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TITLE PAGE
WESTERN EDUCATION IN ISUIKWUATO, ABIA STATE, 1914 TO
2009
PROJECT REPORT PRESENTED FOR THE DEGREE OF MASTER OF ARTS IN THE DEPARTMENT OF HISTORY AND
INTERNATIONAL STUDIES UNIVERSITY OF NIGERIA, NSUKKA
ENUGU STATE
BY
OKORONKWO, ONYIRIMBA KINGDOM REG. NO: PG/MA/11/58533
SEPTEMBER 2013
i
APPROVAL PAGE
This project has been approved after due supervision on behalf of
Department of History and International Studies, University of Nigeria,
Nsukka.
By
___________________ ____________________Dr. Egodi Uchendu Dr. P.O. Obi-Ani Supervisor Head of Department
____________________External Examiner
ii
DEDICATION
This work is dedicated to my wife, children and to Almighty God for
his abiding mercies on us.
iii
ACKNOWLEDGEMENTS
I am grateful to God for granting me good health, inspiration and
strength to complete this work.
I sincerely thank my project supervisor, Dr. Egodi Uchendu, for
accepting the responsibility to supervise the work. A woman of positive and
amazing disposition, she assisted, encouraged and guided me in the course
of completion of this work.
I equally thank my wife, Ebere Kingdom. Her interest and
encouragement made me to be more focused in this work. I also extend my
good wishes to all classmates whose camaraderie I will cherish for a long
time. I am indeed indebted to all the lecturers in the Department of History
and International Studies especially Professor Uchenna Anyanwu, Dean of
Faculty of Arts, Professors O. Njoku and O. Ijoma, Drs. J. Ahazuem, P. Obi-
Ani Head of Department and C. Opata, and others whose names are
regrettably omitted because of space constraint; for their advice and their
encouragement.
Finally, to all my friends, respondents and those who had given me
assistance in any form, I thank each and every one from the bottom of my
heart and pray that God will reward you all abundantly.
iv
Abstract
Isuikwuato has continued to turn out many educated men and women,
but no serious effort has been made to write the history of the establishment
of Western education in Isuikwuato. Much of the documented data on
Western education in the area of study covered the period from 1914 to the
early 1950s. This has created a serious vacuum for researchers wishing to
update their knowledge of this sector of the society. It is the quest to fill this
vacuum that prompted this research project. Based on the fore-going, a
qualitative research method was used to unearth the history and growth of
western education in Isuikwuato. The study made use of primary and
secondary sources of history. The primary materials came from personal
interviews conducted by the researcher, archival documents and sources left
by different missions agencies that operated in the area of study between
1914 and 1960,while the secondary materials were textbooks, and journal
articles.
v
MAPS AND ILLUSTRATIONS, PLATES AND CHARTS
Map 1: Abia State showing Isuikwuato Local Government Area
Map 2: Showing Locations of educational areas in Isuikwuato
Plate 1: Renovated Obayi Primary School built in 1931 --------------- 29
Table 1: Methodist Mission Primary Schools, (1960) ------------------- 32
Table 2: Roman Catholic Mission Primary Schools, 1960. ------------- 35
Table 3: Local Authority Schools, (1960) --------------------------------- 38
Chart 1: Diagram showing the Vertical and Horizontal view of education 81
Plate 2: Renovated first classroom block of Annunciation Secondary
School (Renamed Isuikwuato High School) built1961. --------------- 46
Plate 3: Renovated first building of Methodist Girls’ Secondary School,
Ovim, built in 1963 ------------------------------------------------------- 48
Plate 4: Admiral Godwin Ndubuisi Kanu, First Military Governor
of Imo State (1976) ------------------------------------------------------ 54
Plate 5: The front, rear and side views of the I.D.U.
Hall commissioned in 2009 -------------------------------------------- 56
Plate 6: Barrister Ken Ahia, National President, Isuikwuato Development Union. ---------------------------------------------------- 57
Plate 7: Cross section of Isuikwuato people receiving free medical treatment courtesy of Club 45 Isuikwuato 2009, 3-day free medicalprogramme at Umuobiala Health Centre, Umuobiala, Isuikwuato --- 58
Plate 8: Mr. Donald Onyinye Iroham, Retired, Assistant Inspector
General of Police. ---------------------------------------------------- 59
Plate 9: Umuakwua Ezere Community Primary School built in 1976 ------- 70
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Plate 10: Acha Central School built in 1976. ---------------------------- 71
Plate 11: Renovated Eluama Primary School block built in 1976. ---- 71
Plate 12: Ahaba Community Primary School classroom block built in 1976.----------------------------------------------------------------- 72
Plate 13: Umuakwua Ezere Primary School UBE classroom building
built in 2008. ---------------------------------------------------------- 82
Plate 14: The first Classrooms/Administrative block Acha
Technical Secondary School, built in 1977. ------------------ 85
Plate 15: The first classrooms/administrative block of the Secondary
Technical School, Ovim, built in 1978. ------------------------ 86
Plate 16: The first classrooms building of Central Oguduasa Secondary
School built in 1980. ---------------------------------------------- 87
Plate 17: The first classrooms building Acha Girls’ Secondary School
build in 1980. ------------------------------------------------------ 88
Plate 18: The first classrooms building of Ahaba Community Secondary
School Ahaba, built in 1982. ------------------------------------ 88
Plate 19: The first classrooms of community secondary school Nunya, built in 1982. ------------------------------------------------------ 89Plate 20: The first classrooms of Junior Secondary Technical School
Ovim, built 2005. ------------------------------------------------- 89
Plate 21: His Royal Highness Eze (Surveyor) Chris E. Aboh Chairman,
Isuikwuato Traditional Rulers Council. Represents educated
Isuikwuato Traditional ruler.-------------------------------------- 92
Plate 22: His Royal Majesty (Eze (Sir, Dr.) Ezo Ukandu Enyi na
Obiangwu of Imenyi Ancient Kingdom. Educated Isuikwuato
Traditional ruler. -------------------------------------------------------- 93
vii
LIST OF ABBREVIATIONS
CKC - Christ the King College (Onitsha)
IDU - Isuikwuato Development Union
IIA - Isuikwuato Improvement Association
JP - Junior Primary
RCM - Roman Catholic Mission
SP - Senior Primary
UBE - Universal Basic Education
UPE - Universal Primary Education
viii
TABLE OF CONTENTS
Title page ----------------------------------------------------------------------- i
Approval page ----------------------------------------------------------------- ii
Dedication ---------------------------------------------------------------------- iii
Acknowledgements ----------------------------------------------------------- iv
Abstract ------------------------------------------------------------------------- v
Maps and Illustrations, Plates and Charts ---------------------------------- vi
List of Abbreviations ---------------------------------------------------------- vii
Table of Contents -------------------------------------------------------------- viii
CHAPTER ONE: INTRODUCTION ---------------------------------- 1
Background to the Study ---------------------------------------------------- 2
Stating the Problem ----------------------------------------------------------- 3
The Purpose of the Study ----------------------------------------------------- 4
Scope of the Study ------------------------------------------------------------ 4
Literature Review ------------------------------------------------------------- 5
Methodology, Sources and Organization ---------------------------------- 9
Theoretical Framework ------------------------------------------------------ 11
CHAPTER TWO: TRADITIONAL EDUCATION AND
INTRODUCTION OF WESTERN EDUCATION IN ISUIKWUATO,
1914-1950 --------------------------------------------------------------------- 17
Traditional Education in Isuikwuato --------------------------------------- 17
British Colonial Government and Education in Isuikwuato ------------ 22
The Railway and the Quarry --------------------------------------------------34
Christian Missionaries and the Establishment of Primary Schools ----- 25
Local Authority Schools ------------------------------------------------------ 36
ix
CHAPTER THREE: POST INDEPENDENT GOVERNMENTS AND
THE GROWTH OF WESTERN EDUCATION IN ISUIKWUATO,
1960-1970 ---------------------------------------------------------------------- 40
Establishment of Pioneer Secondary Schools in Isuikwuato ------------- 40
CHAPTER FOUR
Pioneers of University Education and Capacity Building in
Isuikwuato --------------------------------------------------------------- 50
The First Batch of University Graduates ------------------------------------- 50
Isuikwuato Graduates and Community Development --------------------- 53
CHAPTER FIVE
Education in Isuikwuato in the Post Nigeria Civil War Era, 1970-2009 -- 61
Universal Primary Education Scheme (UPE) -------------------------------- 61
Universal Primary Education Scheme in Isuikwuato ---------------------- 65
Effects of Nigeria Civil War on UPE Scheme and State Taker
Over of School ------------------------------------------------------- 66
Activities of Local UPE Implementation Committee in Isuikwuato ------ 73
Universal Basic Education (UBE) Programme ------------------------------ 76
Vertical and Horizontal View of Education ---------------------------------- 81
Post Civil War Secondary Education in Isuikwuato ------------------------ 83
CHAPTER SIX
Consequences of Western Education on Isuikwuato, 1914-2009 --------- 91
Consequences of Western Education on Isuikwuato ----------------------- 91
CHAPTER SEVEN
Summary and Conclusion ------------------------------------------------------ 89
Over View ------------------------------------------------------------------------- 89
Conclusion ---------------------------------------------------------------------- 100
SOURCES AND BIBLIOGRAPHY ---------------------------------------- 102
x
CHAPTER ONE
INTRODUCTION
It is generally acclaimed that western education was introduced in
Nigeria by European Christian missionaries. This, by implication, applies to
Isuikwuato. One would then chart the course of the European advent into the
west coast of Africa. On this issue, two schools of thought have originated:
the European school of thought and the African school of thought.
According to the European version, the missionaries came to the west
coast of Africa to stamp out the obnoxious trade in slaves and also to put a
final stop to other evils that accompanied it. This proved very difficult
initially as the people reacted sharply to the attempt. They then thought that
their aim could be achieved by focusing attention on the youths who, if
detached from the larger society would contribute in no small measure in
revolutionizing the society.1 This and other reasons were responsible for the
establishment of schools in their areas of contact, like Isuikwuato, as a
positive avenue for the extirpation of vices that they thought were the
aftermath of the slave trade.2
According to Bishop Ajayi Crowther, “western education is a means
________________1. J. C. Anene, Southern Nigeria in Transition 1885-1906 (London: Cambridge University Press, 1966), 312. 2. F. K. Ekechi, Missionary Enterprise and Rivalry in Igboland, 1857-1914 (London: Frank Cass, 1972), 117.
1
of elevating the Africans … especially where the elementary school books
are extracted from the Holy Scriptures inculcating all virtues and
condemning all vices, and vividly pointing out the folly and superstition of
idolatrous worship…”3 With this mindset, the mission schools were started
in earnest. In 1914, the Methodist and Roman Catholic Missions established
churches and schools in Isuikwuato. With time they gained many converts
especially among the youths.4
To debunk the European claims as spurious and lacking in validity is
the African view point, which developed later. Africans saw the missionary
enterprise as one of the agents of imperialism in Africa.5 Although the
missionaries were probably not the only path-finders of European
imperialism in West-Africa, they were certainly its cherished assistants and
collaborators.
Background to the Study
Isuikwuato is a large town in lsuikwuato Local Government Area of
Abia State. Isuikwuato consists of sixteen villages collectively known as
Isuikwuato village group. They are as follows: Ahaba, Ezere, Ovim, Isiyi,
Amaba, Umuasua, Umuobiala, Eluama, Amuta, Otampa, Amebe, Amaibo,
__________________3.. F. K. Ekechi, Missionary Enterprise in Igboland, 114.4. NAE, 9/1/4738, O.P.1087 Isuikwuato clan. Intelligence Report by V.F. Strangeways, Resident District Officer of
Okigwe Division, 1931, p. 42.5. B. O. Ukeje, Education for Social Reconstruction ( London: MacMillian, 1966), 42.
2
Imiyi, Umunnekwu, Nunya and Acha. It has an estimated area of 144 square
kilometres (90 square miles) and an estimated population of over one
hundred and twenty three thousand and eight in 2006.6 It occupies the south
eastern part of the former Okigwe Division of Owerri Province. Isuikwuato
is bounded on the north by Uturu also in Isuikwuato Local Government Area
of Abia State, and Ishigu in Ivo Local Government Area of Ebonyi State. Its
neighbours to the east are Alayi and Ugwueke both in Bende Local
Government Area. To the south are Akoli and Nkpa also in Bende Local
Government Area and Ohuhu in Umuahia North Local Government Area of
Abia State, and, to the west is Otanchara and Otanzu in Okigwe Local
Government Area of Imo State.7
Stating the Problem
There is paucity of information on the history of Western education in
Isuikwuato. The early works on this subject up to the 1950s are sketchy and
lacking in depth. The study area is lucky to have well educated men and
women in various professions who have contributed meaningfully to the
development of the village group and most of them are what they are today
because of their education. Ironically, the contribution of western education
_________________6. Divisional Office, Isuikwuato, 2006. 7. O. Ugbor, The Origin of Isukwuato (Aba: E. P. Publishers, 1959), 2.
3
to the well being of Isuikwuato in particular has been left largely to
conjectures. These lapses, if not filled, will create a serious gap in
scholarship that could affect researchers who would wish to investigate this
subject further. It is this lapse that this work intends to correct.
The Purpose of the Study
The purpose of the study is to consider the progress that had taken
place since the introduction of Western education to Isuikwuato between
1914 to 2009. It ascertains the impact which the introduction of Western
education had on the general wellbeing of the people and the development of
the study area. The study examines the nature and pattern of educational
system as well as the factors that made it possible for its growth from the
colonial period up to 2009.
Scope of the Study
This work covers the period 1914 to 2009. The work assesses the
activities of various missionary agencies that established contact with
Isuikwuato since 1914. It equally studies the development of Western
education in Isuikwuato when the Eastern Government took over the schools
in 1957 and thereafter, the subsequent introduction of the Universal Basic
Education in 2000 by the Federal Government under President Olusegun
4
Obasanjo. The work ends in 2009 by which time, the UBE scheme had
begun to yield some positive results.
Literature Review
As already stated earlier, there is paucity of information on the
development of Western education in Isuikwuato. Earlier works on the issue
lack depth though useful references are made from them.
O. B. Ogwo, a former Chairman of Ezere community, tried to
document the history of Isuikwuato. His unpublished work “History of
Isuikwuato: Past and Present” (1975) contains the history of Western
education in Isuikwuato.8 His work gives useful information on early
mission schools in Isuikwuato. Origin of Isuikwuato (1920) by Onwudinjo
Ugbor traces the history of Isuikwuato from earliest times to 1950. The book
documents Isuikwuato’s relationship with the earliest Christian mission,
specifically the Methodist and Roman Catholic missions.9 The work
provides useful information on the history of western education in
Isuikwuato.
J. C. Anene’s Southern Nigeria in Transition, 1885-190610, is an eye
opener to the activities of the European missionary activities especially
_____________________8. O. B. Ogwo, “History of Isuikwuato: past and present” (Unpublished work, 1975).9. O. Ugbor, the origin of Isuikwuato, 52.10. J. C. Anene, Southern Nigerian… 311.
5
in the field of western education. F. K. Ekechi’s book Missionary
Enterprises and Rivalry in Igbo land 1885-191411 is useful in reconstructing
the coming of Christian missionaries in Igboland and the introduction of
western education in Isuikwuato. The book is useful in its attempt to
ascertain the reasons for the introduction of western education by the
Europeans in Igboland in particular.
