An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian Universities

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 39 An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian Abstract Abdul-Fatah Kola Makinde, Department of Religious Studies, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria E mail: makindeabdulfatah@yahoo.co.uk or akmakinde@oauife.edu.ng Empowered by the Federal Government of Nigeria, the National Commission (NUC) is charged with oversight functions for Nigerian universities. In the exercise of these functions, the NUC set minimum standards and suggests curriculum. This paper examined the place of moral education in the general studies programmes of the Nigerian universities. It discussed the concept of morality and moral education. It also examined moral education in religion. The paper appraised the National Commission minimum standards on general studies before assessing the moral and religious education in the general studies programmes of some Nigerian universities. The paper adopted random sampling method in selecting the universities. The paper drew conclusion from the findings made on the assessment of the general studies programmes of the selected universities. Introduction University education is the training provided by universities in order to make people to be mentally and morally prepared to work in various sectors of the economy or areas of culture of a nation. Various programmes are, therefore, designed and taught so as to achieve this broad goal. Since a university has many courses to offer to prepare candidates for specialization in different fields or areas, students are made to take some general studies courses in order to expose them to some areas outside their fields of study for the purpose of having general knowledge. The National Commission (NUC), a body empowered by the Nigerian law to lay down minimum standards for all academic programmes in Nigerian universities, designed some courses as general studies minimum standards to be offered by Nigerian universities. The goal of the general studies, according

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 40 to NUC, is to produce well rounded morally and intellectually capable graduates with vision and entrepreneurial skills in an environment of peace and social cohesiveness (NUC, 2007:17). According to the National Policy on Education, one of the educational aims and objectives to which the philosophy of Nigerian education is linked is the inculcation of the type of values and attitude for the survival of the individual and the Nigerian society (National Policy on Education, 2004:8). It is regrettable to note that this aim cannot be said to have been achieved on many graduates of the Nigerian educational system given the immoralities present in and outside the university system. Makinde (2003:80) noted that various types of immoral acts like disrespect for teachers, thuggery, sexual abuse, stealing, drug addiction and even murder are rampant in schools. The moral laxity in Nigerian tertiary institutions is becoming alarming and Ikechi and Akanwa (2012:456) highlighted unethical practices in the tertiary level of education to include cultism, drug abuse, nudity, prostitution, sexual harassment and admission syndicate and racketeering. In addition, the endemic corruption that pervades Nigerian society calls for moral and religious education in the curricula of Nigerian universities. As observed by Makinde (2010:82), corruption is a cankerworm which has penetrated the bodies of almost all Nigerians and killed their senses of honesty, transparency and accountability. To be able to combat this problem, educational institutions should not be left out. Moral and religious education needs to be given utmost priority in the university curricula. Although, moral and religious education is embedded in some academic programmes of some universities, it seems it requires better attention because of its importance. All students undergoing degree programmes, regardless of area of studies, need to be made to study moral

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 41 education under the general studies programmes. This is because it is believed that the developments of the intellect and of moral character are intimately related. The inclusion of moral education in the University of Ibadan B.Ed. degree programme being run at the Osun State College of Education, Ilesa tagged GES 122 Morality and Education I and GES 222 Morality and Education II served as stimuli for this paper to look into how Nigerian universities give priority attention to moral education in their general studies programmes. This paper, therefore, examined the general studies programmes of some Nigerian universities to assess the extent to which moral and religious education is offered under the general studies programme of Nigerian universities. The Concept of Morality The terms moral and ethical are interchangeably used in ordinary language but differ in concepts. Ethics comes from the Greek words ethos, meaning character while morality comes from Latin moralis, meaning customs or manners. Ethics seems to pertain to the individual character of a person or persons, whereas morality seems to point to the relationships between human beings. According to Thiroux (1998:3), in ordinary language, whether we call a person ethical or moral, or an act unethical or immoral, does not really make any difference. However, in philosophy, the term ethics also is used to refer to a specific area of study: the area of morality, which concentrates on human conduct and human values. Morality, according to Baumrind (2005:29), concerns questions of virtue, character, the good life, and the good society, with an emphasis on obligatory rules of conduct. To Rorty (1999:8), morality as it lives and breathes is an educational institution; it is designed to

