ANALYSIS OF COLONIAL EDUCATION POLICIES IN NIGERIA

Abstract

The colonial education policies in Nigeria are examined critically in this article, along with its history, composition, effects, and lingering effects on the nation's educational system and social advancement. The measures, which were implemented by the British colonial government, were intended to preserve cultural hegemony, economic supremacy, and political control. With education mostly available to a limited elite and primarily serving the interests of the colonial power, the system was very stratified. Missionary schools spearheaded early educational initiatives, while government-run institutions were established with the goal of creating a pool of educated people to assist the colonial bureaucracy. The structure and purpose of the educational system were formed by important policies such the Ashby Commission Report from 1954, the Education Ordinance of 1882, and the Education Policy of 1948. These policies created divisions that still exist in Nigeria after independence by solidifying economic disparity, cultural alienation, and social stratification. The educational inequalities brought forth by these colonial policies have persisted in influencing Nigeria's educational and sociopolitical environment even after the country attained independence in 1960. Governments since independence have responded by working to increase educational access, although obstacles like insufficient financing, poor infrastructure, and regional inequalities still exist. With an emphasis on inclusive and equitable educational opportunities for all citizens, this analysis highlights the necessity of modern changes that address the long-lasting impacts of colonialism in Nigeria's educational system.