14 A FUNCTIONAL EDUCATION WILL MAKE NIGERIA ATTAIN THE GOALS VISION 202020.docx

7/28/2019 14 A FUNCTIONAL EDUCATION WILL MAKE NIGERIA ATTAIN THE GOALS VISION 202020.docx

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A FUNCTIONAL EDUCATION: KWARA STATE AS A

REFERENCE POINT IN 20/2020

BySuleiman Nasiru Arisekola

President National Association of Kwara State Students,Ahmadu Bello University, Zaria Chapter

14.1 INTRODUCTION

Nigerias economic potential is well recognized. It is the

biggest economy in the West African sub region. Given

the countrys considerable resource endowment and

coastal location there is potential for strong growth. Yet

Nigeria has realized very little of this potential. Previous

efforts at planning and visioning were not sustained. The

history of economic stagnation, declining welfare and

social instability, has undermined development for most

of the past 30 years.

But in recent years, Nigeria has been experiencing a

conditions seem right for launching onto a path of

sustained and rapid growth, justifying its ranking

amongst the N11 countries. These are the countries

identified by Goldman Sachs to have the potential for

attaining global competitiveness based on their economicand demographic settings and the foundation for reforms

already laid.

The previous administration had declared the intention

to pursue the vision of placing Nigeria among the 20

largest economies in the world by 2020 and the current


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administration is committed to the attainment of this

vision.

A vision is a clear mental picture of the future which

must represent a significant improvement on the current

state. It however must be supported by a clear and

realistic path to its realisation and requires consistent and

sustained effort for its achievement.

Though the key mission statement for the vision 2020state thus:

By 2020 Nigeria will be one of the 20 largest economies

in the world able to consolidate its leadership role in

Africa and establish itself as a significant player in the

global economic and political arena.

Education has been an integral part of national

development strategies in many societies because of itsimpact on productivity and economic development. In a

weak political and economic system, and persistent

ethnic and religious conflicts in a country like our

(Nigeria), education provides the best alternative for

national stability, security, unity, and prosperity. John

Dewey, one of the most influential American

philosophers, writing for the America audience in the

early 20th century, believes that democracy wasimportant not only because it stood for freedom and


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equality but because of its educational consequences.

Despite its contributions the leaders of Nigeria have not

given this education the attention it deserves. And that is

one of the reasons for the nations underdevelopment.

However, for Nigeria to attain the goals of vision 2020,

the functional educations have to be the paramount

focuses, with reformation systems. A modern and vibrant

education system which provides for every Nigerian the

opportunity and facility to achieve his maximumpotential and provides the country with adequate and

competent manpower has to employ.

14.2 THE CONCEPT OF FUNCTIONAL EDUCATION

The terms "Functional Education" have several meanings:

(1) In the United States and in Germany (starting around

1920), the adjective "functional" refers to education that

comes spontaneously from the influence of the

environment; It is a kind of undirected, "natural"

education, that is different from the deliberate, goal-

oriented education, that is directed by man.

(2) In Western Europe this term refers to education that

comes from the child's needs, and that uses the child's

interest as a mechanism for activating him and towards

his desirable activities; Its purpose is to develop the lifeof the mind, that acts from the wholeness of organic life,


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with relation to practical life in the present and in the

future.

However, these are two basic processes in shaping a

human, and they have to be combined for educational

success, just for the mutual influence of the members of

society and of their life-styles that acts on every human.

Thought, education is a planned program of courses and

learning experiences that begins with exploration of basicacademic, supports of career options and life skills, and

enables achievement of high academic standards,

leadership, preparation for industry-defined work, and

advanced and continuing education. In other words, it is

an education designed to develop occupational skills to

live, learn and work as a productive citizen in a global

society.

14.3 THE ROLE OF EDUCATION IN SOCIETY

1. Aim of Education

Education is a continuous and creative process. Its aim is

to develop the capacities latent in human nature and to

coordinate their expression for the enrichment and

progress of society, by equipping children with spiritual,

moral and material knowledge.


