PSYCHOLOGICAL EFFECTS OF THE IRREGULARITY IN THE CURRICULUMS OF LOWER BASICS IN THE NIGERIAN EDUCATIONAL SYSTEM AND POLICY

Abstract

The lower basics is the most critical period of education in a child’s life which influences the foundations of learning. The irregularity of the educational system in Nigeria in the last 50 years has brought the system into a state of confusion and this has regressed the quality of education offered in Nigerian schools and further had an adverse psychological effect on children in the lower basics. Using the method of critical evaluation, the current research seeks to examine the psychological effects of the irregularity of the Nigerian educational system and policy in the lower basics. It has been observed however that the changes in the education system in Nigeria has not translated into quality education delivery in schools as it were an indication that operational factors are defective and this in turn affects the pupils psychologically. This paper is anchored on the cognitive developmental theory by Piajet which clearly emphasis a child’s mental development. The researcher thus recommends that the education sector must be well-funded by government, and schools especially at the lower basics must be adequately equipped with the requisite quality infrastructure. Also, lower basics teachers need to be well trained in order to impact the right knowledge to the pupils. Only then can the desired change be realized and the goals of education achieved especially in the lower basics.