Illiteracy in Nigeria: Does a Solution Exist?
In 1950, the United Nations
educational, scientific and cultural organization, or UNESCO, estimated that
the illiteracy rate in Nigeria was about 84.4%. In the year 1994, this number
has not improved significantly. Illiteracy in Nigeria still remains a high 68%.
(Okedara, 101) Additionally,
UNESCO reports that the number of illiterates over the age of fifteen is 25
million. Therefore, of Nigeria's 32 million labor force, the majority are
illiterates. (Dave, 78)
These shocking figures are a mere shadow of the tragic reality of illiteracy in
Nigeria. If the current rate of illiteracy continues to rise to the year 2000,
Nigeria will not conceptually be able to reach a technologically competitive
standing in the global world. (Okedara, 96) Consequently,
social, political and cultural obstacles are barriers which hinder any
significant improvement in Nigerian society. Emphasizing functional literacy,
or the knowledge and skills in reading and writing which enables one to engage
effectively in normally assumed activities of one's culture or group, is the
key to the Nigerian illiteracy issue. The government needs to encourage
functional literacy through educational programs, particularly in adult-based
education, or ABE, research, and studies in order for its nation to survive in our
modern world.
As with many other third world
nations, the prevalence of illiteracy in Nigeria is the effect of several
isolated and interlinked factors. To understand these rather complex
causations, we must first examine particular characteristics of the country and
its people. Nigeria possesses several characteristics of third world nations,
which lead to problems such as illiteracy for the mass population.
The geographical distribution,
government, economy and value placed on education are all catalysts for the
high illiteracy rate in Nigeria. Nigeria's geographical distribution of
educational facilities are "lopsided" In rural areas, illiteracy is
much greater than in urban areas. The three main reasons are: lack of education
facilities in the country side; limited access to education for rural young
people; and survival demands which make families keep their children out of
school. (Nedosa, 9) In
connection with this idea, are the problems of orthography and national mass
literacy. There are 420 distinct languages in Nigeria, 413 of which are still
in use and the remaining 7 have fallen into extinction. (Nedosa, 16) Because
of the diversity of dialects, communication or functional literacy between
different languages is impaired.
Secondly, the lack of government
involvement also plays a large role in this problem. Lack of funds and the low
priority accorded to adult literacy programs by federal and state governments
is a huge factor. Policymakers at the federal, state, and local levels do not
regard adult literacy education, be it functional literacy programs or mass
literacy programs, as a high priority. Policies are formulated, but never
executed. The government has yet to support policy actions that will place
adult literacy education in high priority in fund allocation. (Okedara, 101) So,
while the government methodically preaches of the need to focus on literacy
education, significant efforts on their parts remains to be seen.
In examining the economic restraints
militating a high illiteracy rate in Nigeria, it is obvious that these factors
are the most influential. Firstly, there is a definite economic disadvantage
posed on rural life. Because most rural adults are engaged in traditional
agriculture, there is little time or even incentive to pursue functional literacy.
In comparing the economic returns from investments of farmers and urban
workers, farmers yield much less of an income. Thus, their chances at formal
education with which to compete in the non-agricultural labor market is slim. (Nedosa, 25) A
broader outlook suggests that the nation as a whole does not have sufficient
resources to pursue adult literacy and post-literacy programs. For instance,
there is a shortage of printing materials such as paper, duplicating machines
and printing ink. (Dave, 115)
As is the case with other third
world nations, the value being placed on literacy varies with the country
itself and its people. The Nigerian government, though still non-committal, is
concerned with improving literacy because of the need for technological
advancement and industrialization of its country collectively. "Illiteracy
came to be identified as a part of the tragic cycle of underproduction,
malnutrition and endemic disease in the underdeveloped countries of the third
world." (Nedosa, 2) This
connection between literacy and poverty in countries such as Nigeria place
emphasis on educating the nation, rather than the people. Thus, mass education,
a less effective form of literacy education is implemented. (Nedosa, 2) A
speech by the minister of state in the federal ministry of education, speaking
on behalf of Nigerian President, Alhaji Shehu Shagari, further illustrates this
point: "As we are all aware, mass literacy is a prerequisite to any large
scale technological development... For this reason, the Federal Government...is
committed to the launching of a National Mass Literacy Campaign in 1982." (Nedosa, 43)
The problem that exists with mass
literacy education is how to set the standard level of education for all of
Nigeria. Should a farmer have the same level of education as a secretary?