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2. Education to Realise Truth

Within this creative process, it is possible to achieve an

essential harmony between faith and reason through an

approach to education that encourages the free

investigation of all reality and trains the mind to

recognize truth, irrespective of its origin.

3. True Education

True education releases capacities, develops analyticalabilities, confidence in himself, will power and goal

setting competencies, and instills the vision that will

enable him to become self-motivating agent of social

change, serving the best interests of the community.

4. Expanded Definition of Education

Today, education needs an expanded definition that frees

it from today's largely economic context and

acknowledges its role in transforming both individual

lives and entire society.

5. Objectives of Education

Education in terms of the knowledge, qualities, skills,

attitudes, and capacities that enable individuals to

become conscious subjects of their growth and active

responsible participants in a systematic process of

building a new world order.


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6. Education as an Instrument of Change

Educated persons should understand their positions as

members of both a local community and the world

community and they must believe that their lives can

make a difference.

7. Education for Individual & Community Growth

Education makes the child a collaborator both in his own

growth and in the development of his community.

A well-educated community member is a determined yet

humble participant, who helps overcome conflict and

division thereby contributing to a spirit of unity and

collaboration.

8. Education not only for Economic Growth

Although economic considerations are recognized as

necessary in educational planning, resistance is growing

against the conventional view that education is chiefly a

means for only improving the individual's own economic

situation.

9. More than Words Alone

An educational approach directed towards personal

growth and social transformation, and based on the belief


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that human beings are essentially spiritual, however,

must go well beyond a mere statement of purpose.

10. Tapping Inner Forces

But moral values are not the only constructive elements

of social processes, rather, they are expressions of the

inner forces that operate in the spiritual reality of every

human being, and education must concern itself with

these forces, if it is to tap the roots of motivation andproduce meaningful and lasting change.

11. The purpose of Education

The purpose of education for individuals both male and

female --- is to develop the powers and capacities latent

within them, so that they may contribute their share to an

ever advancing civilization.

12. The Relevance of Education

Universal education must be relevant to the true needs of

a community and contribute to the unification of

mankind. It must enable people both to move in the

direction of their own choosing and help them appreciate

those universal qualities that distinguish the entire

human race.


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13. Women & Education

Women must be educated not only for the service they

render to humanity as the first educators of children, but

ultimately, for the special contribution women must

make to the creation of a just world order, an order

characterized by such compassion, vigour and scope

which has never been seen in human history.

14. Education should help self discoveryEducation should lead to the discovery and perfection of

one's capabilities and instill a commitment to serve the

best interests of the community and the world as a

whole.

15. Moral Education Community Responsibility

The dual responsibility of developing the childs

character and stimulating his intellect, belongs also to the

community as a whole, including the father,

grandparents, and neighbours. Indeed the extended

family and a close community may provide the best

environment for nurturing children.

16. Spiritual Approach to Moral Education

Awareness of the necessity to free people from religious

bigotry and fanaticism gives rise to a non-sectarian yet

spiritual approach to moral education.


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17. Words and deeds supported by Moral Force

When words and actions are not directed by a moral

force, scientific knowledge and technological knowhow

lead us readily to misery as they do to prosperity and

happiness.

18. Education for Social Change

At certain moments in history, education must also act as

a powerful instrument for profound socialtransformation.

19. Education for Individual & Social Growth

Increasingly, it is becoming evident that education

should be examined in the light of its contribution to

individual growth and to bring about fundamental

structural changes in society, changes which are

necessary for the creation of a just, peaceful, and

harmonious environment.

20. Concern for Social Progress

Education should lead to an adequate understanding of

some of the concerns of programmes of social progress,

such as health and sanitation, agriculture, crafts and

industry, at least in the local context.


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21. Service Un-Locks Capacity

The realization that it is chiefly service to humanity and

dedication to the unification of mankind that unlock

individual capacity and release creative powers latent in

human nature.

