophy and was mainly controlled by Christian
missionaries. Educational ordinances introduced by the colonial government did not fully address Nigerian
needs. From 1919 onward, reforms were introduced to make education more practical, vocational, and useful
for national development.
Development of Educational Philosophies
The Phelps-Stokes Commission of 1920 and 1924 criticized the African educational system for being too
theoretical and foreign-oriented. The commission recommended that education should reflect African culture,
traditions, occupations, and social needs. It also encouraged vocational education, the use of African
languages, proper supervision of schools, women education, teacher training, and adult education. These
recommendations influenced later educational ordinances and increased government participation in
education.
Development of Higher Education
Between 1945 and 1970, higher education expanded rapidly. The Elliot Commission of 1943 recommended
the establishment of university colleges in West Africa, leading to the establishment of the University College
Ibadan in 1947. In 1959, the Ashby Commission examined Nigeria’s higher educational needs and
recommended the establishment of more universities, expansion of courses, independence of universities,
and the creation of the National Universities Commission (NUC). These recommendations led to the
establishment of universities such as the University of Nigeria Nsukka, Ahmadu Bello University, University of
Ife, and the University of Lagos.
Development of Primary Education
After independence, regional governments focused on expanding primary education. The Northern Region
aimed at Universal Primary Education (UPE) and increased school enrollment. The Eastern Region faced
challenges such as shortage of qualified teachers and high educational costs, leading to greater attention to
teacher training. The Western Region successfully implemented free Universal Primary Education in 1955
and later focused on improving school quality and teaching standards.
Development of Secondary Education
The expansion of primary education increased demand for secondary education. Major problems included
shortage of schools and qualified teachers, poor science education, and excessive emphasis on book
learning. Government responded by opening more secondary schools, employing expatriate teachers, and
expanding the curriculum to include English, Mathematics, Sciences, History, Geography, Religious Studies,
Fine Arts, and French. However, many schools still lacked adequate facilities and trained teachers.
Development of Technical and Vocational Education
Technical and vocational education was developed to provide practical skills and reduce dependence on
white-collar jobs. The Northern Region established technical institutes and craft centres. The Eastern Region
established vocational institutions such as the Institute of Management and Technology (IMT), Enugu, while
the Western Region established trade centres and technical institutes including Auchi Polytechnic.
Organizations like the Nigerian Railways, P&T;, and private artisans also trained people in technical skills
such as mechanics, tailoring, catering, and carpentry.
Development of Teacher Education
Teacher education became important because of the shortage and poor quality of teachers. Government
established more Grade II Teachers’ Colleges, upgraded Grade III colleges, and introduced science training
centres. The Nigerian Certificate in Education (NCE) programme was later introduced for teacher
preparation. Advanced Teachers’ Colleges were also established in Lagos, Ibadan, Zaria, Owerri, and
Abraka. The University of Nigeria Nsukka introduced degree programmes in education such as B.A.
Education, [Link]. Education, and [Link]., helping to improve the quality and professionalism of teachers.
Role of Private Enterprise
Private individuals, communities, and organizations contributed significantly to educational development in
Nigeria. Many secondary schools such as Aggrey Memorial College, Ibadan Boys High School, Urhobo
College, and Ibibio State College were established by communities and private individuals. Although many
private schools faced problems such as poor funding and lack of facilities, they helped increase access to
education and manpower development.
The 1969 Curriculum Conference
The National Curriculum Conference held in Lagos in 1969 was an important landmark in Nigerian education.
The conference aimed at designing an educational system that reflected Nigerian culture and national needs.
It emphasized science and technology, national unity, and economic development. The ideas from the
conference later influenced the National Policy on Education.
Conclusion
The development of education in Nigeria from 1919 onward brought major reforms and expansion in all
sectors of education. Government participation increased, vocational and teacher education improved,
universities were established, and curriculum reforms were introduced. Despite challenges such as poor
funding and shortage of teachers, these developments laid the foundation for modern education in Nigeria
and contributed greatly to national development.