NAME: OYINLOLA SIMISOLA SHARON

MATRIC NO: 210313117

DEPARTMENT: MATHEMATICS EDUCATION
COURSE: FED 311

DISCUSS THE MAJOR HIGHLIGHTS OF CURRICULUM DEVELOPMENT DURING

THE PRE-COLONIAL ERA AND POST-COLONIAL ERA IN NIGERIA.

The purpose of education cannot be achieved without a proper development of a

academic curriculum. Curriculum development in Nigeria has undergone significant
transformations from the pre-colonial era to the post-colonial era. These two periods
reflect distinct educational philosophies, structures, and objectives, influenced by
different historical, political, and cultural contexts. Under the capacity of curriculum,
Nigeria’s education system has recorded a series of progress when compared with
the value of education in 1842. Judging from the nation’s academic system, basic
education is tremendously affected by these curriculum changes. According to the
immediate past commissioner for primary education, Delta State, Hon. Chika Ossai,
the Nigerian education sector is challenged by varieties elements which include
insufficient teaching materials, lack of personnel, national policy, and poor
organization of curriculum contents. It has not been easy to blend the curriculum
contents to bridge the gap at the present academic sector. Effort to bring lasting
solution to the problem has become essential to transforming Nigeria’s curriculum at
every educational level.

THE PRE-COLONIAL ERA

Before the arrival of colonial powers, education in Nigeria was deeply rooted in the
cultural practices and traditions of its various ethnic groups. The primary forms of
education were informal, and knowledge was transmitted orally from one generation
to the next. Here are the major highlights of curriculum development during this
period:

1. CULTURAL AND TRADITIONAL KNOWLEDGE: Education focused on imparting

indigenous knowledge, skills, and cultural values. The curriculum primarily aimed at
preparing individuals for adulthood, roles within the community, and responsibilities
in society.
o Skills in farming, hunting, craftsmanship, and trade were central.
o Religious education, spiritual beliefs, and customs played an important role.
o Storytelling, oral history, and proverbs were crucial components, aimed at
preserving knowledge for future generations.

2. APPRENTICESHIP SYSTEM: One of the most significant features of pre-colonial

education was the apprenticeship system, particularly in areas like craftsmanship,
trade, and agricultural practices. Young people learned by working under a
master, acquiring practical knowledge and skills through hands-on experience

3. SOCIAL RESPONSIBILITY AND COMMUNAL LIFE: The curriculum emphasized

the importance of communal living, social duties, respect for elders, and the
preservation of traditions. Learning was often tailored to the specific needs of the
local community, including the customs, rites of passage, and social norms that
defined each ethnic group.

4. ORAL TRADITION AND INDIGENOUS LANGUAGES: Oral transmission of

knowledge was a primary mode of learning, and much of the curriculum involved
memorization and recitation. Indigenous languages were used as the medium of
instruction, which reinforced cultural identity and the transmission of local
traditions.
 CURRICULUM DEVELOPMENT IN NIGERIA WITH A REFERENCE TO THE
MISSIONARIES - COLONIAL EDUCATION (1842-1960)

Curriculum development has its way in Nigeria following the advent of the
Missionaries i.e colonialism that came into the country in the 19th century, which
marked a significant turning point in the Nigerian education system. The British
colonial administration introduced Western-style education in Nigeria, which was
primarily aimed at producing clerks, interpreters, and other personnel to assist in the
administration of the colony. The Church Missionary Society (CMS) established the
first group of primary schools in the Western region – Lagos, Abeokuta, and Badagry,
subsequent primary schools were in Ibadan, Ogbomosho, and Ijaiye. The Christian
missionaries later established primary schools in many other Nigerian areas with the
inclusion of Calabar with the support of the community members and the first
secondary school in Nigeria, CMS Grammar School, which was established in Lagos as
well in 1859. Other notable secondary schools founded during this period include St.
Gregory's College (1928) and King's College (1909) in Lagos, and Hope Waddell
Institute (1895) in Calabar. The missionary groups, such as the Roman Catholic
Mission and Methodist Mission, then followed suit, establishing schools across the
southern regions. These Christian Missionaries (Foreigners) were so influential to the
point that they managed the Nigerian school curriculum from 1842 to 1960,
established teaching methods focused on how the subjects in the missionary
curriculum were taught in classrooms and Nigerians were also taught the Four R’s
(Arithmetic, Reading, Religion, and Writing) , the objectives, and the curricula to be
adopted by the schools to positively impact on Nigerians. They maintained a sole
ownership and management of the schools after establishment. Though, the purpose
of establishing the schools was to propagate and promote missionaries activities as
well as to give impart instructions to the new converts through the use of English
Language, and educating books, lay-readers, and teacher-catechists. However, the 4
R’s contained the primary instructions given by the missionaries. The Nigerian
converts were made to join the British, observe their culture and coexist among the
pastor-teachers. Put differently, the Christian missionaries had the intention to
restrict their roles to the provision of primary education. They were defeated by calls
of Nigerian followers in several Christian communities to establish secondary or
Grammar schools in various local governments. As a result, Church Missionary
Society (CMS) was established in Lagos in 1859. This was soon followed by the
creation of several other missionary grammar schools including the Baptist Academy,
the Methodist Boys’ High School as well as the Methodist Girls’ High School.
Each of these schools adopted the missionary curriculum and was managed by
Christian missionaries. Also, the schools offered a broad range of subjects including
Moral Philosophy, Euclid’s Elements, Mythology and Antiquities, Political Economy,
English Grammar and Composition, French, Plain Treatises on Natural Philosophy,
Botany, Geology, Physiology, Bookkeeping, Chemistry, Geography, History, Hebrew,
Latin and Greek Grammar.