The work of erudite church historian late Professor Ikenga, R. A
Ozigbo’s A History of Igbo land in the Twentieth century (1999) lays
emphasis on Igbo education.12 Though Isuikwuato is not mentioned in the
book, is still useful as a guide to the study of western education in Igboland
generally and, in the reconstruction of traditional and western forms of
education in Isuikwuato.
Able Okozie’s work, Encounter with Jesus: Christianity in Igboland
1970 to the present (1985) studies the proliferation of churches in Igbo
land.13 The book uses Isuikwuato as a case study and highlights how various
agencies that entered Isuikwuato established schools. Though Okozie’s book
lack dept, it will be useful in reconstructing the coming of Christian
missions
_______________________11. F. K. Ekechi, Missionary Enterprise and Rivalry in Igbo land, 30.
6
12. Ikenga R.A Ozigbo, History of Igboland in the 20th century Enugu: Snaap Press, 1999).13.Abel. Okezie, Encounter with Jesus: Christianity in Igboland 1970-present (Port-Harcourt: Victory Press, 1985), 22. especially the Roman Catholic and the Methodist Missions to Isuikwuato
and the introduction of western education in the area.
E. A. Ayandele, Missionary Impact on Modern Nigeria, 1882-1919
(1966), epitomes the earliest attempts at the introduction of western
education in Nigeria.14 Though his work did not cover educational activities
in the interior of South-eastern15 Nigeria, it still gives useful information on
the activities of the European educational agencies in Nigeria that are
relevant to Isuikwuato.
G. T. Basden, Niger Ibos (1966) examines the activities of various
education agencies among the Niger Igbo areas of Nigeria, which includes
some parts of Igboland.16 His work helps to elucidate the misery surrounding
the coming of Christian missions and their education activities in Eastern
Nigeria. It will equally be useful in the reconstruction of the earliest
educational activities among the Igbo people especially those in Isuikwuato.
B. O. Ukeji in Education for Social Reconstruction (1966),
streamlines the need for education in Nigeria.17 His work looks at the
changes that took place in Nigerian educational sector since independence
__________________14. E. A. Ayandele, Missionary Impact on Modern Nigeria, 1842-1919 (London: Longman Press, 1966). 15. Southeastern Nigeria was before used interchangeably with Eastern Nigeria to refer to the same location and their
peoples. In 1999 Nigeria was restructured into geo-political zones, South east became the name for the five states
7
of Igboland. In this work, South east is used with regard to the geo-political zone populated by the Igbo ethnic group.
16. G. T. Basden, Niger Ibos (London: Longman Press, 1966).
8
and the need for change of education policy. The book is a veritable tool for
the reconstruction of post-independent educational activities among
Nigerians generally and Isuikwuato in particular.
A. B. Fafunwa, History of Education in Nigeria (1974), details the
history of education in Nigeria.18 He looks into changes that took place in
the education sector over time: from the pre-colonial, colonial to post-
colonial Nigeria. He recommends policies that are required for educational
development in Nigeria. The book is a catalyst for analyzing education in
Nigeria and showing its positive and negative effects especially on
Isuikwuato.
C. O. Taiwo, The Nigeria Education System: Past, Present and
Future (1980), examines Nigeria’s educational system from the pre-colonial
period to the UPE scheme of 1976 to 1979.19 The book is relevant in
analyzing educational development in Nigeria especially the Universal
Primary Education Scheme between 1976 and 1979. Isuikwuato educational
development is involved in such analysis.
T. Edun’s “A Case for Reform in the Universal Basic Education
programme in Nigeria (2008), highlights the inadequacy of the UBE scheme
____________________17. B. O. Ukeji, Education for Social Reconstruction (London: Macmillian Press, 1966).18. A. B. Fafunwa, History of Education in Nigeria (London: George-Allen and Unwin, 1974).19. C. O. Taiwo, The Nigeria Education System: Past, Present and Future (Lagos: Thomas Nelson, 1980), 102.
9
in Nigeria.20 The article exposes the imbalances in the implementation of the
UBE scheme in some parts of the country. Though particular reference was
not made to Isuikwuato, the article is used to show the failure of the scheme
in Isuikwuato.
In all, none of the works mentioned above provides concise
information on the development of western education in Isuikwuato in the
period under review. It is this gap that this study addresses.
Methodology, Sources and Organization
The work employs the qualitative research approach. The researcher
conducted personal interviews in Isuikwuato among educated old people as
well as informed community leaders who kept personal document on the
community. A qualitative purposive sampling procedure was used for close
investigation on primary schools, and discussion with headmasters and
headmistresses. Principals of secondary schools were also interviewed.
Personal interviews and discussions were used to cross-check the veracity of
earlier ones. In addition useful information were got from newspapers,
journals, government documents, publications and other useful texts.
___________________20. T. Edun, A Case for Reform in the Universal Basic Education Programme in Nigeria, Nigeria Journal of Sociology
of Education vol. (2) No.1.117-121. (2008)
10
Archival searches were also undertaken. Consequently, the research derives
its data from primary and also secondary sources. The primary sources, as
mentioned, are oral information and archival data from the National
Archives Enugu. The secondary sources are drawn from largely published
and unpublished works.
The write-up is organized thematically in chapters. Chapter one serves
as the background of the work. Chapter two, looks at the nature of traditional
education before the introduction of western education in Isuikwuato. It
highlights traditional education in Isuikwuato. It equally discusses the
advent of European missionaries and the establishment of primary schools in
the study area. The roles played by the railway and quarry in the
development of Western education are also highlighted. The establishment
of Local Authority Schools which came on the heels of the Eastern Nigeria
Government’s Universal Education Scheme of 1957 is equally highlighted.
Chapter three deals with the post independent governments and the
growth of western education in Isuikwuato, 1960-1970. The chapter
examines circumstances that challenged the establishment of pioneer
secondary schools in Isuikwuato and how they were resolved. Chapter four
assesses the beginning of university education by the people of Isuikwuato
11
and the role played by the earliest recipients of university education in the
development of the people.
Chapter five deals with education in Isuikwuato from the post
Nigerian Civil War period 1970 to 2009. This chapter analyses the Universal
Primary Education (UPE) scheme and various agencies that made UPE
possible. The effects of the Nigerian Civil War on the scheme and the
consequent East Central State Government’s take-over of schools are
highlighted. The chapter assess the activities of the Local UPE
Implementation Committee in Isuikwuato. It equally assesses the successes
and failures of the Universal Basic Education scheme in Isuikwuato between
2000 and 2009. The progress of secondary education in Isuikwuato in the
post Nigerian Civil War period was highlighted. In some ways, the
introduction of Western Education in Isuikwuato did adversely affect the
culture of the people. Chapter Six examines that issue while simultaneously
highlighting the positive impact on capacity building of the people. Chapter
seven is the summary and conclusion.
Theoretical Framework
Theories are foundations upon which explanations are made. A theory
is a guide to action and aid in search for essential meaning of occurrence.21
___________________21. J. N. Piecterse, Development Theory (London: Sage Press, 2010), 5.
12
In establishing a theoretical framework for this work, exchange theory
comes to mind as the appropriate theory that could be used to investigate the
topic of discussion. Its basic assumption is that Western education is for the
purpose of inculcating European way of life to Africa in all its ramifications.
Exchange theory is a sociological theory formulated by Georg Simmel in
1894. In an essay titled “the problem of sociology”, Simmel concludes that
an exploration of the basic and generic forms of interaction offered the only
viable subject for the nascent discipline of sociology.22
Sociologists view interactions as exchange in three main ways.23 First,
an exchange may be understood as an expression and cementing of already
existing relationship as Levi-Straus does in his discussion of the exchange of
brides in The Elementary Structure of Kingship (1982).24 The introduction of
Western education in Isuikwuato in 1914 is the cementing of European
relation with the people which came as a result of the conquest of the town
in 1906. The second, according to Ekeh, is that interaction may be
understood as the direct exchange of reward where these rewards are viewed
in a behaviourist way as conditioning further responses of the individuals.
_______________________22. G. Simmel, “The problem of Sociology,” in Essay on Sociology, Philosophy and Aesthetices, by Georg Simmel, ed.
and trans. Kurt Wolff (New York: Harper and Row, 1959), 310-336.23. P. Ekeh “Social Exchange Theory: The two traditions” in Ken Menzies (ed.) Sociological theory in use (London:
Routledge and Kegan Paul, 1982), 92-93.
13
24. Ibid. This is the main thrust of Homanns in Social Behaviour: Its elementary
Forms (1980).25 A reward can be punitive or otherwise, the British came to
Isuikwuato through conquest, as already stated. But, in order to pacify and
interact with the people, they established schools. Finally, according to
Ekeh, an economic analysis of transactions between people may be extended
to activities not usually thought of as economic (examples: being friends,
giving advice).26 This extension of economic exchange theory helps us to
understand this study as it analyses exchange as a social form in line with
Georg Simmel’s explanation in his Philosophy of Money.
In analyzing education in Isuikwuato from an exchange perspective, it
will be worthy to note that Western education came in conflict with the
traditional education of Isuikwuato. Some features which were alien were
introduced into Isuikwuato like reading and writing, Western legal system,
incipient industrialization and urbanization. Below will elucidate the issue.
Western education in its early days in Isuikwuato, was a ticket for
jobs and employment opportunities as teachers, clerks and interpreters in the
era of colonial rule.27 Economic power thus shifted from the older generation
______________________25. G. Homanns “Social Behaviour: Its Elementary Forms” in Ken Menzies (ed.), Sociological Theory in use (London:
Routtedge and Kegan Paul, 1980), 192-193. 26. Eke, “Social Exchange…”, 38.
14
27. E. M. Igbo and E. E. Anugwon, Social change and Social problem: A Nigeria perspective(Nsukka:. AP Express publishers, 2002), 58.
to the younger generation, particularly as the later graduated as professionals
such as lawyers, doctors, engineers.28 In addition Western education led to
the abandonment of certain traditional institutions and values such as those
based on superstition, magic and charms. Gradually, reason and rationality
began to gain popularity among the population particularly with the
scientific and technological achievements of Western countries.29 Within the
period under study, new and improved materials, devices, techniques and
products have had tremendous impact on change in Isuikwuato.
Related to the above is the English legal system which came hand-in-
hand with colonial rule and Western education to enable western
administrators maintain law and order in Isuikwuato. It systematically
expunged certain indigenous laws deemed to be repugnant to natural justice,
equity and good conscience. Simply put, Western legal system created new
concepts of property rights and ownership based on capitalistic doctrines of
materialism, individualism, and competition as against traditional communal
ownership, sharing, and co-operation.30 Nonetheless, within the concepts of
_____________________28. E. M. Igbo and E. E. Anugwon, Social change…
15
29. His Royal Highness, Eze (Surveyor) Chris Aboh, b.1943, Chairman Isuikwuato Traditional Rulers Council, interview, Eluama, June 2013.
30. Barrister Ken Ahia, b. 1955 President Isuikwuato Development Union, interview, Amaba, June 2013.
16
Western education and legal system, the Igbo including Isuikwuato people
found a new niche for individual ambition and self actualization as was the
case even in the traditional Igbo society.
Other sources of exchange include industrialization and urbanization.
Industrialization is simply the establishment of industries in large numbers
with the result that most of the population involved in agriculture withdrew
their services in preference to work in industries. Thus, farming in
Isuikwuato within the period under study was left mostly in the hands of
women, children and old men.31 Urbanization as it concerns this study refers
to the movement of people from rural communities to towns and cities in
search of new jobs, better wages, and new life styles. Most of Isuikwuato
youthful population have moved, and continue to move into urban centres
and cities like Lagos, Ibadan, Abuja, Kaduna, Enugu, Port-Harcourt, Benin
City and Kano in search of the elusive good life. In the city, the emotional
warmth of brother lines and social solidarity that characterizes life in
traditional rural communities give way to impersonality, anonymity, self
centeredness and competition.32 From exchange theory analyses one will be
_____________________31. Eze Chris Abor, interview cited. 32. Ken Ahia, interview cited.
17
convinced that much of the changes that took place in Isuikwuato between
the 1914 to 2009 has been influenced immensely by the introduction of
Western education.
18
CHAPTER TWO
TRADITIONAL EDUCATION AND INTRODUCTION OF
WESTERN EDUCATION IN ISUIKWUATO, 1914-1950
Traditional Education in Isuikwuato
British colonial masters treated education in Nigeria as non-existent
until they arrived. This could be seen in the type of syllabus which was
designed for the school pupils of that time. The syllabus was devoid of the
background ordinary Nigerian children were familiar with, but rather
contained a good deal of materials from their own culture, which meant
nothing to them. This raises a vital question: was there any form of
education for the Nigerian child before the advent of Europeans? The
question can be answered when a look is taken from the definition of
education as expressed below:
Education is one of those concepts which have many definitions as
there are people who try to define them. For instance, Onwuka sees
education as the united concern of people for the right upbringing of its
children and the improvement of its national life.33 Hans Weiler sees
education as a social mechanism designed to bring about, in the person
_____________________ 33 C. J. A Onwuka, History of Nigerian Education: Philosophical and Historical Dimensions (Onitsha: Geelinks
Publishers, 1997), 35.
19
submitted to it, certain skills and attributes that are judged to be useful and
desirable in his society.34 According to Fafunwa, education changes from
place to place, it adapts itself to new demands and circumstances… and it is
the greatest agent of change in the society. It benefits not only the individual
who receives it but also his society. It is essentially the influence of one
person on another.35 According to Whitehead, education is
“guidance of the individual towards a comprehension of the art of life… the most complete achievement of varied life activity expressing the potentialities of living creatures in the face of its actual environment.36
Based on these definitions, education of children in Isuikwuato started
from infancy and continued till adulthood. Right from birth, children learned
to perform different kinds of physical exercises including racing, jumping,
dancing, climbing, swimming and wrestling.37
Traditional education in Isuikwuato laid considerable emphasis on
character training of a child. The training in this regard was not carried out
in any stipulated form, but through earnest advice, encouragement,
correction as well as rebuke and whipping, as the occasion demanded.38
__________________34. H. Weller, Imperative of Education (London: Crowder press, 2009), 35.35. A. B. C. Fafunwa, The History of Education in Nigeria (London: George Allen and Urwin, 1974).36. A. N. Whitehead. The Aims of Education and other Essays (New York: MacMillian Dress. 1990).50.37. A. N. Okeke, “Traditional Education in Igboland” in F. C. Ogbalu and E. N. Emenajo (eds.), Igbo Language and
Culture, Vol. 11 (Ibadan: University Press, 1982), 17.38..L. A. Cook, A Sociology Appraisal to Education (London: McGraw-Hill, 1999), 6.
20
Generally, domestic training of girls occupied such a key position in
Isuikwuato that much emphasis was laid on it. The real domestic training of
a girl in Isuikwuato began at the age of six. At this age, a girl was made to
help in fetching water, firewood, cleaning the hut and courtyard in the
morning.39 In time she was drawn into a more detailed domestic work such
as cooking and serving the food, caring for the young ones, smearing and
decorating the walls and floors of the hut and other similar domestic
attentions.40 There were no formal rules in domestic training of girls either.
They learned by practicing these activities in their plays and gradually they
became part of the whole system. As girls were doing their normal domestic
routine, they were closely monitored by their mothers. It was the duty of a
mother, as soon as her daughter was old enough, to instruct her on the facts
of life including issues concerning sex and procreation.41
When boys reach the age of fifteen, they were considered ripe for the
unique education that was meant for men. Their age, work, sex as well as
culture bind them closely to their fathers whom they understudy. Traditional
educational curriculum embodied character, and vocational
__________________39. George Umeruike, b. 1926, Traditional Ruler, interview, Ezere, March 2012. 40. Madam Ojiugu Onuoha, b.1942, interview, Eluama, March 2012. 41. Madam Monica Umenuko, b. 1948, Principal and Community Women Leader, interview, Otampa, April 2012.
