1.1 Introduction
Education is broadly defined as a deliberate process through which individuals acquire knowledge, skills, values, and attitudes necessary for personal development and societal advancement (Okoro, 2019). It serves as a critical instrument for shaping the intellectual, moral, and social capacities of citizens and forms the foundation for national development (Federal Republic of Nigeria, 2013). In Nigeria, the philosophy of education is guided by five main objectives: the development of the individual's full potential, the cultivation of ethical and moral values, the preparation of citizens for societal participation, the promotion of national unity, and the encouragement of economic self-reliance (Federal Republic of Nigeria, 2013).
This chapter will address the background information that motivated this study, the challenges that prompted it, its aim, and its objectives as a preface to subsequent sections of the study. Additional factors include the study's significance, scope, limitations, research questions and hypotheses, and the definition of technical terms.
1.2 Background of Study
The development of education in Nigeria has a long and complex history shaped by indigenous practices, colonial influences, and post-independence reforms. Education prior to colonial rule was informal, community-based, and focused primarily on moral, social, and vocational training necessary for societal survival (Olaitan, 2017). According to Ajayi (2018), indigenous education emphasized character development, communal responsibilities, and practical skills, laying the foundation for cultural continuity and social cohesion (Ajayi, 2018). With the advent of colonialism, formal Western-style education was introduced in Nigeria, primarily to produce clerks, interpreters, and other support personnel for the colonial administration.
Okafor (2019) stated that the British educational system prioritized literacy and numeracy but largely neglected indigenous knowledge, resulting in a system designed to serve colonial interests rather than national development. Over time, this system expanded to include secondary and tertiary institutions, yet it remained largely elitist and concentrated in urban centers, creating disparities in access and quality of education (Okafor, 2019).
Education is a critical instrument for national development, individual growth, and societal transformation. According to Okoro (2019), education provides the necessary knowledge, skills, values, and attitudes that enable individuals to contribute meaningfully to society. In the Nigerian context, the philosophy of education is anchored on five primary objectives: the development of the individual's full potential, the cultivation of ethical and moral values, the preparation of citizens for societal participation, the promotion of national unity, and the encouragement of economic self-reliance (Federal Republic of Nigeria, 2013). However, the practical realization of these objectives has been subject to various socio-economic and political challenges.
Adebayo and Ayeni (2019) reported that unemployment and economic instability in Nigeria have significantly affected the ability of education to produce self-reliant citizens. They contended that the misalignment between educational outputs and labor market demands has contributed to widespread graduate underemployment. On the other hand, Ezeani (2020) affirmed that the lack of emphasis on vocational and technical education has limited students' acquisition of practical skills necessary for economic independence.
Nwankwo (2021) asserted that educational institutions, which are expected to serve as instruments of cohesion, are often microcosms of the broader societal divisions, thereby limiting the effectiveness of this objective. Okafor (2018) stated that despite curricular prescriptions aimed at moral and ethical development, incidences of moral decadence among students and educators remain prevalent, highlighting a gap between the intended and actual outcomes of education.
The interplay between education and contemporary socio-economic and political realities demonstrates the need for a critical examination of Nigeria's educational philosophy. It is essential to assess whether the five main objectives are realistically achievable under current circumstances and to identify the structural, social, and policy-related factors that impede their full implementation. This study is set against the backdrop of these challenges, aiming to provide a comprehensive critique of the philosophy of Nigerian education within the context of contemporary trends.
1.3 Statement of Problems
Investigation revealed that education is universally recognized as a vital tool for societal development and individual empowerment. In Nigeria, the philosophy of education was articulated with five main objectives: the development of the individual's full potential, the cultivation of ethical and moral values, the preparation of citizens for participation in society, the promotion of national unity, and the encouragement of economic self-reliance (Federal Republic of Nigeria, 2013).
Additionally, the development of the individual's full potential is often hindered by inadequate educational infrastructure, insufficient teaching resources, and overcrowded classrooms (Ogunyemi, 2020). On the other hand, while the curriculum is designed to instill ethical and moral values, there is growing evidence of moral decadence among students and teachers alike, suggesting that the implementation of this objective is insufficiently enforced (Okafor, 2018).
Furthermore, the preparation of citizens for societal participation is challenged by a mismatch between education and labor market needs, leading to widespread graduate unemployment and underemployment (Adebayo & Ayeni, 2019). It is against this backdrop that this study seeks to investigate the extent to which the five main objectives of the philosophy of Nigerian education are effectively realized in contemporary times, and to identify the factors limiting their full implementation.
1.4 Aim and Objectives of Study
The aim of the study is to critically evaluate the extent to which the five main objectives of the philosophy of Nigerian education are achieved in the context of contemporary socio-economic and political trends. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the effectiveness of the Nigerian educational system in developing the full potential of individuals.
- To examine how education promotes ethical and moral values among students.
- To investigate the role of education in preparing citizens for societal participation.
- To evaluate the contribution of education toward fostering national unity.
- To determine the extent to which education encourages economic self-reliance among graduates.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How effective is the Nigerian educational system in developing the full potential of individuals?
- To what extent does education promote ethical and moral values among students?
- How does education prepare citizens for societal participation?
- What is the role of education in fostering national unity?
- To what extent does education encourage economic self-reliance among graduates?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant relationship between the implementation of the five main objectives of Nigerian education and the socio-economic and political development of the country.
- H02: The Nigerian educational system is effective in developing the full potential of individuals.
- H03: Education significantly promotes ethical and moral values among students.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help policymakers and educational authorities. The study will also inform educators and school administrators on areas requiring enhancement, including ethical instruction, skill acquisition, and national cohesion.
Furthermore, the research will increase public awareness about the importance of aligning educational policies with socio-economic and political realities.
Lastly, the study will serve as a reference point for further studies on education policy, philosophy, and socio-economic impact in Nigeria.
1.8 Scope of Study
This study focuses on the implementation of the five main objectives of Nigerian education within Lagos State. The research specifically examines selected public secondary schools to evaluate how effectively these objectives are being realized in the context of current socio-economic and political trends.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Operational Definition of Terms
Education:
Education is a deliberate process through which individuals acquire knowledge, skills, values, and attitudes for personal and societal development (Okoro, 2019).
Philosophy of Nigerian Education:
This refers to the set of principles and objectives guiding Nigeria's educational system, focusing on individual growth, moral development, societal participation, national unity, and economic self-reliance (Federal Republic of Nigeria, 2013).
National Unity:
The state of cohesion and solidarity among citizens of different ethnic, religious, and cultural backgrounds within Nigeria (Nwankwo, 2021).
Economic Self-Reliance:
The ability of individuals to generate income, sustain themselves, and contribute to national economic growth through the acquisition of skills and knowledge (Ezeani, 2020).
Societal Participation:
Active involvement of citizens in social, political, and economic activities aimed at the development of the community and nation (Adebayo & Ayeni, 2019).
Moral and Ethical Values:
Standards of right and wrong that guide behavior and decision-making within educational and societal contexts (Okafor, 2018).
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