Perspectives in Provisions for Science and Technology Education in Nigeria: The Way Forward
By Kehinde A Alebiosu, Sunday A Ifamuyiwa
Volume 6 - Issue 4
Oct 9, 2008 - 1:39:45 PM
The Nigerian
educational system took its root from the traditional system of the pre –
colonial era. This was a period of indigenous education in which traditional
education activities were practiced in various vocations like farming, weaving,
blacksmithing, pot making, traditional medicine, hunting, etc. Learning at that
time was characterized by apprenticeship and much of unrealized and unexplained
science and technology were practiced. There was no formal curriculum but the
training was relevant to the needs of the society. Some authors described the
training as somehow primitive and localized (Ajeyalemi, 2008), because it was
informal.
Essentially, the
science that was regarded as informal and indigenous was practiced in the
pre-colonial era. It was stimulating, informative and useful. It provided a
lead way for understanding, interpreting and relating with the world and
nature. The limitations however are numerous especially in its inability to
provide adequate scientific explanations for causes and events observed in the
natural world. The science practice lacked documentation and it was
conservative and authoritarian.
This era ushered
in western education with the advent of missionaries in Nigeria. It was through this that
the informal or crude science became reformed as the formal science and
technology. There was better understanding that transformed individuals and Nigeria
as an entity from the world of yesterday to western world characterized by
increasing discoveries, inventions and innovations. This development also paved
the way for the integration of science and technology into the curricula of
schools. The curriculum conference of 1969 finally gave rise to a change in
Nigerian educational policy which cemented the urge to develop relevant
education system that would serve as a tool for accelerating national growth
and development. The stride championed a reformation in science and technology
education in Nigeria.
The
science that is formal involve a systematic study of natural phenomena and its
study allows students to experience the richness and the excitement of the
natural world as they engage in inquiry, critical thinking and the
demonstration of skills. The scientific enterprise is one that is challenging
and innovative. It blends with technology which focuses on inventions and
problem solving. Consequently, the harmonious interplay of science, technology
and society is the springboard for sustainable development. It equally facilitates
and enhances industrial and technological progress among the people and within
a nation. This consciousness stems into global agitations for literacy in
science and technology.
Science and Technology in the National Education Policies
The promotion of
science and technology education is a warmly embraced venture. Nigerian
educational system prioritized science and technology with policies that are favorably
disposed to science and technology education. The national policy on education
and the national policy on science and technology made good provisions for
science and technology education. Government through the education policy
empowered the Early Childhood Care and Education (ECCE), the Basic Education,
the senior secondary education, technical and scientific education and tertiary
education with robust plan for science and technology education in the
programmes. (FGN, 2004). The policy came into existence in 1977 and education
was conceived as an instrument
“par
excellence” in achieving national unity, objectives and goals. The policy
derives its philosophy from the five main national goals which are;
a). a free and democratic society
b) a just and egalitarian society
c). a great and dynamic economy
d). a land full of bright opportunities for all citizens.
While adopting
education as instrument par excellence, the federal government gave premium on
the importance of science and technology and in line with global perspectives
of science for all, made provisions for science and technology education in the
national policy on education. Meanwhile, the aims and objectives of Nigerian
education according to the policy include;
i) the inculcation of national consciousness and national
unity
ii) the inculcation of right type of values and attitudes for
the survival of the
individual
and the Nigerian society.
iii) the training of the mind in the understanding of the world
around
iv). the acquisition of appropriate skills, abilities and
competencies both mental and
physical as
equipment for the individual to live in and contribute to the
development of
the society.
The item (iii) of the above
listed is a strong pointer to government positive disposition to science and
technology education which was brought to light in further policies and programmes.
The federal government specified
the goals of science education in the policy and states as follows;
“Special provisions and incentives shall be
made for the study of the sciences at each level of the National education
system. For this purpose, the functions of all agencies involved in the
promotion of the study of sciences shall be adequately supported by government.
In addition, Government shall popularize the study of the sciences and the
production of adequate number of scientists to inspire and support national
development” (FGN, 2004).
It further states that
“science and technology shall continue to be
taught in an integrated manner in the schools to promote in the students, the appreciation
of basic ideas”. (FGN, 2004). These are clear indications that the national
policy on education gives premium to science and technology education.
In furtherance to government
support for science and technology education, Information and Communication
Technology (ICT) which is an integral aspect of science and technology is
adopted by the policy to apply to all levels of education. Such provisions for
the primary and secondary levels of education are contained in section 4,
number 19(m), and section 5 number 30 which states as follows;
“In recognition of the prominent role of
information and communication technology in advancing knowledge and skills
necessary for effective functioning in the modern world, there is urgent need
to integrate information and communication technology (ICT) into education in Nigeria.
(FGN, 2004; pp 17). Government shall provide necessary infrastructure and
training for the integration of ICT in the school system in recognition of the
role of ICT in advancing knowledge and skill in the modern world (FGN, 2004; pp
24).”
At
the level of the ECCE, government objective is to inculcate in the child the
spirit of inquiry and creativity through the exploration of nature and the
local environment. While at the primary school level, it is incorporated into
the Basic education programme. The free universal Basic Education (UBE) Act
2004 was readjusted to redress flaws so that it becomes more realistic and
enforceable. It allows for federal intervention in Basic Education to be truly
needs – based, which coincidentally is a watchword for science and technology
education.
There are major
education policy reforms geared towards entrenching 6-3-3-4 education policy.
Government intervened in education with a new reform that has recently been
succinctly spelt out but I guess is yet to be clearly understood by all. The
policy focuses at purposely enhancing quality, ensuring balance national
development and accelerating the attainment of the globally acclaimed Education
for All (EFA). The 9 year Basic Education curriculum is such that provides that
Nigerian children will be in school for 9 years of continuous schooling made up
of 6 years of primary education and 3 years of junior secondary education. The
programme is targeted at improving relevance, quality and efficiency in
education, reducing school drop out and promoting the acquisition of
functional, literacy, numeracy, life skills and values for life long education
and useful living. (NERDC, 2007). It lays emphasis on communication and
entrepreneurial skills.
The place of
science and technology in this programme is amplified in the lower basic
education class (primary 1 – 3) where basic science and technology is one of
the core subjects. At the middle (primary 4 – 6), and upper (junior secondary
1-3) classes, computer studies and ICT are compulsory. The programme stresses
that instructional strategies that are activity based and ICT driven will be
adopted. (NERDC, 2007).
Some Robust Initiatives for Science and Technology Education
Bold steps are
taken by government and stakeholders in education and in science and technology
to improve the quality of science and technology education in terms of delivery
and content. There is no gainsaying that prominence must be given to science
and technology in schools. It must be rich and elaborate enough to provoke the
love and interest of students. It is in pursuance of this that government
formulated some policies and initiated some programmes that will enhance the
status of science and technology education which gear towards the achievement
of global standards.
Government
initiated the National Policies on; Science and Technology, Information and
Technology, Biotechnology, Space and so forth. In addition, there are research
institutes like the African Institute for Science and Technology (AIST) and the
Centre for Space Science and Technology Education (CSSTE), policy making bodies
and curriculum development agencies like the Centre for Comparative and
Adaptation Study (CESAC), and the Association for Supervision and Curriculum Development
(ASCD), We also have National Councils like Nigerian Academy of Science (NAS),
and the National Council on Science and Technology (NCST), boards on technical
and science education like the National Board on Technical Education (NBTE), associations
like the Science Teachers Association of Nigeria (STAN). They all contribute
immensely towards science and technology education development.
ICT
offers access to information globally, thus creating enabling environment for
development in science and technology. This is of great value to a country like
Nigeria
and in recognition of this, the Nigerian computer society emerged. This is a
society for Nigerians around the world in the IT industry ranging from students
to professionals. The aims of the society are robust and geared towards global
development. (NSC, 2007). ICT is regarded as a strong weapon for sustainable
development empowering people for global competitiveness. This culminated in
the development and propagation of ICT policy in Nigeria
and for the Nigerian
University system. To
this end, the National universities commission (NUC) in 1994 initiated efforts
to put in place a National ICT network with full internet connectivity in
Nigerian universities (Gusen & Olarinoye, 2007). Quite a number of
information technology and electronic networking associations and organizations
further emerged in the bid to strengthen the capacity of science and technology
education in Nigeria.
In
existence too are associations and organizations that are affiliated to
international bodies like the International Society for Technology in Education
(ISTE), The Society for Engineering Education (SEE), The Association of Science
-Technology Centers (ASTC), United Nations Educational and Scientific
Organization (UNESCO), International Council of Associations for Science
Education (ICASE), and the like. These have significant impacts on science and
technology education in Nigeria.
The Nigeria National Policy on Science
and Technology:
The policy on science and
technology (revised, 1999) is prepared for a 25 year time frame with a
provision for revision at 5 – year intervals. Its basic philosophy emphasizes Nigeria’s
commitment to the creation of an independent, integrated and self sustaining
economy. The policy declares that education shall emphasize science at all
levels. (www.east-sym.org/documents/p3_Akpan_Continuum.pdf.undated).
Meanwhile, the objectives of the federal government in the policy as it relates
to education is
‘to re-orient the entire
society towards scientific thinking in order to develop new technology and
adapt existing ones to improve societal well- being and security” (FGN, 1986). Aside the federal government
national policy, state governments also have ministries of science and
technology with science and technology policies that suits their local needs. This
compliments government efforts at national level.
In order to aid the effective
implementation of the national science and technology policies for the
education sector, the National Policy on Science and Technology (1986) section
2:3 states the following strategies for the implementation of the objectives;
i). Evolving programmes for the recognition, encouragement,
development and
promotion of
scientific and technological talents at all levels
ii). Making it possible for the average child to have early
contacts with the concepts
and materials
related to science and technology.
iii). Ensuring a sound foundation during the first six years of the
6-3-3-4 educational
structure
through:
a). entrenchment
of science teaching in the primary school curriculum
b). provision of
adequate teaching laboratory aids.
c). provision of
well trained, well motivated science teachers.
d). introduction
of gainful practical activities such as model making, handicrafts,
gardening and farming.
The National Policy on
Information Technology:
The policy was informed by the
recognition that IT is the bedrock for national survival and development in a
rapidly changing global environment. It was taken that a developing nation like
Nigeria
that aspires to participate effectively and become a key player in the emerging
information age, needs to have in place a highly efficient information
technology system driven by a vibrant national IT policy. The policy has as its
mission statement;
“To make Nigeria an
IT capable country in Africa and a key player
in the Information society by the year 2005, using IT as the engine for
sustainable development and global competitiveness” (FGN, 2001).
The mission statement also
includes using IT for education, creation of wealth, poverty eradication, job
creation and global competitiveness. This initiative triggered public awareness
in science and technology and the introduction of technology education in
schools. One of the policy objectives is to integrate IT into the mainstream of
education and training.
From Theory to Practice: The Steps and the Challenges
Government of Nigeria joined
global race by according due recognition to science and technology and demonstrating
it in practical terms. There is the African Institute for Science and
Technology (AIST) based in Abuja.
Nigeria.
The institute represents global effort to foster Sub-Saharan Africa’s economic
growth and development through promotion of excellence in science and
engineering and their applications.
The institution
in Nigeria is one of the
four branches in Africa dedicated to academic
excellence and offers instruction in science and engineering combined with
teaching in the humanities and business programmes. It is set to produce
outstanding scientists, engineers, entrepreneurs, and leaders who will
continually create and adapt knowledge to transform local communities and
improve the human condition across the African continent.