21
training. It involved acquisition of skills in farming, trade and craft
production, and participation in requisite activities such as masquerade cult
and age-grade association.42 Fathers sought to produce sons who were
honest, respectable, skillful, imitative, imaginative, and who conformed to
the society’s norms and values. Before the contact with European culture, it
was customary for a child to follow the footsteps of his father. As a child, he
accompanied his father to the farm and on trading expeditions and rendered
such assistance as his strength and knowledge permitted.43
Occupational specialization was a function of traditional education in
Isuikwuato. Every child was expected to be independent after a period of
apprenticeship with his parent. This period varied depending on when a
particular parent deemed it necessary. With this position in mind, he was
expected to choose an occupation and learn it. It was common for a child to
specialize in one craft such as basket-making, wine tapping, hunting or
fortune-telling while also having a general knowledge of other occupations.44
Traditional education in Isuikwuato was highly effective with regard
____________________________42. G. T. Basden-Niger Ibos (London: Francass Company, 1966), 139.43.. Nwabuikwu Agbara, b. 1945, Traditional Nze title Holder, interview, Amaibo, April 2012. 44 Madam Moncia Omenuko, interview cited.
22
to rules and good social behaviour of the children. Generally, children were
taught to respect their parents and superiors and to greet them with
becoming modesty and politeness. A child would not eat with his left hand
nor touch any food in the morning without washing his hands and face. It
was generally believed that he might have shaken hands unknowingly with a
spirit being while a sleep in the night.45 At home, boys were taught to be
polite and to treat their juniors with consideration. They were to avoid
stealing, excessive drinking, and seduction of young girls. On the other
hand, girls were brought up at home to acquire appropriate ethics and
models of social behaviour to a greater extent.46 They were taught to sit
properly always so as to maintain their dignity, refrain from visiting young
men in their homes and to receive visitors politely. There was a tendency
among mothers to isolate their female children from other girls who were
generally viewed with distrust in the community because of their bad
behaviour.47 A child who behave well and lived up to societal expectations
was generally considered as well bred and a pride to her family.
In summary therefore, the existence of indigenous education in
Isuikwato predates the coming of the Europeans. Traditional education
_____________________45. Odumuko Aja. b. 1922, retired Methodist Reverend, interview, Acha, June 2012. 46. Ojiugu Onuoha, interview cited. 47. Ojiugu Onuoha, interview cited.
23
served as a forum for instructing children on good moral values, habits and
knowledge of the society.
British Colonial Government and Education in Isuikwuato
Isiukwuato came under British control in 1906. This encounter left a
lasting impression on the people. The people of Isuikwuato had been
autonomous, conducting their affairs with neighbouring clans as peacefully
and diplomatically as possible. A British administrator in charge of Okigwe
Division in the early 1920s, Mr. V. Fox Strangeways, in his Intelligence
Report, described the people as,
“extremely independent, suspicious and quick tempered race, fond of intrigue and grasping. On the other hand, they have undoubted intelligence, a keen sense of humour, in fact, in these respects they appear to surpass the other inhabitants of the division.”48
It was natural that they would resist vehemently any attempt to
deprive them of their independence. Isuikwuato was subjugated by military
conquest organized and led by British officers of the colonial government.
A number of Nigerians, especially from Northern Nigeria, made up the
contingent whose superior military power routed and almost exterminated
_____________________48. NAE, 9/1/4738, O. P. 1087 Isuikwuato clan, Intelligence Report by V.F Strangeways, Resident district officer of
Okigwe Division 193,p.58.
24
the entire population of Isuikwuato.49 People were killed and houses were
burnt in the expedition. Farms and crops were ravaged and the white man
became to the people, a symbol of terror and death. Villages were deserted
in the, “Igba Oso Bekie” as the people termed it in vernacular. Many people
hid in the bushes and caves in the bid to escape the torture of the whiteman.50
The people even besought native doctors to conjure swarms of bees to
demobilize the British forces. Notwithstanding such puny resistance, they
were eventually subdued, with major casualties resulting in the depletion of
Isuikwuato population.51
What direct influence has this on the introduction of Western
education in Isuikwuato? To the people, all white men were the same
whether they were administrative officers, religious ministers or
educationists. All were looked upon with awe and suspicion. The people
wondered what good this brutal whites had to offer, and this explains one of
the reasons why they were unwilling to send their children to school at the
inception of Western education. They could not immediately reconcile the
_______________________49.. O. Ugbor, Origin of Isuikwnato, 17.50.. O. Ugbor, Origin of Isuikwato, 18.
25
51. Ibid.
treatment meted to them by the colonial administrators with the promises by
the missionary educators. The people chose to watch and wait, and therefore
were initially apathetic.52
The Railway and the Quarry
By 1914, the Eastern Railway running from Port-Harcourt to Enugu
had been constructed. This had the effect of opening up most of the interior
and enabling a majority of the inhabitants to have some relationship with the
outside world. Isuikwuato alone had three railway stations namely Ovim,
Otampa and Ozara. Mr. Fox-Strangeways, in his intelligence report shed
light on the issue. He reports: “Also as might be expected, the fact that the
Eastern railway runs through Isuikwuato territory had done much to spread a
smattering of English and knowledge of the less desirable adjunct of
civilization. The young men and those living near the railway thus
approximate to the types met with at such places as Umuahia and Port-
Harcourt.53 Thus, the railway, unlike the subjugation and missionary zeal
was an important factor in preparing the people for formal education. The
quarry was opened up at Ovim, almost at the same time as the railway. This
____________________52. O. Ugbor, Origin of Isuikwuato, 19.
26
53. NAE, 9/1/4738, O.P 1087 Isuikwuato clan, Intelligence Report by V. F Strangeways, Resident District Officer of Okigwe Division, 1931, 62.
attracted strangers to the site. These people were more or less insulated from
the culture of the communities in the villages and in time assumed a semi-
urbanized status as a majority of them were relatively literate. It was these
migrants that attended the schools which the indigenous people refused to
allow their children to attend. These stranger elements exerted considerable
influence on citizens of Isuikwuato who later came to recognize the social
and economic benefits of western education and therefore began to allow
their children to attend school.54
Christian Missionaries and the Establishment of Primary Schools
European missionaries brought western formal education to
Isuikwuato. The Methodist mission was the first to come and for over ten
years was the only agency operating in area. The Methodist church was
started in Ahaba on 31 May 1914 and at Ovin on the 31 August 1914. By
1915, there was a resident minister at Ovim, Reverend R. Cawthrone. It was
not difficult to find out why the missionaries were involved in the education
of the people in the area where they operated because they “regarded literacy
as a test for baptism and hence evangelical and educational efforts were
closely connected”.55 As the Christian community increased in number,
___________________
27
54. Mr. Oleka Kanu, b, 1935, retired principal, interview, Isiyi, November 2012.55. E. Williams, Education in the united kingdom dependencies (London: Central office of information, May 1959).
28
education began to outgrow its evangelical beginnings. Between 1914 and
1918 the mission established many Hedge (temporal buildings) schools in
Isuikwuato. The centres of educational activities of the mission were at
Ovim and Eluama. At Ovim, the premier school was Obayi which by 1923
had standard four. There was no trained teacher on the staff and promotion
examination was conducted and supervised by the Ibo Boys Institute at
Uzuakoli. In 1931 the school added standard five and for the first time a
trained teacher, Mr. S. A Ufara, was appointed the headmaster. The
geographical coverage of the school was quite extensive, including Lodu,
Nkpa and Ofeme (all in Old Bende Division). It became known as the Busy
Bee School. It is significant to note that there was no lady teacher on the
staff and in the upper classes there were only a few girls who were, of
course, from the migrant community.56 There was a parallel development at
Eluama. The first church and school was established at Umuebere on 16 th
October 1916.57 This was at the instance of Mr. Obiesie Onyejelam who
invited the church to help destroy evil forces in the village especially those
believed to be responsible for the bareness of his wife.58 Reverend
Cawthorne was delighted to accept the invitation and in January 1917 Mr.
__________________________56. Chief Obialo Benson, b.1923, interview, Eluama, August 2012.57. F. W. Dodss, Twenty-six years in Nigeria, Some Results September 1919, “Herald of the primitive Methodist-
Missionary Society xiv (March 1920).58. Reverend Mark Onyeforo, b.1959, Methodist Reverend, interview, Eluama, June 2013.
29
Samson Enoh was sent as the first teacher. Other sections of the town copied
the example of Umuebere and by 1918, schools were established at Obubo
Ekebe, Umuohu, Umuolu in Eluama and Umuobiala.
It was obvious that the community had more schools than it needed,
and in time some of these began to collapse. As a result of this, many of the
schools were merged into a larger unit sited at Afonta in Eluama. By 1922,
the highest class was still standard four.
In 1929 Isu central school was sited between Amiyi and Eluama and
all other schools in the suburb became its feeder schools. Mr. Emore was the
headmaster while Mr. O. Okafor became the assistant in 1930.59 The highest
class was standard five, and school children from all over the division
attended it, some of these included S.N. Okorocha and Richamond
Onyebum, both later became Methodist reverends. Like the school at Ovim,
there were no girls from Isuikwuato in the upper classes; the only girl was
the headmaster’s daughter and later wife to Mr Okafor. This seemed to
reflect the general attitude of the people towards girls’ education. The
indigenous variety, sufficed to make them the house wives they were meant
________________59. Madam Nwakoego Okafor, b. 1924, A retired teacher and community women leader, interview, Amiyi,
November 2012.
30
to be.60
Unfortunately, by 1933, the two big schools in Isuikwuato collapsed.
What had sustained all the schools was mainly community effort; the
community provided the fund for the running the schools and also manual
labour. The community built classrooms and teachers’ quarters and when
needed largely was responsible for feeding the teachers by contributing
foodstuffs. The Isu Central School suffered a set back in 1931. This was
brought about by a number of factors. The women war of 1929 had a serious
effect on the local community. There seemed to have been a general apathy
and unwillingness to contribute money to support organized institutions like
the schools and administrative units such as local policing of colonial
administrative units. Secondly, there was a locust invasion in Isuikwuato
which devastated the farm crops, and a period of economic crisis set in. A
third factor was the administrative maneuver of Rev. Skinner at Ovim. Rev
Skinner had asked the people around Eluama to run on their own the Isu
Central School for the first year until it would be qualified for Government
grant the following year. He promised that the grant which was paid to the
agency in a block sum would be used in developing the school. But
____________________60. Madam Nwakaego Okafor, interview cited.
31
unknown to the Eluama people, he colluded with Ovim people and diverted
the government grant meant for all schools in Isuikwuato into running the
Obayi school.61 As a result, Isu Central School went into financial difficulty.
Plate 1: Renovated building of Obayi Primary school built in 1931.
Reverend Greenwell, the supervisor, was obliged to close down the school.
The headmaster, Mr. Ufara was transferred to Obayi Ovim in 1931.
Disappointed, the people withdrew all forms of support to Obayi. By 1932
there was no Standard Five schools in Isuikwuato. The mission transferred
its activities to Item, and any pupil in Isuikwuato who desired to go further
______________________61. O. P. 429/25, Unauthorized collection of funds. OWPROF. 7/12/104 of 12th January. 1930 pp.14-17.
32
in his education went outside Isuikwuato for it. 62
Incidentally, attention was turned to girls’ education during this period
of apparent stagnation. In the late 1920s the Methodist Church had
established a welfare centre at Ihube in Okigwe to take care of abnormal
children.63 As time went on, the centre was expanded to give training to
those girls who were to be future wives of catechists.64
In 1930, a number of catechists, church agents and teachers like
Mathew Chikizie and Gilbert Uzo living at Ovim applied to Miss Legget,
the missionary in-charge of the welfare centre at Ihube, to extend her
services to Ovim. This request was granted in 1931 and a centre was opened
with Miss Harrison as the principal.65 Thus began the genesis of Ovim Girls’
Boarding School. From this time on, the school offered education not only
to would be wives of catechists but to girls within and beyond Isuikwuato. It
is difficult to find any literate house wife in Isuikwuato within this period
under study, who did not pass through this institution.66 In 1947 the school
was upgraded to two years post standard six training to prepare girls for a
Grade III teachers’ course or nursing. We shall follow the progress of this
_________________62. Madam Nwakaego Okafor, interview cited.63. N. A. E., Ok3/1926, Okdist 1/5/1, Annual Report, 1927. 64. Madam Nwakaego Okafor,, interview cited. 65. N. A. E., OP 1864 vol. viii on PROF 8/1/490S Annual Report Owerri province, 1932. 66. Madam Lucy Nwosu, Personal memoir, retrieved on 12 August 2012.
33
school in the next chapter.
However, between 1932 and 1945 the condition of the majority of
schools in Isuikwuato was very poor. Many people who were educated
during this period traveled to distant areas for their education.67 The situation
continued until after World War II and even got worse thereafter. The war
depleted the mission staff and resources to the extent that the schools were
unable to cope. To manage the situation two or more classes were combined
under one teacher. As would be expected, most of the better qualified
teachers left for better appointment in the Government, while some were
absorbed into the Armed Forces.68 By the end of 1945, none of the schools at
Ahaba, Ovim and Eluama could offer classes in the two upper levels five
and six of the senior primary.69 It was in 1951 that the Methodist Schools at
Ovim and Eluama were approved, by the Ministry of Education, to prepare
pupils for the First School Leaving Certificate.70 After 1953, the growth of
schools under Methodist agency was phenomenal. At this point, it will be
helpful to show the nine schools run by the Methodist Mission in Isuikwuato
up to 1960.
_______________________________________67. Madam Lucy Nwosu, b. 1929, retired teacher and Methodist women’s leader, interview, Ovim, August 2012. 68. Madam Lucy Nwosu, personal memoir…25. 69. N. A. E. Ok8 Okdist 2/1/6 Methodist Schools in Okigwe Division 1946. 70. Madam Lucy Nwosu, interview cited.
34
Table 1: Methodist Mission Schools in Isuikwuato, 1960
Name of School Grade No of classes
No of teacher No of pupils
Boys Girls
Nunya JP 3 2 82 46 36Amaibo SP 6 5 178 105 73Ahaba SP 18 19 598 307 291Spence Girls’ School Ovim SP 7 7 261 - 261Oguduasa Central SP 6 6 209 131 78Ovim SP 11 12 390 357 33Eluama SP 12 12 431 245 186Otampa SP 9 8 287 151 136Total 2749 1502 1247
Source: Statistics of Primary and Post-Primary institutions in Eastern Nigeria (1959/1960), Enugu: Ministry of Education.
From the above table some useful information can be extracted.
