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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/141

Title: The Implementation of Progressivism in Nigerian Education: An Assessment
Authors: Musa, Joseph Maina
Issue Date: Sep-2005
Abstract: The thesis sought to assess the extent to which progressive education is implemented in Nigeria. This is essentially because while the National Policy on Education has progressive underpinnings, progressivism is capable of multiple meanings. Also, some clauses in the National Policy on Education contradict some of the tenets of progressive education. If the assessment shows that Nigerian education is not progressive, measures will be prescribed on how to implement progressive education in Nigeria. In carrying out the research, the analytical and prescriptive methods of doing philosophy were employed. In analysing the key concept of the study, progressivism was found to be in line with positive change thus the necessary conditions of progressivism are pro-reforms, anti-tradition, democratic orientation and the trust in human intelligence. Hence, the concept was justified for its forward looking view of things. Progressive education advocates equitable distribution of educational places. However, a wide chasm exists between male and female enrolment in Nigerian education. On learners involvement in managerial decisions, the study noted that Nigerian learners are not adequately consulted. They have no say in disciplinary and curricular issues. For lack of personnel and instructional materials, the implementation of progressive curriculum in Nigerian education is not possible. The study also noted that neither the needs nor the interests of Nigerian school children are met because of the conspicuous absence of health facilities, inadequate classroom accommodation and books. The freedom of the learners is curtailed through the undue imposition of often unjustified rules by the teachers and the school authority. Although the position of the progressivists on punishment is negative, it is a normal phenomenon in Nigerian education. The progressive teaching methods were found to be inadequately implemented in Nigeria. Contingent upon these findings, the study inferred that Nigerian education is not progressive. It was therefore recommended that the National Policy on Education be reviewed, private and special schools be abolished and the teaching of religious knowledge scrapped.
Description: A Thesis in the Department of ARTS AND SOCIAL SCIENCE EDUCATION, Faculty of Education. Submitted to the School of Post Graduate Studies, University of Jos in Partial Fulfilment of the Requirements for the award of the Degree of Doctor of Philosophy of the
URI: http://hdl.handle.net/123456789/141
Appears in Collections:Faculty of Education

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