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 42 produce certain types of persons, with specific virtue, mentalities, habits and skills directed to affect the world in a certain way. Crittenden (1999:51), opined that morality is directly concerned with a certain range of actions: not only the manifest behaviour, but the thoughts, attitudes, motives, feelings, dispositions of the agent. Jacobson (2010:49), in his expatiation on morals, made use of the argument of Dewey that moral, more than a list of right and wrongs, are deeply embedded in our relationships with each other. While trying to justify the values of morality, Philips (1979:46) referred to James Hemming position on what are the attributes of moral values. These are those values which are especially venerated in a society because they are regarded as essential to the good conduct of personal and social life they provide dependable structure within which the affairs of the society and its members may be carried on. Moral Education Moral education involves education in morality, with particular emphasis on what is morally good (Oyelade, 2008:15). It can be regarded as the teaching or attempt to teach standards of right or wrong. In view of the characterization of education by Hirst and Peters (1970:19-25) as the initiation of persons into desirable forms of life, Jones (1974:659) argued that although these rough criteria can be questioned as general standards for the application of the word education, he contended that they may be tentatively accepted with regard to moral education. Hence, he concluded that whatever else it may involve; moral education does involve knowledge, understanding, and the development of desirable qualities. Due to emphasis placed on science and technology at the neglect of moral education in African society today, Oyelade (2008:14) observed that if our education is lopsided in the

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 43 direction of science and technology we might be heading for having a society with high scientific consciousness but little humanistic consciousness particularly in terms of humane perspective of life. A worthwhile education should target the total development of learner s personality. But in a situation why emphasis is given to transmission of knowledge and cultivation of occupational skills without moral education, a vacuum must have been created in the life of the individual. Nyabul (2009:31) observed that Africa is faced with problems which include corruption, poverty, hunger, aids and war, and posited that they could be addressed, partially or wholly, through moral education. As a result, moral education is necessary for Africa s social, economic and political development. Development can only be achieved where people are able to keep to what is right and go away from what is wrong. Teaching moral education, particularly in schools, while the learners are still young and malleable, can help in moulding their character. Moral Education in Religion It is believed that religion is concerned about morality, though morality is not necessarily concerned about religion (Nyabul, 2009:36). Moreso as Thiroux for instance, argued that morality needs not be based on religion and raised some reasons to buttress his point, he agreed to the fact morality is concerned with religion but should not be based solely on religion (Thiroux, 1998:21-22). The argument goes on to state that one can be moral without necessarily being religious. Morality, therefore, is related to religion in the sense that the latter teaches people to be moral and many people look towards religion for moral guidance. According to Hutchison (1976:239), there is much about religion that simply has

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 44 to be taught, and to let children discover everything for themselves or to adopt a laissezfaire attitude to religion in schools would be, to commit a sin against the children. Moreso, in achieving an ideal society, Warren (1997:65) advanced the theory of George Albert Coe on religious education. Central to the theory was the democracy of God, by which he meant the ideal society wherein individuals enact God s loving will in every aspect of their lives to the mutual edification of all. The antagonists of religious education in schools argued that religion is a divisive force, particularly in pluralistic society. The question of what kind of religious education or religious values can be taught or transmitted that will not aggravate conflict is raised (FitzGerald, 1986:699). Although, Nigeria is a multi-religious nation, the fact remains that its pluralistic nature in this context is not as complex as what they have in the Western society. The three principal religions in Nigeria i.e. African Indigenous Traditional Religion, Christianity and Islam adore moral education and teach it. For example, African tradition believes in giving moral education right from home when the parents teach their children good morals. Instructions are given to youth at homes and during the performance of rites of passages. Christianity also teaches morals and encourages moral education. There are a lot of Biblical passages that preach good behaviour and avoidance of evils. In Christianity, according to Opeloye (2014:213), moral laws are part and parcel of religious laws. Moral laws are properly entrenched in the overall Biblical legal provisions. Islam also values morals and encourages embarking on moral education in all ramifications. The concept of morality is important in Islam in view of the fact that Islamic moral law is part of wider sharī ah legal provisions designed to guide Muslims in their interpersonal relationships (Opeloye, 2014:213).

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 45 The Islamic morals, according to Abdalati (n.d:40), deal with the relationship between man and God, man and his fellow men, man and the other elements and creatures of the universe, man and his innermost self. Lari (1997:21) noted that man s real perfection lies in his liberating himself from the straits of illusory lusts and physical pleasures and in advancing on the part of humanity by edifying his sensibilities, disciplining himself and becoming acquainted with higher ideas and a wider horizon. Islam believes that human being is created with the potential for both good and evil. The only means through which man can be made to distinguish between goodness or badness of an action is religion. Hence, religion provides moral education in order to guide man to the path of goodness (Utz, 2011:98). NUC Minimum Standards on General Studies The National University Commission (NUC) is empowered by Decree (Act) No. 16 of 1985 as contained in the National Commission amended Decree (Act) No. 48 of 1988 to lay down minimum standards for all programmes taught in Nigerian universities. Consequently, the Commission in collaboration with the universities and their staff developed minimum academic standards for all the programmes taught in Nigerian universities in 1989 (NUC, 2007:2). The minimum academic standards developed for all the programmes taught in Nigeria universities in 1989 called Minimum Academic Standards (MAS) contained general studies courses with their credit units as follows:

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 46 s Credit Units 1. Use of English 4 2. Philosophy and Logic 2 3. History and Philosophy of Science 2 4. Nigerian Peoples and Culture 2 5. Introduction to Computers 3 6. Application of Computers to Arts 3 Source: NUC Approved Minimum Academic Standards, 1989 The MAS was later reviewed. Some of the compelling reasons included the need to update the standard and relevance of university education in the country as well as to integrate entrepreneurial studies and peace and conflict studies as essential new platforms that will guarantee all graduates from Nigerian universities the knowledge of appropriate skills, competences and dispositions that will make them globally competitive and capable of contributing meaningfully to Nigeria s socio-economic development. Consequently, new documents called Benchmark Minimum Academic Standards (BMAS) were produced and put into use in the year 2007. The documents contained thirteen disciplines and the General Studies programme taught in Nigerian universities. (NUC, 2007:2). The general studies courses contained in the BMAS are shown in the table below: S/N Course Credit Units 1. GST111 Communication in English 2 2. GST112 Logic Philosophy and Human Existence 2 3. GST113 Nigerian Peoples and Culture 2 4. GST121 Use of Library, Study Skills and Information 2 Communication Technology 5. GST122 Communication in English II 2 6, GST123 Communication in French 2 7. GST123 Communication in Arabic 2 8. GST211 History and Philosophy of Science 2 9. GST222 Peace Studies and Conflict Resolution 2 10. GST223 Introduction to Entrepreneurial Skills 2

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 47 Source: NUC BMAS, 2007 A critical examination of the general studies programmes in both the MAS of 1989 and BMAS of 2007 of the NUC showed that while the general studies courses were six in the former, the latter has ten, but none of the two takes into cognisance moral and religious education. One, therefore, feels that if the MAS did not take care of moral and religious education, the revised edition known as BMAS ought to have taken care of it because the goal of general studies in the BMAS is to produce well rounded morally and intellectually capable graduates NUC, 2007:17). It is to be noted that while the BMAS is only expected to serve as benchmark for minimum courses, universities are free to offer more courses than what the NUC provides. A university may decide to include other general courses in its academic programmes which many universities have done. This study was then carried out to determine the level of inclusion of moral and religious education in the general studies programmes of Nigerian universities. Moral and Religious Education in the General Studies Programmes of Nigerian Attempt is made here to assess the general studies courses of Nigerian universities to determine whether or not moral and religious education is given priority attention in their general studies programmes. Nigerian universities are divided into three categories vis federal, state and private universities; the first two are government or public ones. The total number of Nigerian universities is 129; out of which the federal is 40, state 39 and private 50 (www.nuc.edu.ng). For the purpose of this study, only public universities comprising federal

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 48 and state owned were taken into cognisance because private universities are established to achieve certain objectives which are personal to their owners or proprietors. The exclusion of private universities gives a total number of public (federal and state) universities in Nigeria as 79. Due to the nature of the study, coupled with its limited time and space, a random sampling technique was adopted as research method. Hence, out of the 79 public universities, 13 representing 16.46% were examined. The University of Abuja in the Federal Capital Territory (FCT) and 12 randomly selected universities, two each from the six geo-political zones in Nigeria were studied. The tables below showed the general studies courses offered by the universities with explanations beginning from the University of Abuja and followed by two randomly selected universities from each of the six geopolitical zones. Table 1: General Studies Courses offered by the University of Abuja 1. GST101A Use of English 2. GST101B Use of English II 3. GST101C Use of Library 4. GST102 Philosophy and Logic 5. GST103 Nigerian Peoples and Culture 6. GST104 Science and Society 7. GST222 Peace and Conflict Resolution 8, GST301 Introduction to Entrepreneurial Skills Source: Information supplied by a lecturer of the University The above table showed that eight general studies courses were offered by the University of Abuja out of the ten general studies courses specified by BMAS of the NUC. The two that were left out are Communication in French and Communication in Arabic. However, it is glaring that this University did not offer general course on moral and religious education.

