THE EDUCATIONAL IMBALANCE BETWEEN THE NORTHERN AND . - Nairametrics
THE EDUCATIONAL IMBALANCE BETWEEN THENORTHERN AND SOUTHERN STATES OF NIGERIA:A RE-DIRECTION OF EDUCATIONAL POLICIESProfessor Omamurhomu Solomon Okobiah (J.P)Delta State University Abraka13th March, 2002I.INTRODUCTION:For almost three centuries before the coming of the “Western form” of education intoNigeria through the Christian missionaries in the 19th century, the “Qur’anic Form” ofeducation with its Arabic culture – orientation and tenets of Islam had been imposed uponthe “Nigerian indigenous form” of education, particularly in the northern parts of thecountry.The subsequent western colonial domination led to the inevitablesuperimposition of western form of education upon both the ‘indigenous’ and ‘Qur’anic’forms of education. Although, the three forms of education co-exist side by side tilltoday, the western formal education has attained dominance since it has become almostsynonymous with modernization and development in an emergent globalization andcommunication.The concept of “educational imbalance” in this lecture is in the context of the differentiallevels of the attainment of “western education” as measured by selected indicators ofadmissions and enrolments into the nation’s educational institutions over a span of time.The central thesis of this lecture is that educational imbalance between the north andsouth has a historical origin arising from the “rejection-acceptance” dichotomy, by thenorth and south respectively, of the external influence and innovation process ofmodernization registered by western education system. The observed imbalance exists atall levels of inception into the educational institutions and industry, including theprimary, secondary and tertiary education. This lecture posits that of all the inception1
levels, the performance of any community at the primary education level is a determinantof the performance and higher attainment at the subsequent levels of secondary andtertiary education. In other words, primary education is the foundation for all othereducational ladders. Since the rest of the education system is built upon the primaryeducation level, it is “the key to the success or failure of the whole system” (FederalRepublic of Nigeria, P.4). It was in this consideration that Abdulkadir (1993:5) lamentsthat:If there is no quality primary school education, from whereshall we get quality secondary education? If there is no qualitysecondary school education, from where shall we get qualityhigher education? So if there is no increase in primary schoolenrolment, there will be no hope for increase in secondaryschool enrolment. And if there is no increase in secondaryschool enrolment, there will be no increase in higher educationThe Federal Government in the National Policy on Education stressed that in order “tofoster the much needed unity of Nigeria, imbalance in inter-state and intra-statedevelopment (including educational imbalance) has to be corrected” (Federal Republic ofNigeria 1981:2). Perhaps in the attempt to correct the educational imbalance, a numberof educational policies have been formulated and practiced over the years. the take-over of schools and colleges from the missionary schools and othervoluntary agencies; the creation of the National Universities Commission to regulate admissionsto the nation’s Universities and in this regard, the Joint Admission andMatriculation Board (JAMB) was established; quota admission to Federal Unity Schools in the country; quota admission to Navy, Army and Air-force schools; quota admission to the “Gifted school”, the Suleja Academy;2
establishment of nomadic education for migrants; establishment of National Teachers’ Institute, Kaduna to accelerate thetraining of Grade II teachers; Special grants to “disadvantaged” states in order to provide additionalfacilities for various levels of educational institutions; The 1976 Universal Primary Education Scheme (UPE) The setting up of the National Primary School Education Commission in1988 that recommended grants to states for children not registered in schoolalong with those registered in schools; And recently, the re-launching of the rather non-performing UPE in anincarnation name of Universal Basic Education (UBE).Inspite of all these policies, the educational imbalance between the north and south hasnot only continued to exist, but more also the gap continues to increase as registered bythe indicators. Both the northern and the southern states are aware of the existence andcontinue to blame