Some relevant questions need to be asked from parts  1 and 2  as follows

i…it has been proved that the Nigerian student  generally prefers  less  academic rigor cause the little time available to him is occupied more by Life 101 experiences than his parents ever had  at the same age level…is it likely  that LIFE 101 “schooling” will be more relevant  to his future than being empowered academically?

ii…is it true that LIFE 101 schooling has made him “sharper” than his parents when the  latter were in the secondary school?…if he is sharper by being  more  aware of what is going on around him what happens when faced with problems that need to be rationalized in a way  only  academic discipline can provide?…or has it not being said that a good academic program would produce a skilled person, a disciplined person, a right-thinking person, a responsible person, a God-fearing person and a considerate person?(Abaribe)

iii…but is it  not time to do a major and non-cosmetic  review our national educational policies in view of modern-day realities?…for instance must a student be regarded as a failure cause he failed English Language whose actual importance in our daily usage has slipped from being a second language to a foreign language?…

iv…in looking for solutions should we not examine the root causes of the problems?…surely the poverty of a student’s family or the educational standards of his parents cannot be the only reasons for the crass situation today..or can they?…apart from lack of adequate financing by government have people not pointed accusing fingers at tutors, schools and their management too?…has the 6-3-3-4 educational system not come under heavy artillery?…have the examination bodies themselves no blame?…so, granted we have such a plethora of root causes how do we go about providing  solutions   to them? …to do this lets use the questions above to  further expound on the real nature of  spasms being experienced by the “average”  Nigerian student.

…today our children are truly smarter in the things of the world around them but are less academically inclined…in some extreme cases they can be categorized as illiterate compared to their parents despite being able to use a computer and a phone…this  sounds like a big bang theory…or is it?…mind u great teachers are gradually disappearing and are being replaced by those who are also less-academically inclined…yet we know that to be academically inclined need time and  lots of  supporting services such as books,libraries and an enabling environment to encourage such….but where are they?…

…and in some cases where they are said to be available how organized are they?…when a Literature teacher takes on a class in Romeo and Juliet what back-up does he get from the school  in terms of teaching aids and school time-tables…if he decides to take the students through Romeo and Juliet Ball in practical terms say on a Saturday how many school administrators and parents will accept or take him seriously?

…in thinking out the solutions to the problems of the “average” Nigerian student one must not get carried away trying to solve all the problems of our educational sector…our proposed solutions for now will focus on the secondary school segment and leave out proposals for the whole system…this we will tackle another day….

…theoretically Government has what it takes to control students and improve the quality of education being received by the average Nigerian student…there are inspectorate departments,there are policies and controls…there are planning and research departments…all these are capable of coordinating the quality of education…not so?…all states are supposed to monitor continuous assessment schemes in schools and even conduct evaluation exams at the jss3  level…states’ ministries of education also expected to monitor and  and ensure minimum standards are met by private schools…most of these states have well-trained competent hands…”BUT EVERYWHERE THE QUALITY OF  EDUCATION  THE AVERAGE NIGERIAN STUDENT GETS IS UNACCEPTABLE” so concludes a recent review…

…the report also observed that public school students especially have a dyed-in-the-wool negative attitudes to education and learning…it further stated that despite some exceptional public schools with traditions which have helped them stay on the borderline in terms of their students’ performances in national examinations most public students today cannot even pinpoint what they are in school for…

…social and political conditions are not helping matters either…many Nigerian graduates are not adequately employed to encourage those coming behind them…the conditions of the public universities until recently and the cult syndrome have also had negative effect on the way an “average secondary school student sees his school and the educational system…after-school services could have been more productive  but efforts must be made to make it more result oriented…so what is our conclusion?…IT IS FROM AFTER-SCHOOL AND RELATED SERVICES THAT SALVATION FOR THE AVERAGE NIGERIAN STUDENT LIES!!!!…BUT HOW?

We shall continue from here in part 4.

Thank you.


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