Educational Policies of Nigeria and South Korea Essay

nurture has been the corner stone of the success of both economy. In cost of those countries which hire been colonized and put on adopted a governance that was highly repressive in nature, one could importantly compete that such(prenominal)(prenominal) would post an effect to how direction was being delivered, the degree of goodness of the aforementioned, the demands of the market and the availability of jobs, and fin ally its effects to the economy.This paper focuses on the educational history and policies of Nigeria and South Korea in relation to the British military politics of the Nigerians and the Japanese occupation and the American military regimen of the South Koreans. These policies and norms are then significantly related to their employment systems and its effect on their economy.The objectives of this probe are the following 1. To establish a brief account of the educational policies and norms of Nigeria and South Korean and significantly identify its relatio nship to the military regime. 2. To significantly identify the effects of the educational policies and norms in relation to the availability of jobs to the citizens and thus the continuous demands of the market for such jobs and finally 3. To know the effects of educational excellence, jobs availability and demands to the sustainable development of an economy. Review of Related Literature tuition and Military Government in Nigeria One of the major constitutional changes that happened to the government of Nigeria was in 1953, a few eld after the valet contend II.Such a change took effect through the London collection attended by both Nigerian and Colonial officials which places the boorish low the rule of a Governor General, having the aforementioned the leader of the three commandment voices of the country. Such a change of the name of positions was a guidance for the British regime to increase the autonomous powers of the country thereby making education vested at the l ocal level, which is in accordance with the aim of unifying the theatrical role (Patterson, 1955, p. 94).Education, other than representation and taxation was one of the autonomous areas of governance that is designated to the of import government. As such it is with this respect that the government had ordered that the youth of Nigeria disregarding of any region should be given sound and uniform standards of exercise (p. 95). The objective of this educational policy is to have the youth fully brisk on their primary and substitute(prenominal) education so as to change them to seize higher(prenominal) education both inside and outside of the country. at bottom the new constitution, 34 subjects or areas of concern were given to the federal government to oversee. In addition with this, 14 subject areas were to a fault created and delegated to the federal government to be administered to individual regions. Consequently, it has also been perceived that the successful implementa tion of these subjects could alone happen if the individuals administering these areas were competent enough, hence resulting to the in truth high standards were implemented by the government in terms of employee recruitment (p. 5). Such a choose for the development of skills for the Nigerian youth resulted to the perceived shortness in terms of trained elderberry bush administrators and other technicians for various government and expert posts for the country. The federal government perceived that the shortage could only be remedied through higher education and long experience of the youth.At the end of 1953, it has been perceived that 5,000 senior service positions were available in which 3,300 of them were taken by overseas personnels or the expatriates. Only 800 positions are given to Nigerians, and there were still 900 positions more that were sluggish (World Bank, 1955, p. 23). The drive of the British Government to improve the education in Nigeria resulted to the govern ance of a weapons platform for development for African Territories under the British Crown.The program which was called the Colonial Development and Welfare Schemes was inaugurated in 1945 in which required the British Government to contribute 23,000,000 pounds sterling for ten years that would enable the country to develop and another loan of 26-500,000 pounds sterling that would be used to storehouse a number of projects including education and other research facilities (Patterson, 1955, p. 97).The result of such an effort on the end of the British Government paved the way for a consuming ambition among young Nigerians to be associated with the Government and take a number of white collar jobs (p. 8). Technical Education in Nigeria Technical education is placed as one of the major projects of the Ten-Year platform for Development and Welfare for the post-war Nigeria. Institutions that would cater to technical skills, trade, and handicrafts were created after the Second World Wa r. For instance, the Technical Institute of Yaba, the world-class center that was created outside Lagos offered three full-time and two part-time programs and special short courses.These skills were those relating to junior and senior technical and also teacher training. For a four-year education, the country had been offering instructions in wood working, drafting, sub-professional engineering, commerce and printing to those students who have completed eight years of primary education and have already passed a special catch up with examination. The senior technical course offered by the institute focused on courses in electrical, mathematical and civil engineering, architectural assistance and economics.Consequently, there were also teacher-training programs which offer a two-year course to prepare teachers for handicraft centers and secondary school craft courses (World Bank, 1955, p. 582-583). On the other hand, the Trade Centers at Yaba aimed to fire skilled craftsmen by offe ring courses which range from two to five years. The students in the first place learned on an apprenticeship basis after which they have already inform themselves with the tools of the trade and have learned to do simple tasks consequently pedantic instructions were given to the students averages one day every week.After the students have already gained the skills that are necessary, they were contacted by the trade center to go to enormous cities in order to work. Part of the educational system was also the refusal to learn new students until a new class graduates. As such, the intake and produce for just about courses happened only once in every five years. For the first five years of the operation of the Yaba Centre, there were only 85 students who had gradational while 18 were dismissed and 13 of them resigned (p. 84).The Weakness of the Nigerian Education One major weaknesses of the Nigerian education was the rock to have all areas of the Government to have properly st affed and well-trained individuals as such resulting in having schools to have its own standards and specializations and independence from other educational efforts. Such an act resulted at times to the replication of jobs or over specialization on some skills, which were often criticized to prevent holistic development.It has been argued by some scholars that schools that were operated by the departments of governments had the inclination to emphasize subjects that were too technical up to the extent of neglecting certain subjects such as English, Mathematics and the Social Sciences. As such, some students after graduating from departmental schools normally look for jobs that they believed will be necessary for their employment earlier than their abilities and interests (Patterson, 1955, p. 7-98).In effect of this, the inclination towards education had been something that was relative to that of available employment. extracurricular the market, it had been perceived that educatio n had no value and in the long run, had bear on little demand to the public. It is with this respect that competition among available jobs had been perceived to be very keen wherein the colonial Nigeria has clustered to commercial areas within the region (Davis and Kalu-Nwiwu, 2001, p. 1).It could also be significantly noted that education for women during the post-war Nigeria had also been problematic as although there were already several domestic science centers that were established, very few of them remained in actual operation. As such, the education of women had been lagging in the country. The education that was provided to women were those solely with regard to food preparation, sewing, cleaning, general sanitation and simple skills in nursing (World Bank, 1955, p. 588).