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Introduction


Education is the indispensable factor that can help in bringing about development of a nation. The main facet of the Nigerian education can be said to be progressive in nature as it lays stress on functionalism. The arrival of the Christian missionaries and colonisation of the Nigeria by that of British colonial masters has helped in the imposition of essentialism on the educational system of Nigeria. Colonial brand of the education has helped to perceive education as the central body of the essential knowledge and they have to be transmitted to the individuals entering school (Abdulrahman et al. 2021). It has helped to make the teachers within Nigeria strict that can help them to act as model of the emulation. Colonisation of the Nigeria by the Britain has lasted around a century and it has created a great influence in the country. The Europeans wanted to introduce the western education within Nigeria so that it can fit ordinary individual for fulfilling useful part within the environment. It can help exceptional individual for making use of abilities that can help in advancement of community. Colonial education within Nigeria was actually a policy that can aid in separate development of Muslim areas and that of non-Muslim areas. The colonial education has been aimed at the spiritual purification of learner so that it can be relevant for needs and the interests of society in Nigeria. This essay throws light on influence of the colonialism on the education system within Nigeria and its implications for the country.
 

Colonial Education Of Nigeria


Colonial Government had come to Nigeria in around 1851 however it did not involve itself within provision of the Western Education till the year 1877. Western education can be said to be related to Christian missionaries and in between 1842- 1914, there were ten various Christian missions which started to carry out intensive missionary work within Nigeria. The schools had been built and missions made the struggle for the pupils that helped in the proliferation of the primary schools which have been established by various missions. The grant was given by Colonial Government of around £ 200. 00 and they have been offered to three crucial missionaries which have been operating within Lagos for recognising the work (Akanbi and Jekayinfa 2019). This act evolved to become first known involvement of the government within the western education of Nigeria. In the year 1882, Colonial Government had been instrumental in enacting first education ordinances in regard to Colonial Government for controlling education within Nigeria. Twin forces of the missionary activity and the western education has helped to reinforce divisive tendencies within Africa Nigeria inclusive. Effect of the British education has paved the way for the creation of “marginal man” and it was found that minority within the society has helped to share preferred culture to the significant extent.
 
 
There had been phase of the world-wide depression and it started during the time of Second World War from the perspective of politics and it helped in igniting clamour by Nationalist Movement of Nigeria for that of self-government. It was found that in between 1944- 1960 was period of the self-determination and expansion of education within Nigeria. The development helped to form basis for promulgation of 1948 Education ordinance that helped in the decentralisation of educational administration within the country (Offiong 2019).  Colonial Government had been instrumental in reviewing educational plan for ten years within Nigeria. It has helped in the appointment of director of the education that has helped to map out the procedure for the assessment of grants-in-aid by the mission schools. Educational system within southern part of the Nigeria consisted of the four year junior primary education and it had been followed by that of four year senior primary education and that of six year secondary education.
 
 
School system within northern part of the Nigeria consisted of the four year of that of junior primary schooling, three years of the middle school, secondary classes from 1 to 6 within some areas and the middle school classes from 1 to that of 6. The education is of great importance for a country and it has to be acquired for personal good and State. Proper education can be said to be crucial for personal and the national development and it can help to advance career of an individual (Hubbard 2021). The kind of the education which had been introduced was western kind of the education and it had been introduced by the colonialism. The western education had been initiated within Nigeria in the year 1842 however year 1900 helped in marking onset of the colonialism. The arrival of the western education can be stated to be stage that has helped in the processing of colonisation. The western education had been introduced within Nigeria by colonial administrators and it had been aimed at the pacification of area (James 2018).  It was meant for the elite class and it was found that domination and the oppression had been disseminated with the aid of educational means. Motive behind introducing western education by colonialists was aimed for increasing development of colony. Colonial agents possessed series of the problems for administration of people and for exploiting natural resources in the land. There had been problem of the acceptance of the colonial agents in certain parts of the country and there was the problem of language barrier in the areas in which the local people had to accept colonial agents. Education had been used by them for tackling problems of the land. The emphasis had been laid on enabling the people so that they are acquainted with the culture and people had been prepared for living together in effective and efficient manner (Cornelius, Amujo and Pezet 2019). The western education had been product of the missionary activity and the colonial government has helped in reinforcing divisive tendencies within the African societies. There had been the noticeable divisions in between the individuals who had received the western education that comprised of the educated class and the other individuals who were illiterates. The educated individuals used to treat the illiterates for being inferior and this helped in the creation of enmity in between the two. It had been found that even among the educated class, there existed discrimination which was centred on kind of the school being attended and level of education which was being attained. The colonial legacies like the boundary disputes and urbanisation have not helped in providing environment for the sustainable development within Nigeria (Uzomah 2018). The kind of the education which was being provided was aimed at overcoming the language barrier that can pose challenges for colonial administration. It can help in the production of reliable natives for the occupation of posts of the responsibility to be filled by the subordinate Europeans at the great cost. British educational system was not aimed at addressing aspirations of the individual that created negative effect on lives of the people.
 
