Rethinking Compulsory Teaching of History in Nigeria School System: The Emergent Issues

Abstract

Since the advent of western education in the 19th century through the effort of Christian missionaries and its subsequent growth and control by the government, history as a discipline of study feature prominently in the curriculum. This cut across all levels of education, primary to tertiary. However, from 1970s, the situation began to change when emphasis of
government policy was on industrial development. The teaching and learning of science and technical courses were given more priority than arts and humanities of which history is one. Since then, the number of students offering history continued to decline and the subject becomes endangered as it is no longer taught in most schools. In Universities, it struggle for survival leading to change of nomenclature to attract students. However, of recent, the federal government has made teaching and learning of history compulsory at basic level of education. It is in the light of this, the paper attempt an examination of issues related to its teaching and learning. Using reconnaissance survey, interview and instant literature in data collections and analysis. The paper observed that major problems to its teaching and learning may include teaching personnel, methodology of teaching, relevant text books and teaching aids that may affect access, equity and quality. The paper therefore concluded that the problems could be overcome through production of relevant text books, provision of teaching aids, training and retraining of teachers and constant supervision.