Education in general and higher education in particular, are fundamental to the construction of a knowledge economy and society in all nations. Yet the potential of such educational systems in developing countries (like Nigeria) to fulfill their responsibilities, is frequently frustrated by long-standing problems of finance, efficiency, quality and good governance.
Unknown to many surprisingly, knowledge has now become the most important factor for economic development in the 21st century. And in reckoning with Porter, an educator, ‘through its capacity to augment productivity, education increasingly constitutes the foundation of a country’s competitive advantage’.
On the global perspective however, economic and social developments have increasingly been argued to constitute the very foundation of a country’s competitive advantage. If this is so, why have Nigerians not drastically tapped into these gains in thought?
The fallen standards in the education sector of Nigeria once again brings to centre stage, unending thoughts as to our preparedness as a nation to compete with and input our knowledge in the ever growing technological aspects of world economies. With the continued decay being recorded in our institutions of learning especially the higher ones, it appears little is often taken into account when it comes to discussing primary and even secondary education.
Year after year, there are repeated cases of university lecturers embarking on strike for instance, even teachers in primary education systems also contemplate doing the same very often. Not withstanding, these ills have not gone without the manifest decline on effective learning albeit efficiency in teacher delivery as well as student presence.
Last month’s (August 2010) disclosure at the West African Examinations Council over the outcome of exams written in English and Mathematics Subjects is not only worrisome but pathetic. However Nigerians chose to view the records, there can be no pride whatsoever in that suggesting a staggering 75 percent failure in English Language and Mathematics at the WAEC May/June 2010 sitting alone!
The report further shows that only 24.95 percent of the candidates who sat for the exams, made five credits, including English Language and Mathematics. This alarming proportion of failure represents 337,071 of the 1,278,843 candidates whose results were released by the exams body. Even with these figures registered, Head of WAEC National office, Dr. Iyi Uwadie mentioned that there were still more results being withheld for various reasons including technical errors committed by candidates.
It will be recalled that in March this year, National Examinations Council had also decried the alarming rate in the failure of students who sat for its exams in English Language and Mathematics in Nov/Dec 2009. Nigerians at that moment began reacting with alarming responses signaling ‘preparedness’ to see to a positive turn for the education sector. As if that was not enough shame to contend with for a nation which claims to be at the forefront of learning on the continent, we went to bed, forgetting our resolve to return to winning ways.
Now the die is finally cast and another failure steers us in the face, the hue and cry though everywhere, is nothing but a mere repetition of the NECO exposé of March 2010. Nigerians should learn to be critical, thoughtfully apprehensive and non-deferring over priority sectors as education.
We should also be committed at least, in our very approach to all issues in fact. Without truthful and purposeful attempts at resolving contentious issues as this, our problems will remain unsolved and the dreams of achieving educational targets or dividends by the year 2020 will be a mirage.
One would have expected that the education review committee(s) charged with the task of addressing such malaise would have resolved to painstakingly meet to put an end to these dangerous trends in the sector long ago. Whether the problems stem from student attitude to learning, poor teaching facilities, or inadequate teacher training schools, inappropriate teaching methods applied, or absence of instructional techniques, improperly structured content for both English and Mathematics or even non-conducive environment for learning, the issues must be tackled appropriately.
Despite having a nationwide curriculum which has been in use for teaching these subjects, and probably, reviewed over the years, these poor results is particularly discouraging hence, the need for drastic measures to be taken for meaningful improvement in our education sector.
Studying generational characteristics, who knows, may also be of relevance in identifying problems associated with the teaching and learning of both subjects provided such initially, is proven to be responsible for the huge failure.
Finally, pressure must be applied to government from below for adequate support and backing. Also policy makers must sit up now to better function in unity more than ever; educational and development planners must ensure for continuous negotiation with all concerned bodies at the different levels of our education system.
When this is done, Nigerians will no doubt begin to reap immense benefits from the successes of our children once more.