 
The elite class being produced by this kind of the education helped to discover that colonial policies and the programmes were not aimed for developing local people. They started to call for the change and agitation that can help in the assertion of their independence. The colonial western education wanted to give rise to small group of the clerk artisans and the capitalist farmers so that it can help to have the socio-political control on the local people. The colonial western education was not provided so that it can cater to sustainable development however limitations had been placed on its standard and the scope (Oladejo 2019). The missionaries used to target people belonging to the lower class and they wanted to convert these group of the people. The new converts helped to acquire the new status and within various societies, they became more significant in comparison to traditional authorities. The reversal of the authority created the way for conflict within various societies. The colonial policy of education created the way for cultural and economic divisions within the society that created great implications on its progress. The missionary expansion within southern Nigeria has helped in the production of discontent impatience of any kind of control and unjust assumption of the self that was crucial for the individual (Ndubuisi 2018). The main reason behind the involvement of the British in the educational system of Nigeria was not meant for the expansion of educational facility and desire of the British people was to provide restriction on expansion schooling.
 

Nature Of Colonial Education Of Nigeria


The western education had come to the Nigeria with that of Christian missionaries in the middle half of nineteenth century. Church missionary society (CMS) had been the first British Christian organisation for the setting up of schools within Nigeria. The colonial education helped in the creation of small class of the skilled technical and administrative functional who helped to perpetuate domination of society by offspring of the members of the overthrown ruling autocracy. Western education laid stress on 4rs- Reading, Writing, Arithmetic and Religion and this kind of new education helped to prepare recipient for job opportunities as the clerks (Bauer, Platas and Weinstein 2022).
 
 
It can be argued that colonial brand of the education had not been essentialist by the orientation and education was viewed to be central body of the essential knowledge which have to be transmitted to the individuals entering the school. It helped in the establishment of proper code of the conduct for localities for the elevation of overall standard of the educational process. The schools that had been set up by the missions had been the boarding schools as it was believed that children had to be developed along their civilised lines. The daily lives of the individuals have to be supervised and controlled that can help to create positive effect on lives of the individuals (Abdulrahman et al. 2021). The aim of education was to purify mind of learner and it was on account of the belief that it had been expected that man had been born evil within unsuitable and the sinful world. The colonialists expected that the teachers of Nigeria would be the disciplinarian so that he can be worthy of the emulation. The knowledge had been imparted to learners and it had been expected that teacher would make use of lecture method and play way system of the education. It had been expected that the Nigerian learners would be mute and they would sit and look up. The learners used to imitate the teachers and they believed the teacher of being role model within the classroom. The colonial educational policy within Nigeria had been policy of the separate development of Muslim areas and that of non-Muslim areas. Fundamental basis for the administrative policy had been religious and that of political and there has to be protection and preservation of Muslim areas (Akanbi and Jekayinfa 2019).  It was necessary that the non-Muslim areas had to be opened to the western education and colonial administration of Nigeria helped in developing two kinds of the educational programs- one for Muslim areas and another one for that of non-Muslim areas. There were spread of the mission schools in 1950’s and it had made southern parties commit themselves to the policies that can help in benefitting the south. There were emirs in the north and it helped in the maintenance of form control over the policies in regard to economic and the political change. The educational opportunities and other kinds of the social services can be perceived for being threats to that of status quo. The goal of British people had been to provide secular education that would be free from any kind of the religious propaganda. There was however problem of lack of the manpower and they had to depend on Christian missionaries for developing educational programs. The government schools had been established for sons of the chiefs and the mallams in the year 1904. Lord Lugard, governor of Northern Nigeria Protectorate and Protectorate of Southern Nigeria had established the government schools and he wanted that mallams had to be taught in English (Offiong 2019).   The colonial policy helped to permit joint educational program in between government and that of native administration. It was not instrumental in the destruction of Quranic schools but they can be permitted for existing side by side with that of new schools. The scheme had not been received well by Muslim teachers and religious prejudices helped to contribute to prevention of expansion of the scheme. The policy of the protection helped in explaining educational backwardness of the north and it accounted for gap in level of the educational development in between north and south.
 