each other with unending insinuations. Again, Abdulkadir (1993:4),signified this orchestration with a dirge:“Politically nation-wide, the all pervasive and most talkedabout educational gap between one part of the country andanother continues to exist, and in fact widening. Those thatare educationally disadvantaged feel threatened by theeconomic implications of being left behind moredetermined not only to maintain this advantage, but toimprove upon it, again for its economic implications.The purpose of this lecture is to help the Nigerians whether from the north or south cometo terms with the future of our federation by the deepening of our understanding of howto respond to perceived problems of educational imbalance in the nation. To this end, it3
puts forward a broad new theory of adaptation and remediation of the educationalimbalance between the north and south.Although the topic is essentially educational, it is nevertheless political and socioeconomic in its ramifications. We have therefore, as of a necessity brought in to bearwhat the people know; what the people say and what the people feel about the problemof educational imbalance between the north and south. We crave your indulgence forpatience to peruse the shocking revelations about the magnitude of the educationalimbalance between the northern and southern states.IITHE CONCEPTUAL FRAMEWORK1. The characteristics of the population of a people in any community determinethe nature of their response – rejection to any stimulus and reinforcement. Inthis instance, since no study has shown that there is a difference in the mentalcapabilities between the children in the south and north, the emergentdifferentials in the levels of educational attainment at any level of educationare therefore, the factor of response – rejection of educational stimulus ofwestern education by the southern and southern states respectively.2. The more people are educated at any level of education, the more and highereducation they demand for their children. Thus, primary school graduandswould aspire for their children to be at least secondary school graduands, andsecondary graduands aspire for their children to be university or other highereducation or professional graduands. A momentum was therefore, created bythe southerners of a massive reception and enrolment at all the educationallevels.3. In the like manner of the Malthusian Laws of the geometric increase in thepower of population to grow over the arithmetic increase in the production offood, the gap in the educational imbalance between the north and south will4
continue to increase faster than the production momentum and capacity of thenorth. To redress the emergent educational imbalance, there will be thecompelling need (devoid of politics) to apply the positive and preventiveprocess measures to increase primary school enrolment in the northern statesinstead of the curative educational policies of federal character and quotaadmissions into the secondary and tertiary educational institutions.4. Production in education, like in any other productive sectors for goods andservices is subject to the quasi-rent principles and laws of economics. Thereis a minimum gestation period for a child to scale through primary school andmove to secondary school or tertiary institutions. Therefore, any action toredress the educational imbalance between the north and south, at all levelsmust take into consideration not only the physical resource input, but morealso the gestation time input to build the enrolment foundation of primaryeducation and succession to the secondary and tertiary IMBALANCE BETWEEN THE NORTHERN AND SOUTHERN STATESEarlier in this lecture, we proposed that the characteristics of the population of a peoplein any community determine the nature of their response – rejection to any stimulus andreinforcement.Prior to the colonial conquest and domination in the 19th century, most of the northernstates were Islamic in religious belief and education orientation. The Qur’anic was byand large a necessary derivative of Islam. The tenets of the Islam rest principally on theQur’an. The Qur’an is to the Muslim what the Bible is to the Christian. In order toeffectively participate in prayer and perform religious rites, it was necessary to educatethe converts with the rudiments of the Qur’an which was initially written in Arabiclanguage and form. Over time, the Qur’an education became a formal literary form ofeducation provided to the generality of the adherents. Thus if education implies literacy5
