In recent weeks, a concerning trend has emerged online, where some individuals have labelled the presence of British schools in Nigeria teaching the British curriculum as a form of “second colonization.” This narrative has prompted calls for caution among parents and the wider Nigerian community. It is essential to address the role of technology in disseminating misleading information, as the accessibility of smartphones allows anyone to produce and share videos that can perpetuate falsehoods. Disturbingly, I encountered a video in which a woman, who claimed to have received a British education, nonetheless propagated these unfounded assertions.
As an education enthusiast with over a decade of experience attending educational exhibitions —I have had the opportunity to engage with representatives from schools in the UK, USA, and Canada. A consistent theme in my conversations has been the distinctiveness and strengths of the British curriculum. Notably, this curriculum incorporates a rich integration of world cultures. For instance, the child of a neighbour who attended secondary school in the UK was studying the works of Nigerian Nobel laureate Wole Soyinka in an African history class—a topic that, ironically, is absent from many Nigerian schools, where history has been removed from the curriculum.
Reflecting on the role of British schools in Nigeria, I recently attended an open day at one such institution in Lagos. The school showcased local cultural dancers, providing entertainment for guests. My curiosity led me to inquire of the Director of Education why they chose to feature cultural music and dancers instead of opting for a DJ playing popular Western music. His response was both enlightening and reassuring: he explained that wherever they establish a school, they strive to embrace the culture and traditions of the host country. This approach ensures that students benefit from the British curriculum while remaining connected to their cultural and traditional heritage. Such a commitment to cultural integration is both commendable and vital in fostering a holistic educational experience.
Then, the establishment of British schools that integrate both a British curriculum and local culture into their educational offerings is a huge blessing that must be embraced and appreciated. While the narrative claiming that the presence of British schools in Nigeria represents a form of neo-colonialism or “second colonization.” often propagated on social media, is not only misguided but also overlooks the numerous benefits these schools bring to Nigeria’s education system.
Addressing the Misconception of “Second Colonization” The term “second colonization” implies an exploitative relationship reminiscent of historical colonialism, where one nation subjugates another for its own gain. However, the establishment of British schools in Nigeria is based on collaboration and mutual respect. These institutions are not merely transplanting a foreign educational model; they are adapting to local contexts by integrating Nigerian culture, languages, and histories into their curricula. This approach fosters a bicultural educational experience that prepares students for a globalized world while simultaneously honouring their heritage.
Revitalizing Nigeria’s Education System
Nigeria’s education system has faced significant challenges in recent years, including inadequate infrastructure, outdated curricula, and insufficient teacher training. The introduction of British schools can be seen as a much-needed revitalization effort. These schools bring established expertise, innovative teaching methods, and resources that can significantly enhance the quality of education. By focusing on critical thinking, creativity, and practical skills, British schools empower students to become active participants in their own futures.
One of the most compelling arguments against the narrative of neo-colonialism is the fact that British schools in Nigeria are often at the forefront of teaching African history. This is ironic, considering that history was removed from the Nigerian school curriculum by government decision-makers concerned with political factors rather than educational enrichment. In contrast, British schools are stepping in to fill this gap, ensuring that students learn about their own heritage and the broader African context. This not only helps to instil a sense of pride in students but also cultivates a more comprehensive understanding of global history.
The infusion of local culture into a British curriculum provides a unique educational experience. Students are not only receiving a high-quality education that adheres to international standards but are also encouraged to appreciate their own cultural identity. This dual approach helps students develop a sense of belonging while preparing them for a diverse world where intercultural competence is increasingly valuable.
The establishment of British schools in Nigeria also has economic implications. These schools create jobs for local teachers, administrative staff, and support personnel, contributing to the local economy. Additionally, they often engage with the community through outreach programs and partnerships, fostering social responsibility and community development. The presence of these institutions can stimulate local economies, attracting families who may not have otherwise considered relocating to certain areas.
Rather than dismissing the contributions of British schools, it is essential for stakeholders to engage constructively with this development. Critics of British schools should focus on advocating for improvements within the Nigerian education system itself. For instance, discussions about reintegrating history into the national curriculum, improving teacher training, and investing in educational infrastructure would be more beneficial than perpetuating divisive narratives.
The establishment of British schools in Nigeria is not a harbinger of colonialism but an opportunity for educational enrichment and cultural exchange. By blending British educational standards with Nigerian history and culture, these schools are fostering a new generation of learners equipped to navigate the complexities of a globalized world. It is crucial to recognize the positive impact these institutions can have on Nigeria’s educational landscape and to engage in constructive dialogue that prioritizes the growth and improvement of the entire education system. Instead of resisting change, we should embrace the expertise and resources these schools offer which could lead to a brighter future for Nigerian students.