22. Balance between Culture and Values

Commitment to the unity of mankind implies a balance

between the study of ones own cultural heritage and anexploration of those universal qualities that distinguish

the entire human race.

23. Cultivate Virtues and Skills

Human beings are inherently noble, and the purpose of

education is to cultivate such attributes, skills, virtues

and qualities as will enable them to contribute their share

to the building of an ever advancing civilization.

24. A Positive Attitude Towards Learning

Indeed, the cultivation of positive attitudes towards

learning is now coming to be perceived as a precondition

for the achievement of most social and economic goals

and objectives.


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25. Excellence in Productive Skill

A reasonable degree of excellence in at least one

productive skill through which individuals can

experience the truth that work is worship, when

performed in a spirit of service, and can secure the means

of existence with dignity and honour.

26. An Aid for Intellectual Investigation

Some development of the individuals capacity forintellectual investigation as a distinguishing power of the

human mind and as an indispensable instrument for

successful community action.

27. Dignity and Decision Making

Individuals should be skilled in the art of consultative

decision making and empowered with the sense of their

own dignity and worth.

28. Recognize Nobility and Capacities

This notion of the student as inherently noble, yet in need

of patient cultivation, implies that the teacher must be a

model of nobility, self-actualization and discipline.

Sound character is ultimately more important than

intellectual brilliance. The teacher must also see the

nobility and capacity in each student recognizing that a

lack of opportunity is different from lack of capacity.


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14.4 BRIEF HISTORY OF NIGERIA EDUCATION FROM 60S

TO DATE

As the nation evaluates the new education reform plan, it

is necessary to revisit briefly what we know about

education reform in Nigeria. The federal government

issued the first National Development Plan (1966-1970),

the plan emphasized modernization and technological

training. In 1969, a national curriculum conference was

staged to overhaul the Nigerian education system. One of

the goals as outlined in the National Policy on Education

(1981) identifies citizenship education as: "a basis for

effective participation in and contribution to the life of

the society; character and moral training, and the

development of sound attitudes; developing in the child

the ability to adapt to his changing environment."

In the Second National Development Plan (NDP, 1970-1974), the objectives of the plan became the foundation

for the National Policy on Education. The aim of the NDP

was to: build a free and democratic society, a just and

egalitarian society, a united, strong and self reliant

nation, a great and dynamic economy, and a land of

bright and full opportunity for all citizens (Federal

Republic of Nigeria, 1981). As Federal government

attempts to correct the gross injustices and level the

playing field, and define our democracy, and move


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toward a market economy, it is crucial that the new

education plan reflect the current realities in the country.

This generation of Nigerian youth must be prepared to

think nationally and globally. They must be prepared to

compete in the global economy.

Since independence in 1960, Nigerians have worked to

develop a federal and unitary form of government that

could effectively serve people with such disparate

traditional political systems. For example, fostering

national unity, stability, and security through the social

studies education curriculum was tied to the National

Educational Policy in 1981 and to the national aspiration

for citizenship education.

In 1996, a new curriculum for citizenship education was

developed to reflect the transition to constitutional

democracy and the new Constitution in 1999. Thephilosophy of the social studies education hinges in part

on the idea that Nigerian schools should not only train

individuals to be just and competent individuals, but to

function as contributing and participatory members of a

free constitutional democratic nation. This implies that

students must rely on the knowledge, skills and

awareness of the rights of minority and majority groups

to coexist and worship freely; respect for law and order;

and respect for public and private property of Nigerians


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and non-Nigerians. This includes the awareness of the

rights and obligations of citizens to government and

society, and reciprocal government responsibility to

citizens.

In 1999, Nigeria became a constitutional democratic

nation. The new Constitution addresses core national

issues such as citizenship, fundamental human rights, the

legislature, the executive branch, the judiciary, national

identity, and political parties etc. The assumption here is

that the new Constitution can be a catalyst and stimulus

that engenders national consciousness, political

reconstruction and participation, and economic stability

and growth, and ethnic sensitivity and individual

development.

