Moral Problems In Nigerian Educational Institutions

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Moral Problems In Nigerian Educational Institutions


Abstract


This study was carried out to examine moral problems in Nigerian educational institutions using University of Lagos Akoka, Lagos state as a case study. Specifically, the study examined examine why there is moral decay in Nigerian educational institutions. The study also examine the level of moral decay in Nigeria educational institution. More so, the study aims to examine the effect of moral decay in Nigeria educational institution. Lastly, recommend ways moral decay in Nigeria educational institution can be reduced. The study employed the survey descriptive research design. A total of 141 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that There is moral decay in Nigerian educational institutions. Also, The level of moral decay in Nigeria educational institution is high. Furthermore, moral decay has huge effect on Nigeria educational institution. Lastly, There are ways moral decay in Nigeria educational institution can be reduced.The study recommend ThatParents as well as stakeholders in education should assist Government in its effort to raise the standard of nation‟s education to a greater height. If all these are done, then qualitative and competitive education would be ensured making it thus in line with modern advancement. And, Moral uprightness should be one of the requirements for enrolment into any institutions of learning throughout the Federation.


Chapter One


Introduction

1.1 Background of the Study

Education is universally acclaimed as the best legacy that can be bequeathed to a child. To achieve this goal, there is no gain-saying the fact that in order to provide adequate all round education the responsibility of providing should not be left in the hands of parents alone. The family, school, community must play their roles as well.

Education is a very complex, time-consuming, energy sapping needs proper formulation of good policies and programmes to be beneficial to the people, thereafter followed by diligent and dedicated implementation of the various processes that comprise it in order to achieve the desired goals set out.All of what has been outlined above goes to show that education cannot be adequately defined in few phrases or words. What education seeks to achieve is to impart knowledge and develop skills to people in the quest of transforming them to worthy citizens in character and learning, making them useful to the society or country they come from or live in.

Freethought is lacking in Nigeria’s educational institutions. This is because the country’s schools were originally established by religious groups, mainly Christian missionaries from Europe who used them as tools for converting the Nigerian. The curricula were faith-based and overwhelmed by religious dogma and brainwashing. Education was used to get Nigerians to embrace Christianity or Islam. It was not an avenue for self-realization or intellectual growth.

But in the early 1970s, the Nigerian government took over all the schools in order to instill secular ideals and values into public education. But the Nigerian educational system has retained its religious character-Islamic in the north and Christian in the south. The government’s secularization project was never achieved. So, two religions have maintained their corrupting influence on Nigeria’s schools and students, allowing no space for free, independent, and secular thoughts to thrive and flourish. For over a decade, Nigerian schools, colleges, polytechnics, and universities have been bedeviled by the actions of cultists and criminals. Tertiary institutions especially have been scenes of indescribable violence against students by other students. School authorities have often attributed the problems to students’ lack of faith, godlessness, or religious indifference. Some have turned to religious leaders for help, and they now flock to the campuses to hold crusades, prayer sessions, and revivals. But the problems have not been solved.


1.2 Statement of the Problem

There is no longer any clear demarcation between religious duties and academic work. Before the advent of colonial rule, education occurred in traditional manners as practiced by the family units and communities. There was little cross-fertilization between ethnic groups; self-governing communities and very little documentation took place. While in some parts of the country, religious schools existed, particularly in the Northern region. The obvious questions that immediately come to mind include the following. What is knowledge? How is it gathered? How can it be imparted from one persons to another? What are the tools and other requirements that are needed for the process of imparting knowledge? Who are those responsible for this process? I wish to answer these questions in the context of what has transpired in the education sector in our communities and country, Nigeria over the last 52 years of Independence. Western-style education came to our shores when early European missionaries aided by the merchants began to penetrate the lands from the Atlantic coast in the late 19th century and early 20th century. Obviously the context of education brought by these missionaries bore huge component of religiosity and high emphasis on morality.


1.3 Objective of the Study

The primary objective of the study is as follows

  1. To examine why there is moral decay in Nigerian educational institutions
  2. To examine the level of moral decay in Nigeria educational institution
  3. To find out the effect of moral decay in Nigeria educational institution
  4. To recommend ways moral decay in Nigeria educational institution can be reduced

1.4 Research Questions

The following questions have been prepared for the study

  1. Are there moral decay in Nigerian educational institutions?
  2. What is the level of moral decay in Nigeria educational institution?
  3. Are there effect of moral decay in Nigeria educational institution?
  4. Are there recommended ways moral decay in Nigeria educational institution can be reduced

1.5 Significance of the Study

The significance of this study cannot be underestimated as:

  1. This study will examine moral problems in Nigerian educational institutions
  2. The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia.

1.6 Scope of the Study

This study will examine moral problems in Nigerian educational institutions. It will also, examine why there is moral decay in Nigerian educational institutions, and the level of moral decay in Nigeria educational institution. It will further find out the effect of moral decay in Nigeria educational institution. Hence the study is delimited to university of Lagos.( UNILAG)


1.7 Limitation of the Study

This study was constrained by a number of factors which are as follows:

Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher


1.8 Definition of Terms

Moral Problem:

An issue of moral concern

Educational Institution:

A place where people of different ages gain an education.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was to examine moral problems in Nigerian educational institutions using staff and student of UNILAG as a case study. The study specifically was aimed at highlighting why there is moral decay in Nigerian educational institutions. the level of moral decay in Nigeria educational institution. find out the effect of moral decay in Nigeria educational institution. To recommend ways moral decay in Nigeria educational institution can be reduced . A total of 30 responses were validated from the enrolled participants where all respondent are drawn from staff of the selected micro finance institutions


5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. There is moral decay in Nigerian educational institutions
  2. The level of moral decay in Nigeria educational institution is high
  3. Moral decay has huge effect on Nigeria educational institution
  4. There recommended ways moral decay in Nigeria educational institution can be reduced

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Parents as well as stakeholders in education should assist Government in its effort to raise the standard of nation‟s education to a greater height. If all these are done, then qualitative and competitive education would be ensured making it thus in line with modern advancement
  2. Moral uprightness should be one of the requirements for enrolment into any institutions of learning throughout the Federation.
  3. Moral education should also be made compulsory in all Nigerian institutions of learning. Competent and religious moralists have to be identified and assigned to screen students wishing to get admissions into various institutions of learning

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