Firstly, all except the Nunya School were senior primary schools. This was a
big improvement from the situation in 1951 when there were only three
senior primary schools. The improvement was so because of the greater
awareness of the importance of education as the basis for meaningful
independence.71 Hence, before 1960, many of the schools were officially
approved and improved infrastructurally. Secondly, unlike what obtained in
the early 1940s, the number of girls was much closer to that of boys in the
schools. At this time, it seemed the realization had come that girls’ education
is necessary as the boys.72
_______________________71. Aja Nnaji, A Personal Memoir retrieved on 5 August 2012.72. Aja Nnaji, A Personal Memoir...
35
At this juncture let us look at the activities of the Roman Catholic
Mission in the establishment of primary schools in Isuikwuato. The Roman
Catholic Mission gained a foothold in Isuikwuato in the midst of conflict. A
girl called Eleagwa Nwaji has been dedicated to a goddess, and she became
‘osu nneochia’(out-cast).73 According to the custom of the people of
Isuikwuato, she had nothing to do with free citizens of the society. She could
not be married except to some one in her caste. But James Okoroafor, the
Methodist Church teacher was friendly with her and when a Kalabari man,
Mac Farlane, wanted to marry her, James opposed it and used his position in
the society to organize both members of the church and elders of the town
against Mac Farlane. The high priest of Nneochia, called Anabaraonye,
summoned all the important people in Eluama to decide on a way of dealing
with a man who wanted to defy their goddess. The people became hostile to
Mac Farlane and he had to call in the colonial local police. Temper ran very
high and one of the local volunteer policeman sent to control the situation
was beaten up and his uniform taken away from him.74 Reinforcements were
sent and people were arrested at sight. Those arrested include Church
members like Mark Chima, Udemba, Mazi Onwuka and Francis Okuoha.
_______________________73. Aja Nnaji, b. 1924, retired civil servant, interview, Umuakwua, August 2012. 74. Aja Nnaji, Personal Memoir…
36
The church teacher who precipitated the trouble escaped. Other members of
the church reported the matter to Rev. Cawthrone at Ovim and desired him
to intervene on behalf of those in police custody. Rev. Cawthrone refused on
the grounds that the church members should not have joined the unbelievers
in opposing Mac Farlane since Christianity preached equality of all before
God. Chima and Udemba were imprisoned along with some unbelievers.75
After serving the prison sentence, Chima and Udemba rallied some
members of the church to their side and broke way. A delegation led by
Thomas Onwuka and Charles Ofegbu went to Uturu to ask the Reverend
Father to bring the Roman Catholic Church to Eluama. In 1927, a church
and school under the Roman Catholic Mission were established at Ekebe
Eluama with a section of the community supporting it.76 The school
developed longside and often in rivalry with the Methodist. Within two
decades, the Roman Catholic Mission had established churches and schools
almost in all the areas where the Methodist had. The effect was harmful.
There was duplication of schools, most of them unviable.77 The table in the
next page will make the point clearer.
_________________________75. Aja Nnaji, Personal Memoir…76. N. A. E., Ok8 Okdist 2/1/6 R.C. M. Schools in Okigwe Division 1946.77. Madam Nwakaego Okafor, interview cited
37
Table II. Roman Catholic Mission Schools in Isuikwuato, 1960
Name of School Grade No of Teachers
No of Pupils Boys Girls
St Agnes Eluama SP 5 178 102 76St Patrick Oguduasa SP 6 228 147 81St Paul Nunya 5 179 91 88St Celina Otampa SP 6 208 108 100St Agnes Ozara Ezere JP 3 111 77 34St Martin Acha SP 8 302 194 108St Andrew Umunnekwu Agbo JP 4 146 93 53St Michael Umuebere JP 1 40 14 26Total 1756 1044 712 Source: Statistics of Primary and Post-Primary institutions in Eastern Nigeria (1959/1960) Enugu: Ministry of Education.
As can be deduced from Table II, most of the schools were not viable.
For example, St. Agnes, Eluama, had a student population of one hundred
and seventy-eight and five teachers, two of whom had Grade II certificates.78
There was a move by the local community to merge this school with the
Methodist by the time under study but the Catholic authority refused82. The
school was under great financial strain by the community in order to retain
the identity of the agency.79
The Catholic Mission had in conformity with her tradition established
Holy Rosary Schools for girls in a number of places in Isuikwuato, but all
failed and were integrated with the boys.80 It is safe to assert that most of the
________________________78. Madam Nwakaego Okafor, Personal Memoir retrieved on 9 December 2012. 79. Ibid.80.. Madam Nwakaego Okafor, interview cited.
38
Catholic schools in Isuikwuato are at best feeder schools because the number
of pupils were small when compared with the Methodist Schools.
Local Authority School
There were also Local Authority Schools in Isuikwuato. These were
the off-shoot of the Universal Primary Education (U.P.E.) launched in
January 1957 by the Eastern Nigeria Government. The result of this
experiment as exemplified by the circular dispatched from the Eastern
Nigeria Ministry of Education to all district council, secretaries, provincial
education officers showed that the UPE scheme of 1957 was a failure.
The erecting of new and expansion of the buildings of local authority schools is to be the responsibility of the communities and district councils concerned. You are to let the communities realize clearly that to have a school is an opportunity and every thing they do now to make their school live and grow is worthwhile.81
However, what this study is concerned with, is not so much the history of its
development as the effect it had on the already existing denominated
schools, and what reverse effect the scheme suffered. With the introduction
of Universal Primary Education the distinction between aided and non-aided
schools virtually disappeared and the flood-gates of expansion were thrown
___________________81. “Report on the Review of Educational system in Eastern Nigeria (Dike committee report 1959), “Official
Document,” No. 19 Enugu: Ministry of Education, 1962, 10.
39
open.82 The charm of the new educational experiment lured parents to
withdraw some of their children, especially the younger ones, from the
mission schools, since the local authority schools were built very close to the
villages. Besides, parents had suffered very much under the mission schools
in the way of assumed local contributions (financial and manual
contributions), and here was a system that eased their burden which they
grasped with their two hands.
The government of Eastern Nigeria had taken over the running of the
schools. The result was that attendance dropped in the already existing
schools. Many children who otherwise would not have gone to school
flooded the schools. But it should be borne in mind that although almost all
the children of school age were in school at the introduction of the Universal
Primary Education, yet the number was still not sufficient to fill up the
schools provided for the locality.83 As the members of the conference on the
review of education system in Eastern Nigeria found out, “the Universal
Primary Education schools made the confusion more confounded as they
created two or three uneconomic schools where one or two existed before.”84
_____________________________82 Madam Nwakaego Okafor, interview cited. 83 Eze Chris Aboh, interview cited.84“Report of the conference on the Review of the Education system in Eastern Nigeria, “Official Document”, No. 25
Enugu: Ministry of Education, 1965, 1.
40
As the researcher pointed out earlier, there was un-viability of some of the
schools in Isuikwuato owing to denominational rivalries. Table III will
sharpen our focus on the dilemma created by the establishment of more
schools. The denominational schools at inception in 1957 began to compete
with the Local Authority Schools for pupils. Churches demanded that all
their members patronize their schools, and this gave the impression that the
Table III Local Authority Schools in Isuikwuato, 1960 Name of School Grade No of Teachers No of Pupils Boys Girls
Amangeleukwu Ovim JP 3 99 46 53
Nunya JP 2 86 45 41
Obinaohia Amiyi JP 3 133 68 45
Uporoto Umuokogbue Eluama JP 3 153 72 81
Umunnekwu Agbo JP 3 77 50 27
Obinaohia Umunnekwu JP 1 37 19 18
Ahaba II JP 3 89 59 30
Mgbelu Otampa JP 3 120 82 38
Amaokwe Amiyi SP 6 229 130 99
Amaba-Umuasua JP 2 67 42 25
Alaochia Amaibo JP 4 135 82 53
Amiyi Obinaohia JP 3 95 59 36
Ugwuntu Isuikwuato JP 2 70 33 37
Ugwuokpuhu Umuerem JP 5 120 70 50
Total 1490 857 613
Source: Statistics of Primary and Post-primary Institutions in Eastern Nigeria (1959/60), Enugu: Ministry of Education
Local Authority Schools were only for traditionalist or those that adopted
a liberal attitude towards the church. The result of this rivalry was that the
41
local authority schools barely survived.85
When the government of the region was forced to modify the system
in 1958, owing to mounting financial expenditure on education, many
parents withdrew their children from school since they could not pay for
them. There were cases where pupils were asked by their parents to repeat
classes in order to avoid payment of fees.86 This practice was not in the best
interest of the pupils nor the educational programme of Isuikwuato because
the progress of the pupils and the community was retarded. Worse still, there
was no improvement on the condition of schools in Isuikwuato till the
introduction of the nation wide Universal Primary Education in 1976 at the
end of the civil war. The war which broke out in 1967 further worsened the
condition of the already bartered schools. We shall follow the further
progress of primary education in Isuikwuato in chapter four of this work.
________________________________________
85. “Report of the conference on the Review of Education system in Eastern Nigeria, “Official Document, No. 25 (Enugu: Ministry of Education, 1965), 1.
86. Obialor Benson, interview cited.
CHAPTER THREE
POST INDEPENDENT GOVERNMENTS AND THE GROWTH OF
WESTERN EDUCATION IN ISUIKWUATO BETWEEN 1960 AND 1970
42
Establishment of pioneer secondary school in Isuikwuato
The researcher has decided to give special treatment to the
establishment of secondary schools in Isuikwuato for certain reasons.
Firstly, there was no institution of higher learning in the Isuikwuato in spite
of the early missionary contact until Nigeria became independence.
Secondly, the establishment of a secondary school was by a cultural
organization not by either mission or government.
The achievement of national independence in 1960 ushered an era of
initiative and progress in all spheres of life, especially in education. An open
door system was adopted and permission was given to agencies and
individuals to open schools.87 Besides, Nigerians take over of the
management of certain denominational schools, meant a change in policy. It
was under this situation, that the Methodist Mission thought of converting
the Girls’ Modern School at Ovim into a secondary school. There were,
however, difficulties with this, mostly finance, which delayed the immediate
____________________87. Barrister Ken Ahia, interview cited.
43
implementation of this project, but while the Methodist Mission was still
planning, the Isuikwuato Improvement Association (I.I.A), established a
secondary school in 1961.88 This was not an easy task. Many forces were at
play, and these had considerable impact on the communal spirit of the
people. As the researcher found out, the Isuikwuato Improvement
Association, which was founded in 1953, had been collecting funds towards
higher education in Isuikwuato. A circular letter to its branch members
outside Isuikwuato clearly shows the motive and urgency for a secondary
school in Isuikwuato. It reads:
“The Isuikwuato Improvement Association has been motivated by the entire absence of institution of higher education in Isuikwuato to propose building a secondary school for the purpose of contributing to growth of Okigwe Division.” 89
A three man delegation was sent to tour the branches outside Isuikwuato and
collect funds. Those taxable adults at home were levied two shillings each as
their contribution toward the building of the school. Everybody was
enthusiastic to see the project through, but the first shock came when it was
discovered that Mr. S. Ivonye, the then treasurer at that time had embezzled
_____________________88. Barrister Ken Ahia, interview cited. 89. Letter sent to members of the Isuikwuato Improvement Association, 8 October, 1956 (Coined from the Minutes of
meeting, Isuikwuato Improvement Association Presently known as Isuikwuato Development Union held on 10 November 1956).
44
over one thousand pounds belonging to the Association.90 People protested
and expressed unwillingness to subscribe any more fund to the project. It
looked as if the project would be a colossal failure, but a few people
organized to re-educate the masses and confidence was restored in the
Association. In 1955, the association applied to the Ministry of Education
for permission to open the “Isuikwuato National High School.” 91
There were other problems apart from those above. The people had
trained staff to manage the school when completed and so they applied to
several agencies for proprietorship. The Methodist Mission was written in
1956. The Assistant General Manager of Schools, Rev. W. J. Wood, wrote a
lengthy reply explaining the reason for their refusal of the offer. In 1957 the
Okigwe Northern County Council was written to take up the proprietorship
of the proposed school. On 3rd November of the same year the reply was sent
to the association.
“I am directed to inform you that the Okigwe County Council shall accept to be proprietor of this secondary school, on condition that a proper agreement is drawn and signed between the Isuikwuato people and this council as to the provision of funds for the building and running of the school”.92
____________________90. Barrister Ken Ahia, interview cited.91. Mr. Oleka Kanu, b. 1936, retired principal Isuikwuato high school, interviewed at Isiyi, August 2012.92. Letter from the Okigwe Northern County Council to the Isuikwuato Improvement Association, 3 November 1957
(Coined from the minutes of meeting Isuikwuato Development Union held on 5 February 1958).
45
The association did not have enough money to meet the requirement
of the council and so the next agency, the Roman Catholic Mission, was
contacted in August 1959. A reply from the Bishop’s House at Umuahia
informed the association of the two types of schools run by the Roman
Catholic Mission. The Christ the King College (C. K. C) type, which
involves a complete handing over, and Mbaise Secondary School type or a
partial handing over. It further asked the Association to send some delegates
to discuss which type of handover they wanted. The letter closed with the
assurance that if a handing over was effected, “the students will receive good
physical, mental and moral training according to our age-worm tradition,
their conscience being respected”.93 At a general mass meeting of Isuikwuato
Improvement Association in December 1959 it was unanimously agreed that
the school should adopt the Mbaise system of partial handing over. The
president, Mr. C. N Agu, was authorized to withdraw the sum of six
thousand pounds and deposit it with the Bishop who was to assume
proprietorship of the new school. An agreement was to be drawn between
the association and the Roman Catholic Mission authorities.94
______________________93. Letter from the Roman Catholic Mission to the Isukwuato Improvement Association, 18 August, 1959 (Coined from
the minutes of meeting Isuikwuato Development Union of 7 September 1959). 94. Chief Dr. Emma Nwachukwu, b. 1928, interview, Amaibo, November 2012
46
Problem still remained, however, largely because of sectional
interests. Oguduasa and Amawu were the two sections of Isuikwuato that
organized to found the school, and when it came to choosing a site, each
struggled to have the school built on its own community land95. It entailed
protracted negotiations for the dispute to be settled. The titled elders, Ndi ji
ofo, decreed that any portion of ground approved by a government surveyor
would be acquired by the people for the building of the proposed school and
that no compensation whatsoever would be paid to any claimant to the
land.96 A site was finally chosen around the fifteen mile post on the Okigwe
Isuikwuato road. The foundation stone of the Isuikwuato National High
school was laid on 27th August, 1960.97
But there was another threat to the success of the project. It was
discovered that contrary to the settlement effected by the elders, the
president, and his secretary had entered into agreement with Amuta people
on the land lease. The president accepted on behalf of the association to
award one scholarship every ten years, beginning from the time the school
received the government grant in-aid, to any child from Amuta. This was to
______________________95. Isuikwuato is made up of three sub-community groups namely: Imenyi, Amawu and Oguduasa. Imenyi is made up of
Ahaba, Ezere and Ovim. Amawu is made up of Eluama, Umuasua, Otampa, Amuta, Umuobiala Amaba and Amaebe, whereas Oguduasa comprises of Amaibo, Amiyi, Acha, Nunya and Umunnekwu.
96. Chief Dr. Emma Nwachukwu, interview cited.97. Oleka Kanu, interview cited.
47
last for 99 years when the lease was to be renewed. When this was known, a
section of the community, Umuokugbue Eluama, which was one of the
lessors protested vehemently and even threatened to file an action in the
court restraining the entire community from entering or erecting any
building on the disputed piece of land. Peace was made, and the president
was asked to abrogate the illegal part he made with Amuta.98
A committee of four was appointed to negotiate and sign an
agreement with the Roman Catholic Mission. These were Messrs C. N. Agu,
J. E. Ogugua, R. O. Ugwa and O. Ugbor. They met and talked with the
Bishop at Umuahia and brought back to the people a format of the
agreement. There was, unfortunately, objectionable words, in perpetual,
inserted in one of the clauses of the agreement.99 People asked that the word
be deleted forthwith, because it would detract from the aspirations and
projection of the people of Isuikwuato. The committee was asked to
persuade the Bishop to expunge from the agreement the sentence that “the
Catholic Authorities would run the school in perpetual,” or else, no further
transactions would be entered into with them. The next thing that happened
was that it was discovered that two out of the four numbers, Messres C. N.
