JULIUS NYERERE’S EDUCATIONAL IDEA AND ITS IMPLICATION FOR LEARNING IN NIGERIAN SCHOOLS

Abstract

Observation has revealed that the Nigerian system of education revolves majorly around theories, with emphasis on scores, grades and certification at the expense of abilities, skills and competences. As a result, education in Nigeria, in practice, is not as problem-solving as it should be. Therefore, this paper advocates the type of education that is problem-solving, and enhances self-reliance and character, adopting Julius Nyerere’s educational idea. This paper is qualitative in nature and philosophical in orientation. It adopts the analytical, the speculative and the prescriptive methods to deal with issues and problems such as constructivism, self-reliance, ujama, negritude and consciencism, among others. The paper depends on library sources for its data collection. This paper examines education as a social process aimed at solving societal problem. It analyses Julius Nyerere’s philosophy of education in terms of its relevance to Nigeria’s education system. The paper conceptualises African philosophy as the rigorous discourse that emanates from the indigenous African critical thinkers on African issues. The paper takes interest in constructivism, a problem-based learning theory.  This study found out that Negritude, Consciencism, Ubuntu and Ujamaa are parts of the discourse that constitute the African philosophy. The paper reveals that socialism, agriculture, self-reliance and character constitute Tanzania’s Ujamaa, the pillar upon which Nyerere’s educational philosophy is hinged. The paper concludes that the adoption of Julius Nyerere’s educational philosophy in Nigeria is a possible way of preparing the educated in the country to be problem-solving, self-reliant and of good character.