EDUCATIONAL POLICIES AND DEVELOPMENT IN NIGERIA: A GENDERED PERSPECTIVE, 1882 – 1960

Education can be viewed from two perspectives: informal education (traditional) and formal education (Western). The focus of this paper is the latter. Prior to colonial rule, African societies educated their indigenes. Many were hunters, farmers, sculptors, blacksmiths, and traders and so on. Women were not left behind; they took care of the homes as wives and mothers and were responsible for raising responsible children. In addition, they farmed to augment whatever the men brought to the table. They were involved in textile manufacturing; they wove most of the cloth used by family members. There was a clear division of labour along the gender divide. With the imposition of colonialism, there was a deliberate attempt by the intruders to destroy the existing knowledge and systems of indigenous African societies. Men were favoured in the new arrangement like it was done before colonial rule. Patriarchy obtained in most African societies, and this was further entrenched by the colonial rulers, thus relegating women to the background. Men were highly favoured in the colonial system of education. This paper using historical methodology that critically evaluate primary and secondary sources (DATA) looks at the educational policies and development in Nigeria in the period 1882-1960. It is divided into four parts. The first part looks at indigenous education in Africa; the second is an overview of educational legislation in the period under review. The third responsible for the unequal access to opportunities for women.