Comparative Education PDE 720 Lesson Note

 

 

NTI-Standard Lesson Note

Subject: Comparative Education

Unit 1/Topic: The Concept and Scope of Comparative Education

Reference Material: NTI Textbook

 

Lesson Objectives

By the end of the lesson, learners should be able to:

1.      Define comparative education.

2.      Discuss the scope of comparative education.

3.      Identify the methods used in studying comparative education.

4.      Explain why student teachers should study comparative education.

 

1. Meaning of Comparative Education

From Textbook:
Comparative education is the study of education in one country (or group of countries) by using data and insights from practices and situations in another country or countries.

Simple Explanation:
It means learning how schools work in different countries, comparing them, and using what we learn to improve our own education system.

Question & Answer:
Q1: What is comparative education?
A1: Comparative education is the study of education systems in different countries to understand their methods and improve our own.

 

2. Scope of Comparative Education

From Textbook:
The scope explains what comparative education covers. It involves:

·         Studying different systems of education.

·         Understanding how culture, politics, economy, and technology affect education.

·         Comparing policies, structures, and teaching methods.

·         Applying what we learn to improve our own educational system.

Simple Explanation:
The scope means what comparative education focuses on. It looks at how schools are organized, what is taught, how teachers teach, and why some education systems work better than others.

Question & Answer:
Q2: Mention two areas covered by comparative education.
A2:

·         It studies different systems of education.

·         It looks at how culture, politics, and economy affect education.

3. Methods of Studying Comparative Education

From Textbook:
There are three main methods:

1.      Descriptive Method – Describing what happens in other countries.

2.      Interpretive Method – Explaining why things are done in certain ways.

3.      Analytical Method – Comparing data and finding solutions.

Simple Explanation:
These are the ways we study comparative education. We first describe the education system, then explain why it works that way, and finally compare it with others to learn from them.

Question & Answer:
Q3: List the three methods used in studying comparative education.
A3:

·         Descriptive method

·         Interpretive method

·         Analytical method

 

4. Importance of Studying Comparative Education

From Textbook:
Student teachers should study comparative education because:

·         It helps them understand how other countries run their schools.

·         It improves teaching methods.

·         It helps in making better education policies.

·         It prepares teachers to work in a global world.

Simple Explanation:
Studying comparative education helps teachers learn from other countries’ experiences so they can teach better and improve the education system.

Question & Answer:
Q4: Why should student teachers study comparative education?
A4:

·         To learn better teaching methods.

·         To improve the education system.

·         To understand how education works in other countries.

 

Classwork / Evaluation

Answer the following:

1.      Define comparative education.

2.      Mention two areas under the scope of comparative education.

3.      State two methods of studying comparative education.

4.      Give two reasons why student teachers study comparative education.

 

Assignment

Write down three differences between Nigeria’s education system and that of any other country of your choice.

 

 

NTI-Standard Lesson Note

Subject: Comparative Education

Unit2/Topic: The Relevance of Comparative Education to Teacher Education Programmes

Reference Material: NTI Textbook

 

Lesson Objectives

By the end of the lesson, learners should be able to:

1.      Highlight at least six reasons for studying comparative education.

2.      Explain the relevance of comparative education to teacher education programmes.

 

Introduction

Teacher education programmes are designed to equip teachers with knowledge, skills, and techniques needed for effective teaching and learning.
Comparative education provides teachers with useful information about how other countries manage their education systems. It allows teachers to compare successes, failures, and strategies so that they can improve education in their own country.

 

Aims of Comparative Education

According to King (1965) and Koul (2006), comparative education has the following aims:

1. Enhances Communication and Understanding

From Textbook: Comparative education plays a three-fold role in improving partnership and communication between nations.
Explanation: It helps countries share ideas about education, understand each other better, and learn from one another.

Q&A:
Q1: How does comparative education improve communication between countries?
A1: It encourages sharing of ideas and experiences about education between nations.

 

2. Promotes Understanding of Culture

From Textbook: It studies culture as a core part of education, looking beyond schools to how society shapes learning.
Explanation: Education is influenced by people’s way of life, beliefs, and values. Comparative education teaches teachers to understand how culture affects learning in different countries.

Q&A:
Q2: Why is culture important in comparative education?
A2: Because education depends on people’s way of life, beliefs, and values, which differ from country to country.

  

3. Provides Evidence for Better Decisions

From Textbook: It compares situations in other countries to gather useful evidence for improving education.
Explanation: By studying what works elsewhere, teachers and policymakers can make better decisions to solve problems in their own country.

Q&A:
Q3: How does comparative education help in decision-making?
A3: It provides evidence from other countries that can be used to improve local education systems.

 

4. Guides Other Academic Disciplines

From Textbook: It acts like a “direction-finder” that helps other academic fields improve through comparison.
Explanation: Comparative education connects knowledge from many fields like sociology, economics, and politics to make education better.

Q&A:
Q4: Why is comparative education called a “direction-finder”?
A4: Because it helps other disciplines improve education through comparison and evaluation.