__________________________98. Chief Dr. Emma Nwachukwu, interview cited. 99. Minutes of Meeting Isuikwuato Improvement Association held on 10 January 1962.
48
Agu and J. E. Ogugua, both of them Roman Catholics, had accepted and
signed the agreement with the Bishop in the absence of the two other
members of the committee, who represented the protestants. The people
grew furious and a crisis was precipitated. On 15 November 1960, the
protestants issued a number of releases showing their displeasure over the
whole happening and ordered their members from further financial and
manual contribution to the school.100
Plate 2: Renovated first classroom block of Annunciation secondary school (Isuikwuato High School) built1961.
In fact, the majority of the people, Roman Catholic, protestants and
traditionalists with-held their support from the school. The Roman Catholic
authorities carried on with the building of the school in spite of this. On 17
___________________100.Chief Dr. Emma Nwachukwu, interview cited.
49
January 1961, the school was opened and christened Annunciation
Secondary School, the Roman Catholic having dropped National High
School (see plate 2). This was a clear indication that the community had no
claims over the school on which it had spent over six thousand pounds. A
protest letter was sent to the Bishop at Umuahia by the association,
“Association is very anxious to know the situation now as change of name
means change of attitude and smooth running of things in the college”.101
The Roman Catholic authorities were adamant and managed the school
purely as a Roman Catholic institution. Religious toleration was only on
paper. Entrance examination into the school was advertised only in the
church bulletin, the Catholic Leader. When at last effort was made by the
community to put across their grievances the Catholic representative, Rev.
Father Unegbu, was most uncompromising.102
The circumstances surrounding the building of the Isuikwuato
National High School nearly killed the communal spirit of the people. The
take over of the school by the government in 1971 resulted in the change of
its name to Isuikwuato High School, partially fulfilling the aspiration of the
____________________101. Letter from the Isuikwuato Improvement Association to the Bishop of Umuahia, 17 January 1962 (Coined from
Minutes of Meeting of Isuikwuato Improvement Association held on 10 January 1962). 102. Emma Nwachukwu, interview cited.
50
people in terms of ensuring secondary education for her youths. In 1964,
Isuikwuato High School had four classes with over fifty students in each.
There were about two hundred and forty students and thirteen teachers. The
school offered students for West African School Certificate Examination for
the first time in 1965.103
We may now come back to the Girls School at Ovim. With the
appointment of S. K. Okpo as Manager and D. O. Omeoga as the Education
Secretary of the Methodist Church, Eastern Nigeria District, a new era
Plate 3: Renovated first building of Methodist Girls’ Secondary School Ovim built in 1963
________________________103. Mr. Oleka Kanu, interview cited.
51
dawned. Many schools were established and the existing ones were
strengthened and enlarged. The Girls’ Modern School at Ovim was removed
to Ikot-Ekpene in 1963 and the old site converted into a secondary school,
the Methodist Girls’ Secondary School, Ovim (see plate 3). In 1964 the
school had two classes each of which had over forty students. The total
student population was about one hundred and seventy four. There were nine
teachers, three of which were graduates.104 The school is presently acclaimed
to be the mother of all girls secondary school in the then Old Imo State.105
We shall follow up the progress of secondary school education in Isuikwuato
in chapter five of this work.
_________________104. Mr. Oleka Kanu, interview cited.105. Ibid..
52
CHAPTER FOUR
PIONEERS OF UNIVERSITY EDUCATION AND CAPACITY
BUILDING IN ISUIKWUATO
The First Batch of University Graduates
It is not easy to mention precisely the date for the beginning of
university education in Isuikwuato. The middle of the twentieth century is
said to be the beginning of it. At this point, many indigenes of Isuikwuato
had attended post-primary education and gained admission into universities
for degree programmes.106 These were the people who formed the first batch
of Isuikwuato university graduates. Some of them included Dr. S. A Okorie,
a former Lecturer at the University of Nigeria; Dr. E. N. Ukpabi doctorate
degree holder in education and a former Dean of Student Affairs, University
Nigeria. Others were Dr. I. E. Igbokwe, a medical doctor and a former
Director of the Medical Centre University of Nigeria and M.N. Nwaji a
doctorate degree holder in chemistry. Others are Professor M. N. Ogbonna
(Economics) University of Nigeria, Dr. H. N. Emeruwa, a former Dean of
Faculty of Education, University of Nigeria, Nsukka, Peter Olekama, an
electrical electronics engineer, Dr. G. N. Ugbam, a medical doctor, Dr. Obi
____________________106. Mr. Oleka Kanu, interview cited.
53
Ogbii, a medical doctor, Professor Ihemelandu, a veterinarian with
University of Nigeria in 1970, Dr. H. N. Nwosu, a political scientist, to
mention a few of the first batch of Isuikwuato educated university elites.107
Some of this first batch of Isuikwuato graduates did their university
education at Ibadan, Nigeria, where they obtained their first degrees in
different fields of study and afterward traveled overseas for their post-
graduate education, while some obtained their first degrees abroad. For
instance, Dr. Emeruwa first attended the University of Ibadan to obtain his
first degree and later his Masters and doctorate degrees in education.
Numerous others have similar records, while some like Professor. M. N.
Ogbonna obtained all their degrees in foreign universities. Professor
Ogbonna attended Kings College in Durham, England, where he obtained a
Bachelors degree, later he proceeded to the University of Toronto, Canada.
He became a Professor at the University of Nigeria in 1989.
Information gathered by the researcher shows that of all the first batch
of university graduates only very few students benefited from any type of
loan scheme from Isuikwuato communities for the payment of their school
_____________________107. Mr. Okeka Kanu, interview cited.
54
fees. The reason is not far fetched. Some earlier beneficiaries of community
loan schemes in Isuikwuato during the period under study betrayed their
communities after their academic sponsorship. Their lack of gratitude and
non assistance to their benefactors led to the abrogation of the loan scheme
for University education. For instance, Dr. Amiabor in Amaibo who was
given a community scholarship in 1964, abandoned the course of his
community on graduation. Secondly most of them were sons of teachers and
wealthy farmers in those days and they were able to pay their school fees to
some extent before they acquired scholarship awards for their university
education. Most like, Dr. M.N. Nwaji obtained a federal scholarship to study
for his bachelor degree abroad.108
The number of people who had university education before the
Nigerian Civil War were very few when compared with the post civil war
years. This was because the costs of financing education in those days were
so high that not every body could afford it, except a few from wealthy
background or extremely brilliant ones that obtained government
scholarship.109 It is practically impossible to give a precise number of
______________________108. Mr. Okeka Kanu, interview cited. 109. Ibid.
55
Isuikwuato graduates within the period under study. According to Norbert
Okoroegbe, president of club 45 of Isuikwuato, the number of Isuikwuato
graduates in 1967 was around sixty.110 Club 45 is an assemblage of
Isuikwuato graduates formed in 1967 to bring together all educated
university graduates for the purpose of catering for the welfare of the
community. It is called club 45 because at its inception in 1967, the
membership was forty five. The membership of this group is open to willing
Isuikwuato university graduates.
Isuikwuato Graduates and Community Development
Talking about Isuikwuato welfare, this brings us to the contribution of
these educated elites in the development of Isuikwuato. We had earlier noted
how the Methodist mission converted the Girls’ Modern School Ovim to
Methodist Girls’ Secondary School Ovim in 1963. The transformation could
not have been possible without the help of Dick O. Omeoga, the former
principle of the Higher Elementary Training Centre Uzuakoli; who later
became Chairman Eastern Nigerian Scholarship Board and finally the
Education Secretary of the Methodist Church Eastern Nigeria District. An
Umu-Awa Alocha indigene from Ohuhu, he helped in converting the school
_____________________________110. Dr. Norbert Okoroegbe, b.1954, president club 45 Isuikwuato, interview, mbalano, 25 June 2013.
56
as the female counterpart of the all boys Uzuakoli Methodist College. Again
the wife of the Premier Adama Okpara was a teacher there before she
married Dr. Okpara, Eastern Nigeria Premier.
The construction of Umuahia-Isuikwuato Okigwe road in 1976 by the
Plate 4: Admiral Godwin Ndubuisi Kanu, First Military Governor of Old Imo State. Represented educated Isuikwuato patriot.
Imo State government was made possible by Admiral Ndubuisi Kanu, the
first military Governor of Imo State. He represents a true, patriotic son of
Isuikwuato. This road he built was the first modern road constructed in
Isuikwuato. His administration gave Isuikwuato a road master plan that
stood till 2009. This road accelerated the development of Isuikwuato as
business transaction flourished between Isuikwuato and her neighbours.111
__________________111.Norbert Okoroegbe, interview cited.
57
The starting point of community development is awareness, which is
itself premised on education. A person who is neither education nor aware
does not feel disturbed. Only the person who is enlightened can perceive a
disturbing imperfection in himself and in his environment. The educated
elites helped to change the face of the community. Among club 45 members
who survived the Nigeria Civil War reorganized themselves and embarked
on educating and sensitizing the people on the need for higher education.
They even provided the forum for scholarship award to academically
brilliant youths. The club encouraged the wealthy ones among them to
provide scholarship to deserving youths of Isuikwuato. Late Chief E. O.
Eloagu’s Education Foundation Scheme (EFS) in Eluama was a typical
example of an individual response to the call by club 45. Eloagu education
foundation started in 1975 and had turned out over fifty five recipients
before the death of their mentor in 1999.112
Another umbrella used by educated elites for the development of
Isuikwuato is Isuikwuato Development Union (I.D.U.). Isuikwuato
Development Union is an assemblage of all Isuikwuato indigenes organized
for the development of Isuikwuato. The union was formerly known as
_________________________________112.Norbert Okoroegbe, interview cited.
58
Isuikwuato Improvement Association (I.I.A.). It was formed in 1953, but the
name was charged to Isuikwuato Development Union in 1976 through the
recommendation of Club 45 members. As a development outfit, the
Isuikwuato Development Union with the efforts of other educated indigenes
Plate 5: The front, rear and side view of the I.D.U. Hall commissioned in 2009
fought for the creation of Isuikwuato Local Government Area from hitherto
Isuikwuato/Okigwe Local Government Council in 1991. Equally,
Isuikwuato Development Union in collaboration with other well-meaning
Isuikwuato indigenes embarked on the construction of Isuikwuato
Development Union N60milllion hall complex in 1999. One part of the hall
complex christened Isuikwuato Development Union Hall of Fame was
commissioned in 2008(see plate 5), by Bar. Ken. Ahia, National President
Isuikwuato Development Union while the other parts of the hall is still under
59
construction.113
Plate 6: Barrister Ken Ahia, National President, Isuikwuato Development Union. Educated Leader; under his tenure one part of I.D.U Hall was commissioned in 2009.
Another visible contribution of educated Isuikwuato elites is on
health. Club 45 Isuikwuato has being visible in this sector. Every two years
the club arranges and conducts 3-day free medical programme to one
Isuikwuato community. This programme has helped in solving health related
problem of the people. Benefiting Isuikwuato community is selected by the
Club while other communities are free to travel to the host community to
enjoy the free medical treatment.114 Umuobiala community hosted the 2009
____________________113. Engr Goddy Obialor b. 1985, secretary Club 45 interview, Amuta, 25 June 2013.
114. Ibid.
60
edition of this health fiesta (see plate 7).
Plate 7: Cross section of Isuikwuato people receiving free medial treatment courtesy of Club 45 Isuikwuato 2009, 3-day free medical programme at umuobiala health centre, Umuobiala, Isuikwuato
Finally in this chapter, it will be fair to say that Isuikwuato educated
sons have helped in shaping the development and capacity building of the
community. Instances have shown that a good number of Isuikwuato people
that worked in the University of Nigeria Nsukka in 1970s and 1980s came
under the tutelages of Dr. E. N. Ukpabi and Dr. H. N. Emeruwa. Equally a
good number of Isuikwuato people in the Armed forces of Nigeria within
this period under study cannot deny the contribution of Rear Admiral
Ndubuisi Kanu retired whereas those in the Nigeria Police Force are
61
Plate 8: Mr. Donald Onyinye Iroham (B.Sc.L.L.B., M.Sc). Retired Assistant Inspector General of Police. An educated Isuikwuato personality.
attributed to Mr. Donald Onyinye Iroham, Assistant Inspector General of
Police retired. In the light of our discussion on education, development and
capacity building in Isuikwuato, one is proud with the roles played by
Mersrs. Ray Nkemdirim, Director of Operations State Security Services,
Allswell Ibe, of Bureau for Public Enterprises, Ikechi Ejiofor of Nigeria
Breweries Public Liability Company (PLC), Emmanuel Nnorom, Executive
Director of the United Bank for Africa, General Ihejirika Onyeabuo, Major-
General Ike Nwachukwu retired, Captain Chris Osondu retired for their
immense contributions to better Isuikwuato community at large.115 Their list
___________________115. Ken Ahia, interview cited.
62
is endless. Further contributions of western education in the development of
Isuikwuato will be discussed in chapter six of this work under the
consequences of western education in Isuikwuato.
63
CHAPTER FIVE
EDUCATION IN ISUIKWUATO IN THE POST NIGERIA CIVIL
WAR ERA, 1970-2009
Universal Primary Education Scheme (UPE)
A nation-wide free primary education scheme has never been
attempted before in Nigeria. Before Nigeria’s Independence in 1960,
proprietorship and management of primary schools in Nigeria were largely
in the hands of voluntary agencies and private individuals.116 There were
very few government primary schools. Government formulated education
policies, maintained standard through grants, inspection and approval of
schools, conducting examinations and issuing of certificates but left day to
day running of most primary schools with the missionaries and private
individuals. Schools which did not meet the government approved standard
and requirement in terms of staffing and classroom accommodation were not
approved for grant, and award of certificates. Enrolment in primary schools
was limited because of payment of school fees. Parents who could not pay
the slated school fees did not send their children to schools but the situation
___________________116. B.A. Okunooum, “A call for free education for all” Daily times, July 12, 1974.
64
changed with the introduction of U.P.E. in 1976.117
The Nigeria Federal Military Government of 1976 like other
governments in developing countries, viewed education as the master
determinant of all aspects of change, and the key to unlock the door to
modernization. It was on the basis of this realization that the federal military
government came out with the public policy on Universal Free Primary
Education throughout the country. The government planned and launched
the UPE scheme on 6 September 1976, in her determination to provide
education for every Nigerian child of primary school age in order to
eradicate illiteracy and thereby bring about change.118
Universal Free Primary Education is a public policy which is relevant
to the interest of many people in Nigeria though it involved use of large
amount of resources. The UPE scheme aroused public interest because it
granted every Nigerian child of primary school age equal opportunity to
obtain at least primary education which was formerly the prerogative of few.
Prior to the launching of the scheme, Chief A. Y. Eke, former Federal
Commissioner for Education remarked:
______________________117. C.N. Uhah, “Western Education in Africa: the Igbo Experience 1900-1960,” Comparative education review, vol.