(reading and writings), the Qur’anic education was by far more wide-spread in theprovision of education to the masses of the people in the Islamic dominated areas of thenorthern states.As stated by Fafunwa (1974), the level of literacy that prevailed among Muslims in thewest and north Africa was unequalled until very recently when the education and literaryattainment came to be identified with the western oriented formal education.The western formal education was introduced into Nigeria through the evangelizationactivities of the Christian missionaries in the middle of the 19th century. Wilson (1966)described the three significant phases which, included:i.the period of the scramble for Africa 1840-1880ii.the commercial scramble for Africa 1880-1900 andiii.the political scramble for Africa 1900-1950In all these, and they were hardly separable, the principal aim of the missionaries was toconvert the Africans to Christianity. The major content of the teaching and learning wasbased on the Bible as in the case of the Qur’anic education which was based on theQur’an.Like the Qur’anic education, the early western education was for thepropagation of the gospel and aimed at preparing catechists who could read, write andinterpret the tenets of the Bible. Reading and writing were obvious necessities; and if thegospel was to be spread, obviously, catechists and pastors had to be prepared, requiringsome degree of general education.Subsequently, as commerce and colonialadministration became firmly established, the aim of western education partially shiftedfrom purely religious to the preparation of a certain number of minor administrativepersonnel and middle class clerical assistants. In other words, if general education werenot a necessity for the propagation of the evangelical activities, there would probablyhave been no case for the establishment of the educational institutions, which became thesymbols of modernization associated with western education.consequences of this are many.6The socio-political
First the Islamic education was introduced and entrenched in the north with greatinfluence. By the same historical accident, Christianity, which was the herald of westernformal education had its node of diffusion and influence in the southern part of thecountry. Prior to the creation of the Southern and Northern Protectorates in 1900 andtheir subsequent amalgamation in 1914, the colonial administration had directed theChristian missionaries to limit their evangelical activities to the south and the nonMoslem or ‘pagan’ areas of the north. This was perhaps to maintain peace and securityfor the effective British rule and administration. The second and perhaps the mostlogical factor that limited the influence of western education in the north was the fact thatwestern education in principle and practice was based initially on Christianity and theBible, just as the Islamic education was based on Islam and the Qur’an. The Moslemswhich dominated the northern part of the country repelled the content and process ofwestern education until it was too late. Thus, before the political and administrativeadvantages of western education became very attractive and worthy of pursuit by theMoslems, the southern Christians had laid durable and self-propelling foundations andachieved considerable progress far ahead of their northern counter-parts. This ratherunfortunate situation has led to the uneven spread of western educational attainmentbetween the northern and southern Nigeria with all the attendant socio-politicalconsequences of our time.Although some interest groups in the north have blamed the colonial administration fornot having paid enough attention to the development of western education in the north,there are historical evidences to the contrary. Not only was western education repelledbecause of its inceptional tenets, a number of fruitless efforts were made by themissionaries and the colonial administration to introduced schools with emphasis on nonreligious and moral instruction to replace the conventional religious instruction. Underthe umbrella of the Church Missionary Society (C.M.S), the Sudan Interior Mission(S.I.M.), the Sudan United Mission (S.U.M.), the Roman Catholic Mission and theCambridge University Missionary Party, several programmes were designed to facilitate7