 

Relevance of Comparative Education to Teacher Education Programmes

Comparative education is very important for teacher training. According to Osokoya (1992), its relevance includes:

1. Provides Reliable Information

It gives teachers accurate knowledge about educational systems, policies, and practices around the world.

Q&A:
Q5: Why is reliable information important in teacher education?
A5: It helps teachers understand global education systems and improve their teaching.

 

2. Improves Educational Ideas and Methods

Teachers learn better ways of teaching by studying how other nations organize their schools.

Q&A:
Q6: How does comparative education improve teaching methods?
A6: By exposing teachers to successful practices in other countries.

 

3. Helps Teachers Understand Their Own System

By comparing with others, teachers better understand the strengths and weaknesses of their own education system.

Q&A:
Q7: How does comparative education help teachers know their own system better?
A7: It allows them to compare their system with others and see areas for improvement.

 

4. Provides Solutions to Educational Problems

It shows teachers how other countries overcame similar challenges, helping them apply those solutions locally.

Q&A:
Q8: Why is comparative education useful in solving problems?
A8: Because it gives examples of how other countries handled similar issues.

 

5. Promotes International Understanding

Teachers learn to appreciate and respect different education systems and cultures, encouraging global cooperation.

Q&A:
Q9: How does comparative education encourage international cooperation?
A9: By helping teachers understand and respect other countries’ education systems.

 

6. Prepares Teachers for Reforms and Development

Comparative education teaches teachers how to adapt to new policies and technologies for better learning outcomes.

Q&A:
Q10: How does comparative education prepare teachers for change?
A10: It trains them to understand reforms and adopt new strategies from other nations.

 

Classwork / Evaluation

Answer the following:

1.      Mention three aims of comparative education.

2.      Explain two ways comparative education helps teacher education programmes.

3.      List any three benefits of comparative education to student teachers.

 

Assignment

Compare Nigeria’s education system with one other country of your choice. Mention two similarities and two differences.

UNIT THREE: FACTORS THAT DETERMINE THE CHARACTER OF DIFFERENT NATIONS

Introduction

Summary:

• Every nation has a special identity (called national character).
• This character is shaped by many factors like history, race, language, religion, etc.
• Education is later influenced by these factors.

Explanation (simple):
A nation is like a person—it has a personality. This personality is called national character. For example, Nigerians are known for being energetic and diverse, while Japanese are known for discipline and technology. Different factors shape this character.

Exam Q & A
Q1: What is national character?
A: It is the special identity or personality of a nation.

Factors Determining National Character

Nicholas Hans: Natural, Religious, Secular factors.
Mallinson: Historical, Social factors.
Combined → Eight main factors.

1. Linguistic Factors

Summary:

• Language unites people into nations.
• Many nations formed around language groups.
• In Africa, many languages exist, so colonial languages (English, French) became national languages.

Explanation:
Language is a powerful tool of unity. Nations like France or Britain developed strong national languages. In Nigeria, with over 300 languages, English was adopted as the common language.

Exam Q & A
Q2: Why do African nations adopt colonial languages as national languages?
A: Because they have too many local languages, so one foreign language helps unite them.

2. Racial Factors

Summary:

• Race means an ethnic group with common features.
• Some nations have one race; others have many.
• Intermarriage and migration mix races.

Explanation:
Racial groups like Yoruba, Hausa, Igbo, Jews, or Arabs form identities. In mixed nations like the USA, races blend to form a national character.

Exam Q & A
Q3: Give one example of a nation formed by mixed races.
A: The United States of America.

3. Geographical Factors

Summary:

• A nation must have land to be recognised.
• Without land, a group is not a nation (example: Jews before 1948).

Explanation:
Geography means land and location. Even if people share race and language, without a homeland, they are not seen as a nation. That’s why Israel fought to have their land.

Exam Q & A
Q4: Why is geography important in forming a nation?
A: Because a nation must have a defined land area to be recognised.

4. Historical Factors

Summary:

• Shared history unites people.
• Wars, colonisation, and migration help form nations.
• Nigeria became a nation through colonisation; USA through migration.

Explanation:
History brings people together. Nigeria’s borders were drawn by colonial masters, while America was formed by immigrants from many countries.

Exam Q & A
Q5: Give one historical factor that led to Nigeria becoming a nation.
A: Colonisation.

5. Religious Factors

Summary:

• Religion binds people.
• Nations may have one dominant religion (France – Catholic, England – Protestant) or many religions (Nigeria, USA).

Explanation:
Religion shapes values and culture. Some nations are religiously uniform, while others are pluralistic (many religions co-exist).

Exam Q & A
Q6: Mention three religions in modern Nigeria.
A: Christianity, Islam, Traditional religion.

6. Socio-Cultural Factors

Summary:

• Ways of life (food, dress, marriage, ceremonies) shape national identity.
• Each nation has its own style and cultural values.

Explanation:
Culture means how people live—their food, clothes, and celebrations. Nigerians are known for colourful weddings and strong family life. The French are known for fashion and cuisine.