Education in Nigeria has been interrupted by regime

change since independence from Britain in 1960. Forexample, between 1960 and 1999, there have been eight

military and four civilian regimes in the country. Now

that our nation has embarked on sustaining unity,

democracy and economic growth, the next president

should make a budgetary commitment to education. The

United Nations has recommended that African nations

should allocate about 21% of their national budget to

education. With our National Domestic Product (GNP)

and the petrodollars in good shape, Nigeria can sustain a


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comprehensive educational plan. If this is done correctly,

the future of the country will not only be secured,

education and democracy will be enhanced. This

generation of Nigerian youth therefore must demonstrate

a commitment to the democratic principles, economic

goals, develop the skills, and values needed to sustain a

constitutional democratic nation. The sustained record of

corruption and human rights violations and abuses in

Nigeria continue to undermine our potential as a nation.The political corruption and the lack of human respect

and human dignity combined with weak governance are

attributable to the years of authoritarian military rule, but

this will change, as Prof. Wole Soyinka and others

continue to remind us of our responsibility as citizens

and our authoritarian past.

The challenges to education and democracy are obvious.

Nigeria embodies 250 ethnic groups speaking

approximately 400 languages and practicing traditional

African religions, Christianity, and Islam. Three major

ethnic groups continue to strongly dominate and

influence social and political events. These groups

represent different political traditions. The Hausa-Fulani,

in the north, are mostly Muslim and traditionally support

a centralized authoritarian system with a strong villagechief and local Emir. The Igbo, in the southeast, are


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mostly Christians who traditionally live in autonomous

village communities and are noted for indirect

democracy. The Yoruba, in the west, follow a mixture of

religions and lie midway between the direct democracy

of the Igbo and the authoritarian systems of the Hausa-

Fulani in their traditional government.

The Yoruba have traditional leaders and a council of

hereditary chiefs who make decisions in addition to those

made by local self-governing units. Although the Yoruba

and Igbo differ greatly in culture and traditional political

system, they are often viewed as southerners in contrast

to Hausa-Fulani northerners. Politically, the Igbo and

Yoruba are lumped together (not any more) because of

the generally higher levels of education as a result of

early exposure to Western ideas brought in by the

missionaries. The regionalization (north north, north

central, north east, south south, south east, and south

west) of the country is intended to realign the political

power structure and dominance of the north.

In any democratic society, education remains at the core

of national stability, security, and an instrument for

political and economic growth and development. Nigeria

has a blend of cultural diversity. This diversity is

symbolic of our national unity and diversity. Many

people believe that the issue of co-existence was resolved


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after the Civil War ended in 1970. Today, co-existence is

seriously threatened by religious fundamentalism both in

the north and now in the south. It would require a huge

national effort, funding, and a long-term vision and

commitment from our federal government to address

concomitant effect of religious fanaticism. Dewey

believes that "a society which makes provision for

participation in its good of all its members on equal terms

and which secures flexible forms of associated lifepromotes democracy. Such as a society must have a type

of education which gives individuals a personal interest

in social relationship and control, and the habits of mind

which secure social change without introducing

disorder."

The new education plan should endeavor to create viable

and enabling programs amidst the challenges of private

vs. public education, funding, instructional methods,

research, and teacher education, citizenship education

programs, and activities that have become crucial to

sustaining the goals, objectives, and aspirations of the

nation.

The major policy speeches for YarArdua (and his army

of sycophants) these days revolve around his unrealistic

aspiration of transforming Nigeria into one of the first 20

largest global economies by the year 2020. And he


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recently assembled a 405-member panel to realize the

project.12The political leaders can make all the noise they

want about transforming Nigeria into an industrialized

nation, but they should be warned that rhetoric cannot

make the society an economic super-power. YarArduas

Vision 2020 and the Seven-point Agenda will remain a

paper tiger without technical and vocational education

being a major part of the strategy. Any person who

thinks that a country that lacks skilled technicalmanpower and cannot generate electricity for more than

three or four hours in a day, and unable to fix its roads

and bridges could be transformed into an industrialized

nation in less than eleven years today must be living in a

different planet. No society has ever become an

industrialized nation without technological capability.

