1.1 BACKGROUND OF THE PROBLEM
Following the established fact that the Nigerian nation was being colonized by the Britain, Nigerian educational system was constructed on a remnant of the three ‘Rs’ as brought by the British government, -these include: reading, writing and arithmetic. The formation of the Nigerian academic system consciously omitted the most vital or important educative valves. The fourth ‘R’ which was termed reasoning or thinking has been considered by many scholars as being a formality.
In Nigeria, no teacher teaches our children how to think and reason under a certain condition within a given period of time. Both in secondary schools and tertiary institutions, there is no text book whereby the ‘principles of good reasoning and thinking are put in place for people’s use.
1.2 POINT OF INQUIRY/STATEMENT OF PROBLEM:
Our formal educational pedagogy seems to be unable to provide a lasting solution to these critical problems of meaninglessness, homelessness and unreasonableness found in the attitude of our youths in the contemporary society. These are the aims and benefits of introducing COIP4C sector, looking for an alternative – hoping that using andragogical slant of education with its method of COIP4C – that reasonableness shall be inculcated into our youths, and with these benefits – we will be able to identify the strategies for tackling a range of issues confronting our contemporary society.
1.3 PURPOSE OF STUDY
THE purpose of this study is to provide hints on Fada Stan’s educational synthesis and ways it can be used it can’t be used to reform teaching and learning in Nigeria.
1.4 TARGET AUDIENCE
3. EDUCATIONAL RESEARCHERS
4. EDUCATIONNAL ADMINISTRATORS
5. CURRICULUM PLANNERS.
1.6 RESEARCH QUESTIONS
1. What are the basic problems confronting teaching in Nigeria?
2 How has misplacement of priority affected Nigerian educational system?
3 What are the effective methods for managing educational system in Nigeria?
4 What is the best educational policy for Nigeria?