Additionally, who establishes this median for the entire nation? (Fuller, 142) These
difficult questions hinder the government's mass literacy programs so much as
to render them inefficient, and practically useless. This rather consistant and
generic method of literacy education can be attributed to Nigerian society's
militaristic outlook or approaches. Being a country with strong military
foundations, the Nigerian government implements educational programs, like mass
literacy education with the underlying goal of establishing order, efficiency
and productivity. (Okedara, 100) Considering
these objectives, mass literacy programs are the most sensible and suitable
choice.
In contrast, while the government
views literacy as a necessary component of its advancement in the global world,
the rural inhabitants do not place great value upon it. The first and most
obvious reason for the general apathy in literacy education is that it is not
needed to "survive" in their given environment. Sylvia Scribner
explained in her academic piece, "Literacy in Three Metaphors,"
literacy for adaptation, or the need for literacy to survive in an environment,
is one of the three essential reasons for obtaining literacy. (Scribner, 75-76) For the rural Nigerian people, this motivation does not
exist. Farmers have little use for literacy, except perhaps for recreational
activities such as reading a newspaper, reading and writing letters, exercised
legal rights, read the Bible, and supervise ones childrens' school work. (Nedosa, 97) Even
then, the essential need for literacy in the job aspect is negligible.
Additionally, many adults refuse to participate in Adult Based Education, or
ABE for several reasons. In a survery taken of 210 people, 104, or 49.52% felt
that they were too old to be able to learn what is taught in ABE classes; 42 or
20% were engaged with occupation during ABE classes, and 12, or 5.71% said that
they were too shy to participate. (Nedosa, 83) Common
attitudes such as feeling that one is too old to be taught are serious barriers
for many illiterate adults. Such personal and psychological problems obviously
cannot be remedied by the Nigerian government. The people themselves must take
the first step. However, the sad reality remains that most illiterates will
never break through their inhibitions to do so. ation during ABE classes, and
12, or 5.71% said that they were too shy to participate. (Fuller, 139)
Undoubtedly, factors contributing to
illiteracy in Nigeria hamper efforts to improve current conditions. However,
research has been invested by educators to find out how to make third world
classrooms more stimulating settings, by integrating complex and more modern
teaching styles, and revising the organization of classrooms. (Fuller, 143)
Additionally, new programs are being implemented to help salvage adult literacy
as well. Nigeria is setting its goals for the year 2000. Two programs, the
launching of the International Literacy Year and the establishment of the
National Commission for Mass Literacy, Adult and Non-Formal Education are among
them. (Okedara, 101) Though
these programs are insufficient for achieving literacy for all in the year
2000, they are at least, indicators that the federal government is taking some
sort of action.
I propose that Nigeria must commit a
strong and exhaustive effort to promoting literacy for adults in rural areas
by:
- giving farmers a reason to adopt literacy, either by
making literacy a necessary element of their work.
- getting the government to allocate substantial funds to
literacy education.
- creating a more decipherable national quota for
literacy by clarifying orthography
- establishing what it really means to be literate, by
initiating a national standard which must be met by all to be considered
functionally literate.
Until the government and Nigerian
educators are able to both recognize and address the issues facing illiteracy,
no viable solution can be determined. As is the case with other third world
nations, illiteracy is not only a problem of social concern, it is a very
personal, individualistic issue as well. However, as with most social reforms
of any kind, politics must be factored in as well. Tactics which are
implemented, such as mass literacy education, certainly do not focus in on the
individual, but rather the majority. (Coles, 12)
Why? Because the government needs the support of the vast majority more than it
does the support of individuals. (Okedara, 90)
The path to reform is a trying and
exhaustive one. Without the guidance and resources in which one can rely upon,
this struggle is twice as great. If the illiterate population were given
financial and societal understanding and support from their own people, and if
they were motivated enough within themselves to seek the help, then perhaps,
Nigeria's illiteracy problem would be alleviated. Unfortunately , most people
will argue that there is no hope for Nigeria and that perhaps it was all too
little, too late.
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