14.5 GLOBAL TRENDS IN EDUCATION

Education systems in economically successful countries

tend to be characterised by universal adult literacy,

universal access to primary and secondary education, a

significant size of enrolment in technical /vocational

education and a 30% enrolment in tertiary education.

They also tend to have high transition and success rates

between the various levels and in the terminal

examinations and other external assessments. In those

countries, learning is often student-centred and problem


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solving and skills-centred, rather than cognition-centred.

This is because it is realised that owing to the knowledge

explosion, facts may change rapidly but skills endure and

are improved upon through life-long learning.. In those

countries, teaching is fully professionalised and well

remunerated in comparison with other professions.

Expansion is anticipated well in advance and planned

for, so that the delicate balance between educational

inputs and outputs, which determines quality, is alwaysmaintained. In those countries, education is not merely

regarded as a social sector service but as the most crucial

vehicle for economic development.

14.6 Comparative Benchmarking Analysis

Nigeria appears to be lagging behind countries that it

aspires to be like in most of the important indices of

education such as gross enrolment ratios for all levels,proportion of GDP and national budgets spent on

education etc as indicated by the Table 1 below:

Comparative Education Indicators: Club of 20 Vs Nigeria

The table shows comparative education between the

countries is aims to attain the goals of vision 2020:20


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Country

SecGER

TertiaryGER

%TVeEnrolment

AdultLiteracy

ExpenditureonEducationas % ofGDP

EducationExpenditureas % oftotalGovtExp

UK 170

60 51 100 5.3 9.8

US 95 82 NA 100 5.7 15.3Japan 10

213 100 3.6 11

China N.A

13

Brazil 75 2 88.6 112.1

Korea 15 4.1 110.9

Iran 8 4.9

Niger

ia

35 69.1 0.9

From the above table, one will deduce that Nigeria have

some critical roles to play to be in the group of this club.

14.7 THE CRITICAL NEED IN EDUCATION FOR KWARA

STATE TO ATTAIN VISION 2020

Basic Education

According to the Federal Ministry of Education Ten-Year

Strategic Plan, Basic Education is the education offered to

children aged between 3 and 14 years. It comprises: 3


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years of Early Childhood Care Development and

Education (ECCDE), 6 years of primary and 3 years of

Junior Secondary Education. It also covers special

interventions directed at nomadic and migrant children,

mass literacy as well as the almajirai and other

vulnerable and excluded groups. Early Childhood Care

Development and Education (ECCDE) Early Childhood

Care Development and Education (ECCDE) is defined by

the National Policy on Education (2004) as theeducation given in an educational institution to children

aged three to five plus prior to entering the primary

school, it includes the crche, the nursery and the

kindergarten (p.11-12). The main objectives are to:

Effect a smooth transition from home to the schools;

Prepare the child for primary level education; Provide

adequate care and supervision for the children while

their parents are at work; Inculcate social norms;

Inculcate in the child the spirit of enquiry and creativity

through the exploration of nature, the environment, art,

music and playing with toys, etc; Develop a sense of

cooperation and team-spirit; Learn good habits,

especially good health habits; Teach the rudiments of

numbers, letters, colours etc, through play (2004, p.31)


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Primary Education

Primary education is described as the education given in

institutions for children aged 6 to 11 plus with the

following objectives: Inculcate permanent literacy,

numeracy, and the ability to communication effectively;

Lay a sound basis for scientific and reflective thinking;

Give citizenship education as a basis for effective

participation in, and contribute to, the life of the society;

Mould the character and develop sound attitude and

morals in the child; Develop in the child the ability to

adapt to the childs changing environment; Give the child

the opportunities for developing manipulative skills that

will enable the child function effectively in the society

within the limits of the childs capacity; Provide the child

with basic tools for further educational advancement

including preparation for trade and crafts of the locality

(NPE, 2004).