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 49 Table 2: General Studies Courses offered by two in South-East Geo-political Zone of Nigeria A. University of Nigeria, Nzukka, Enugu State B. Federal University of Technology, Owerri, Imo State 1. GSP101 The Use of English I 1. GST101 Use of English I 2 GSP102 The Use of English II 2, GST102 Use of English II 3. GSP105 Introduction to Natural Science I 3. GST103 Humanities 4. GSP106 Introduction to Natural Science II 4. GST108 Social Science I 5. GSP201 The Social Science 5. GST110 Science, Technology and Society 6. GSP202 The Issues in Peace and Conflict6. GST201 Social Science II Studies 7. GSP207 Logic, Philosophy and Human7. GST221 Peace Studies & Conflict Resolution Existence 8. GSP208 Nigerian Peoples and Culture Sources: Information obtained from the General Studies Handbooks of the University of Nigeria, Nzuka and Federal University of Technology, Owerri Table 2 above showed that while the University of Nigeria, Nzukka offered eight general studies courses, Federal University of Technology, Owerri offered seven. Moreso, while they offered the same general courses in some courses they varied in some; and while one used GSP as the course code, the other used GST. However, none of the two universities offered moral and religious education in its general studies programme. Table 3: General Studies Courses offered by two in South-South Geo-political Zone of Nigeria A. University of Port-Harcourt,, Rivers State B. University of Calabar, Cross River State 1. GES100 Communication Skills in English 1. GSS1101 Use of English & Communication Skills I 2. GES101 Computer Appreciation and 2. GSS1121 Philosophy and Logic Applications 3. GES102 Introduction to Logic and Philosophy 3. GSS1102 Use of English & Communication Skills II 4. GES103 Nigerian Peoples and Culture 4. GSS1112 Citizenship Education 5. GES104 History and Philosophy of Science 5. GSS1132 History & Philosophy of Science 6. GES300 Entrepreneurship 6. GSS2111 Computer Application I 7. GSS2112 Computer Application II

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 50 8. GSS3101 Entrepreneurship Development I 9. GSS3102 Entrepreneurship Development II Sources: Information supplied by a lecturer at the University of Part Harcourt and Information retrieved from the website of University of Calabar www.unical.edu.ng Table 3 above showed that the University of Port Harcourt had only six courses in its general studies programme while the University of Calabar had nine. While some courses were similar, a number of them varied. The former bore GES as its course code while the latter bore GSS. The two, however, did not offer general studies programme on moral and religious education. Table 4: General Studies Courses offered by two in South-West Geo-political Zone of Nigeria A. University of Ibadan, Ibadan, Oyo State B. University of Lagos, Akoka, Lagos State 1. GES101 Use of English 1. GST102 Philosophy, Logic and Philosophy of Science 2. GES102 African Cultures & Civilization 2, GST103 Nigerian Peoples and Cultures 3. GES103 Government, Society and the 3. GST105 Use of English Economy 4. GES104 Science, Industry and Mankind 4. GST201 General African Studies 5. GES105 Agriculture, Renewable Natural 5. GST214 Basic Computer Studies Resources, Animal Husbandry and Health 6. GES106 Philosophy and Logic 6. GST307 Entrepreneurship and Corporate Governance 7. GES107 Reproductive Health, Sexually Transmitted Infections (STIs) and Human 8. GES201 Use of English II 9. GES301 Introduction to Entrepreneurial Skills Sources: Information retrieved from the website of the University of Ibadan www.ui.edu.ng and University of Lagos GST Handbook Table 4 above showed that nine general studies courses were offered by the University of Ibadan while only six were offered by the University of Lagos. While there were common features in their general studies programmes, there were differences in number, some

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 51 courses and course codes. Also the code of the former bore GES and that of the latter bore GST. However, the two did not have moral and religious education. It is to be mentioned that although University of Ibadan did not have a course on moral and religious education in its general studies programme within the University, it had it in its B.Ed. degree programme being run at the Osun State College of Education, Ilesa. GES 122 Morality and Education I and GES 222 Morality and Education II were offered there. This may be because the degree programmes there were solely on B.Ed. and the University felt that moral education should be included in its general studies programme. This was what spurred this investigation into the status of moral education in the general studies programmes of the Nigerian universities as earlier mentioned. Table 5: General Studies Courses offered by two in North-East Geo-political Zone of Nigeria A. University of Maiduguri, Maiduguri, Borno StateB. Taraba State University, Jalingo, Taraba State 1. GST111 Communication in English I 1. GST101 Use of Library 2, GST112 Logic and Critical Thinking 2, GST102 Logic, Philosophy and Human Existence 3. GST113 Nigerian Peoples and Culture 3. GST104 Nigerian Peoples and Culture 4. GST122 Use of Library and Study Skills 4. GST202 Communication in English 5. GST123 Information and Communication5. GST301 Communication in French Technology 6. GST211 Communication in English II 6. GST303 Communication in English II 7. GST212 Philosophy and Human Existence 7. GST305 Peace Studies & Conflict Management 8. GST221 History and Philosophy of Science 9. GST224 Peace Studies and Conflict Resolution 10. GST231 Introduction to Entrepreneurial Skills 11. GST331 Introduction to Practical Entrepreneurial Skills Sources: University of Maiduguri GST Registration Guide & Information Supplied by a lecturer in Taraba State University