Exam Q & A
Q7: Give two examples of socio-cultural factors in Nigeria.
A: National dress and naming ceremonies.

7. Economic Factors

Summary:

• A nation’s economy affects its character.
• Rich nations are known for prosperity; poor ones for struggle.
• Example: Japan (computers), Nigeria (oil boom).

Explanation:
If a nation is rich, its people feel the effect. During Nigeria’s oil boom, the country was called wealthy. Economic power adds to a nation’s reputation.

Exam Q & A
Q8: Which nation is known worldwide for computer technology?
A: Japan.

8. Political Factors

Summary:

• Politics also shapes national character.
• Nations choose their system: democracy, socialism, communism, federation, etc.

Explanation:
How a nation governs itself affects its people. For example, the USA is democratic, while China follows communism. Nigeria is a federation.

Exam Q & A
Q9: Give one example of a political system.
A: Democracy.

Education and National Character

Summary:

• Education influences national character because it socialises people.
• Simple societies → informal education.
• Advanced societies → formal, organised education.

Explanation:
Education is both shaped by national character and helps shape it. A modern, industrial nation uses advanced schools; a traditional society relies more on informal learning.

Exam Q & A
Q10: How does education affect national character?
A: It teaches values, skills, and attitudes that shape the identity of a nation.

 

Perfect, Raheem 👍. I see this is Unit Four: Factors Determining the Character and Development of Education in Different Nations.

Let’s keep the same style we’ve been using:

• Summary (short, simple gist)
• Explanation (clear expansion in simple words)
• Questions & Answers (for practice)

UNIT FOUR: FACTORS DETERMINING THE CHARACTER AND DEVELOPMENT OF EDUCATION IN DIFFERENT NATIONS

1. The Linguistic Factor

Summary

• Language is key to education.
• Advanced, well-developed languages (English, French, German, etc.) support formal education.
• Undeveloped languages limit learning to informal methods (speech and demonstration).
• Nigeria now promotes mother-tongue teaching in early education (Hausa, Igbo, Yoruba).

Explanation

Language carries the culture and values of a people. Countries with developed languages can record knowledge permanently through books, making education formal and advanced. Nations without developed written languages often struggle, as knowledge cannot be preserved. This is why many African countries adopted colonial languages (English, French) for education. Research in Nigeria (Yoruba experiments) proved that children learn better in their mother tongue.

Q&A

Q1: Why is language important in education?
A: Because it helps preserve and pass on knowledge, values, and culture to future generations.

Q2: What is the difference between a simple and an advanced language?
A: Simple languages are undeveloped and local; advanced languages are structured and used internationally.

Q3: How is Nigeria applying the linguistic factor in education?
A: By teaching children in their mother tongue at the early primary level while also learning English.

2. The Racial Factor

Summary

• Race influences how education is provided.
• Colonial masters limited Africans to basic education.
• In South Africa under apartheid, blacks got inferior education while whites enjoyed better facilities.
• Racial separation causes inequality and slows national educational development.

Explanation

Racial discrimination creates unequal opportunities in education. For example, in colonial Africa, higher education was restricted. In apartheid South Africa, black children were deliberately given poor education to prepare them for labour, while whites advanced academically. Such racial policies delay progress and create division.

Q&A

Q1: How did colonialism affect African education?
A: It limited Africans to primary education and delayed higher education development.

Q2: Give one example of racial influence on education.
A: In apartheid South Africa, black children were denied access to quality education.

Q3: Why does racial discrimination hinder educational development?
A: Because it denies equal access and prevents national unity in education.

3. The Geographical Factor

Summary

• Climate and landscape affect education.
• Temperate countries (Britain, France) can plan indoor schooling and seasonal learning.
• Tropical countries (Nigeria, Ghana) allow open-air learning.
• Harsh climates (deserts, floods, rugged hills) reduce access to schools.

Explanation

Geography shapes education. In some regions, harsh weather (extreme cold, deserts) prevents regular schooling. Rugged or waterlogged lands make school construction and teacher recruitment difficult. Nigeria once used “poultry shed” classrooms because the climate allowed temporary structures.

Q&A

Q1: How does climate affect education?
A: Harsh climates (very hot, very cold, deserts) make school attendance and construction difficult.

Q2: Why were “poultry shed” schools used in Nigeria?
A: To provide quick temporary classrooms during the U.P.N. free education era.

Q3: Give one example of geographical limitation to education.
A: Rugged hills in Adamawa make it hard to build schools for the Koma people.

4. The Economic Factor

Summary

• Wealthy nations can develop strong education systems.
• Poor nations struggle because education is costly.
• Nigeria’s oil wealth boosted schools and universities (1970s), but later poverty brought graduate unemployment.
• Today, Nigeria promotes technical and vocational education for productivity.

Explanation

Education depends on financial strength. Rich countries (USA, Japan, Germany) fund advanced schools, while poor nations can’t afford it. Nigeria’s oil wealth once expanded education but without a productive economy, funds dwindled. That’s why policies like the NDE and vocational training now aim to link education with productivity.