the enlistment of the children of the Moslems to western form of education withoutnecessarily aiming to convert them to Christianity.For example, Dr. W.R. Miller of the Party Movement planned to establish schoolswhereby moral instruction would replaced religious instruction for the children of theEmirs and their chiefs. The Emirs were solicited to send two children of their recognizedfamilies in the provinces to the school under the supervision of Dr. Miller. The schoolwas to be experimented for a period of one year subject to a review by a joint committeeof the Emirs. The school opened in 1907 in Zaria but none of the sons of the emirs fromthe provinces were present for enrolment. At the end, the Emir of Zaria had to send onlyfifteen children from some families within the town of Zaria. There were several casesof non-response to the programmes designed to enable the northerners take advantage ofthe emergent western education.Even if the case against the colonial masters was to be sustained what efforts had beenmade since the political independence over forty-two years ago? The realization thatthere was educational imbalance between the north and south justified the argument bythe northerners that political independence should not be granted in the 1950’s t.Strangely enough, it was the southern states under the Action Group Political Party, inthe Western Region that launched the first free primary education for its communities in1955. In 1957, the Eastern Region launched a similar programme. These “singular”educational polities of both the then Western and Eastern Regions created furtherimpetus for increased primary enrolment, which in turn triggered massive increase insecondary school enrolment of the 1960’s and the chain effects of undergraduateenrolment of the 1970’s to the advantage of the south. In fact, by 1960 when the primaryschool enrolment in the north was only 282,849 pupils, the figure for the south about2,629,770, accounting for 90.1% of the national even the south had only 44.3% of thenation’s total population.Before the Federal Government launched its own Universal Primary Education in 1976,all the States, in the north and south were requested to submit their input needs to ensure8
successful take-off and sustenance of increased primary school enrolment. It is thereforea difficult puzzled at that after 22 years of the federal UPE Scheme, primary schoolenrolment in the north was still under 65% on the average with some states below 20%by 1998.It behoved the Federal Government to re-lunch another version of the scheme, UniversalBasic Education in 1999 at Sokoto the same state where the 1976 version was lunched.Was that an historical coincidence or a design to remind the people of their inability toaccept western education? The answer is simple. Whereas in the south, communityleaders and parents alike plead the government to build more schools for the willingchildren, in the north the governments have failed to persuade parents to send theirchildren to school.IV.THE MAGNITUDE OF THE EDUCATION IMBALANCE BETWEENNORTH AND SOUTHThe observation that there is an educational imbalance between the north and south is notnew. What is probably not known is the magnitude of the imbalance and its staggeringgap despite all the educational policies put in place to arrest the situation.At the conference on “State of Education in the North” organized by the Northern StatesChamber of Commerce and Industry, December 6th – 8th 1999, it was remorsefullydeclared that:It is evident that the gap between western educationdevelopment in the south and north is so wide and in factappears to get even wider by the day in absolute number,no matter (what) percentage increase in the north Thereare fears that unless the Federal Government declares astate of emergency in education the North attempts to solvethe imbalance with remain futile.9
While one may differ in opinion as to why a state of emergency in education should bedeclared in the north, we would want to agree with great sympathy that the efforts beingmade now to arrest the situation are ‘futile’ because the right and appropriate steps areyet to be taken by both the federal and state governments. We shall come to this centralissue later in the lecture.For now, ladies and gentlemen, the magnitude of the educational imbalance referred to atthe above named conference is frightening. Here below, we present an overall summarycommentary of the educational imbalance between the northern and southern states forselected educational admission and enrolment levels.A.PRIMARY SCHOOL LEVELTable 1 presents the trends in the primary school enrolment and the observed disparitiesbetween the northern and southern states as early as beginning of the 20th Century.TRENDS IN PRIMARY SCHOOL ENROLMENT DISPARITY BETWEENNORTH AND d Pop of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)NORTHNumber% Nation8,487,00051.61,510,68625,0007.91.826,854,000 55.74,779,478282,8499.95.637,423,945 53.56,628,8981,698,70027.625.610SOUTHNumber% 0 44.33,801,5462,629,770 90.168.232,527,335 46.55,789,8704,463,000 72.477.1