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 52 Table 5 above showed that eleven general studies courses were mounted at the University of Maiduguri while only seven were offered by the Taraba State University. While there were some differences in the features of their course, there were some similarities particularly in the area of course code. The two used GST as their course codes. However, their general studies programmes did not in any way include separate courses on moral and religious education. Table 6: General Studies Courses offered by two in North-West Geo-political Zone of Nigeria A. Usmanu Danfodiyo University, Sokoto, Sokoto State B. Ahmadu Bello University, Zaria, Kaduna State 1. GST101 Communication in English I 1. GNS101 Nationalism 2. GST102 Nigerian Peoples and Culture 2, GNS102 Environmental Health 3. GST103 Information Communication 3. GNS103 English and Communication Skills Technology 4. GST104 Use of Library and Study Skills 4. GNS104 History and Philosophy of Science 5. GST105 Communication in French 5. GSN201 Moral Philosophy 6. GST106 Communication in Arabic 6. GNS202 Entrepreneurship 7. GST211 Communication in English II 7. GNS301 Skills Acquisition 8. GST212 Logic, Philosophy and Human Existence 9. GST213 History and Philosophy of Science 10. GST214 Peace Study and Conflict Resolution 11. GST311 Entrepreneurship and Innovation 12. GST312 Venture Creation and Growth Sources: Information supplied by the Director, GST Programme, Usmanu Danfodiyo University and a lecturer at Ahmadu Bello Unversity Table 6 above showed that there were twelve general studies courses in Usmanu Danfodiyo University as against seven in Ahmadu Bello University. There were differences and similarities in their features; while the course code of the former bore GST, that of the latter bore GSN. The two, however, did not have separate general studies course on moral and religious education.

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 53 Table 7: General Studies Courses offered by two in North-Central Geo-political Zone of Nigeria A. University of Ilorin, Ilorin, Kwara State B. University of Jos, Jos, Plateau State 1. GNS111 Use of English I (including use of1. GST101 Use of English English) 2. GNS112 Use of English II 2, GST102 Nigerian People and Culture 3. GNS211 Philosophy, Logic and Nigerian 3. GST103 Philosophy and Logic Culture 4. GNS212 Introduction to Social Science and 4. GST104 History and Philosophy of Science Citizenship Education 5. GNS311 History and Philosophy of Science 5. GST222 Peace and Conflict Resolution 6. GST233 Entrepreneurship Sources: Information retrieved from the website of the University of Ilorin www.unilorin.edu.ng and information supplied by a lecturer at the University of Jos Table 7 above showed that the University of Ilorin and University of Jos had almost the same number of general studies courses. While the former had five, the latter had six. There were differences and similarities in their features; the former used GNS as its course code while the latter used GST. However, the two did not have separate general studies courses on moral and religious education. Conclusion From the above assessment on the general studies programmes of Nigerian universities, it is clearly shown that moral and religious education has not been given attention by Nigerian universities. There may be a number of factors responsible for this. Since the BMAS of NUC does not make any provision for moral and religious education, Nigerian universities may feel that they are not obliged to include it in their programmes. The controversies on the need for inclusion of moral and religious education in the curricula of university education may be another factor. However, it is the contention of this paper that moral and religious

An Assessment of Moral and Religious Education in the General Studies Programmes of Nigerian 54 education is crucial to university education in Nigeria if Nigerian universities aim at producing morally and intellectually rounded graduates. The vision must not be on science and technology as well as entrepreneurial skills alone. It must also be on morality too. This, therefore, suggests that as Nigerian university education emphasises entrepreneurial skills, equal emphasis should be placed on moral and religious education to balance it. Any university product or graduate without necessary moral education cannot do the nation any good, particularly at this period when the country is faced with a lot of challenges of moral degradation and insurgencies of various natures. Muraina and Ugwumba (2014) carried out a study on misconduct among students of some tertiary institutions in Nigeria and concluded by recommending that moral education should be included in the general studies programmes. The NUC should, as a matter of urgency, carry out a review process on the BMAS with a view to including moral and religious education in the general studies courses. Nigerian should also note that since BMAS is about minimum standards and many Nigerian universities had added some other general studies courses, moral and religious education should be taken into consideration and be included in the general studies courses. References

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