 
The first government schools had been established in the year 1929 within non-Muslim areas and second one had been established in the year 1932. The schools had been established for purpose of the production of elementary school teachers who after the process of training had been instrumental for the establishment of elementary schools within the area. It had been found that by the end of 1930’s, there were not present elementary schools in comparison to those within the Muslim areas (James 2018). Colonial administration by the policy helped in the abandonment of non-Muslim areas to the Christian mission and they had been bothered about training of pastors and the evangelists. The primary aim was not for the advancement of educational process but for enabling converts for reading and writing that can help to make effective usage of the scriptures. The government started to make the bold intervention for the promulgation of codes and the regulations within the wider society. It started to appoint the inspectors for the purpose of providing grants to the schools for ensuring quality in different parts of the nation. It has served as the foundation for educational policies implemented within Nigeria however after attainment of the independence it had been discovered that the colonial system of the education was not able in meeting needs of nation. There were appointment of inspectors within the primary school setting so that it can help in raising overall standard of the education within the schools.
 

Effect Of Colonialism On Primary Education In Nigeria


Colonial brand of the education can be stated to be essentialist by the orientation and aim of the educational process was to seek spiritual purification of learner. It had been upheld within the educational system of Nigeria and it had been brought out within National policy on education (2004) and it has been indicated that education of Nigeria has to develop child in the spiritual manner. The colonial system of examination used to lay stress on the examinations and it was made use of for judging the educational results of the individuals. The Nigerian students involved themselves within examination malpractices that made it possible for the undeserving candidates for obtaining higher grades and the certificates (Hubbard 2021).  The colonial educational system laid emphasis on indigenous system of the education of that of Nigeria. The missionaries used to encourage boarding accommodation that can help in supervising and controlling learner along the proper lines. It had been instrumental in depriving the child from learning moral and other kinds of the education to which they had been used to. The colonialist system used to involve the boarding accommodation and it deprived them of opportunities as colonial education was mainly material oriented. Children used to miss other kinds of the training that had been available outside boundaries of the school. The Nigerian children were not able to offer services to the parents that was needed as part of preparation for the future life.
 

The colonial authorities had been instrumental in introducing different means that can help to ensure survival of the individuals. It was found that western education helped in creating dichotomy within status of the individuals. It helped in creating differences in between rich and poor people and colonial system had been designed in a manner that can make educated individual for not having priorities that can enable them for working hard. The colonisers helped in the introduction of new set of the formal educational institution that helped in supplanting the educational system that used to prevail in the earlier times (Bala 2019). The colonial system helped in the stimulation of values and the practices that paved the path for new informal education. The educational system did not grow out of African environment and it had been designed in a manner that can help in the promotion of rational usage of the material and the social resources that can help to bring about development of an individual. The education was used as a tool by the British for the cultivation of religion and the cultural hegemony within Nigeria. The colonialists used to oppress inhabitants and they were compelled to be subjected to the foreign values. The subjugation created the way for domination of people within the wider community of Nigeria (Matandela 2020). There was the enactment of educational ordinances by the colonialists in 1882, 1887 and 1916 that were made use of as the guidelines for the administering of education. It was instrumental in serving as the foundation for educational policies and the educational laws in regard to the educational administration within Nigeria. The progress within the educational system was found to be slow however it was found to be steady across colonial era. Nigeria had undergone decade of the exceptional educational growth that created the way for movement for the universal primary education within Western Region and in the northern part of the country.
 