Q&A

Q1: How does wealth affect education?
A: Wealth allows governments to build schools, pay teachers, and provide facilities.

Q2: Why did Nigeria face graduate unemployment?
A: Because oil wealth was not based on productivity, so jobs couldn’t match graduates.

Q3: What solution has Nigeria adopted?
A: Promoting technical, vocational, and entrepreneurial education.

5. The Historical Factor

Summary

• A nation’s past shapes its education.
• War-focused nations (Sparta) prioritised military training.
• Colonial Africa limited Africans to menial education.
• Inventions (printing press) boosted global education.
• Nigerian Civil War led government to take over schools and expand secondary education.

Explanation

History can either slow or advance education. Colonies got little education, while inventions like printing made books cheaper. Wars sometimes halt schooling (WWII stopped Yaba College). In Nigeria, government control after the Civil War improved school access nationwide.

Q&A

Q1: How did the printing press affect education?
A: It made books cheaper and more available, boosting learning.

Q2: How did Nigeria’s Civil War affect schools?
A: It pushed government to take over and expand secondary education.

Q3: Give one example of history slowing down education.
A: WWII stopped growth of higher education in Nigeria.

6. The Religious Factor

Summary

• Religion can promote or hinder education.
• Middle Ages: church limited education to clergy.
• Reformation expanded schools and secular education.
• In Nigeria, Christian South embraced western education, Muslim North resisted it.
• Today, religious tolerance encourages balanced education.

Explanation

Religion influences acceptance of education. While Christianity promoted missionary schools, Islam in Northern Nigeria initially resisted western education. Government takeover later unified access. Today, schools offer Christian, Islamic, and traditional religion studies.

Q&A

Q1: How did religion hinder education in medieval Europe?
A: Church restricted education mainly to priests and scriptures.

Q2: Why did the Muslim North resist western education in Nigeria?
A: They feared it would interfere with their religion.

Q3: How does religious tolerance help Nigerian education today?
A: It allows children of all faiths to attend schools freely.

7. The Political Factor

Summary

• Government policy directly shapes education.
• Colonial policies limited Nigerians’ education.
• After independence, 6-3-3-4 was introduced.
• Political decisions like free education in UPN states boosted growth.
• Political instability slows progress.

Explanation

Education depends on stable and supportive government. Free education policies (e.g., in Lagos, Ogun, Ondo) rapidly expanded access. Restrictive policies (e.g., banning private universities) delayed growth. Political instability changes policies too often, disrupting planning.

Q&A

Q1: What is the role of government in education?
A: To make policies, provide funds, and regulate institutions.

Q2: How did UPN states promote education?
A: By introducing free secondary education and founding universities.

Q3: How can political instability harm education?
A: Policies keep changing, preventing steady growth.

8. The Ideological Factor

Summary

• Ideology = a people’s belief system and philosophy.
• Education must reflect the dominant ideology.
• Socialist countries (Russia) use state-controlled schools.
• Humanist philosophy emphasises freedom and reason.
• Ignoring ideology makes education irrelevant.

Explanation

A nation’s ideology (political, religious, cultural values) shapes education. Socialist ideology promotes state education, humanism promotes free thinking, while democratic nations encourage varied schooling.

Q&A

Q1: What is ideology?
A: A set of beliefs and values that guide how people view the world.

Q2: How does ideology affect education?
A: It shapes school systems, curricula, and goals.

Q3: Give an example of ideology shaping education.
A: In Russia, socialism made all schools state-owned.

9. The Socio-Cultural Factor

Summary

• Social beliefs and culture shape education.
• Russia’s communism restricted education to state control.
• America’s belief in freedom allows variety and specialisation.
• Nigeria’s diversity allows mother-tongue education and school choice.
• Culture can also discourage schooling (trading preference in Igbo areas, religious limits in Kano).

Explanation

Culture influences attitudes to learning. Some societies value higher education, others prioritise trade or quick wealth. Nigeria’s social diversity creates differences: Lagos values business over schooling, Kano limits girls’ education due to religion, Igbo men often prefer trade to school while women study more.

Q&A

Q1: How does American culture influence education?
A: It promotes variety, freedom, and specialisation.

Q2: Why are there more girls in schools in Imo and Anambra States?
A: Many men prefer to trade, leaving women to pursue education.

Q3: How does Nigeria’s culture of freedom affect education?
A: It allows choices in mother-tongue use, school types, and learning styles.

Activity Question

Discuss the factors that influence the character and development of education in different nations.
✔️ Answer: Factors include linguistic, racial, geographical, economic, historical, religious, political, ideological, and socio-cultural influences. Each shapes how education is planned, delivered, and developed.

Assignment

Q: Give a detailed account of how religious and economic factors influence Nigerian education.

Model Answer:

• Religious Factor: In Nigeria, Christianity encouraged western education through missionary schools in the South, while Islam in the North initially resisted it, slowing progress. Today, religious tolerance has unified schools, with Christian and Islamic studies taught side by side.
• Economic Factor: Nigeria’s oil wealth in the 1970s boosted expansion of secondary schools and universities. However, over-reliance on oil without productivity led to graduate unemployment. To solve this, government promotes vocational and technical education, entrepreneurship, and schemes like NDE to link education with jobs.

Great! 👍 I’ll help you break UNIT FIVE: Variations Among Nations in Educational Aims, Curriculum, Methods and Administration into summary, explanation, and Q&A under each subheading. This will make it easier to study and also prepare for exam questions.

UNIT FIVE

VARIATIONS AMONG NATIONS IN EDUCATIONAL AIMS, CURRICULUM, METHODS AND ADMINISTRATION

INTRODUCTION

Summary

Education differs from country to country. Nations have different aims, curricula, methods, and styles of administration, shaped by their social, cultural, political, and historical contexts. This unit focuses on Germany, Britain, France, and the USA.

Explanation

Just as people have reasons for their personal actions, nations also have reasons (aims) for providing education. Each country develops its education system to meet national goals—be it loyalty, democracy, socialisation, or individual development.

Question & Answer

Q: Why do educational systems differ across nations?
A: Because each country has unique social, political, cultural, and historical conditions that shape its educational aims and practices.

DIFFERENCES IN EDUCATIONAL AIMS AMONG NATIONS

Summary

• Germany: Education aims to instill loyalty to the state and unity under authority.
• Britain: Education is practical, based on tradition and liberal democracy, encouraging both national and local loyalties.
• France: Education is about socialisation, helping learners adopt acceptable ways of life, stressing intellectual, physical, and moral growth.
• USA: Education is democratic and liberal, aimed at developing individual aptitude, initiative, and personal fulfilment.

Explanation

• Germany: Historically authoritarian, education was used to produce loyal citizens.
• Britain: Apprenticeship tradition shaped learning-by-doing. Education unfolds through practice, not fixed plans.
• France: Education is for the person and society, stressing morality and intellectual development.
• USA: Based on Jefferson’s idea of opportunity, education develops individual potential and resourcefulness.

Question & Answer

Q: What is the major aim of American education?
A: To provide opportunities for each individual to develop their abilities and initiative for personal fulfilment.

Q: How is the French aim of education different from the German aim?
A: France focuses on socialisation and personal welfare, while Germany emphasizes loyalty to the state.

VARIATIONS IN CURRICULUM AND METHODS

Curriculum and Methods in France

Summary

• Teachers are highly trained, professional, and civil servants.
• Two categories: primary and secondary.
• Training involves competitive exams, academic + professional training, and demonstration schools.
• Posting is based on national needs, not personal choice.

Explanation
French teacher education stresses both subject knowledge and teaching methods. Demonstration schools are used for practical training. Teachers must pass exams and aptitude tests before final certification.

Q&A
Q: Why are demonstration schools important in French teacher education?
A: They allow student-teachers to practice teaching in real classrooms under supervision.

Curriculum and Methods in Germany

Summary

• Before WWII: Focused on loyalty to government and preparing citizens for industrial growth.
• After WWII: Improved to university level.
• Training includes teaching subjects, psychology, research, trial lessons, and oral exams.
• Certification only after probation and exams.

Explanation
Germany shifted from minimal training to a more advanced, flexible, research-oriented teacher education system after WWII, similar to France.

Q&A
Q: What were the two main goals of German teacher education before WWII?
A: To produce loyal citizens and to prepare teachers to support industrial growth.

VARIATIONS IN EDUCATIONAL ADMINISTRATION

1. Russia

Summary

• Centralized system under Ministry of Education.
• Aim: Build communist ideology.
• Education included political education.
• Inspectors had strong authority—ensured loyalty and high standards.

Explanation
Russian education was controlled to spread socialism. Inspectors acted as both supervisors and political informants.

Q&A
Q: Why were Russian inspectors powerful?
A: They supervised teaching quality and ensured communist ideology was taught.

2. France

Summary

• Education centrally controlled since Napoleon.
• Education Minister is both a politician and policymaker.
• Zones (Academies) with Rectors and inspectors.
• Local councils manage teacher employment and promotion.

Explanation
The French system balances central control with local councils. It aims at self-fulfilment, not political indoctrination.

Q&A
Q: What is the role of “Academies” in France?
A: They are educational zones managed by rectors for local administration.

3. Holland

Summary

• Combines centralisation and decentralisation.
• Central Ministry: ensures standards, salaries, and infrastructure.
• Local councils: manage primary, secondary, technical education.
• Both public and private (religious & secular) schools are supported.

Explanation
The Dutch system allows government and private organisations (religious and secular) to participate equally in education.

Q&A
Q: What is unique about Holland’s system?
A: It combines central and local control, supporting both public and private schools.

4. Great Britain

Summary

• Compulsory education from 5–16 years.
• National Curriculum (for state schools).
• School types: Nursery, Primary, Secondary (Grammar, Technical, Modern), and Universities.
• LEAs (Local Education Authorities) oversee schooling.
• Education financed by central government + local authorities.

Explanation
Britain has both state and independent schools. Administration involves central government, inspectors, and LEAs. Scotland has slight differences (SCE exams, flexible entry to universities).

Q&A
Q: What are the three types of secondary schools under the 1944 Act?
A: Grammar schools, Technical schools, and Modern schools.

5. USA

Summary

• Decentralised: each state controls its education.
• Local Education Authorities (LEAs) run schools.
• Structure: 6-3-3 system (Primary: grades 1–6, Junior High: 7–9, Senior High: 10–12).
• Colleges/Universities: Public (state-funded) and Private.
• Teacher education: Usually 4 years in colleges/universities.
• Federal government plays only advisory and financial roles.

Explanation
Education reflects democracy and local control. Local boards decide curriculum, taxes, teacher pay, and standards, leading to variations between rich and poor districts.

Q&A
Q: Why is American education said to lack uniformity?
A: Because local authorities (LEAs) vary in wealth and efficiency, leading to differences in standards.

ASSIGNMENT QUESTIONS (Practice)

1. Which system of educational administration (Russia, France, Holland, Britain, or USA) would you recommend for Nigeria? Why?
2. Explain the structure of education in Great Britain.
3. Explain the structure of education in the United States of America.
4. Compare and contrast American schools and Nigerian schools.

Perfect 👍 Let’s now work on UNIT SIX: British and French Educational Policies in Colonial Africa. I’ll structure it into:

1. Summary (short, clear points)
2. Simple Explanation (easy-to-understand explanation)
3. Questions & Answers (exam-style practice)

UNIT SIX

BRITISH AND FRENCH EDUCATIONAL POLICIES IN COLONIAL AFRICA

INTRODUCTION

Summary

• Colonialism strongly shaped African education, politics, and society.
• Britain used Nigeria as an example, France used Senegal.
• Colonial policies created today’s African national boundaries and education systems.

Explanation
When colonial masters came, they didn’t only control politics—they also shaped how education was run. Britain and France each had different styles: Britain used Indirect Rule while France used Assimilation.

Q&A
Q: What was the main difference between British and French colonial education?
A: Britain used indirect rule and adapted education to local needs, while France used assimilation, making African education similar to that in France.

BRITISH INFLUENCE ON NIGERIAN EDUCATION

Phase 1: 1842 – 1885 (Missionary Era)

Summary

• Education mainly by missionaries (Methodists 1842, CMS 1845, others in Calabar, Lagos, Abeokuta, etc.).
• Focus: evangelisation, Bible reading, scripture literacy.
• Colonial government had little role.

Explanation
At this stage, schools were run by churches to spread Christianity. The government didn’t control education yet.

Q&A
Q: What was the main aim of missionary education in Nigeria before 1885?
A: Evangelisation and scripture literacy.

Phase 2: 1885 – 1925 (Government Involvement)

Summary

• Britain joined education for two reasons:
1. Missionary schools couldn’t produce enough workers.
2. Berlin Conference required colonial masters to care for natives.
• Education Policy: produce clerks, artisans, and craftsmen.
• Key events:

• 1877: financial aid to missionary schools.
• 1882: Education Ordinance (board of education for West African colonies).
• 1899: first Muslim government school.
• 1914: Lord Lugard’s ordinance (more grants-in-aid).
• 1922: Phelps-Stokes Report criticised narrow education → led to 1926 Code.

Explanation
This phase made education more official. Britain used schools to train workers for offices, trade, and rural crafts. The Phelps-Stokes Report showed African education was too narrow and not suited to African needs.

Q&A
Q: What did the Phelps-Stokes Report (1922) criticise?
A: That missionary and government education was too narrow and not suitable for African needs.

Phase 3: 1926 – 1960 (Towards Independence)

Summary

• 1926 Code improved supervision and funding of schools.
• Advisory Committee: education should improve character and efficiency.
• Education should also lead to personal fulfilment and higher responsibilities.
• Growth:
• 1931: Nigerian Union of Teachers (NUT).
• 1932: Yaba Higher College (first higher institution).
• 1948: University College Ibadan established.
• 1954: Regional governments influenced education.
• 1955–1957: Universal Primary Education in West, East, Lagos.
• By 1960, Nigerians began controlling education.

Explanation
This was the most progressive period. Education moved from training clerks to preparing leaders, professionals, and university graduates. Nigerians also started shaping their own education.

Q&A
Q: What was the main achievement of the 1926 Education Code?
A: It introduced supervision, inspection, and government financial aid for schools.

FRENCH INFLUENCE ON SENEGALESE EDUCATION

Summary

• France used Assimilation: colonies were part of France.
• Education in colonies was the same as in France.
• Two types of schools:
1. Basic schools for Africans not speaking French.
2. French-model schools for elite Africans (learning in French, access to high office).
• Goal: train Africans to be like French citizens.
• Problems: language and culture made assimilation difficult.
• Even today, many Francophone countries still follow French system of education and use French currency.

Explanation
French education aimed at turning Africans into “Frenchmen.” Those who succeeded were given rights and privileges. But this destroyed African culture and language.

Q&A
Q: What was the main goal of the French policy of assimilation in education?
A: To make Africans adopt French culture and become like French citizens.

SIMILARITIES IN BRITISH & FRENCH INFLUENCES

Summary

• Both were trading nations → supported education for economic gain.
• Both practised racial discrimination.
• Both wanted permanent control in Africa.

Explanation
Although their policies were different, both Britain and France mainly wanted resources and power. They used education as a tool to achieve colonial goals.

Q&A
Q: What was one similarity between British and French colonial education?
A: Both promoted education mainly for economic and political control.

DIFFERENCES IN BRITISH & FRENCH INFLUENCES

Summary

• Politics: France had stronger control (removed traditional rulers), Britain allowed indirect rule.
• Elites: Britain encouraged elites to serve their people; France separated elites as “French citizens.”
• Independence: British colonies gained full independence; French colonies remained tied to France (education, currency, politics).

Explanation
Britain preserved African traditions somewhat, while France forced Africans to abandon theirs. Britain’s colonies became fully independent, but French colonies still depend heavily on France.

Q&A
Q: How did the British and French differ in treating African elites?
A: Britain encouraged them to work among their people, while France made them separate and gave them French citizenship.

ASSIGNMENT (Practice Questions)

1. Discuss British influence on Nigerian education from 1886 to 1925.
2. State two benefits of the French policy of Assimilation.
3. Do you think Nigerian education has suffered from colonial experience? Explain.
4. Mention one way Assimilation differs from Indirect Rule.
5. What makes colonialism similar, whether by Britain or France?

Great, Raheem 👍 Let’s work on Unit Seven step by step just like we did for Unit Six. I’ll summarize, explain, and add questions & answers for each sub-heading so it’s student-friendly.

UNIT SEVEN: COMPARATIVE EDUCATIONAL POLICIES AND PRACTICES IN AFRICA SINCE INDEPENDENCE

Introduction

Summary

This unit looks at how African countries managed their education systems after gaining independence. While colonial policies influenced them, many African nations adjusted their systems to meet their own social, political, and economic needs. The focus will be on Kenya (former British colony), Mali (former French colony), and Tanzania (influenced by both Germany and Britain).

Explanation

• Colonial education often created gaps and inequalities in access to learning.
• After independence, African leaders wanted education that would serve their people, promote equality, and build their nations.
• Kenya, Mali, and Tanzania each had different approaches based on their colonial experiences and national goals.

Q & A

Q: Which three African countries are studied in this unit?
A: Kenya, Mali, and Tanzania.

 

Post-Independence Educational Policies and Practices in Kenya

Summary

Kenya had serious educational inequalities at independence because Europeans, Asians, and Arabs had better access than Africans. After independence, Kenya made strong efforts to expand education, especially at the primary and secondary school levels.

Explanation

• Primary education:
• Targets were set to reach 100% enrolment by 1980.
• Free education started in classes 1–4 about ten years after independence.
• Secondary education:
• Seen as urgent because civil service, industry, and schools needed skilled Africans.
• From 1963–1973, schools rose from 150 to 981.
• Students grew from 26,300 in 1960 to 650,300 in 1980.
• Technical education:
• At independence, Kenya only had five technical colleges.
• By 1974, these grew to 30 with 13,000 students.
• However, technical education was less popular because many Africans preferred office jobs.

Q & A

Q: Why did Kenya focus more on secondary education after independence?
A: Because secondary school graduates were urgently needed to work in civil service, industry, and schools.

Q: How did technical education grow in Kenya after independence?
A: From 5 technical colleges in 1960 to 30 by 1974, with 13,000 students.

Post-Independence Educational Policies and Practices in Mali

Summary

Mali gained independence from France in 1960. Because France had followed a policy of assimilation, Mali had to build an education system that reflected its own identity and needs. The government focused on mass education, middle-level manpower, and national culture.

Explanation

• Primary education:
• Made universal, free, and with boarding facilities.
• The government encouraged parents through mass campaigns.
• Students increased from 64,900 in 1960 to 333,700 in 1980.
• Secondary education:
• Students increased from 4,600 in 1960 to 86,400 in 1980.
• Enrolment rose almost 20 times in 20 years.
• Technical and vocational education:
• Unique schools were created for:
1. Civil service, industries, and commerce.
2. Vocational training for self-employment.
3. Paramedical staff.
4. Agriculture and veterinary work.
• These were Mali’s own innovations after independence.
• Challenge: Lack of money limited progress because Mali lacked rich natural resources.

Q & A

Q: What were Mali’s three main educational policy goals after independence?
A:

1. Make Malians identify as Malians, not French.
2. Establish schools in Mali instead of relying on France.
3. Promote middle-level manpower and mass education.

