A former Vice-Chancellor of Obafemi Awolowo University, Ile-Ife, Prof. ‘Wale Omole, has curst poor industrial enterprise in Nigeria on the syllabus bequeathed to the country by British.
He argued that except the syllabus was overhauled, Nigeria would ne’er apprehend true industrialisation.
Omole aforementioned this on Wednesday at Muson Centre in Lagos, wherever he delivered a lecture, titled, “Education within the 20th century and now; the longer term of the Nigerian kid,” on the occasion of the 40th day of Chrisland schools.
A book, “The Story Behind the Glory,” chronicling the history of Chrisland and its founder, High Chief (Mrs.) Winifred Awosika, was conjointly disclosed on the occasion, that was chaired by the head of the then Interim National Government, Chief Ernest Shonekan.
A former military Head of State, Gen. Yakubu Gowon, who was the Guest of Honour, was represented by Pastor Fred Odutola; whereas the Lagos State Deputy Governor, Dr. Idiat Adebule, was delineate by theDirector of private and special education in Lagos State,Mrs. Ajoke Gbeleyi.
Omole, in his lecture, aforementioned the syllabus bequeathed to Nigeria by British people was principally theoretical instead of practical, adding that the very fact that it absolutely was delivered to the Nigerian pupils in foreign language contributed to the “conspiracy” to form industrialization a tough task for Nigeria.
He aforementioned except British people syllabus was discarded and replaced by a brand new one built on value system and value chain, Nigeria would stay a trading country, which might continually depend upon foreign experts and importation of goods.
Omole said, “If we do not change that curriculum we will remain the same and industrialisation will continue to elude us and we will continue to depend on importation of things that God already provided in our land. We will, most likely, continue in trading.
“…As if that was not enough, that is the curriculum brought to us, we had another problem, the curriculum was also presented to the children by linguistically disconnecting them from our culture, classifying local languages as vernacular, never to be spoken in school.”
The don said the result of teaching Nigerian children in foreign language was that they learnt by mainly cramming and regurgitating to pass examinations rather than studying for understanding.
“It is most beneficial to teach the children in their indigenous languages which elicit better understanding and good performance of communication,” Omole declared.