THE ROLE OF EDUCATION IN PROMOTING NIGERIA CULTURE AND VALUES

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Research questions

1.4        Objective of the study

1.5        Significance of the study

1.6        Scope of the study

1.7       Definition of terms

CHAPETR TWO

LITERATURE REVIEW

2.1 introduction

2.2 conceptual review

2.3 empirical review

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

The decay in the Nigerian society has affected the standard of values and moral character formation. This has manifested in so many anti-social vices. Anti-social behavior exhibited include corruption, dishonesty, greed, violent crimes, lack of accountability, indiscipline, disrespect to constituted authorities, laziness, low moral courage among many others. All these have constituted a serious moral problem for the Nigerian State and have constrained all sincere efforts targeted at achieving national development. This study having reviewed the weak values system among Nigerian students in higher institutions, strongly recommend the re-reengineering of values education in Nigeria schools as catalyst for national development. It is the view of the authors that the pursuit of national development is first attitudinal and so the citizenry should be given new orientation that goes to ensure the overhauling and reconstruction of the total values system in the society for obvious national development to be guaranteed. The authors advocated as a matter of necessity the development and introduction of a national policy on values education as a references instrument which will be used as a realistic paradigm for behavioral transformation and ethical reorientation.

CHAPTER ONE

INTRODUCTION

• Background of the study

Nationally and internationally, there is increasing demand from schools in respect of their mandate on the formulation of acceptable values for the young ones to imbibe and live with. This is stem from the rapid decay of the overall values system among nations of the world. The survival of values education becomes imperative because of nostalgia of the past, disappointment of the present and hope for the future generations. Nigeria is bedeviled with the challenges of not only economic transformation but that of reconstructing and rebuilding the society’s values system. The strengthening of the values system provides an enabling platform for a breakthrough the nation’s vision 20:20:20. Questions to ask according to National Economic Empowerment and Development Strategy (2004) about Nigeria vision are: what kind of Nigeria do we want for ourselves, for our children, and for the rest of the world? Answers to the above are articulated in the vision 2001 Kuru declaration of NEEDS (2004) which states: To build a truly great African democratic country, politically united, integrated and stable, economically, prosperous, socially organized with equal opportunity for all and responsibility from all, to become the catalyst of (Africa) Renaissance and making adequate all-embracing contributions, sub-regionally, regionally and globally. The above pursuit is meant to advance development in Nigeria from all fronts of national endeavors even though Nigeria is a country of paradoxes according to Soludo (2006). This is based on the fact that it is a country abundantly blessed with natural and human resources but in the last four decades of its independence, its potentials have remained largely untapped and the little that has been trapped mismanaged. The poor condition in Nigeria and the inability of the leaders to provide conditions necessary for national development since independence demand serious concern by those who care about “the Nigeria project”. To Dike (2005), the quest for national development in said to bring with it valuable and positive changes that improve the living standards of the people, creates employment opportunities, and reduces poverty, among other things. Emphasizing further on the need to advance development, Dike (2005) pointed out that economic development increases the efficiency of a system in the production of goods and services to meet the basic needs of the people in the society. The attainment of this challenge of self-sufficiency is greatly determined by the character and attitude of the leaders who are entrusted with the management of the society. The failure on the part of the leaders fifty years after independence to lay sustain foundation for economic growth and development justifies the necessity for a national rebirth programme directed at ensuring ethical reorientation for the leaders and for the followers who compliment the efforts of the leaders. This is further strengthened by the Federal Government national re-branding effort aimed at building hope and confidence among Nigerians and International community. Culture is a complex whole which includes knowledge, beliefs, arts, morals, customs and any other capabilities acquired by man as a member of the society. It is the sum total of a given society’s way of life moulded and shaped by prevailing circumstances and environment (Brown, 1990). This implies that culture is not static but dynamic and it responds to external influences, which bring about changes and curriculum development in schools. In Nigeria, curriculum development in the schools is greatly influenced by the culture in which the school situates. It is a process and a flow from theory to practice and the feed of curriculum stands on the trench hold of becoming ordered. Curriculum was originally defined as a cost of study or training and a product. It consists essentially of disciplined study of command and mother tongue and the systematic study of grammar, identifying the curriculum as a finished product or static body of knowledge which caused curriculum planners great difficulties in the past (Wiles and Bondy, 1979). The definition of curriculum began to trench the growing distance between the planned curriculum and the experiences that were actually encountered. It is a sequence of potential experiences set up in the school for the purpose of discipline of children and youths in various activities. This set of experiences is referred to as the curriculum. In fact, education is seen as the transmission of culture from one generation to another.

• STATEMENT OF THE PROBLEM

It remains occurring decimal in teaching and learning process in Nigeria that adequate, efficient teachers with correct and current methodologies are scarce than how teeth. There are many lapses in Nigeria in recent years, the relative political unrest in many countries, Nigeria in particular, resulting in insecurity of lives and properties, inter-ethnic clashes and in severe cases, records of civil wars are pointers to a missing link between education and societal values. The Niger Delta militants, the South Eastern kidnappers and the Northern Boko Haram help to widen the gap between education and society. The missing link is values education for peaceful co-existence. This paper borders on the types of values transmitted in the school/education system and the dire need for adequate orientation to be given to learners who transcend the school life in the larger society.

• OBJECTIVE OF THE STUDY

The study has on major objective which is divided into general and specific objective; the general objective is to examine the role of education in promoting culture and values, with emphasis on university of Port Harcourt; the specific objectives are;

1. To examine the role of education in promoting Nigeria culture and values in university of Port Harcourt
2. To ascertain if there is any significant relationship between education and Nigeria cultural values

• To examine the impact of education on the attainment of a crime free society

1. To proffer suggested solution to the identified problem
   • RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the completion of the study;

1. Is there any significant relationship between education and Nigeria cultural values?
2. Does education play any role in promoting Nigeria culture and values in university of Port Harcourt?

• Is there any impact of education on the attainment of a crime free society?
  • RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study;

H₀: There is no significant relationship between education and Nigeria cultural values

H₁: There is a significant relationship between education and Nigeria cultural values

H₀: Education does not have any impact on the attainment of a crime free society

H₁: Education does have an impact on the attainment of a crime free society

• SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of great importance to the ministry of education as the study envisage the need to promote cultural values in Nigeria higher institutions, the study will also be of importance to curriculum review committee as this study intend to examine the importance of inculcating cultural values into the school curriculum as this will go a long way in curbing some of the ills in the society. The study will also be of importance to researchers who intend to embark on a study in a similar topic as the study will serve as a pathfinder to further research. Finally the study will be of importance to students, teachers, academia’s and the general public as the study will add to the pool of existing literature on the subject matter and also contribute to knowledge.

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the role of education in promoting Nigeria culture and values in university of Port Harcourt , but in the course of the study, there are some factors that limit the scope of the study;

AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

FINANCE: The finance available for the research work does not allow for wider coverage as resources are very limited as the researcher has other academic bills to cover.

1.8 OPERATIONAL DEFINITION OF TERMS

Education

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research.

Culture

Culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups

Values

In ethics, value denotes the degree of importance of some thing or action, with the aim of determining what actions are best to do or what way is best to live, or to describe the significance of different actions.

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), statement of problem, objectives of the study, research question, significance or the study, research methodology, definition of terms and historical background of the study. Chapter two highlight the theoretical framework on which the study its based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

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