POST-COLONIAL ERA (1960-Present)

Shortly after the Ashby Report was submitted, Nigeria attained independence from
British rule on October 1, 1960. The Ashby Commission drew specific attention to
Nigeria’s curriculum development, prioritized expanding access to education as a
means of promoting national development and unity by suggesting that the curricula
should include agricultural, vocational and commercial courses, establishment of
compulsory manual projects in Nigerian secondary schools Universal Primary
Education (UPE): One of the earliest post-independence educational reforms was
the introduction of the Universal Primary Education (UPE) program in 1976. The UPE
aimed to provide free and compulsory primary education for all Nigerian children.
Although the program faced challenges, including inadequate infrastructure and
funding, it marked a significant step toward increasing literacy rates in the country.

The following are key highlights of curriculum development in post-colonial Nigeria:

 Expansion of Formal Education (Westernized Education System):
Nigeria also adopted a formal education structure that includes:

o 6 years of primary schooling

o 3 years of junior secondary schooling
o 3 years of senior secondary schooling
o 4 years of university education, this generally leads to a bachelor’s
degree in most subjects.

This structure, known as the 6-3-3-4 system, was introduced under the
National Policy on Education in 1981. It was designed to provide a
comprehensive education that prepares students for higher education and the
workforce. The academic year in Nigeria spans ten months and is divided into
three terms, each lasting ten to twelve weeks, covering all stages from pre-
primary to senior secondary education.

 Higher Education Expansion: The post-independence period also saw the

expansion of higher education, educational institutions and access to
education for a broader population in Nigeria. The University of Ibadan,
established in 1948 as a college of the University of London, became an
independent university in 1962. Other universities, such as the University of
Nigeria, Nsukka (1960), Ahmadu Bello University (1962), and Obafemi Awolowo
University (1961), were established to meet the growing demand for higher
education. The expansion of universities and polytechnics helped to produce a
skilled workforce for the country's growing economy.

 National Policy on Education: Post-independence Nigeria developed several

educational policies and national plans, such as the National Policy on
Education (NPE), which was first introduced in 1977 and adopted in 1981,
outlined the structure and goals of the education system, introducing the 6-3-
3-4 system as described earlier. The policy emphasized the need for education
to be relevant to Nigeria's socio-economic needs and to promote national
unity.

 Challenges and National Curriculum Reforms: Despite significant

progress, the Nigerian education system has faced numerous challenges,
including inadequate funding, poor infrastructure, and a lack of qualified
teachers. The introduction of the Universal Basic Education (UBE) program in
1999 aimed to address these challenges by providing free and compulsory
education up to the junior secondary level. However, issues such as
overcrowded classrooms, teacher strikes, and regional disparities continue to
affect the quality of education.

 Contemporary Education System: Today, Nigeria has a complex and

diverse education system, with a mix of public and private institutions at all
levels. The government continues to implement reforms to improve access and
quality, such as the introduction of the National Open University of Nigeria
(NOUN) to provide distance learning opportunities. Additionally, efforts to
integrate traditional and Islamic education with formal education have been
made to ensure that all Nigerian children have access to learning.

 Technological and Scientific Advancement: By the late 20th century, there

was an increased emphasis on technological and scientific education to
prepare students for global competitiveness. Curriculum reforms in the post-
 colonial era gradually introduced science and technology subjects,
mathematics, and English as the backbone of education.

Also, members of the Ashby Commission further suggested the establishment of

Advanced Teachers’ Colleges (to be affiliated with Universities) and the integration of
the pre-service and the in-service training given to teachers. Other recommendations
implied that there should be a new undergraduate course described as B. Ed
(alternatively B. Sc. Ed and B. A. Ed) in the Universities. There are several citations to
clarify that the recommendations of the Ashby Commission have been completely
carried out. Some of the citations are:
1.The commencement of B.Ed. courses in the Faculties of Education of various
Nigerian universities including the ones in Nsukka, Lagos, ABU, Lagos, Ilorin, Ife, and
Ibadan.
2.The establishment of Advanced Teachers’ Colleges in various Nigerian areas among
which are Ilorin, Ondo, Ore, Ikere-Ekiti, Ilesha, and Ondo. Some of the other notable
bodies which have played key roles in Nigeria’s curriculum development are:
1. The National Curriculum Conference
2.The Nigerian Educational Research Council – NERC
3.The National Policy on Education - NPE

Conclusion

The history of the Nigerian education system, the shift from pre-colonial to post-
colonial curriculum development in Nigeria reflects the broader changes in the
nation's rich cultural heritage and its ongoing efforts to adapt to changing social,
economic, and political realities landscape. From the pre-colonial
curriculum(traditional forms of education) which was deeply rooted in local traditions
and communal life, to the post-colonial curriculum that became more formal,
structured, undergone significant transformation influenced by colonial powers.
Despite the challenges, the Nigerian government remains committed to improving
the education system, recognizing its critical role in national development and the
well-being of its citizens. As Nigeria continues to navigate the complexities of its
education system, ongoing reforms and investments will be key to ensuring that all
Nigerians have access to quality education.