Q: By how much did primary school enrolment increase in Mali between 1960 and 1980?
A: From 64,900 to 333,700 students.

Great work bringing this unit together 👌. I’ll help you break it down clearly so you can use it for teaching, learning, or assignments. Let’s structure it step by step:

UNIT EIGHT: EDUCATION SYSTEM IN NIGERIA AND TANZANIA

1. Introduction

• Nigeria was colonised by Britain until 1960.
• Independence came on 1st October, 1960.
• Education in Nigeria has been shaped by politics, economy, culture, climate, and religion.
• Nigeria runs a centralised system: Federal Government makes policies, states and LGAs implement them.

2. Philosophy/Goals of Nigeria’s Education

From the Second National Development Plan, the goals are:

1. Build a free and democratic society.
2. Create a just and egalitarian society.
3. Build a united, strong and self-reliant nation.
4. Develop a great and dynamic economy.
5. Provide bright opportunities for all citizens.

👉 Nigeria’s philosophy: integrate individuals into society as effective citizens with equal educational opportunities.

3. Structure of the Nigerian School System (6-3-3-4)

1. Pre-primary (3–5 years, private mostly).
2. Primary (6 years, ages 6–11, foundation of all learning, subjects include literacy, numeracy, science, social values, crafts, agriculture).
3. Secondary (6 years total → 3 junior, 3 senior).
• Junior: English, Maths, Integrated Science, Social Studies, Agriculture, Languages.
• Senior: Sciences, Arts, Vocational subjects. Exams → WAEC, NECO, NABTEB.
4. Tertiary (Universities, Polytechnics, Colleges of Education).
• Functions: Teaching, Research, Community Service.

4. Funding Education in Nigeria

Sources:

1. Federal Government (budget, UBEC, NUC, NBTE, NBCE).
2. State and Local Governments.
3. Foreign aid.
4. Corporate organisations (Education Tax Fund, NGOs).
5. Individuals (endowments, scholarships).
6. Parents (fees, levies).

5. Administration of Education in Nigeria

• Federal Ministry of Education → overall policy.
• State Ministries of Education → supervise at state level.
• Local Government Education Authorities → grassroots schools.
• Agencies:
• National Universities Commission (NUC) → universities.
• National Board for Technical Education (NBTE) → polytechnics.
• Universal Basic Education Commission (UBEC).
• Nigerian Educational Research and Development Council (NERDC).

6. Current Educational Issues in Nigeria

• Universal Basic Education (UBE) Programme (since 1999).
• Reform of 6-3-3-4 into 9-3-4 system (lower + upper basic).
• Public–Private Partnership in Unity Schools.
• Merger of Polytechnics/Colleges of Education with Universities.

Education in Tanzania

1. Introduction

• Independence: 1961 (from Germany & Britain).
• Leader: Dr. Julius Nyerere.
• Philosophy: Ujamaa (African socialism) → focus on equality, communal living, and self-reliance.

2. Philosophy of Ujamaa

• Traditional African communalism: no exploitation, no extreme wealth/poverty.
• Leadership by consensus (→ one-party system).
• Education should prepare citizens to live meaningfully in their communities.
• Goal = Education for Self-Reliance.

3. Structure of Tanzanian Education (7-4-2-3)

1. Primary: 7 years, compulsory, free, vocational in nature, taught in Swahili.
2. Secondary:
• 4 years (O-level),
• 2 years (A-level).
• Curriculum: vocational subjects + African history.
• English is just a subject.
3. Tertiary: 3+ years in higher institutions.

• Adult education programmes → literacy & lifelong learning.

4. Aims of Education in Tanzania

• Foster unity and common good.
• Prepare youth for productive work (especially agriculture).
• Encourage commitment to community development.
• Promote African values, equality, and dignity.
• Train responsible citizens with enquiring minds.

5. Funding Education in Tanzania

1. Government revenue (20% of budget).
2. Student productive activities (each school meets 25% of catering bills).
3. External aid (World Bank, SIDA, DANIDA, NORAD, CIDA, etc.).

6. Teacher Education

• Teachers are professionally trained:
• 3-year teacher colleges → primary schools.
• Diploma holders (after Form 6 + national service) → secondary schools.
• University graduates (BA/B.Sc./B.Ed) → higher/advanced levels.

Activity Questions

Nigeria

1. Structure of education in Nigeria.
2. Administration of education in Nigeria.
3. 3 current educational issues in Nigeria.

Tanzania

1. Administration of education in Tanzania.
2. Sources of funding education in Tanzania.

Assignment

1. Write a comprehensive history of the development of education in Nigeria.
2. Give a detailed account of the current developments of education in Tanzania.

✅ Summary

• Both Nigeria and Tanzania restructured their education after independence.
• Nigeria followed Western models (6-3-3-4, later 9-3-4), with heavy government, parent, and corporate involvement.
• Tanzania followed Ujamaa philosophy, stressing self-reliance, vocational training, and Swahili as the medium of instruction.
• Funding in both countries combines government, aid, and community/individual support.