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• W2740366665 abstract "The problem of policy formulation and implementation has been a thing of history. Oftentimes policies are formulated but the problem of implementation becomes a herculean task. This paper highlights the formulation of educational policies taking a hard look at the national policy on education and its implementation along the various tiers of education and comes up with the problems militating against the implementation such as lack of adequate statistical data, inadequate infrastructural facilities and the endemic problem of corruption among others. Recommendations are herein made to alleviate the reoccurrence syndrome. Nigeria, the universally acclaimed most populous black country is remarkable for its vast and diverse nature in terms of geography, people, culture and religion. She is noted for the high regard she accords education. The system of education enjoys the interaction of government, religious groups, voluntary organizations and interest groups. The socio-political environment is such that an individual can belong to two or more of these functionaries. In Nigeria, the Christian missionaries established schools which offered more opportunities for the conquest of the mind. Education provided, was used as the most effective vehicle for evangelization and penetration, the content and structure of which acted as the propelling force that produced the amalgam of the elements of “trinity of colonization”: trade, religion and power, (Okeke, 2007). The organization and management of the early western education as exemplified in the early boarding schools gave impetus to its acceptance. The Christian missionary activities in education predated British involvement in educational activities in Nigeria. At the inception of western European model of education of schools in Nigeria in 1842, with the first primary school established in Badagry, thus opening the way for formal western education and professional schooling. For many years, the missionaries in the South had the field of education to themselves. Besides being different in their approach, they shared many things in common in respect to their aims and objectives of education. In reality, they cherished and appreciated the school to play a pivotal role for the success of their activities, thus laying the foundation of missionary educational policy on evangelistic view emphasizing literacy and numeracy as a potential tool for the moral and intellectual elevation of their followers. In the view of Okeke (2007), the foundations of missionary educational policy were therefore laid on evangelistic view which emphasized literacy education as a powerful agency for moral and intellectual elevation of the people: religious instruction as the soul saving knowledge in the school as an aid to evangelization and character training that would through mission school education keep the morality of the wards up-to-date and transform the youths into useful members of the society. In the North, the missionaries ventured into the non-muslim area which was essentially the responsibility of the protectorate government to provide schools for the Muslims. The unhealthy rivalry among the missionaries created distorted education policies and implementation while the protectorate government controlled the schools in the north." @default.
• W2740366665 created "2017-08-08" @default.
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• W2740366665 date "2014-01-01" @default.
• W2740366665 modified "2023-09-27" @default.
• W2740366665 title "FROM POLICY TO PRACTICE: BRIDGING THE GAP IN EDUCATION IN NIGERIA" @default.
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