(http//:www.nmiscience.org/aist.html#top). This is an additional effort that
increases the awareness in science and technology and boosts the educational
system in Nigeria.
There is the
National Space Science Research and Development Agency (NASRDA) that supervises
the African Regional
Center for Space Science and
Technology Education (CSSTE) in Nigeria.
The centre was inaugurated at Obafemi Awolowo University,
Ile Ife in Nigeria
in November 1998. The center was established to undertake training, research and
development activities in space science and technology education for
sustainable development for the benefit of Anglophone countries in Africa. (ARCSSTE-E Annual report – 2005). The centre
collaborates with relevant educational agencies to develop the space science
curriculum for schools. It also launches space clubs, creates fora for science
enlightenment and popularization in schools and provides enabling environment
to grow and nurture innovative science education programmes. The center organizes
outreach programmes to increase public awareness to the benefit of space
science and technology. Introducing
students to space science education is a good avenue to create awareness and
curiosity. The effort will provoke the interest of students in science while
also exposing them to love science at early age.
Government of Nigeria
set enrolment targets for science and non science programmes in conventional
universities based on the ratio of 60:40%, 70:30% for polytechnics and 80:20%
for federal universities of technologies. The Honourable Minister for Education
in 2006 at the opening ceremony of the 22nd annual conference/
workshop of the Nigerian Institute of Science / Laboratory Technology held at
Abuja declared that government in response to promoting science and technology
education embarked on various initiatives to empower the youths through
appropriate education in technology and science occupations through;
a). design of science and
technology curricula that gives priority to the complete
development of human
personality that is sensitive to perfection, order and beauty.
b). policy innovations like;
-
the reversal of the federal technical college craft
programme to full secondary education duration of six years.
-
setting up an action plan, following the resolutions of
the higher education summit in 2002, to review the policy and mandates of
polytechnics and colleges of education to enable them award degrees.
-
setting up plans to integrate entrepreneurial education
into the scheme of technology education.
-
introduction of post- HND programmes to enable holders
of HND to qualify for professional registration and practice.
Policies when
documented are fair and genuine but the implementation often encounter
bottlenecks hence objectives and goals are eventually rarely met. Typically, problems
are associated with educational policy and planning in Nigeria. Such include those of
power relation at the directive stage of planning, poor preparation and
costing, and weak evaluation of projects (Babalola, 2008), implementation
challenges abound and they eat into the fabrics of the system, but the entire
society is liable. With respect to the implementation of educational policies,
Olujuwon (2002) identified areas either not implemented or not satisfactorily
implemented to evolve around the following; the development of national
consciousness and unity, inter institutional cooperation, teaching and
learning, areas of need and priority, open university, training of staff in
methods and techniques of teaching and indifference on the part of government.
Studies have
indicated the non implementation of Nigerian National policies (Ellah, 2004) which
only leads to stagnation or retrogression. A lot of funds are pumped into
policy planning and documentation but it is disheartening when the plans fail
to yield through lack of implementation or bad implementation. Babalola (2008) associated
supervisory and financial problems to reasons for failure in the implementation
of education policies in Nigeria.
He remarked, “The dilemma associated with shortage of funds during implementation
of plans is how to determine which project should suffer from cost reduction. Research
shows that education projects are always the victims of fiscal shortfalls in Nigeria”
From the
foregoing, there is clear demonstration of governments’ positive intentions for
science and technology education having realized that it is the vehicle by
which a nation can be lifted to attain scientific and technological sophistry.
This is overwhelmingly but to pretend that there is no shortfall in enrolment
and performance in science and technology education is deceptive. The problems and
challenges with policy planning and implementation seem enormous.