24. No. 3 October, (1980), 5.118. G. Fawehinmi, The Peoples’ Right to free education (London: John West Publishers, 1977)
65
“The problems involved in the UPE not withstanding, the Federal government cannot continue to deny the bulk of Nigerians, especially the young ones their right to education for whatever reason.”119
It was believed that there was enough money in the federal
government treasury to finance the UPE scheme. This belief, is however,
borne out of the euphoria over our then apparently abundant naria.120 From
1973 the financial outlook of Nigeria increased substantially, but one should
not be carried away by the absolute figures or the volume of increase
recorded then because the value of money equally fell substantially. In some
instance prices of commodities experienced one hundred to one thousand
percent increase. For example price of cement rose from N1.25 to N5.00 and
above per bag previously 10 cups of garri was sold for 10k, but it was sold at
1 cup for 10k by 1976.121 In all respects, UPE is a programme which
required collective efforts, contributions and full participation of the Federal
Military Government, State Governments, and Local communities for its
successful implementation.122
Universal Primary Education programme in Nigeria was formulated
_________________119. A.Y. Eke, “UPE in Nigeria, A must” Rencussance June 29, 1974. 120. J. C. Anyanwu, “The Effects of Monetary and Fiscal policies under Rational Expectations: The Nigeria Case, 1970-
1988,” (Unpublished) Ph.D. Thesis, University of Ibadan,59. 121. Obialor Benson, interview cited.122. S. Okoro, “Nigeria crippling educational system”, Daily star October 6, 1979.
66
on the basis of recommendations made by the seminar of distinguished
educational experts under the chairmanship of Chief S. O Adebo. The
seminar was convened by the federal military government in 1973 to
deliberate on all aspects of national policy on education. However, some
recommendations of the seminar was modified in the light of changed
circumstances. National Council for Education, the Joint Consultative
Committee on Education, the National Education Research Council and
Federal Ministry of Education officials reviewed, and revised the seminar
recommendations and advised the Federal Military Government on the
implications of the implementation of the scheme which revolved on high
financial and man power requirements.123
Then the Federal Military Government set up a National Education
Policy Implementation Task Force to translate the policy into a workable
blue print that will guide the bodies to be charged with the implementation
of the progamme. It was on the basis of these recommendations that the
former head of state General Yakubu Gowon came out in 1974 with the
public pronouncement about Universal Primary Education programme.
General Gowon declared that the scheme will start in September 1976 at the
_______________123. D. E. Odey, “What is our national policy on Education” Daily times, August 30, 1975.
67
beginning of 1976-1977 school year. From that date, primary education will
be universal and free throughout the country, while from 1979, it will
become compulsory. Under the scheme primary education will last six years,
and primary school will admit children from six years old.124
Furthermore, in recognition of the large capital and recurrent
expenditure of the UPE scheme the Federal Government assumed full
financial responsibility for the scheme in all its various ramifications.
Pending the commencement of the scheme in 1976, the Federal Government
carried out capital expenditure programme in the course of 1975/1976
school year to create facilities required for successful take off by September
1976. In constitutional terms, primary education was transferred from
residual to the concurrent legislative list.125
Universal Primary Education Scheme in Isuikwuato
There were 136 primary schools widely spread in Isuikwuato/Okigwe
Local Government Area in Imo State. Owing to the fact that Isuikwuato had
been separated from Okigwe and is now in present Abia state, it was not
necessary for the researcher to visit all the schools in the former Local
Government Area to make on the spot investigation. Adopting a purposive
_____________________124. Y. Gowon, “UPE in Nigeria” Daily Times, February 25, 1974.125. The Third National Development plan 1975-80 Central Planning office Lagos, 1975.
68
sampling (survey) procedure Isuikwuato which is the theatre of the study
was choosen for close investigation on primary schools, and discussions
with the head masters and mistresses. There are 44 primary schools in
Isuikwuato which were stratified thus:
Schools in semi-urban centres, Local Government and district council headquarter were grouped together as ‘A’ primary schools.
Primary schools along trunk ‘A’ and ‘B’ roads were grouped together as ‘B’ primary schools.
Primary schools remote from the major roads, township, local government council headquarters were grouped together as ‘C’ primary schools.
A set of primary schools were visited in each group for observation.
Headmasters and Headmistresses who were found at their respective schools
were interviewed. They gave their analysis of the state of affairs on the
schools in Isuikwuato either after the civil war or after the implementation of
the UPE scheme.126
Effects of Nigeria Civil War on UPE Scheme and State Taker Over of School
There were no school buildings in some communities for primary
school to start when the war ended in 1970. Temporary sheds, church
buildings, where available, were used as classrooms in such areas.
__________________126.Mrs. Adaugo Maduakor, b. 1962, Headmistress of Umuakwaa Community Primary School, interviewed at
Umuakwua, 10 December 2012.
69
In addition many people lost their personal buildings and belonging
during the war with the result that many local communities were
disorganized immediately after the war. The people could not effectively
organize to contribute money for the rehabilitation and maintenance of the
schools. Many parents could no longer send their children and wards back to
school not to talk of contributing to repair and equip the damaged schools.
Voluntary agencies who ran the schools for the communities had no money
and could not manage the schools. Unviable schools were either closed
down or merged with viable ones.127
East Central State, from which Imo and Anambra states were carved
out, took over the management of schools soon after the civil war. In 1971
East Central State under Ukpabi Asika published an Edict to effect the state
take over of schools. The Edict states that the local community will
participate fully in running and management of schools through the
institution of Parent/Teachers Associations, Membership to Educational
Boards, and School Committees.128 Imo State inherited the government take
____________________128. Obialor Onyeabor, b. 1932, retired Headmaster, interview, UmuaKwua, May 2012.129. Public Education Edict- place of the community. Ministry of Information and Home Affairs, East Central State,
Enugu, 1971.
70
over of schools from the East Central State Government which preceded the
launching of UPE scheme in September 1976.
Local communities who were already impoverished by Nigeria civil
war felt that state government take over of schools relieved them of the
burden of building, rehabilitating and equipping primary schools. Many
communities relaxed their efforts because they felt that the government was
going to rehabilitate and equip schools damaged during the war and build
new ones if need be. Many local communities became indifferent to the cries
of many primary schools for rehabilitation, but after some time when the
erroneous idea of state take over of schools was corrected the local
communities picked up interest once more for their respective schools.129
The response of Isuikwuato people to government call was as a result
of the people desire to develop alongside with other Igbo communities
educationally as well as the spirit of Igbo man’s ways of life. The Igbo in
general, including those from Isuikwuato have outstanding traits of
adaptation and competition. They are always responsive to new situations
and innovations because of the flexibility in their traditional political
structure which predisposes members to wider possibilities of new roles.
_______________________129. Agu Okoronkwo, b. 1932, retired teacher, interview Umuasua, April 2012.
71
They are oriented toward achievement. To buttress this argument G.T.
Basden who lived over thirty five years among Niger Igbos observed:
‘Whatever the condition, the Igbos adapt themselves to meet them, and make
their presence felt’.130
Owing to the ways in which the Igbo embrace innovations, one seems
to observe that the Igbo of Isuikwuato saw education as a necessary vehicle
for social change. Education appears to be regarded by many communities
for what it is, that is, the prime determinant of total development process,
master instrument for changing attitudes for transforming social structures,
for sparking or accelerating economic growth and determining new political
pattern.131 The people appeared to have realized that democratic institutions
cannot exist without education, for democracy functions only when the
people are informed and aware, have thirst for knowledge and can exchange
ideas.132
Having developed interest for knowledge, Isuikwuato people realized
that government left alone cannot cope with the demands of Universal
Primary Education. People regrouped to rehabilitate the old schools
_____________________130. Basden, Niger Ibos …. X1. 131. G. B. Dike, “funding education: The knife in Between Nation’s Growth” The Wheel News Paper, 17 November
2003. 132. Eze Moses Egu, b. 1937 Traditional ruler, interview, Ovim, April 2012.
72
damaged during the Nigerian civil war, expanded the existing ones, and built
new schools as the need arose. Some individuals made personal donations
both in kind and cash to primary schools in order to demonstrate their zeal
and interest.
With the introduction of Universal Primary Education scheme many
communities built primary schools very close to their homes. They include:
Umuakwua Ezere, Ezere Uhu, Acha, Otampa and host of other communities.
(see plates 9-12). Many communities made appreciable contributions
towards the success of the scheme. Some provided blocks of
Plate 9: Umuakwua Ezere Community Primary School built in 1976.
73
Plate 10: Acha Central School built in 1976.
Plate 11: Renovated Eluama Primary School block built in 1976.
74
Plate 12: Ahaba community primary school classroom block built in 1976.
classrooms to ease congestion in their respective primary schools. Among
the communities that did so included: the Eluama community which
completed primary school blocks estimated at N2,500 in aid of the universal
primary education programme in the area. Ovim community also completed
construction work on four classroom blocks at the cost of N20,000 at their
central school. The Ahaba community embarked and completed the
construction of an eight classroom block at the cost of N30,000. The women
branch of Umuobiala Aborigines Union (UAU) built and furnished a seven
classroom blocks at the cost of N60,000.133
________________________133 Eze Moses Egu, interview cited.
75
Activities of Local UPE Implementation Committee in Isuikwuato
Under the new local government reforms set up, primary schools
belong to the communities in which they are situated. The local government
councils are the proprietors, and the education committees are to manage,
maintain and distribute the materials and equipment provided by the
Ministry of Education and Information under the Universal Primary
Education scheme.134
In order to add impetus to these arrangements, local universal primary
education implementation committees were established in each local
government area. It is the responsibility of the implementation committee to
tour the local government areas to enlighten the local communities on the
objectives of the scheme and encourage them to build, repair and equip
primary schools in their respective areas.135 From the above discussion the
local communities in Isuikwuato responded well to appeals of the Local
Universal Primary Education Implementation Committees.
Further local community participation in the success of the Universal
___________________135. A. N Nwagwu, UPE: Issues, Prospects and Problems (Benin: Ethiope Publishers, 1976), 25. 136. Mazi Eleanya Oturu, interview cited.
76
Primary Education scheme include: the activities of parents/teachers
associations. These associations formed by the parents and teachers of each
school ensured the welfare of the pupils. Parent’s co-operation was enlisted
through this association. The associations discuss the school problems and
take action as the need arise. Parents levy themselves through their
association to undertake construction of classroom or other projects. A case
in point is Ovim Parents/Teachers Association which had invested over
N2,000 on the extension of pipe borne water to most schools in the area.136
On the decision of the association, parents’ day was organized to
launch funds for specific projects. Parents and well-wishers donated
generously during such occasions. Parents were normally entertained with
sporting events, dances, drama and handwork exhibitions during such
occasions.137 Many headmasters and headmistresses interviewed confirmed
that they had adopted parents/teachers associations as an integral part of
their school administration for taking major decisions.
School Committee: Each primary school had a school committee
_________________________136. Phillips Onwuka, b. 1954, Principal Central Oguduasa Secondary School, interview, Umuobiala, April 2012. 137. Ibid.
77
drawn from the local community in which the school is situated and was
duly recognized by the government. Members of the school committees are
appointed or elected by the local community to look after the primary
schools. The committees represented the interest of their community and
ensured the progress of the schools. They collaborated with the Education
Committee of the local government council, to solve any problem. The
committees work in co-operation with headmasters/headmistresses and
summoned the community to take decisions on major issues as the
implementation committee on local community level.138
Board members: After consultations government appoints some
personalities from the various local communities to the Educational Boards.
The appointment could be at local government council level or state level.
Some educational board members interviewed confirmed that they held
meetings with their respective communities and wards to educate and
enlighten them on the objectives of the Universal Primary Education and
what is expected of them in order to achieve the desired goals and make the
scheme successful.
Information from interviewees show that many local communities
_____________________138. Okafor Offor, b. 1939, Trader and retired Principal, interview, Amuta, 30 June 2012.
78
were involved in providing infrastructure for primary schools in Isuikwuato.
The local communities’ involvements appear to be contagious and
competitive. No community would want to be left out or castigated for
neglecting its primary school. Construction and maintenance of primary
school were used by various local communities in Isuikwuato as the starting
point for rural development. They felt that their rural primary schools should
compete favourably with the urban primary schools139. From the
observations made it appears that Isuikwuato communities committed
themselves to the success of the Universal Primary Education scheme, hence
they accepted the challenges of supplementing government efforts in
building and equipping primary schools. Indeed, community enthusiasm was
highlighted because these activities began to be seen in the context of rural
development at the end of the civil war. All the community agencies that
assisted the government in prosecuting the UPE scheme made its modest
achievements possible.
Universal Basic Education (UBE) Programme
Universal Basic Education (UBE) is the foundation for sustainable
life-long learning which provided reading, writing and numeric skills. It
_______________________139. Mrs Ujiugo Maduakor, interview cited.
79
comprised a wide variety of formal and non-formal educational activities the
and programmes designed to enable learners acquire functional literacy. In
Nigerian context basic education includes primary, junior secondary and
nomadic education as well as adult literacy. Universal Basic Education
Scheme is an articulated programme of the Federal government to improve
literacy in the country by ensuring that all children of school age actually go
to school to benefit from school instructions.140
The Universal Basic Education Programme which was launched by
President Obasanjo on International Children’s Day on May 27th, 2000 was
designed to span a nine-year period. Nnadozie reports that the programme
will be carried out in planned sequence called “strategic phases”141 and the
accumulative plan is as follows:
UBE YEAR ONE; 2000-2001: Primary one class
UBE YEAR TWO; 2001-2002: Primary one and two classes
UBE YEAR THREE; 2002-2003: Primary 1-3 classes
UBE YEAR FOUR; 2003-2004: Primary 1-4 classes
_______________________140. “Implementation Guidelines for Universal Basic Education (UBE) Programme” No. 12 (Abuja: Federal Ministry of
Education, 2000), 2. 141. J. C. Nnadozie, “Critical Historical Antecedents of Universal Basic Education”, The Nigeria UBE Journal, vol. 1
No. 12 (2001), 232-237.
80
UBE YEAR FIVE; 2004-2005: Primary 1-5 classes
UBE YEAR SIX; 2005-2006: Primary 1-6 classes
UBE YEAR SEVEN; 2006-2007: Primary 1-6/JSSI
UBE YEAR EIGHT; 2007-2008: Primary 1-6/JSS1-2
UBE YEAR NINE; 2008-2009: Primary-6/JSSI-3
Universal Basic Education programme according to Edun covers the
following areas:
Programme/initiations for the childhood care and socialization
Education programme for acquisition of functional literacy, numeric and life-long skills especially for adults
Special programme for nomadic populations
Out of school, non-formal programme for up-dating the knowledge and skills of persons who left school before acquiring the basic needed for life-long learning
Non-formal skills and apprenticeship training for adolescents and youths who have not had the benefits of formal education
The formal school system from the beginning of primary education to the end of the junior secondary school.142
From the above, it is clear that Universal Basic Education is a very
ambitious programme which spans from the formal, non-formal, life-long
_______________________142. T. Edun, “A Case for Reform in the Universal Basic Education Programe in Nigeria.” Nigeria Journal of Sociology
of Education vol. 2. No. (2008), 1.117-121.