The schools were being operated by the missionary groups within southern provinces of the Nigeria. The colonial administration had been instrumental for the introduction of first education ordinance as they wanted the schools for providing education to pupils that can help in responding to needs of the colonial state. The ordinance helped in the establishment of board of the education and government approval for the opening of the new schools. The proprietors of missionary schools used to resist modest reforms as they had been wedded to religious orientations of curricula (Maiangwa, Suleiman and Anyaduba 2018). They were not able to perceive government efforts for bringing about improvement in overall quality of the education being provided to the individuals. The colonial government provided support to the missionary schools and they had been permitted with free range for the establishment of new institutions. It was found that in early 1900’s, education within southern provinces of the Nigeria was mainly affair of missionary organisations which operated within the region. Role of the government within education system was found to be limited for providing the grants-in-aid and the supervision of schools. Government was able to realize efforts for improvement of scope of the education and the mission schools had been provided with grants-in-aid for meeting basic standards which have been set by government (Aimua 2021). The colonial government did not own the schools within the protectorate. Colonial administration were interested in attracting the good students for filling rolls within the school. The new education code was called Education Proclamation 19 and it had been implemented on the 1st of June, 1903. The goal of education policy was meant for ensuring that the proper education were being provided at primary and the intermediate schools that can help in effective preparation of the pupils. The incentive of the new policy had been the allocation of the grants-in-aid that can help to take into consideration school attendance of the students. The new code helped in providing empowerment to Board of the Education for drawing up the syllabus of the instruction for the primary schools (Abdulrahman et al. 2021). It can be instrumental in setting educational standards in regard to the primary schools within Nigeria. There was extension of system of that of district primary schools and they had been the expectations which evolved into the government schools of the future. The funding had come from the three sources: government grants, tuition for students and the trading firms. The district needing the school had to contribute amount which had been equal to government grants so that it can provide site for school. The education was the partnership in between colonial administration, native administration and that of local people. The co-operation was found to be reflected within local school committees which helped in exercising administrative role over that of the schools.  Education Code had been amended in the year 1904 that can help in vesting control of the schools on High Commissioner instead of that of Board of Education (Adejumo 2022). The change made local boards lose control over the expenditures of the school however it possess crucial role for overseeing process of the administration within the schools. The revenues that had been generated by schools had been going within public purse had been supported directly with the aid of public purse.
 

It has been found that during decade of 1900’s, the education within Southern provinces had been primarily within domain of missionary schools and colonial administration helped in providing assistance to the schools. Poor quality of the education had been provided by Christian missions and it necessitated that colonial government adopt the measures in regard to supervision and the intervention of education sector. There was the realization that mission groups had not been able in meeting needs of the colonial state were not satisfied by limiting intervention to the grants however they wanted operation of the schools (Ndubuisi 2018). There was process of intervention of colonial state in the education sector had been revealed however there existed the concerns among the missionary groups that colonial administration had been encroaching within the domain. State started process of providing the grants to mission schools and they wanted standardisation of exams and the class attendance. The attendance and examination performance became the yardstick that helped in the assistance of the schools. The assisted schools had been subjected to supervision of the government however the government started to insist on curricula in regard to the assisted schools.
 

Educational Policy For Primary Education In Nigeria


The Constitution of the colonial Nigeria laid emphasis on policy of the decentralisation in the year 1954. It started the initial experiment for providing Universal Primary Education that started within western region in the year 1955 and Eastern region of the Nigeria started to follow suit in 1957 in the respective manner. The considerable efforts were being made for the development and expansion of educational facilities within North. The pupils were not involved in paying fees within government schools and colonial government started to provide encouragement to the individuals for not sending the children to schools (Okoye, Pongou and Yokossi 2019). There existed apathy towards system of the western education and people wanted to send children to Quranic school and western education was being viewed with the suspicion. The problem was falling out of policy of colonial government that restricted activities of missionaries within the area. It helped to curtail spread of the Christianity and the western education within Muslim Northern protectorate. Free enterprise helped in characterising missionary work within Southern protectorate that created the way for widening of educational gap in between northern and southern parts of the Nigeria. The grants in aid had being provided to the missions and the schools of voluntary agencies but it was found that Quranic schools were being excluded due to their peculiar curriculum. The educational policy during the times of independence had been concerned with using of the schools for developing manpower in regard to economic development. There existed legacies of the colonialism and it helped to underline problems of the nation which was being faced by Federal Republic of the Nigeria since the years of independence in the year 1960 (Sa'idu and Jamal 2022). This had created the way for shaky democratic foundation that created the way for first military coup in the year 1966. The educational policy was found to be narrowed in scope and it failed to meet aspirations of the Nigerians. There were criticisms in regard to educational policy and it was inclusive of irrelevant curricula and obsolete methods that created negative effect on lives of the individuals.
 

