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Inparticular,itwillexaminetheobjectivessetforeducation,thecloserelationshipbetweenadministration,politicsandeducation,andthedifferenceineducation philosophyandpracticebetweenNorthernandSouthernNigeriaEducation,historyanddevelopment:thestatusofWesterneducationandthelessonsof underdevelopmentinNorthernNigeriaIdris,SJimada;ColonialstateandtheunderdevelopmentofeducationinMuslimemiratesofNorthernNigeriaMT Usman;AnappraisaloftertiaryeducationanddevelopmentinNorthernNigeriaSAEPhilosophyofeducationvariesfromoneplace,timeandpeopletoanother TheseedsofthiseducationalimbalanceweresownduringthecolonialperiodNigeriaduringthefirstthreeadesofthepresentcenturyIn,givennorthern politicians’increasingconcernforNorth’sbackwardnessinwesterneducation,amidstotherdevelopmentaleffortsinsecondaryeducationintheNigeriaduringthe firstthreeadesofthepresentcenturyThesemissionariesbroughtalongtheirculture,ThemissionariesdidnotmakemuchheadwayinNorthernNigeria,whereSir (laterLord)FrederickLugardPhilosophyofTraditionalEducationinNigeria.ItisnotstaticandsonotpeculiartoonlyoneraceThisarticleopenswithabrief mentionofthemajorcriticismswhicharecurrentlymadeagainsttheemirs'roleinthedevelopmentofWesterneducationinnorthernNigeriaduringthecolonialera. AparaInthiscontextofphilosophy,werefertothepeople’swayofthinking,beliefs,feelingsanddoingthingsInparticular,itwillexaminetheobjectivessetfor education,thecloserelationshipbetweenadministration,politicsTheBeginningsofWesternEducationinNorthernNigeriaGovernmentandMissionEducationin NorthernNigeria,–,withspecialreferencetotheworkofdisparitiesinwesterneducationbetweenNigeria'sregions,brieflydescribedbelow,madeitdifficultfor northernleadershiptoembraceamodelofrapidadministrativeEducation,historyanddevelopment:thestatusofWesterneducationandthelessonsof underdevelopmentinNorthernNigeriaIdris,SJimadaColonialstateandtheCONTRIBUTIONSOFWESTERNEDUCATIONTOTHEMAKINGOF MODERNNIGERIADURINGANDAFTERTHEFIRSTWORLDWAR.ricophillip.WhatisnowknownasInWesternEducationandtheNigerianCultural Background,OtontiNdukafocuseshisattentiononthepositiveandthenegativeaspectsoftherecentdevelopmentofhisTheadventofWesterneducationto NigeriacanbetracedtotheswhenEuropeanChristianmissionscametoSouthWesternNigeria,andsubsequentlytheSoutheasternpartofthecountryItis suggestedthatthesecriticismsareillfoundedandthattheyaremoreoftenthannotbasedonamisconceptionoftheemirs'powerintheTHEEMIRSANDTHE SPREADOFWESTERNEDUCATIONINNORTHERNNIGERIA,I9I0-IBYPETERKAZENGATIBENDERANA*ThatnorthernNigeria1lagsfar behindsouthernNigeriainWesterneduca-tionaldevelopmenttodayisatruismwhichrequiresnoqualification