81
skills to learning skills. It is a properly packaged educational programme
meant to change the vision of Nigerians. In keeping with the expanded
vision of education by the world conference, the UBE programme in Nigeria
according to Ukeje has a much wider scope and a more all embracing
coverage than the previous U.P.E of 1976, and all other variants of free and
compulsory education witnessed in Nigeria.143 Supporting this change,
Olutunji noted that education system is always in constant change,
evaluation and products match and mediate in the ever- changing social,
economic, technological and political needs of the society. Stressing his
point, he said
“if the aims and objectives of a nation’s education system is not regularly and systematically analyzed or reviewed, the product will miss the train and trend, and the system will be proffering yesterday’s solution today, instead of looking at tomorrow’s problem today- it will be near useless.”144
The Universal Basic Education in its implementation states that “of
universalize access to basic education, engender a conducive learning
environment and eradicate illiteracy in Nigeria within the shortest possible
________________________143 B.O. “Ukeje, UBE in Nigeria, logistics, implementation strategies.” The Nigeria UBE Journal, Vol. 1. No 1. (2000),
10-21.144. M. O. Olatunji, “The Concept of Life-Long Education and its Application for Nigeria Teacher.” Journal of Teacher
Education, vol. 3. No 2. ( 2009), 10.
82
Time.”145 It is aimed at equipping individuals with such knowledge, skills
and activities that will enable them:
live meaningful and fulfilling lives contribute to the development of the society Derive maximum social, economical, and cultural benefits from the society;Discharge their civil obligations competently. 146
In order to achieve this, they were narrowed to workable objectives which
include:
Developing in the citizenry a strong consciousness for education and a strong commitment for its vigorous promotion. The provision of free universal basic education for every Nigerian child of school going age. Reducing drastically, the incidence of drop-out from the formal school system (through improved) relevance, quality and efficiency). Catering for the learning needs of young persons who, for one reason or the other, have had to interrupt their schooling through appropriate forms of complementary approaches to provision and promotion of basic education, and Ensuring the acquisition of appropriate levels of literacy, numeric, manipulative, communicative and life-long skills as well as the ethnical, moral and civil values for laying a solid foundation for life-long education.147
In order to achieve these objectives Obanya is of the opinion that the
entire basic education spectrum be articulated from a holistic view. This
__________________________145. “Universal Basic Education (UBE) for Nigeria,” (Abuja: Federal Ministry of Education, 2000), 25. 146. Ibid.147. Ibid. 26.
83
84
Informal
Education N
on-formal skill A
cquisition
Com
plementary out of school education
Special group education
Formal education
Life-long learning
Junior secondary
Primary schooling
Early childhood learning
holistic view enables the managers of the programme to see it from two
dimensions-vertical and horizontal dimensions.148
Vertical and horizontal view of education
How far the objectives of Universal Basic Education is will been met
in Isuikwuato is dependent on its success on the vertical and horizontal view
of education. Unfortunately it would appear the Universal Basic Education
scheme in Isuikwuato has not satisfied the educational needs of the people.
_____________________148. B. C. Obanya, “Universal Basic Education in Nigeria with focus on Global antecedents UBE” Journal of Education,
Nsukka, vol. 1. No. 3. (2007) ,191-196.
Though free textbooks were provided to all primary schools,
infrastructural projects like classroom buildings were inadequate. Thirty-
85
eight out of forty-four primary schools in Isuikwato benefited from the free
UBE classroom building, meaning that majority of schools in Isuikwuato
benefit from the scheme.149 But worrisome is the fact that ultimate goals of
Plate 13: Umuakwua Ezere primary school UBE classroom building built in 2008.
UBE which can be drawn from the vertical and horizontal view of education
above is lacking in Isuikwuato. Under the vertical view of education it was
______________________149. Adauo Maduakor, interview cited.
86
hoped that the UBE scheme should have established preparatory schools for
early childhood learning that will clear ground for primary and junior
schooling for ultimate life-long learning. But the reverse is the case as
infants (children) in Isuikwuato are made to qualify for primary education on
attaining the school age of six years without having the most required early
childhood learning. The few children in Isuikwuato that acquired early
childhood learning were products of private preparatory schools.150
On the horizontal view of education, the UBE scheme in Isuikwuato
did not provided adult education neither were there schools for the
acquisition of non-formal skills, complementary out of school education and
special group education. These inadequacies of Universal Basic Education
scheme buttressed the failure of the scheme in Isuikwuato.
Post Civil War Secondary Education in Isuikwuato
Isuikwuato High School (Annunciation Secondary School) and Ovim
Girls’ Secondary School are the fulcrum for secondary education for
Isuikwuato prior to the establishment of additional schools in 1970s and
1980s. Reason abound as to why the people of Isuikwuato in spite of the two
_____________________________150. Adauo Maduakor, interview cited.
87
already mentioned strove to establish additional secondary schools. Distance
counted as one of the reasons. Secondly, as they began to appreciate the
important of higher education they considered having secondary school in
their towns as a necessity. But the education edict of East Central State of
1970, did not permit the establishment of new secondary school immediately
after the war.151
However, as the issue may be, the existence of only two secondary
school in Isuikwuato is rather too small to sustain increasing number of
primary school leavers in Isuikwuato. Unlike what was obtained under the
East Central State government, the Imo state government created in 1976,
left the establishment of secondary schools in the hands of willing
communities.152 In that light, some communities in Isuikwuato applied to the
Ministry of Education Imo State for approval for the establishment of
Secondary Schools in their areas. Their requests were approved on the
condition that the communities will take responsibility for the construction
of classrooms and staff quarters, while the government will provide the
technical skills like teaching equipment and the posting of staff.153 Under the
_______________________151. Eze Moses Egu, b. 1937, Retired civil servant and traditional ruler, interview, Ovim, April 2012 152. “The Ediet and Rights of parents” East Central State Public Education Edict, No. 4. (Enugu: Ministry of education
government printers, 1970), 2-5.153. Handbook on school Administration Imo State Minstry of Education and Information (Owerri: Government Pinters,
1977).
88
mentioned conditions various secondary schools were established in
Isuikwuato within the period under study. A brief look as the schools is
necessary.
The first school under the scheme was the Acha Technical Secondary
School established in 1977.154 This was built under the auspices of Acha
Community Association (ACA) and handed over to the government. The
school started with four streams of classes with a student population of a
hundred and forty students.155 The second secondary school built during the
Plate 14: The first Classrooms/Administrative block Acha Technical Secondary School, built in 1977.
_________________154. Imo State Reviwe, Ministry of Education and Information Owerri No. 1. November 1977.
89
155. Mr. Orji Nwaka, b. 1947, principal, interview, Acha, July 2012
90
1970s was the Secondary Technical School, Ovim, established and handed
over to government in 1978 by Ovim community.156 The school is
strategically located at the centre of the town. The school land covers an area
of 11.6 hectares. At inception, in 1978, the school had a student population
of two hundred and ten with six classes.157
Plate 15: The first classrooms/administrative block of the Secondary Technical School, Ovim, built in 1978.
Another educational milestone was reached in Isuikwuato when four
______________________156. Imo State Review, Ministry of Education and Inforatmion, Owerri, No. 3 October 1978. 157. Onwuka Agbai, b. 1959, Principal Ovim Technical Secondary School, interview, School residence, 17 May 2012.
91
additional secondary schools were established in 1980s bringing the total
number to eight. The schools were the Central Oguduasa Secondary School
established in October 1980 and Acha Girls’ Secondary School opened in
the same year. The first Central Oguduasa Secondary School was built by
Communities of Amaibo, Amiyi, Umunnekwu, Nunya and Acha and handed
it over to the government. The second, Acha Girls’ Secondary School was
built by Acha community to supplement Ovim Girls’ Secondary School.158
The two other additional secondary schools were built by Ahaba and Nunya
Plate 16: The first classrooms building of Central Oguduasa Secondary School built in 1980.
______________________158. 1980/1981 Handbook, State Education Commission Okigwe Zone.
92
Plate 17: The first classrooms building Acha Girls’ Secondary School build in 1980.
Plate 18: The first classrooms building of Ahaba Community Secondary School Ahaba, built in 1982.
93
Plate 19: The first classrooms of community secondary school Nunya, built in 1982.
Plate 20: The first classrooms of Junior Secondary Technical School Ovim, built 2005.
94
communities in 1982,159 while Ovim Junior Secondary Technical Secondary
was built by Ovim Community in 2005 bringing the total number of
secondary schools in Isuikwuato to nine.160 (see plates 14-20).
__________________________159. 1981/1982 Handbook, State Education Commission Okigwe Zone 160. Post Primary School Management Board (PSSMB) Isuikwuato, School record and statistics 2005.
95
CHAPTER SIX
CONSEQUENCES OF WESTERN EDUCATION ON ISUIKWUATO, 1914-2009
Consequences of Western Education on Isuikwuato
Western education is undoubtedly the most powerful agency for
development. This applies to the individual as well as the nation. In the
context of the contemporary world, it has been shown that an educated
person is better equipped than the uneducated.
The advent and dissemination of western education in Isuikwuato had
an impact of revolutionary character. Western education allied itself with
Christianity and, by so doing, was able to penetrate into the town. Having
been accepted by the people, the missionaries built primary schools in
Isuikwuato where children were offered this type of education. The children
who embraced western education were exposed to various subjects hitherto
unknown to them. Through these schools, they acquired new habits of
courtesy and decorum. They were also able to correspond in English
language. After they graduated from these schools, many of them went to
post-primary and teacher training institutions as well as universities for
higher learning.
As part of their effort to bring western education home to themselves,
the people founded the Isuikwuato Development Union with its headquarters
96
in Isuikwuato and branches throughout the country. This body played a very
significant role in the expansion of western education in Isuikwuato through
its educational projects and scholarship schemes. It also played a part in the
establishment of the Girl’s and Boys’ secondary schools in Isuikwuato.161
Within the period under study, there were many university graduates,
teachers and other educated professionals such as doctors and lawyers. There
are many private hospitals in Isuikwuato built by some of these medical
Plate 21: His Royal Highness Eze (Surveyor) Chris E. Aboh Chairman, Isuikwuato Traditional Rulers Council. Represents educated Isuikwuato Traditional ruler.
97
______________________161. Eze Chris Abok, interview cited.
Plate 22: His Royal Majesty (Eze (Sir, Dr.) Ezo Ukandu Enyi na Obiangwu of Imenyi Ancient Kingdom. Educated Isuikwuato Traditional ruler.
doctors. Even the traditional ruler ship has been hijacked by educated
indigenes (see plates 21-22). The educated members of the Isuikwuato
Development Union were instrumental in the pipe-borne water projects in
strategic towns and locations in Isuikwuato and in the building of the IDU
hall. There are several other projects carried out by the union that are too
numerous to be mentioned here.
Western education made its impact felt in the improvement of the
sanitary condition of the people. With courses on elementary hygiene
98
offered in schools, the people were taught to wash their clothes, cut their
hairs and nails and brush their teeth regularly. As a result the pupils strove to
live hygienically right while in school. They appreciated the value of good
ventilation in a house. Later, they tried as much as possible to build well
ventilated houses.162
Western education made the young men and women to migrate to the
urban areas where many contracted marriages with girls and boys from
neighbouring towns and even other ethnic groups. The intermarriages helped
to improve inter-town or group relations.163 It also had profound effect on
traditional ignorance and superstitions. Prior to the advent of the
missionaries and western education, Isuikwuato people believed in many
superstition practices. The killing of twins was carried out on a mass scale
because of such beliefs. Any woman who gave birth to twins was believed to
have committed an abomination. The twins were consequently exposed and
allowed to die a gradual death in the evil forest.164 Through its gradual
process of indoctrination with western ideas, western education helped
destroy these and similar superstitions.
Further more, the introduction of western education to Isuikwuato had
99
____________________162. Mrs. Helen Nnaji, b. 1932, Retired Civil Servant and Women leader, interview, Umuobiala, 4 January 2013. 163. Ibid..164. Ibid.
100
some negative impact too. The pupils groomed in the Western school
acquired a taste for European goods and way of living. The school became
the most important mechanisms for detaching the young from traditional
beliefs, conventions and practices.165
The acquisition of western education encouraged labour migration
from the rural to the urban areas. The school leavers left their homes for
these centres in search of employment. This urban drift tended to denude the
rural areas their youths. With the able bodied men and women gone to the
towns and good number of children in schools, farming which had been the
people’s main occupation was utterly neglected. Within the period under
study only few people made a living through farming.
Western education has immensely disrupted and restructured the
culture of Isuikwuato. Babs Fafunwa has emphasized that the educated
Africans tended to shun the culture of their people. They preferred the
music, dress, habits, food, art, of the western world. The missionaries
themselves, both through their teachings and attitudes, discouraged things
African. They hoped to produce a Nigerian elite that was European in
_____________________________
165. F. K. Elechi, Missionary Enterprise, 23-27.
sentiment, thought, habit and religion.166
101
The missionaries, particularly through their schools, made the most
revolutionary demands on Nigerians. They were eager to over-throw the
traditional social order and to replace it with one that was foreign.167 All
these are true of Isuikwuato.
For instance, the Ekpe, Okonko and Oborni festivals have ceased to
be what they were in the past. Through western education, youths developed
a negative regard for the traditional education of Isuikwuato. They tended to
see it as inferior to western education. In Isuikwuato within the period of
study, a large portion of educated elites regard the above mentioned festivals
as heathen and uncivilized hence they had been abandoned.168
Western education gravely undermined the traditional education. In
Isuikwuato it is very difficult now to see a child who can recite the names of
different birds and animals. Traditional wresting, dancing, thatching of a
house, tapping of palm wine and hunting have been neglected. Decoration of
the body with cam wood by the girls is now a thing of the past. Decorum
______________________166. Babs A. Fafunwa, A Shot History of Nigeria Higher Education (London and Lagos: Macmillian, 1971), 10. 167. Ibid 13. 168. F. K. Elechi, Missionary Enterprise … 17.
102
is no longer the order of the day. Children have neglected this aspect of
culture because the traditional education that emphasized it has been de-
emphasized by western education. Lastly, the age grade system which
played a leading role in the administration of Isuikwuato has been de-
emphasized in favour of literate councilors.169
_____________________169 Eze Chris Aboh, interview cited.
103
CHAPTER SEVEN
SUMMARY AND CONCLUSION
Over view
One cannot but infer from the preceding chapters that missionaries
were responsible for the introduction of formal education in Isuikwuato; but
what has been the concern of the researcher is the rate of its growth. Certain
factors have influenced, either for good or bad, the growth of formal
education in Isuikwuato. Some have retarded its rapid development.
The method of the missionary educationists, who seemed to lack
sociological knowledge, could not easily win the co-operation of the native
people. It must, however, be understood that forces of conservation came
into play and made matters worse. There were instances when the
missionaries and few converts combined to oppose the indigenous religious
practices and under such situation the growth of education was stunted.
Denominational rivalries contributed in no small way to the slow pace
of education in Isuikwuato especially before the government take over of
schools in the 1970s. There were numerous examples in the main body of
the essay of mushroom schools which were established by different
denominations to compete with those of the others. These led to
unavailability of many of the schools and moreover, to a serious
104
handicapping of the people, whose initiative have been dulled by the failure
of most of the schools, allegiance to denominations also ruined communal
effort. There were religious considerations that made some people who were
entrusted with public welfare to will it over to the Roman Catholic Mission.
The consequences of this misplaced loyalty dangerously impaired communal
unity in Isuikwuato.
Sectionalism and personal interests have militated against the progress
of education in Isuikwuato. Many of the proposals for the building of the
schools and the improvement of Isuikwuato have been dropped because of
sectional and personal interests. For example, the choice of a site for the
community secondary school was a tug-of-war as each section of the
community wanted it built on its grounds; when the site was finally chosen,
the lease of the land almost resulted in litigation. It was personal and selfish
interests that made some of the officers of the people embezzle the money
entrusted to them. The untoward action shook the confidence of the people
and caused the temporary withdrawal of their co-operation.
