EDM101 — History of Educational Management in Nigeria: Lecture Note

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LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS COURSE CODE: EDM 101 COURSE TITLE: History of Educational Management in Nigeria COURSE CREDIT LOAD: (2 Units C: LH:30) LISTS OF SERIES: 1. Educational Management in the Traditional Context of Nigeria 2. Management of Education during the Pre-Colonial Era 3. Educational Administration in the Pre-Independence Era 4. Trends in Educational Management in the Post-Independence Era 5. Roles of Federal, State, Local Governments, Boards, and Voluntary Agencies in Managing Education Outline for Series 1 Part 1.1 Meaning and Nature of Educational Management in Traditional Nigeria • Definition of educational management in the traditional context • Characteristics of traditional educational practices • Objectives and values guiding traditional education Part 1.2 Structures and Methods of Traditional Educational Management • Organisation of learning within families and communities • Role of elders, chiefs, and community leaders in managing education • Methods of instruction: oral tradition, apprenticeship, and communal activities Part 1.3 Roles and Responsibilities in Traditional Educational Management • Contribution of families and kinship groups • Role of religious institutions and cultural practices • Community participation and collective responsibility Part 1.4 Impact and Legacy of Traditional Educational Management • Influence on social cohesion and cultural preservation • Limitations of traditional management systems • Enduring relevance of traditional practices in modern educational management Introduction

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Education in Nigeria did not begin with formal schools or government agencies, but with traditional systems of learning that were deeply rooted in culture, values, and community life. In villages and towns, children were taught through observation, imitation, and participation in everyday activities. These practices shaped not only individual skills but also the collective identity of society. Understanding how educational management functioned in the traditional context provides a foundation for appreciating the later developments during the colonial and post-independence periods. The aim of this Series is to introduce you to the meaning and nature of educational management in traditional Nigeria, to explain how learning was organised and controlled, and to highlight the roles and responsibilities of families, communities, and cultural institutions in sustaining education. We shall commence this Series by examining the meaning and nature of educational management in traditional Nigeria. Next, we will explore the structures and methods through which education was organised, including oral traditions and apprenticeship. Following that, we will consider the roles and responsibilities of families, elders, and religious institutions in managing education. Finally, we will wrap up by analysing the impact and legacy of traditional educational management, showing how its values continue to influence modern practices. Series Learning Outcomes Series 1: Educational Management in the Traditional Context of Nigeria Upon completing this Series, you should be able to: • SLO 1.1 define the concept of educational management within the traditional Nigerian context, • SLO 1.2 explain the structures and methods used to organise and deliver traditional education, • SLO 1.3 analyse the roles and responsibilities of families, elders, and cultural institutions in managing education, and • SLO 1.4 evaluate the impact and legacy of traditional educational management on social cohesion and its relevance to modern practices. 1.1 Meaning And Nature Of Educational Management In Traditional Nigeria 1.1.1 Definition of educational management in the traditional context Educational management in the traditional Nigerian context refers to the organisation and control of learning within families, communities, and cultural institutions before the advent of formal schooling. It was not a written system but a living practice embedded in everyday life. The term educational management here means the deliberate planning, coordination, and supervision of

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS learning activities to ensure that children acquired the skills, values, and knowledge necessary for survival and social cohesion. Learning was holistic, covering moral, vocational, and social aspects. It was not separated from life but integrated into daily experiences such as farming, trading, storytelling, and religious rituals. Fill in the blank: Educational management in traditional Nigeria was primarily concerned with __________ and control of learning within communities. Diagram showing the flow of traditional educational management from family → community → cultural institutions. Caption: Figure 1.1 Flow of traditional educational management 1.1.2 Characteristics of traditional educational practices

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Traditional educational practices were marked by several distinct features: • Community-based learning: Education was a collective responsibility, with elders, parents, and leaders all contributing. • Practical orientation: Skills were taught through direct participation in farming, crafts, hunting, and household activities. • Oral tradition: Knowledge was transmitted through stories, proverbs, songs, and riddles. • Value-driven: Emphasis was placed on respect, honesty, hard work, and loyalty to the community. • Continuity: Learning was lifelong, with adults continuing to acquire wisdom and pass it on. Fill in the blank: One major characteristic of traditional education was its reliance on __________ tradition for transmitting knowledge.

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Image of elders teaching children through storytelling under a tree. Caption: Plate 1.1 Storytelling as a method of traditional education 1.1.3 Objectives and values guiding traditional education The objectives of traditional education were not merely academic but deeply social and cultural. They included: • Preservation of culture: Ensuring that customs, beliefs, and practices were passed on. • Social integration: Preparing individuals to function effectively within their community. • Skill acquisition: Training in farming, crafts, trade, and warfare.

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS • Moral development: Instilling virtues such as respect for elders, honesty, and communal responsibility. The guiding values were collectivism, where the welfare of the group was prioritised over individual ambition, and responsibility, where each person was expected to contribute to the survival and progress of the community. Fill in the blank: Traditional education aimed at both skill acquisition and __________ development. [Insert box here] Box 1.1: Selected values of traditional Nigerian education • Respect for elders • Honesty in dealings • Hard work and diligence • Loyalty to community • Preservation of culture AI prompt suggestion: “Create a simple text box listing values of traditional Nigerian education.” Search string: “values of traditional African education OER text resource” Pilot Questions (for Part 1.1) 1. Define educational management in the traditional Nigerian context. 2. List three characteristics of traditional educational practices. 3. Explain how oral tradition functioned as a method of instruction. 4. Identify two objectives of traditional education and relate them to community life. 5. Discuss the values that guided traditional education and their relevance to modern practices. 1.2 Structures And Methods Of Traditional Educational Management 1.2.1 Organisation of learning within families and communities In traditional Nigeria, education was primarily organised within the family and extended community. The family served as the first school, where parents and older siblings taught children basic skills such as farming, cooking, and trading. Beyond the family, the community reinforced learning through collective activities like festivals, communal farming, and market participation. The community acted as a supervisory body, ensuring that children were properly trained to uphold cultural values and contribute to social life. Elders monitored progress, corrected behaviour, and provided guidance. Fill in the blank: The __________ was regarded as the first school in traditional Nigerian education.

LA-NET | ONLINE LEARNING VIDEO PLATFORM FOR POST-SECONDARY & HIGHER INSTITUTION STUDENTS Diagram showing concentric circles of learning: family → kinship group → community → cultural institutions. Caption: Figure 1.2 Organisation of learning in traditional Nigeria 1.2.2 Role of elders, chiefs, and community leaders in managing education Elders, chiefs, and community leaders played a central role in educational management. They were custodians of wisdom, traditions, and moral standards. Elders taught through storytelling, proverbs, and rituals, while chiefs and leaders ensured that education aligned with community needs and cultural preservation. Community leaders also acted as mediators, resolving disputes and reinforcing discipline. Their authority gave legitimacy to educational practices, and their involvement ensured that learning was not only individual but also communal.

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