198019901998Population SizeExpected Pop of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop of Sec. Sch. AgePopulation EnrolledEnrollment Rate ,8929,958,032111.246.562.946.555.446.655.5Sources Compiled and computed from:(a)Federal Republic of Nigeria (1985) Statistics of Education in Nigeria, FederalMinistry of Education Science and Technology, Lagos.(b)Federal Republic of Nigeria (1990) Statistics of Education in Nigeria, FederalMinistry of Education. Abuja.(c)Federal Republic of Nigeria (1999) Statistics of Education in Nigeria. WorkingDocumentNote:Expected population of school ages for Primary and Secondary schools are 17.8% and14.6% respectively. (Federal Government Study group on Funding of Education, 1984)11
Fig.1. PRIMARY SCHOOL ENROLMENT IN NIGERIA. 1913 – 2000.12
(i)In 1913, there were only 27,000 (7.9%) in the primary school enrolment innorthern states as against 323,000 (92.1%) in the southern states. Thefemale enrolment for the same year in southern states was 53,000 (15.5%),almost twice the entire of enrolments for both the males and females in thenorthern states.(ii)At the time of independence in 1960, the situation had not changed in anydemonstrable way. The primary school enrolment for the northern stateswas only 282,000 (9.9%) as against 2,629,770 (90.1%) for the southernstates.(iii)By1998/99, almost two decades after independence, primary schoolenrolment for the north was still only 7,984,000 (44.5%) as against9,958,000 (55.5%) of the south.(iv)In 1995, only 5.1% of the 212,007 teachers in the south was unqualified,while in Katsina 76.6% was unqualified and Sokoto, 72% was unqualified(v)B.In Abia State, 45%, whereas Plateau 6.3% and Yobe 9.2%.SECONDARY SCHOOL LEVELOne observes that the educational imbalance between the northern and southern statesincreases at each successive levels of the educational institution.In table 2, we present the trends in secondary school enrolment between 1942 and 2000for which comparative data was available.(i)In 1942 secondary schools enrolment in the north was 1,570 (25.9%) as against6,700 (74.1%) in the north13
(ii)In 1960, secondary school enrolment in north was only 6,264 reduced to only11.3% as against 48,971 in the south (increased to 88.7%)(iii)Twenty years later in 1980, enrolment in the north was 247,527 (15.9%) asagainst 1,305,818 (84.1%) in the south(iv)However, by 2000 enrolment has increased moderately but accounted for only2,081,700 (34.4%) as against 3,975,000 (65.6%) for the south(v)In 1996, there where 1.4m students enrolled in the north with 105,756 teachers asagainst 2.9m students in the south 105,756 teachers as against 2.9m students inthe south with 105,756 teachers.(vi)For the same 1996, there were 2,419 schools in the north as against 4,049 in thesouth.TRENDS IN SECONDARY ENROLMENT DISPARITY BETWEEN NORTHAND SOUTHPERIOD1942 (a)1960 (a)1975 (a)1980 (b)PARAMETERSPopulation SizeExpected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeNORTHNumber% Nation13,863,000 51.62,024,0001,57025.90.126,685,000 55.73,896,0006,26411.30.237,424,000 53.55,464,000105,50017.51.940,607,000 53.55,529,000247,52715.94.246,593,000 53.514SOUTHNumber% Nation13,003,000 48.41,878,0006,70074.10.421,337,000 44.33,118,00048,97188.71.632,527,000 46.54,749,000498,70082.58.735,294,000 46.55,513,0001,305,81884.122.140,497,000 46.5
1990 (c)1993 (d)2000 (e)Expected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate (%)Population SizeExpected Pop. of Sec. Sch. AgePopulation EnrolledEnrollment Rate 6.57046.565.6SOURCES(a)Okobiah, O. S. (1986) Historical Foundation and Comparative Education. Heinemanneducational Book Nigeria.(b)Federal Republic of Nigeria (1985) Statistics of Education in Nigeria. Federal Ministryof Education, science and Technology(c)Federal Republic of Nigeria (1990) Statistics of Education in Nigeria, Federal Ministryof Education, Abuja.(d)Federal Republic of Nigeria (1999) Statistics of Education in Nigeria WorkingDocument(e)Projected at the annual enrolment increase of 1% per year.Note: Expected population of school ages for Primary and Secondary Schools are 17.8% and14.6% respectively (Federal Government study group on Funding of Education 1984).15
16