The Nigerian Civil War equally had serious effect on the educational
growth of Isuikwuato. The civil war which was fought between 1967 and
1970 affected both life and property of Isuikwuato people hence most young
pupils and students lost their lives and community property including school
105
buildings and facility were destroyed. The government of Ukpabi Asika,
appointed immediately after the war, did not help matters as little or no
attention was paid to education rehabilitation and reconstruction. Even with
the introduction of the Universal Primary Education in 1976 which was
envisaged at the inception to enhance the educational needs of Nigerian did
not achieved much. Instead, the government in one way or the other handed
the implementation of the UBE over to the local people. To address the
inadequacies and lapses of the Universal Primary Education programme of
1976, another programme christened Universal Basic Education (UBE) was
created by President Olusegun Obasanjo administration in 2000. Though the
UBE scheme is still in operational by the time of this research, the dividends
of the scheme, which according to its original blue print was expected to
flower by 2009, have not yet materialized in Isuikwuato.
Conclusion
In conclusion, however, progress was made in education in
Isuikwuato during the period under study. Without the sacrifice and
handwork of voluntary agencies, little could have been achieved. There is, of
course, an additional factor-the awareness and preparedness of the people to
learn. Happily, communal effort has complemented that of the voluntary
agencies in the provision of access to education in Isuikwuato. Over all the
106
success of western education in Isuikwuato despite the various negative
forces that stood on its way has been a resounding success.
107
SOURCES AND BIBLIOGRAPHY
A: Primary Sources
A.I:Oral Interview
LIST OF INTERVIEWEES S/No Name Age Village Date Place of interview Occupation /Status1 George Umezuruike 86 Ezere 7/3/2012 Ezere Traditional ruler/Retired
civil savant 2 Madam Ojiugo Onuoha 70 Eluama 8/3/12 Eluama Retired teacher and
community women leader 3 Monica Umenuko 54 Otampa 16/3/12 Otampa Principal/community leader 4 Mazi Eleanya Oturu 78 Ahaba 18/3/12 Ahaba Retired principal/past
president Isuikwuato Development Union, Nsukka Branch
5 Phillips Onwuka 54 Umuobiala 2/4/12 Mbano Principal 6 Innocent Chima 58 Acha 3/4/12 Acha Principal 7 Peter Nwakanma 55 Amaba 10/4/12 Enugu Legal practitioner/former
Chairman Isuikwuato L.G.A 8 Moses Egu 75 Ovim 14/4/12 Ovim Traditional ruler 9 Agu Okoronkwo 80 Umuasua 24/4/12 Umuasua Retired teacher 10 Ndubuisi Ahia 70 Amiyi 2/5/12 Amiyi Public servant 11 Chinedu Aruh 68 Umunnek
wu 11/5/12 Enugu Medial practitioner
12 Onwuka Agbai 52 Nunya 17/5/12 Nunya Principal 13 Obialor Onyeabor 80 Umuakwua 20/5/12 Umuakwua Retired Headmaster 14 Onuoha Okwubuiro 90 Ozara 17/6/12 Ozara Village head/retired farmer15 Okafor Offor 78 Amuta 30/6/12 Amuta Retired Principal/Former
Educational Board Member 16 Orji Nwaka 59 Acha 16/7/12 Acha Principal 17 Aja Nnaji 98 Umuakwua 5/8/12 Umuakwua Retired civil servant 18 Oleka Kanu 76 Isiyi 6/8/12 Isiyi Retired principal 19 Lucy Nwosu 83 Ovim 12/8/12 Ovim Retired teacher/Methodist
women leader 20 Obialor Benson 88 Eluama 19/8/12 Eluama Retired teacher/title elder 21 Chief Emma Nwachukwu 85 Amaibo 8/12/12 Amaibo Medical Doctor 22 Mrs. Nwakaego Okafor 90 Eluama 9/12/12 Eluama Retired teacher/community
women leader 23 Mrs. Adaugo Maduakor 52 Umuakwua 10/12/12 Umuakwua Teaching/Headmistress 24 Mrs. Helen Nnaji 80 Umuobiala 4/01/13 Umuobiala Retired principal 25 Mr. Odumuku Aja 90 Acha 22/6/12 Acha Retired Methodist
reverend/community leader 26 Dr. Norbert Okoroegbe 58 Otampa 25/6/13 Mbalano Medical Practitioner 27 Engr. Goddy Obialor 55 Amuta 25/6/13 Mbalano Registered Engineer 28 Rev. Mark Onyeforo 53 Eluama 30/6/12 Eluama Methodist reverend 29 Eze, Chris Abor 70 Eluama 30/6/12 Eluama Traditional Ruler 30 Eze, Ezo Ukandu 82 Ahaba 2/7/2013 Ahaba Traditional Ruler
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A.2:Archival Materials
N.A.E, 9/1/4738, O.P. 1087, “Intelligence Report on Isuikwuato Clan, Okigwe Division-Owerri Province” by Fox Strangeways (1931).
N. A.E. 9/1/4738, O.P. 1087, “Intelligence Report on Isuikwuato Clan, Okigwe Division- Owerri Province” by Fox Strange ways (1931).
N. A. E., Ok3/1926, Okdist 1/5/1, Annual Report, 1927.
N. A. E. Op1846 Vol. VIII on Prof 8/1/4903 Annual Report Owerri Province, 1932.
N. A. E., Ok8 Okdist 2/1/6 Methodist Schools in Okigwe Division 1946.
A.3:Government Gazettes The Third National Development Plan 1975-1980, Central Planning office
Lagos, 1975.
“Universal Basic Education (UBE) for Nigeria,” Abuja: Federal Ministry of Education, 2000.
Federal Republic of Nigeria, Implementation Guidelines for Universal Basic Education (UBE) Programme. Abuja: Federal Ministry of Education 2000.
“Implementation Guidelines for Universal Basic Education (UBE) Programme,” Abuja: Federal Ministry of Education, 2000.
Statistics of Primary and Post-Primary Institutions in Eastern Nigeria (1959/1960), Enugu: Ministry of Education.
“Report on the Review of Educational System in Eastern Nigeria (Dike Committee Report), “Official Document”, No. 19. Enugu: Ministry of Education, 1962.
“Report on the Conference on the Review of the Education System in Eastern Nigeria, “Official Document,” No.25. Enugu: Ministry of Education, 1965.
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“The Edict and Rights of Parents” East Central State Public Education Edict No. 4 Enugu: Ministry of Education Government Printers, 1970.
Public Education Edict-Place of the Community. Ministry of Information and Home Affairs, East Central State, Enugu: Government printers, 1971.
Ndubuisi Kanu, Introducing Imo State, Owerri: Ministry of Education, 1977.
“Brief on Imo State, Nigeria,” Owerri: Ministry of Education and Information, 1977.
Handbook on School Administration, Imo State Ministry of Education and Information. Owerri: Government printers, 1977.
Imo State Review, Ministry of Education and Information, Owerri, No. I. November 1977.
Imo State Review, Ministry of Education and Information, Owerri, No. 3. October 1978.
1980/1981 Handbook, State Education Commission Okigwe Zone.
1981/982 Handbook, State Education Commission Okigwe Zone.
Post Primary School Management Board (PSSMB) Isuikwuato School Record and Statistics, 2005.
A.4:Town Records
Letter to Members of Isuikwuato Improvement Association, 8 October 1956, from the minutes of meeting, Isuikwuato Improvement Association held on 10 November 1956.
Letter from the Okigwe Northern Country Council to the Isuikwuato Improvement Association, 3 November 1957, minutes of meeting, Isuikwuato Improvement Union held on 5 February 1958.
105
Letter from the Roman Catholic Mission to the Isuikwuato Improvement Association 18 August 1959, minutes of meeting, Isuikwuato Improvement Association of 7 September 1959.
Minutes of meeting, Isuikwuato Improvement Association 5 December 1959.
Minutes of Meeting, Isuikwuato Improvement Association held on 10 January 1962.
Letter from the Isuikwuato Improvement Association to the R.C. M. Bishops of Umuahia, 17 January 1962, Minutes of meeting of Isuikwuato Improvement Association held on 10 January 1962.
B: Secondary Sources
B. 1: Newspapers and Magazines:
Eke, A. Y. “UPE in Nigeria, A Must” Renaissance 29 June 1974.
Gowon, Y. “UPE in Nigeria” Daily star, 25 February 1974.
Odey, D.E. “What is our National Policy on Education” Daily Times, 30 August 1975.
Okoro, S. “Nigeria Crippling Educational System” Daily Star, 6 October 1979.
Okunooum, B.N. “A Cell for Free Education for All” Daily Times, 12 July 1974.
Durojaiye, A.O. “UPE” A Revolution all Nigerians Must Support,” New Nigeria, 13 March 1974.
B.2: Journals Edun, J.A. Case for Reform in the Universal Basic Education Programme in
Nigeria, Journal of Sociology of Education. Vol.(2). No. 1. (2008), 117-121.
106
Fafanwa, A. B. “African Education and Social Dynamics” West African Journal of Education, Vol. 10. No 11 (June 1963), 56-58.
Nnadozie, J.C. Critical Historical Antecedents of Universal Basic Education the Nigeria UBE Journal, Vol. 1. No.12 (2001).
Obanya, B.C. Universal Basic Education in Nigeria with focus on Global antecedents UBE Journal, Vol. 1. No.2. (2000).
Okonkwo, O.S. ”Problems, Progress and Issues in Financing and Management of Primary Schools in Nigeria: Proposed solutions” Educator today. A Quarterly Journal of the Federal Ministry of Education vol. I. No.2. (1988).
Olatunji, M.O. The Concept of Life-Long Education and its implication for Nigeria Teacher. A Journal of Teacher Education Kaduna, (2009).
Ubah, C.N. “Western Education in Africa: The Igbo Experience 1900-1960”, Comparative Education Review vol. 24. No. 3 (1980).
Ukeje, B.O. UBE in Nigeria, Logistics, Implementation strategies. The Nigeria UBE Journal, Vol. 1 No. 1. (2000).
Dodss, F.W. Twenty-six years in Nigeria, some results September 1919, “Herald of the primitive Methodist-Missionary Society xiv (March 1920).
B.3: Books
Anene, J. C. Southern Nigeria in Transition 1985-1906. London: Cambridge University Press, 1966.
Anthony, F. The Sociology of Development. Lascasthire: Causeway Press Limited, 1986.
Ayandele, E. A. The Missionary Impact on Modern Nigeria, 1842-1919. London: Longman Press, 1966.
Anyika, F. Methodism in Igboland, Eastern Nigeria 1910-1932: Genesis and Growth. Onitsha: Cape Publishers, 1997.
107
Basden G. T. Among the Ibos of Nigeria. London: Francass Company, 1966.
Basden, G. T. Niger Ibos. London: Francass Company, 1966.
Brown, C. N and Hiskette, M. (eds) Conflict and Harmony in Education in Tropical Africa. London: George Allen-Unwin, 1975.
Cook, L. A. A Sociology Appraisal to Education. London: McGraw-Hill, 1994.
Crowther, M. The Story of Nigeria. London: Faber and Faber, 1962.
Datta, A. Education and Society: A Sociology of African Education. Hongkong: MacMillian, 1984.
Ekechi, F. K. Missionary Enterprise and Rivalry in Igboland, 1857-1914. London: Trancass, 1972.
Ekeh, P. “Social Exchange Theory: The two traditions” in Ken Menzies (ed.) Sociological Theory in use. London: Routledge and Kegan Paul, 1982.
Enyi, D; Community Participation in financing Education in Nigeria: A Synthesis of issues, challenges and imperatives. Enugu: Timex, 2011.
Fafunwa, A. B. A Short History of Nigeria Higher Education. London: Mac Malian Press, 1971.
Fafunwa, A. B. History of Education in Nigeria. London: George-Allen and Unwin, 1974.
Gagg, J. Modern Teaching in African Schools. London: Evans Brothers, 1958.
Green, M. M. Igbo Village Affairs.(London: Francass, 1964.
Hilliard, F. H. A Short History of Education in British West Africa. London: Nelson, 1957.
Homanns, G. “Social Behaviour: Its Elementary Forms” in Ken Menzies (ed.), Sociological Theory in use. London: Routtedge and Kegan Paul, 1980.
Holmes, B. Education Policy and the Mission Schools. New York: Holmes and Meier, 1979.
Igbo, E. M. and Anugwom, E. E. Social Change and Social Problem: A Nigeria perspective. Nsukka: AP Express Publishers, 2002.
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Ikime, O. (ed) Groundwork of Nigeria History. Ibadan: Heinman Education Books, 1980.
Isichei E. A History of Igbo People. London Macmalian Press, 1980.
John, G. E. The Sociology of Post Colonial Societies: Economic Disparity, Cultural and Development. Cambridge: University Press, 1966.
Johnson, W. Economic Development in Africa. New York: McGraw Hill, 2002.
McMichael, P. Development and Social Change: A Global Perspective. Thousand Oaka, C.A: Pine Forge Press, 2006.
Mkpa, M. A. Contemporary Issues in Nigerian Education. Awka: Mekslink Publishers 1978.
Morrison, D. R. Education and Politics in Africa. London: Heinemman, 1972.
Nduka, Otonti. Western Education and the Nigeria Cultural Background. London: Oxford University Press, 1964.
Nkokelonye, C. U. History of Education: Ancient and Modern. Nsukka: University Trust Publishers, 2005.
Nwangwu, N. A. (ed) U.P.E: Issues, Prospects and Problems. Benin: Ethiope Publishers, 1979.
Okeke, A. N. “Traditional Education in Igboland”, F.C Ogbalu and E.N Emenajo (eds) Igbo Language and Culture. Ibadan: University Press, 1962.
Okezie, A. Encounter with Jesus: Christianity in Igboland 1970 to Present. Port-Harcourt: Victory Press, 1985.
Onwuka, C. I. A. Introduction to Education: The Nigeria Perspective. Enugu: Ugorin Publisher, 2011.
Onwuka, C. J. A. History of Nigeria Education: Philosophical and Historical Dimensions. Onitsha: Geelinks Publishers, 1997.
Ozigbo, I. R. A. A History of Igboland in the 20th Century. Enugu: Snaap Press, 1999.
Pieterse, J. N. Development Theory. London: Sage Press, 2010.
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Reagan, M. D. Administration of Public Policy. New Jessey: Printeton Press, 1999.
Simmel, G. “The Problem of Sociology,” in Essay on Sociology, Philosophy and Aesthetices, by Georg Simmel, ed. And trans. Kurt Wolff. New York: Harper and Row, 1959.
Taiwo, C. O. The Nigeria Education System: Past, Present and Future. Lagos: Thomas Nelson, 1980.
Ugbor, O. The Origin of Isuikwuato. Aba: E.P Works, 1956.
Ukeje, B. O. Schools and Society in Nigeria. Enugu: Fouth Dimension Publishers 1986.
Ukeje, B. O. Education for Social Reconstruction. London: Macmalian, 1966.
Weiler, H. Imperatives of Education. London: Crowther Press, 2009.
Weiler, H. The Family, Education and Society. London: Routledge and Kegan Paul, 1986.
Whitehead, A. N. Aims of Education and other Essays. New York: Macmalian Company, 1949.
William, B. Education, Social Structure and Development. London: Holmes and Meiser, 1979.
B.4: Unpublished Materials
Ogwo, O.B. “History of Isuikwuato: Past and Present (Unpublished) 1985.
Adult Education
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