Integrating the Secondary School System with the African Autochthonous Philosophy of Education in Nigeria
Abstract:
Schools and educational institutions are set up to achieve goals that are assigned to them by stakeholders. They are expected to make pupils successful in life. In Nigeria, efforts are often made at the formal level to have a more encompassing
secondary education system. Not much has been achieved over the years. Buttressing this would require analysing why the 6-3-3-4 has failed to achieve most of its goals in Nigeria. Also, that Technical and Polytechnic education has not
been popular in Nigeria shows that not all is well with this cadre. Many
stakeholders are myopic on what is philosophically expected of the secondary school system’s goals for their wards. This paper argues that pupils are expected to be infused with life-skills and creativity. Making good grades in examinations and getting admitted into tertiary institutions should not be the sole goal of schooling. Consequently, we advocate a secondary school system. The, if achieved, would shift the boundary and goals of the Nigerian education system for an
envisaged better secondary school system. The paper thus recommends that the secondary school system should encourage an interface of stakeholders, i.e.
government, old students’ associations, parents, teachers, learners, host communities, etc. both at the formal and informal levels. The Nigerian educational
system should embrace the African apprenticeship system of education of artisan workshops and sports academies with a view to creating well-rounded educated persons. The paper is qualitative philosophical research that is analytical and critical, using a problem-centric approach to arrive at the conclusion the basis of
which it proffered a few suggestions aimed at perfecting the Nigerian schoolsystem.
Readers can download the Abstract and the Article clicking following buttons:
