By Chukwudumebi Norbert Atta PhD
Introduction
There is no denying the recurring changes in national policies in Nigeria (like in some other countries) for various reasons, including especially constant change of government and discontinuous approach to governance by successive leaders, affects the country and its development greatly. In Nigeria, one area where government’s unstable policies play out is in the educational sector, where policy implementers, parents and students are constantly bearing the burden of constant changes in policies and practices, in the area (of education’s implementation). This essay therefore argues that educational policy has so much to contribute to the development of a country or state, and that instability in the implementation (if not formulation), contributes greatly to general instability in the State e of a country. This consideration speaks partly to the reality of the current changes in Nigeria’s educational policies, particularly the recent change from a 6-3-3-4 to a 12-4 educational system.
What is Education Policy about?
The place of educational policy in the overall operation, management and implementation of a country’s educational objectives, and the development of a country or state at large, remains topical. There is no doubt that no country would grow its educational sector without sound education policy. In fact an education policy caters articulates the educational movement of a state or country, and by extension, the educational needs of the people or state at large. Besides articulation of the major (and minor) details of the educational dreams of a people, an educational policy gives direction to the right movements or efforts to be taken towards achieving sound educational goals for a country/state and its people.
Education policy could be described broadly as the actions taken by governments in relation with educational practices, and how governments address the production and delivery of education in a given system or towards the achievement of educational objectives. Thus, the Organization For Economic Co-Operation and Development (OECD, 2015) posits that education policies cover a wide range of issues such as those targeting equity, the overall quality of learning outcomes and school and learning environments, or the capacity of the system to prepare students for the future, funding, effective governance or evaluation and assessment mechanisms, among others.
From the above two descriptions, one understands that education policy is an action-plan or result therefrom, of the government and other stakeholders, on the ‘future’ of education in a country/state. Thus, education policy has a narrower understanding that highlight just the role of the government as its creator and implementer, and a wider sense that acknowledges the role of other bodies, like private actors or others institutions – such as international and non-governmental organisations, in initiating and pursuing policies that shape or effect education in a place.
Overall, education policies involve decisions and practices that affects education at the formal level, starting from the kindergarten, through the primary and secondary schools, to the tertiary stage. It draws from the core of ‘policy” it its basic form as a framework that usually “proposes a vision to achieve, sets goals to meet, and may even spell out the means to reach them”. This could be obviously seen as a top-down approach that sees the process of executing as clearly expressed in a policy document. Yet, not all ‘policy’ employs a top-down formula, as the contributions towards the theories and actions that are part of a ‘policy’ could employ other approaches, including a democratic one, or a down-up one. We observe that such details are not the crux of this essay, and thus, we would not adumbrate on the type of policies and their implementation.
It is rather enough to note from the discourse thus far that education policy is no doubt that heart of the educational dreams of a country, and its implementation remains paramount to the growth or development of the education sector and a country/state at large. Thus, there is no overemphasizing the place or position of right/sound education policies to the growth of any country.
Nigeria and Its Educational Policy
The place of education policy in Nigeria and its development over the years, remains a major topic of discussion among educationists and social scientists. The birth and growth of what Nigeria has as its education policy has included influences from the colonial period, immediate post-colonial period, and the years after. It has also been marked by the political-leadership dynamics in the country that has seen the country go through different types and forms of governance – parliamentary democracy, military rule, presidential system, and diarchy in the last sixty years. Also, the socio-economic situation in the country has equally contributed, and continues to contribute, to the education policies that Nigeria has had and have.
From the pre-colonial education system which was majorly informal, and involved majorly the passing in of cultural values and ethos, social norms and practical skills from elders to the young, through the colonial era where the colonial government and Christian missionaries introduced western education (especially in the west) – which is often said to have been meant mainly to train colonial clerks, interpreters, catechists and teachers and the likes, to the 1882 Education Ordinace which marked the start of formal education, Nigeria has continued to tinker with its educational policy. It is therefore no news that the country’s education policy continues to be changed.
Among the reasons that have been adduced in defence of continuous changes of and in, Nigeria’s education policy, is the need to reposition education and the education sector in the country to address the country’s developmental, and other needs. Yet, whether the constant changes (and the programs that they have thrown up), have achieved such laudable dreams of repositioning Nigeria and its education sector, is highly debatable. In fact, the country’s education sector has often been criticised, including recently, for such reasons as poor infrastructure, disturbing condition of work of teachers and lecturers, dwindling quality of education etc., and the overall situation of the education sector that could be said to be more parlous than promising.
Historically, following the nation’s independence there has been various policies and reforms in the education sector, including the 1976 Universal Primary Education (UPE), then a change to 6-3-3-4 system in 1983, and then and 9-3-4 system of education in 2008, and only recently a 12-4 system. The foregoing country’s education policies have thrown up While the main argument for the evolution or development, of the above and other education policies have often been hinged on improving the nation’s education, including curriculum and outcomes, there are negative effects arising from these constant changes in the country’s education policy, particularly the instability, both in the education sector and in the country at large, that it engenders.
Unstable Education Policy and National (in)Stability
It remains undeniable that policy changes (in the education sector) play serious role in shaping the nation’s educational system, and by extension the nation’s overall development. This is more so, given that the quality of a country’s education sector says a lot about the country’s overall progress or advancement. Thus, the decisions that subsequent governments continue to make regarding education policies, do have far-reaching effects on the different aspects of education, including on quality, accessibility, and inclusivity of education in the country. These aspects themselves – like issues quality, accessibility etc., have consequences or effects on the country and its progress. In other words, there are challenges and consequences – some positive and others negative, in the educational policy changes in Nigeria.
Notably, policy changes remain one of the recurring problems in Nigeria’s education sector. In fact, the constant changes in education policy in Nigeria, points among other things, to a lack of continuity and consistency on the part of the education sector managers. This fact is irrespective of the fact that most policy changes are caused by both the dream, desire or drive to improve the education sector and by the constant change of government or administration, either via coup d’états as was the case until some twenty years ago and elections. In truth therefore, the frequent changes in government in Nigeria, and in the nation’s education policy, results in a disjointed and fragmented system or situation, in both the education sector and the country at large. Among its consequences is that it makes planning, especially for individual Nigerians or families, and the state too, very difficult. In fact, there is great need for some stability for any progress to be made, and this applies to Nigeria’s education sector too.
In addition, the constant change in policy affects any the implementation of any long-term strategies. This is exemplified in the many existing (or existed) government policies in the sector (i.e education), that have remained either un-implemented in full or completely abandoned. Such affects the progress of the educational sector, and by extension, the country. The imperative of a long-term planning, capacity building, carrying along the greater population of the citizens and evidence-based policy making in the education sector cannot be gainsaid, as it would help in addressing the rather ugly practice of constant change of education policy in the country.
Again, the place of political actors to often interfere in Nigeria’s education sector, seemingly without regards to the long-term effects of their often short term and sometimes, doubtful political decisions, compounds the state of the country’s education sector. It results to lack of stability in the education sector, inability to plan adequate for their children and wards education by parents, and confusion on the part of the students who find themselves ‘buffeted here and there’ by the constant changes in education policy. Indeed, the fact that education policies are often not given enough time to fertilize, and materialize its full potential before another change is made to it, does not augur well for the stability of the country’s education and Nigeria’s overall development.
Conclusion
Without specific reference to the recent change in Nigeria’s education policy from its 9-3-4 system to a 12- 4 education system, but without excluding it, this essay argues that the unsteadiness of Nigeria’s education policy has negative implication for the future of the country, as of education in the country. Among other things, such unending and unpredictable change in education policy affects the planning on education as well as impact national development, since it is trite that the quality of a country’s education reflects the progress or development of such a country. Given such, this essay recommends that education policies be not made based on base politics or politicking, nor on the influence of some vested interests. The essay argues that education policy should be based on the need to move the sector, and by extension the country forward, to compete favourably with other countries around the world in such indices as quality, accessibility, availability and the likes, and overall development of the country. In all, we hold that sticking to the existing practice where successive governments continue to tinker with the education sector, with little or no consideration for the overall long-term impact of their decisions on the country and its citizens, would in the long run only result (as is presently the case!) in increasing uncertainty in the educational sector, suboptimal educational outcomes, limited effectiveness (on the part of those implementing the policy!) and lack of national development. Therefore, there is no underscoring the need for strong efforts by stakeholders in the education sector, and backed by strong legislation, to save the country’s education sector from the constant policy somersaults that more or less, continue to impede the progress of the Nigeria’s education sector, and consequently, the country’s development at large.
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