Under-funding of the education sector is a big problem in

Nigeria, although it is difficult to gauge total education

expenditures because of the way the three-tiered federal

system works. Still, best estimates are that the country

spends about 2.3% of GDP for education, less than half

the percentage of GDP spent by the 19 sub-Saharan

Africa countries on average. Moreover, only about 35% of

the education budget is currently devoted to primary


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education, whereas to reach EFA goals it is estimated that

about half of the education budget needs to go to the

primary subsector. (USAID, 2003).

The primary school infrastructure has badly deteriorated,

with many of the existing structures needing repairs, and

it is difficult to attract sufficient numbers of teachers to

teach in primary schools, despite salary increases of more

than 500% since 1998. At the same time, some states are

experiencing large numbers of teachers who are

unemployed after obtaining their teaching credentials,

and those who are employed frequently go through

many months of uncertainty worrying about when (or

whether) they will receive the salaries due them. (ibid).

The learning conditions in schools are alarming: paucity

of teaching materials (few textbooks, in many schools no

charts or teaching aides, children in many cases havingonly their exercise books for taking notes), absence of

adequate furniture in some schools, over-crowded

classrooms, lack of ventilation, and generally run-down

condition of many of the school buildings. Also, in many

cases teachers appeared to be de-moralized by the

conditions under which they were working and by the

fact that they had so very little with which to help the

children learn. (ibid).


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Junior Secondary Education

This is the education received by children 12-14 years.

According to the Road Map the expected enrolment

figure for JSS is 9.27 million but the actual is 3.27 million,

leaving 6.0 million as the unenrolled in Junior Secondary

Schools. Figures indicate that only a little over half of all

students who complete primary education progress to

junior secondary level. Transition rates have increased

over the years. Figures also show that a higher

percentage of girls are progressing to Junior Secondary

School than boys (2005: 55% female, 49% male). The

completion rate is much lower at JSS level than at

primary level (about 34%).

Nomadic Education

The National Commission for Nomadic Education

implements basic education with respect to nomadic

groups (pastoralists, migrant farmers and migrant fisher

folks). The Nigerian Federal government recognizes that

the occupational roles of these groups do affect their

response to education hence the tailoring of education to

suit their peculiar circumstances. The education of

nomadic groups apart from being premised on the fact

that education is the birth right of every Nigerian, alsohas economic importance as they supply over 80% of the


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animal requirements of Nigeria. At the moment the

NCNE is able to cater for the Pastoralists (the split

movement group) and Migrant fisher folks. It has

collected baseline data with respect to Migrant farmers in

the South-East. Its intervention in basic education is so

far restricted to primary education and adult education.

Adult and Non-Formal Education

The National Policy on Education (2004) describes mass

literacy adult and non-formal education as a form of

functional education given to youths and adults outside

the formal school system such as functional literacy,

remedial and vocational education. The NMEC is the

agency established in 1990 with the mandate in the areas

of monitoring, coordination and research on adult

education. The States agencies for Mass education

established in the 36 states of the federation and Abujaare responsible for the implementation of adult education

programmes. The Local Government councils are

responsible for the day to day control and administration

of local mass literacy and adult education programmes.

Adult literacy, which was 57% a few years ago is now

sliding to 49%.

According to ESA (2003) Adult and Non-formaleducation offers basic literacy, post literacy, women


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education, functional literacy, continuing education,

Arabic integrated education, literacy for the blind,

workers education, vocational education, literacy for the

disabled and Prison education.

Post-Basic Education

The Nigerian post-basic education cycle has three years

of senior secondary education. Only about 28% of the

children in this age cohort are attending school, while

72% (representing 7.2 million children) are out of school.

Only 3.6% of senior secondary school students were

enrolled in technical/vocational education in 2005, which

explains why there are serious skills gaps in this sector to

the extent that our best plaster of Paris technicians are

now Togolese or Beninois, for instance.

Tertiary Education

Tertiary Education comprises the following sub-sectors

namely, Universities, Polytechnics, Colleges of

Education, Monotechnics, and Innovative Enterprises

Institutions (IEIS). The primary core responsibilities of

this sub-sector are: academic teaching, research and

community development.

The major thrust of tertiary education is the production

of highly skilled, knowledgeable, competent,

conscientious and globally competitive citizens.


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According to the Education Road Map (2009), there are

currently 94 Universities in Nigeria, 115 Polytechnics and

Monotechnics, 86 Colleges of Education and 62

Innovative Enterprise Institutions. The Universities have

staff strength of 99,464 consisting of 27,394 academic staff

and 72, 070 non-academic staff, the Polytechnics and

Monotechnics 12, 938 academic staff and 24,892 non-

academic staff while the numbers for the Colleges of

Education are 11,256 and 24,621, respectively.

With regards to enrolment, the Road Map showed that as

at 2007, there were a total of 1,845,952 students in all the

three types of tertiary institution. When combined with

the estimated number of students in other post-

secondary professional institutions such as Schools of

Nursing and Midwifery, the aggregate enrolment figure

comes to approximately 2,000,000, which is about 10% of

the 18-25 year old age cohort.

Approach to Developing the NV 2020 Education Plan

In developing this plan, the following parameters were

considered for each level or type of the educational

system:

Access and Equity; Standards and Quality Assurance;

Infrastructure; Teacher Quality, Motivation and


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Development; Curriculum Relevance; Funding and

Planning and Management.

14.7 CONCLUSION AND RECOMMENDATION

Without a real commitment to education, without the

official realisation that education is critical not only for

economic concerns but also for society as a whole, then

the civilised nature of Nigeria society will continue to be

under threat.

On July 5, 1948, the British Government introduced its

National Health Service, following several years of

discussion and argument on the topic of healthcare. It

was their aspiration that the NHS would provide first

class healthcare for all people from the cradle to the

grave. Equality of access, for everyone, was the guiding

principle. It was successful in this aim when there was

the political will to guarantee that the importance of this

guiding principle was honoured.

In Nigeria, we need to adopt a similar and all

encompassing approach to the provision of education for

us to attain the goals of vision 2020:20. Education for all,

from the cradle to the grave, should be our motto. And

there are many reasons why this should be so.

Certainly, education is vital for our future economic

successes. We can see that the cornerstone of our recent


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economic development was laid in the educational

achievements of earlier decades. Also, the developers of

Nigerias future industries are currently in schools,

institutes and universities around the country. But

education goes to the core of our society also, and should

mean more to us than the means to earn the bread and

butter of our daily lives.

Education offers people the ability to step outside what is

usual, what has been their personal experience, and to

imagine different experiences, feel affinity for different

peoples, and expand their personal horizons beyond the

norm.

It gives many people the capacity to appreciate that

there is more in heaven and earth than is dreamt of our

conventional day-to-day existences. It can incentivise

people to push themselves towards greaterachievements, build self-confidence, self- awareness and

a feeling of self-worth.

All of these effects have a profoundly important social

benefit that is all too often overlooked in our narrower

concept of what it means to receive an education.


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REFERENCES

1. Victor E. Dike: Vocational Education: Missing link in

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development-p-2.html, March 2, 2005.

2. Career and Technical Education: Washington- Office of

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8. Chaedar A. Alwasilah: Vocational education must

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development-p-2.html; March 2, 2005.

12. Punch: Vision 20-20 is FGs craziest conceptSagay,

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Victor E. Dike is the author of Leadership without a

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Obasanjo Administration, 2003-2007 (forthcoming)

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State. Lawrence Erlbaum Associates, Publishers.

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Documents

14 A FUNCTIONAL EDUCATION WILL MAKE NIGERIA ATTAIN THE GOALS VISION 202020.docx