Downward Trend in the Teaching of History in Nigerian School, 1950- 2016

Abstract

During the pre-colonial era, Africans were familiar with their history especially through oral tradition, myth and legend. At present Nigerians have jettisoned their history. During the colonial era, the British government and other European missionaries set up schools. In these schools, History was considered important and taught amongst other subjects. The change of the education system from 8-6-2-3 system that is 8 years of primary, 6 years secondary, 2 years high school certificate and 3 years university to 6-5-2-3 system in 1954 did not affect the teaching of History as it was still retained in the school curriculum. However, the switch to 6-3-3-4 system in 1982 witnessed the deliberate plan to remove History as a subject in the Junior Secondary classes and replaced with Social Studies. Although History was still taught in the Senior Secondary classes, it was reduced to an optional subject for the students. In 2011 when the government introduced new compulsory subjects, History was not considered important to be made one. The fate of History as an optional subject was therefore sealed. The teaching of History was only re-introduced officially in the Junior Secondary School through an announcement of government made in 2016. This paper argues that the replacement of History with Social Studies in the Junior Secondary classes as a subject is unacceptable and has a lot of drawback effects on national development. Also, it contends that the refusal of the government to make History a compulsory subject till now is inconsistent with the practice of developed countries like United State of America, and therefore constitutes a serious developmental problem. A cursory look at the importance of the subject is highlighted. This paper examines the teaching of History in the colonial and post-colonial era, together with the policy of the Nigerian Educational Research Development Council (NERDC). It employs the use of primary and secondary sources, combined with qualitative and quantitative approach, and it is arranged in themes. Findings show that the policy of NERDC almost led to the disappearance of History from the Senior Secondary School curriculum by 2011 and this has impeded national development. There are negative effects of the near absence of this subject in the secondary school on the university. Suggestions are made on how to improve the teaching and learning of History in primary and secondary schools.