There was the convening of National Curriculum Conference in the year 1969 and it helped in reviewing educational system and the goals. It helped in the identification of new national goals in regard to Nigeria that helped in the determination of future and the direction of the education within the country. The conference had been first national attempt for changing colonial orientation of Nigerian educational system that helped in the promotion of national consciousness within process of the education (I Ibrahim and Nurudeen 2022).  The education was the social service and investment was being made within manpower that acted as top priority of government. It had been found that there had been improved revenue position in the year 1976 and it had been created by oil boom. The Federal Government of the Nigeria started the ambitious Universal Free Primary Education (UPE) programme and access had been expanded within the tertiary education sector (Dascomb 2019). It had been instrumental in increasing number of the unity schools within the framework of the country. UPE had been geared towards providing the children in between six and twelve years of the age and it had been instrumental in bridging educational gap within the country. The programme started with a great deal of promise and it failed in achieving goals for the eradication of illiteracy. It took place owing to dearth of adequate planning that can be stated to be a consequence for dearth of the adequate data. The schools had opened for registering of pupils instead of 2.3 million children who were being expected and 3 million children who had arrived for being registered. It created the way for underestimation in provision of the classrooms that brought about negative effect on the educational system of Nigeria.
 

The significant change that took place during this period was takeover of the schools from missionaries by that of the government. It created the way for unified educational system on the basis of 7-5-2-3 policy of education and candidates at the terminal stages had to sit for the external examinations and they were being certified on the basis of their performance. There had been government financing of the education on the large scale and it helped in the inclusion of tuition free university education for national policy on the education. National Policy on the Education was being revised for accommodation of changes in direction of the education that had been brought about by development in technology (Maiangwa, Suleiman and Anyaduba 2018). The education was highly rated within national development plans as education was a crucial instrument of the change within the wider society. It helped to bring about fundamental changes in social outlook of the society which was followed by the educational revolution. It can be remarked that state of the education was unsatisfactory owing to resultant consequence of dearth of proper national education policy and funding crisis. The findings of educational sector analysis helped in confirmation of poor state of the education within Nigeria. Access to the basic education can be said to be hindered by the gender issues alongside with socio-cultural beliefs (Akanji, Odekunle and Odejide 2018). It was found that there existed wide disparities in the educational standards at different levels of educational system. There had been revision of the policy in 1983 and the revision had been aborted at a later time in the event of second democratic government being toppled by Military. Federal Military Government started to promulgate various degrees that helped in guiding and regulating conduct of the educational process. The era helped in witnessing down turn in economy that created the way for trade unions unrest within the country. There had been another revision of policy and educational system had been designed in a manner for allowing recipients for continuing careers with the aid of apprenticeships and vocational training programmes. The Constitution helped in providing impetus to equal and the educational opportunities at various levels of educational system. It aided in promotion of the science and eradication of the illiteracy by providing provision of universal primary education and free adult literacy programme. The objectives for the primary education had been provision of the functional literacy and cultivation of the positive attitudes which helped in offering support to the national development (Korieh 2020).  The staff within the primary school had been recruited by local government authorities and school possessed their administrative system which was under leadership of the head teacher or the school principal. The English language was medium of the instruction within Nigeria and national policy helped in advocating usage of mother tongue for teaching lower levels of primary school. There were many pupils who completed education and they remained within the city and they ended up in bottom rung of ladder of the society and took up the menial labour like the pushing of trucks.
 

Conclusion


There was the introduction of western education in Nigeria by the colonial administrators and it helped to pacify the area. It had been meant for elite class and domination and oppression were being spread with the help of educational means. Motive behind introduction of western education by colonialists was to bring about development of the colony and colonial agents had various problems that can help to administer people in the right manner. The colonial education created small class of skilled technical functional that helped in the perpetuation of domination of society by offspring of the members of ruling autocracy. There had been supervision of daily lives of individuals which aided in the creation of positive influence on lives of people. The education had been created for purification of mind of the learner and it was believed that man had been born evil in the unsuitable world. It can help to advance educational process that can help the converts to make proper use of scriptures. The government made bold strategies for promulgating codes and regulations in the society. It helped in the appointment of inspectors that can help to provide grants to schools that can help to ensure quality of the education.
 

References


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