In November 2,
2006, the Honourable Minster for Education at one of the official ceremonies in
Abuja delivered
the keynote address titled “science and technology for youth empowerment” specifically
states as follows’
“Our education system is malfunctioning
creating in particular problems of scientific and technological manpower
production. The situation is so pronounced today that the nation faces crisis
of scarcity of scientific and technological manpower. In essence, we are
producing less and less of leaders of tomorrow: the managers, the
entrepreneurial class, the teachers, the doctors, the policy makers, the law
enforcement makers, the professionals. This is because the transition through
the various levels of education is not in favour of technology and science
career”. (http://www.nislt.gov.ng/docs/Ministers%20paper.doc)
Concerned
educators in science and technology have indicated downward trend in the
appreciation of science and technology education (ICASE, 2008). In Nigeria,
30% of secondary education students are studying science and technology
subjects while only 16% of academic staff population in universities are in
science and technology areas. The science: arts ratio in the federal
universities in year 2000 was 57:43 as against the policy prescription of
60:40. In polytechnics, it was 46:54 as against the 70:30 policy. (www.east.sym.org/documents/p3_Akpan_STContinum.pdf.undated).
Associations have devised means and strategies of proffering solutions (STAN,
1992).
The same concern
is corroborated by the Honourable Minister of Education in November 2006 when
he identified the challenges of science and technology education as those
arising from historical stigma, low participation of students, scarcity of
professionally trained technology and science teachers and the cost intensive
nature of science and technology education. These are issues for stakeholders
ranging from teachers, governmental and non- governmental organizations,
curriculum developers, parents, industries, ministries, and school associations
to research institutes.
Government
is not irresponsive too to the decline in participation in science and
technology education programmes that seems to defy possible solution. The
president in the headline of one of the Nigerian read newspaper THISDAY of
March 3, 2008 states;
“FG, W’ bank to
promote science education” , Mr president alluded that the Federal
Government, in conjunction with World Bank, is ready to promote science and
technical education at the nation's tertiary institutions. All these are steps
taken to ameliorate the problem.
Some Laudable Moves (JETS and ICASE): Tips for Educators, Governments
and Stakeholders on - the way forward
Schools and
educators have for long taken measures to compliment the effort of government.
One of such is the Junior Engineers Technicians and Scientists (JETS) which was
introduced into the education system in Nigeria in 1988. The motive was to
provide young people with assistance from committed and talented scientists and
technologists in carrying out practical work, experimenting and developing
products based on scientific and technological information and principles
encountered in the classroom. (JETSPOC, 1988). The stated aims of JETS include;
(1). fostering the interest of students in acquiring manipulative skills in
science and technology (2). providing students with an increased awareness of
the impact of science and technology, and so forth.
An evaluative
study of JETS programme in Nigeria
carried out by Agholor, (1994) revealed that JETS students expressed
considerable enjoyment in science and technology and they considered the
subjects to be important and reasonably easy. This reflects that establishing
science clubs and societies is a worthwhile venture. This report is not current
hence whether JETS is still very functional today is a question that we shall
leave unanswered. But the club no doubt must be reactivated in the interest of
development in science and technology education. It has direct link with the
school system and with the students.
Another laudable
effort is the role of the International Council for Associations for Science
Education (ICASE). It is an umbrella organization forming a communicative
network for science scholars, science societies, science institutes and other
interested science groups or its sub- branches. The Science Teachers
Association of Nigeria (STAN) is an integral part of this body. The ICASE
constitution specifies the objectives as follows;
-
To extend and enhance the quality of formal and non –
formal science and technology education for all, with particular reference to
the children and youth of the world.
-
To provide and support activities and opportunities
that will enhance formal and non-formal science and technology education
throughout the world.
-
To assist and support all members and other
organizations throughout the world which are involved in formal and non formal
science and technology education.
-
To establish and maintain an international
communication network for member organizations and their members involved in
formal an non-formal science and technology education
-
To encourage and support the establishment and
development of professional science and technology organizations, especially
teacher organizations in all countries.
-
At the ICASE
world conference 2007, delegates noted the need to stage action to bridge gaps
between science, technology and the public. The identified five key reasons for
a global decline in the level of interest in science include;
-
Difficulty in finding, training and retraining of well
qualified science teachers
-
Difficulty in keeping up with emerging science and changing teaching
practice
-
Public perceptions related to science
-
Difficulty in maintaining a relevant science curriculum
at all levels.