ONSThe observed educational enrolment disparities in the secondary school level help toexplain the unimaginable low enrolment for the north in the Joint Admission andMatriculation Board (JAMB) examination that determine the enrolment capacities of thestates at the tertiary levels of the educational institution. For example, while in 1998Ogun State had 23,679 students and Oyo State 15,695 students at the Polytechnicinstitutions, Sokoto State had 37 students and Zamfara State only 12 students. Similarly,in 1999 only a total of 976 students enrolled for Polytechnics selection examination fromsix states in the North as against 73,916 students from six in the south.Table 3 and 4 present the six highest states and six lowest states in JAMB enrolment for1995/96 and 1996/97 sessions, and University new entrants for 1999/2000 academic year.TABLE TOTAL for 6 NorthernStatesONDOANAMBRADELTAIMOOGUNEDOTOTAL for 6 SouthernStatesANALYSIS OF SIX HIGHEST AND SIX LOWEST STATES JAMBENROLMENTS IN NIGERIA FOR 1995/96 SESSIONSJAMB ENROLMENT 1995/96No%REPRESENNIGERIA 104390.106JAMB ENROLMENT 17.9219,60453.0296197,56452.829517
SOURCE:Joint Admissions and Matriculation Board.NUC Abuja 1996 and 1997TABLE 4REGIONGAPNorthSouthTotalGAPSources:UNIVERSITY NEW ENTRANTS IN NIGERIA 1980 AND 8(85.2%)74,61952,557Annual Reports (1982 – 1999) National Universities Commission,Abuja, Nigeria(2)Statistical Information, 1995, National Universities Commission,Abuja, NigeriaComments:(1)The gap in new entrants in 1981 was 11,780, more than the entiretotal for the North (8,527)(2)By the year 2000, the gaps had increased more than quadrupled:63,588 for South as against 11,031 for the North, revealing adisquieting gap of 52,557. Infact, Imo and Anambra States alonehad a total of 15,047 (24.8%) new entrants in 2000 as against thewhole of the Northern States with only 11,031 (20.5%).18
(i)In 1995/96 session, six northern states with about 17.2% of the nation’spopulation enrolled only 4,012 candidates (1.0%) for the JAMB. In the samesession, only six southern states with 17.9% of the nation’s population enrolled219,404 candidates (53.0%) for the JAMB. Infact, Delta State alone with only2.8% of the nation’s population enrolled 42,422 candidates representing 10.2%for the session. Imo State with 2.7% of the nation’s population enrolled 39,770(9.6%). Ogun state with 2.6% of the population enrolled 37,249 candidates(9.0%). In contrast Sokoto with 4.5% of the nation’s population enrolled 56219
candidates (0.10%) and Kebbi with 2.3% of the nation’s population enrolled 423candidates which is (0.10%).(ii)In 1996, all states in the north had only 14% of JAMB enrolment as against 86%for the south(iii)In 1998, a total of 419,807 candidates applied for University admission throughJAMB. Out of this, there were only 50,729 (12%) from the northern states asagainst 369,078 (86%) from the southern states.(iv)In 1998, 34,947 candidates from Imo State alone enrolled for JAMB in thesession. On the other hand, only 4,249 candidates were enrolled from six northernstates(v)In 1999, only 5,519 candidates enrolled for JAMB as against 200,506 candidatesfrom the southern states.In table 5, we present the summary of University new entrants in Nigeria 1980 - 2000TABLE 5A: SIX STATES WITH THE LARGEST NUMBER OF UNIVERSITYNEW ENTRANTS 1999/2000STATEPOPULATION (a)UNIV. ADMISSION (b)Northern States2000 (Est)% Nation1999/2000% NationDisparityIndex1Kogi2,753,7002.41,8472.5 220.8-16913REGION20
5815.1 92695392 Anambra3,585,5003.17,80110.4 54883293 Delta3,321,4002.95,6207.5 34562594 Abia2,998,3002.64,9836.0 30432315 Edo2,784,8002.44,3825.9 25912466 Enugu2,517,6002.24,2685.7 262625918,394,60016.138,41250.6 26,398314Southern State1ImoTotalTABLE 5B SIX STATES WITH THE SMALLEST NUMBER OF UNIVERSITYNEW ENTRANTS 1999/2000123456123456STATE REGIONNorthern rn StateEbonyiPOPULATION (a)2000 (Est)% 01.73,686,9003.22,182,8001.915,089,100 13.21,526,8001.38431.1-12785BayelsaEkitiOyoCross 11,7462,2279,3241.82.02.22.33.012.5 99-98-1015 179 436-526106956110612595SOURCES:UNIV. ADMISSION (b)1999/2000% (a)Projected from 1991 National 151891614statistics(UME/DE) by state of origin and sex National UniversitiesCommission, Abuja.21
NOTE:SEA(i)Absolute disparity SA - (TNA/100 X SPNP)Disparity Index SA/SEA X 100Where: State Actual Admission SATNA Total National Admission (74619)SPNP State Percentage of National PopulationState Expected Admission (TNA/100 X SPND)In 1980/81, the northern states as a whole had only 11,031 (14.8%), new entrantstudents enrolled in the universities as against 63,588 (85.2%)
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