PHD-School of Education

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This collections contains bibliographic information and abstracts of PHD theses and dissertation in the School of Education held in Kenyatta University Library

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Browsing PHD-School of Education by Author "Adamu, James Nanbak"

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    Critique of Nigeria’s Basic Education in the Light of John Dewey’s Concept of Education for Functionality
    (Kenyatta University, 2024-01) Adamu, James Nanbak
    Educational goals as enshrined in the National Policy on Education of Nigeria aims to create self-reliant and independent-minded human beings. The focal point for these goals was the training of citizens1for growth1and1development. Education for functionality is that type of education that comes spontaneously from the influence of the environment. Nigeria is a society in dire need of education for functionality but analysis of the system reveals discouraging outcomes. In Nigeria, education is divided into three segments which include basic, secondary, and higher education, all of which are meant to guarantee education for functionality. In contradistinction, these tiers of education have failed to deliver on the purpose for which they existed due to lack of functionalism. Given the poor impact of the Nigeria’s Basic system of education on its students in education for functionality, there was a need to critique the system in1the light1of Dewey’s1concept1of1education for1functionality. Basic education being the fulcrum of education was used with the conviction that once that level was fixed, other levels could be fixed in view of education for functionality. The reason for this was simple: whereas basic education by its structure would not graduate professionals, it is the foundation from which tertiary institutions develop, thus leading to professionalism. An attempt was made to respond to the following study questions: to what extent is Nigeria’s Basic Education System operating in line with its philosophical goals for education? What1are1the challenges1faced in1the implementation of1educational policies1in Nigeria1for purposes of attaining education for functionality? In what ways can John Dewey’s concept of education enrich Basic Education in Nigeria for functionality? What are the essential components of a philosophy of education for functionality in Nigeria? The study was also guided by the following objectives: explain the philosophical foundations of the national system of education in Nigeria; analyze the challenges faced in the implementation of Nigeria's policy on education; elucidate John1Dewey's concept1of education1for functionality; 1and, propose1a philosophical framework in line with1John Dewey's1concept of1education for1functionality. The1study was guided by the following assumptions: that there is a discrepancy in content and form between Nigerian educational policies and implementation; the basic Education level is strategic in plotting a new curriculum for functional education in Nigeria; the educational concept coined by John Dewey has the potential to serve as a mirror for redressing the current trends in the Nigerian system of education for human functionality. John Dewey’s educational theory notwithstanding its deficiencies, emphasized a “hands-on” approach, built on the “learning by doing” approach, which made it a veritable tool in this study. His approach emphasized the value that the learner must interact with his environment and also allow the environment to do the same for his person. The findings of the study established that through Dewey’s educational concept of education for functionality, applying philosophical framework for education for functionality has capacity to solve Nigeria's unemployment challenges. Being1a qualitative1research, Document1Analysis- a non-philosophical research1method was adopted to help with data collection while conceptual analysis and Prescriptive methods of philosophy were used as main methods for the research.