FULL PROJECT -CHRISTIAN EDUCATION AND NATION BUILDING IN NIGERIA

FULL PROJECT – CHRISTIAN EDUCATION AND NATION BUILDING IN NIGERIA

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Christian education is a potent instrument for instilling moral principles and teaching them. Orebanjo was correct in asserting that the only way to instill moral principles is via the official, informal, or nonformal teaching of religions; this is why religious education is an integral aspect of all religious rituals (Orebanjo 1974:434). If religion is excluded from education, it casts doubt on the ability of society to instill decent values. Additionally, UA Ajidagba asserts that Nigeria as a nation is in desperate need of moral and religious regeneration; hence, successive Nigerian governments have recognized the need of religious instruction via different educational strategies (Ajidagba 1996:1).

Christian education has been characterized in a variety of ways. On the one hand, it is seen as the teaching of a certain religion and its many facets – its beliefs, doctrines, rituals, traditions, ceremonies, and personal duties. According to Encyclopaedia of Education Research (1979:1123), religious education is defined as those religious enterprises that induct each new generation into the attitudes, beliefs, and practices of a particular religion, thereby perpetuating the religion while also providing the individual with a unifying center for his or her life. Religious education is the process through which a religious entity indoctrinates and instructs its members, particularly the young, in its beliefs and practices. On the other hand, Ulrich Hermel’s model of religious education examines religious education through the lens of the many theoretical and practical components of religiosity (Adam, Rothgangel & Lachmann 2014:15-20).

According to some, the Nigerian federal government took over mission schools after the Nigerian Civil War in 1970 in order to eliminate tribalism (Fagbunmi 2005:1-7; Efobi 2011:6). On the other side, education was seen as a massive government business rather than a private industry, which explains the government interference (Imam 2012:187- 189). Since the eighteenth century, mission schools built by foreign missionaries have pushed Western education, which was often free or heavily subsidized. Numerous current Nigerian leaders benefited from the missionaries’ free education, which laid the groundwork for Nigerian nationalism and independence. The majority of people believe that the government’s abrupt control of schools resulted in the collapse of education at formerly renowned institutions; morals and character development also suffered (The Guardian 2013:15). Given the essential role of formal education, it quickly became “the greatest social program of all federation governments,” accounting for up to 40% of certain state governments’ expenditures. Thus, by 1984-85, almost 13 million children were enrolled in over 35,000 public primary schools. In the 1970s, the federation adopted universal primary education as an official policy. Despite intense pressure throughout the 1980s, the aim has remained unachieved (Online Nigeria 2013:12). The study seeks to appraise Christian Education and Nation Building in Nigeria.

1.2 Statement of the Problem

Christian education has a number of challenges, including persistent teacher strikes and a large outflow of professors to richer pastures overseas. By 1990, the education problem had reached such proportions that it was expected that by the decade’s end, there would be insufficient workers to administer the country’s critical services (Imam 2012:189). The government’s refusal to sufficiently finance education and improve school conditions caused a hardship. As a result, interest groups increased their pressure on states to restore the schools to their proprietors.

Apparently, state governments, feeling overburdened, saw the demand for school handover as an easy way to avoid the statutory obligation for school food. Thus, by ceding hundreds of schools to their proprietors, they reduced their educational load. They believed this would be a solution, but it resulted in the creation of additional difficulties. These issues were exacerbated by a paucity of books and resources, a lack of motivation for study and writing, the usage of out-of-date notes and materials, and a lack of new laboratory equipment.

1.3 Objectives of the Study

The Main Objective of the study is to appraise Christian Education and Nation Building in Nigeria.. The specific objectives include:

  1. To find out how effective Christian Education is in Nation Building.
  2. To investigate the roles of Christian Education in Nation building.
  3. To identify the factors militating against the effectiveness of Christian Education in Nation Building.

1.4 RESEARCH QUESTIONS

  1. How effective is Christian Education in Nation Building?
  2. What are the roles of Christian Education in Nation building?
  3. What are the factors militating against the effectiveness of Christian Education in Nation Building?

1.5 STATEMENT OF THE HYPOTHESIS

Ho: The role of Lagos state Christian Education in National building is not effective.

1.6 SIGNIFICANCE OF THE STUDY

The study appraises Christian Education and Nation Building in Nigeria. The study shall therefore serve as veritable source of information to stakeholders to proffer interventions which will address the problem.

1.7 SCOPE OF THE STUDY

The study focuses on the appraisal of Christian Education and Nation Building in Nigeria..

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FULL PROJECT – CHRISTIAN EDUCATION AND NATION BUILDING IN NIGERIA

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