Análisis de los Componentes del Índice de Desarrollo Educativo para

education in Nigeria. The use of English language as a lingua franca in Nigeria ensures the survival of western education in Igbo society. This is because English language is a foreign language that came with western education. However, having identified the factors that enhanced the survival of formal or western education in Igboland, the study of the problems of formal or western education will aid a comprehensive investigation into the nature of Igbo traditional education in twenty-first century Igbo society.

4.5 The Problems of Formal / Western Education in Twenty-first Century Igbo

level are involved by way of encouraging students to contribute money in order to secure the needed assistance during such examination, while in the university it is a common practice during the semester exams.

4.5.1 Inconsistent Programmes

According to Okolo (2012b), many commissioners and ministers of education have made wonderful efforts by introducing different educational programmes or systems to improve the standard of formal education in Nigeria. But the question one may ask is how effective were these programmes in achieving quality education. One of such systems is the shift from 6-5-3-2 to 6-3-3-4. Another example is the introduction of entrepreneurship education at all levels of education in Nigeria. The former minister of education, Ruqayyah Ahmed Rufai, introduced trade/entrepreneurship subjects in senior secondary school curriculum, without providing teachers that will take charge of subjects such as catering and craft, wood-work, electronics, mechanics, hair dressing and so on. Also as the part of inconsistent programmes is the sandwiching of subjects such as Christian Religious studies, Civic education, Social studies and Security education into one subject known as Religion and values education without organized curriculum and teaching materials that will help the teacher if any to carry out his duty effectively.

4.5.2 Poor Incentives for Potential Teachers

Another serious problem to school education in Nigeria and Igboland is poor incentive to teachers. Most of the teachers in schools, colleges and universities are not well paid thereby making many of them to carry out their duties reluctantly. Nduka (1997) noted that before the economic down-turn in Nigeria during the 1980s, that teachers were fairly comfortable with their reward system , but the present economic

conditions in the country has made nonsense of teacher’s status and reward system thereby making the profession unattractive for young graduates. According to Eneasator (1997) academic staff members should receive adequate salary to meet their basic needs. This is because inadequate salary leads to poverty and decrease in the level of productivity. A teacher who does not receive adequate salary and fringe benefits such as Examination invigilation allowance, annual leave allowance, housing allowance, is poor and cannot carry out his work effectively.

4.5.3 Poorly Equipped Libraries and Inadequate Instructional Materials

Inadequate classroom and instructional materials are among the current problems of educational development in Nigeria. Some of the classrooms in Nigerians are overcrowded with more than fifty students receiving lectures in classrooms made for thirty or thirty-five students. Adeyinka (2016) noted that for effective teaching and learning, well equipped laboratories and subject rooms are needed, but it is unfortunate that many of Nigerian secondary schools do not have the essential facilities needed for teaching and learning. Many schools and colleges have buildings that they call libraries, but most of these libraries are not properly equipped with recent textbooks, journals, newspapers and magazines. Similarly some schools do not have science laboratories while those that have are poorly equipped.

4.5.4 High Rate of Moral Decadence in Schools and Colleges

Some of the students have demonstrated different forms of undisciplined acts such as truancy, reckless use of money, frequent lateness, examination malpractice, stealing, prostitution, belonging to secret cults, insults and assaults on teachers. The issue of exam malpractice has become a culture that some teachers and school administrators are boldly and proudly involved in it. The common solution to this

problem seems to be, if you can’t beat them you join them. Many teachers from both public and private schools see it as something that will mar the standard of education, while some teachers and schools are standing on the shaking ground ready to join the moving vehicle thereby making students who are to write external exam unserious with their studies.

The rate of examination malpractice among secondary school children and university students are increasing day by day. In the secondary schools, it is commonly seen during external exams such as western African examination council, National examination council, while in the university, it is a common practice during semester exams.

Having outlined the factors that promote formal education and the problems of formal education in Nigeria, it is essential to have an in-depth study of informal education in Igboland known as Igbo traditional education. The first part of the study is on the relationship between traditional education and traditional religion. The subsequent subheadings are on the traditional education and Igbo socio-religious life, nature and conundrums of Igbo traditional education in contemporary society.

4.6 Relationship between Igbo Traditional Education and Traditional Religion