A CRITIQUE OF THE COLONIAL UNDERPININGS OF NIGERIAN EDUCATION POLICIES

By

Joseph Chinedu Ofobuike

Department of Philosophy

 Nnamdi Azikiwe University, Awka, Nigeria

Abstract

The paper engages in a historico-critical appraisal of Nigerian education policies to show how it has not broken links with its colonial past, even after years of political independence. It divides Nigerian educational policies into the pre-colonial, colonial and post-colonial. It argues that the colonial education policies were based on the philosophy of cultural exclusion, dehumanization and economic exploitation. It further argues that the Nigerian post-colonial education policies with its over emphasis on basic education without a commensurate emphasis on higher education and research, especially into local contents for self-rediscovery after many years of dehumanizing colonial encounter is a continuation of the colonial policy of education. This policy which is geared towards making the student literate enough to read and write is not enough to form critical thinkers who can develop innovative ideas and technology to propel a genuine development of the Nigerian society. The conclusion is that our education policy should emphasize more on developing of local contents through higher education research and teaching. Our understanding of basic education should be reversed from the imperialist model that inculcates western values as a basic universal value that should be embraced by all, to one that fosters the relevance of local values and indigenous heritage.