A critique of the five main objectives of the philosophy of nigerian education in the contemporary socio-economic and political trends in the country

Thesis Overview

<p> </p><p>Introduction</p><p>According to Osokoya (1987:19) the findings of different educational commissions in Nigeria, together with the contributions of a number of Nigerian academics and educationists highlighted the weaknesses of the old educational system as being too academic, theoretical, inadequate and unsuitable for providing an overall development of Nigerians. Hence, there was agitation for a re-evaluation of the old system and a desire or dire need for a national policy on education.</p><p>It was an attempt to meet this demand and the 1979 Constitution which brought presidential systems of government that gave birth to 1981 revised edition of the National policy on Education. The five main objectives of the philosophy of Nigerian education, as stated in the policy document (1981:7) revised edition are the building of:</p><p>1) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; A free and democratic society;</p><p>2) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; A just and egalitarian society;</p><p>3) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; A united, strong and self-reliant nation;</p><p>4) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; A great and dynamic economy</p><p>5) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; A land of bright and full opportunities for all citizens.</p><p>The above objectives seem to have symbiotic relationship in the light of contemporary socio-economic and political trends in Nigeria. Let us have a critical examination of these objectives one by one.</p> <br><p></p>