(Source: The Perth Journal 6).
Nigeria is not exempted from the
above listed constraints. In fact some of them had earlier been identified in
this paper. The conference of ICASE recommended the following to governments;
- to promote critical awareness
of the contribution of science and technology to personal, social, economic and environmental well being
through building partnerships with national stakeholders and the media.
- to initiate revisions of the
curriculum for school science and technology that will increase student
interest in and recognition of the roles of science and technology in society.
- to promote from the primary
years onwards the career opportunities that stem from the study of science and
technology.
- to recruit graduates into
science and technology teaching and to value, support and retain them with
appropriate rewards.
- to resource and promote
continuous, effective and professional development for science and technology
teachers in order to meet changing student needs and societal aspirations.
- to recognize and support the
significant roles of teacher associations in building a quality professional
learning community for science and technology.
- to resource the development of
relevant and effective assessment processes so that learners have essential
life skills, meet academic and vocational standards and personal aspirations.
- to engage in greater
international cooperation to ensure the provision of well trained science and
technology teachers to meet current and future challenges.
- to call on UNESCO to integrate
its science and technology endeavour as fundamental to achieving educational,
environmental, cultural, social and sustainable development goals.
Extracted from ICASE newsletter (February 2008).
The ICASE has provided global and
factual perspectives that can halt the challenges facing science and technology
education even in Nigeria.
The key reasons highlighted by ICASE at the 2007 world conference are germane
and peculiar to Nigeria
too, hence the recommendations above apply to stakeholders in the business of
Nigerian science and technology education without any alterations. There is an
urgent need to join hands to build a strong and formidable science and
technology education network. In addition the following crucial suggestions would
be useful in bringing revival to the system;
- Government should revitalize
science and teacher education programmes across board
- Productive links with
industries should be established
- Some employers have poor
perceptions of university graduates in the area of science and technology based
programmes on the idea that the higher institutions are not well equipped. In
this regard, government should respond to the needs of the higher institutions.
- The curriculum should be
reformed and targeted to be competency – based, interactive, problem- based and
problem solving.
- Government and stakeholders
should be sensitive to gender issues in science and technology and should
strive to ameliorate the problems.
- Government should make adequate
and sufficient financial allocations available to schools and agencies.
- Employers should endevour to
encourage on – the –job training so that their workers would be opportuned to
update skills and knowledge.
- Educators should note the rapid
changes taking place in science and technology and their applications and reflect
such in the planning, teaching and learning of science and technology.
- Government can provide scholarships
for students in science and technology disciplines and also reward institutions
that meet the target of the science: arts enrolment policy.
- Teachers should be sensitive to
new trends and techniques in science and technology education.
- Educators should not ignore the
local environment. This will stimulate the learning of science and technology
education.
Conclusion
Science and
technology are avenues through which man interacts and explains the universe,
seeks to understand the world and make it a better place. They are key drivers
for socio-economic and educational transformations which must focus on
innovation and invention. Unfortunately, these cannot be achieved if and when
the required human resources are unavailable. Science and technology is the
instrument that sustains advancement and there is a global race in which neither
Nigeria
nor any other country should lag.
All stakeholders
should seek practicable and responsive systems that will pave way for the
implementation of policies and entrenching reforms. Saint, Harnett and
Strassner drew attention to the World Bank data in which, Nigeria though one of
Africa’s largest country, has only 15 scientists and engineers engaged in
research and development per million persons compared with the 168 in Brazil,
459 in China, 158 in India and 4,103 in the United States and expressed fear in
the chance of Nigeria in participating in the emerging global knowledge economy
(Saint, Hernett and Strassner, 2003). This is a strong indication that the
challenges are not to be played down on, while the recommendations and
suggestion require more urgent consideration.
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