EDITOR’S NOTE: This section of this Blog was titled
"BUILDING A CREATIVE NATION" before now. However to reflect the new
project this Blog is embarking on, we are renaming the Blog page "CREATIVITY
FOR NATIONAL TRANSFORMATION IN NIGERIA."
In this
first post, the Publisher explains details and ramifications of this project.
The only point to be elucidated here is that the Blog promoters are going to
utilize their experience in the learning sciences to advance the project
outcomes and multiply its impact.
Learning sciences is an interdisciplinary field that studies teaching and learning. Learning sciences researchers are working to design more effective learning environments – including school classrooms, and also informal settings such as science centres or after-school clubs, on-line distance learning, and computer-based tutoring software. NAIJGRAPHITTI Blog is thus positioned as an informal learning environment for CREATIVITY and INNOVATION related topics for after-school activities, on-line distance learning, and computer-based tutoring.
By
Kenneth Nwachinemelu David-Okafor
I am fully convicted that mass competencies in creativity,
creative leadership and problem solving proficiency among all strata of
society should form the next phase of development for Nigeria’s learning curve
on the pathway to mature, sustainable nationhood. Without embracing accessible,
qualitative education infused with teaching creativity (and the full breadth of
its related concepts) while inculcating problem solving skills then Nigeria hardly will thrive.
After poring through 70 years of creativity
related conceptualizations, theorizing and research my discoveries challenged
me on a personal level, for a variety of reasons.
One of my most important conclusions:
Nigeria
has not prioritized creativity development as an educational objective while
the Nigeria’s education system and curriculum are not tooled for inculcating
creativity, creative thinking and problem solving competencies in learners for
the 21st century.
The above findings are part of a wide ranging investigation
I am involved with. Based on action research, multidisciplinary research
outcomes (using retrospective studies, comparative analysis and direct
observation) and exhaustive review of creativity and innovation literature, the
work examines the effects of not teaching creativity (along with its related
concepts), not facilitating innovation and the ramifications in wide ranging
areas pertaining to Nigeria’s creative potential including socioeconomics,
innovation systems, technical and vocational education, national inventiveness,
cultural and creative industries, and productivity.
One
of the most succinct description of Nigeria’s education system as far as
creativity development is concerned is a Nigerian scholar, Dr Stephen Bolaji
formerly of Department of Educational Foundations, Michael Otedola College of
Primary Education, Epe, Lagos, Nigeria (now at Charles Darwin University,
Northern Territory, Australia) in his 2007 Conference paper at the Philosophy of Education
Society of Australasia (PESA) conference presentation on Friday,
December 7th 2007, in neighbouring New Zealand.
 |
| Source: Evolving Creativity in Nigeria Education: A Philosophy Paradigm (Bolaji, 2007) |
In the abstract his
paper, Evolving Creativity in Nigeria
Education: A Philosophy Paradigm, Bolaji, wrote, "'The acquisition
of appropriate creative skills, abilities and competence both mental and
physical as equipment for the individual to live in and contribute to the
development of the society' is one of the cardinal objectives of national
policy on education by the Federal Government of Nigeria. It suffices to say,
that the Nigeria educational system is presently at a cross-road, in a
juxtaposed state, when compared with what is obtained (sic) in a developed
nation. That the system is in a state of doldrums is not an understatement.
This is a system that places premium on certification and theoretical
epistemology [rather] than innate abilities."
Bolaji
(2007) highlighted that scant scholastic and academic attention that Nigeria’s national policy
on education avails to identifying, analyzing and promoting teaching
strategies that actively nurture creativity in learners.
In
the same paper, Bolaji (2007) concluded, "Creativity is not only about the
development of innate ability, but also about development of skills borne out
of constant practice or training. Therefore, teaching and learning processes
that encourage memorization should be demystified or jettisoned. Skill
acquisition through technical/vocational training should be giving a priority.
"It
is a known fact that creativity leads to productivity and development in all
tiers of national endeavour, so formal school systems should also be given due
consideration, because expertise are needed for ideal governance and
administration of a nation’s resources."
Thus
I have chosen to become a "Creativity for National Transformation"
advocate and I am now motivated to help Nigeria to achieve:
o
promoting
the fostering of creativity for accelerated national/economic development and
social change
o
facilitating
the inculcation of mass competencies in creativity, creative leadership and
problem solving proficiency amongst all strata of society through non-formal
and informal learning platforms
o
teaching
creative problem solving and inventive thinking skills to every Nigerian
o
qualitative
and high-value education
o
empowering
leadership for improved decision making and critical judgement
Recently
I had the opportunity of writing on How
Nigeria Can Increase Her Current GDP 38 Times (CLICK HERE).
The essence of
that blog post was to draw attention to early child development and education
as well as the promotion of the importance of mathematics, science and reading.
In that post, I wrote on the findings of the report, titled 'Universal Basic Skills: What countries stand to gain', produced by two economists Eric Hanushek and Ludger
Woessmann commissioned by the Organization for Economic Co-operation and
Development (OECD) which includes the biggest ever global school rankings,
which rank 76 countries according to how well their students perform. The
analysis is based on test scores in maths and science, and is an expansion on
the OECD's PISA test scores. The report was published on May 13, 2015.
The key writers of the report of the OECD-funded
global school rankings, Eric Hanushek from Stanford University and Ludger
Woessmann from Munich University, say that education is a very important factor
in the long term wealth of a country.
My
main interest in the findings of this report is phrase education is a very
important factor in the long term wealth of a country.
One of the most important statements in 'Universal Basic Skills: What countries stand to gain' is that "Poor education policies and practices
leave many countries in what amounts to a permanent state of economic recession."
You may not have heard about the 3rd
International Literary Colloquium organized to mark Dr. Mu’azu Babangida Aliyu’s
58th birthday, held at the Idris Legbo Kutigi International Conference Centre,
Minna, Niger State when the then Governor who called himself the "Chief
Servant" held sway.
In his presentation titled Nigeria Needs Intellectual Creativity to Enhance National
Transformation and Economic Growth, Dr. Mu’azu Babangida Aliyu asserted
that Nigeria needs intellectual creativity to enhance National transformation
and economic growth. He observed that the country had the highest number of
educated people in Africa but had not impacted on the National transformation
and economic growth, hence the need for creativity out of the youths who were
the future leaders. He was of the view that formal education alone had no
relevance in the reconstruction of the nation without the reading culture. The
Governor lamented that Nigeria was lagging behind in the reading culture adding
that no nation in the 21st century could get its socio-political, economic and
technological advancement right if the educational status of her citizenry was
jeopardized.
My own thinking is completely at variance with the
position of the erstwhile "Chief Servant" and former Governor of
Niger State.
I will indicate here what essential is precisely
the kernel of "Creativity for National Transformation": Nigeria needs not only intellectual
creativity but all-round creativity,
creative thinking, problem solving and critical judgement in addition to
competent, intentional leadership to enhance national transformation and
economic growth!
In the long term,
"Creativity for National Transformation" is a Launchpad for
transitioning with ease into a wholesale "Knowledge Society" or
knowledge based society (KBS) which has aided several countries of the world achieve
clear social and economic transformation. Knowledge society "creates,
disseminates and utilizes knowledge for improving standard of living and
quality of life of the citizens in a sustainable manner" and such a
transformation comes as a new phase of the move to information society.
Transformation into knowledge-based economy (KBE) is inevitable for transition
to knowledge society. In such an economy, growth depends on the factor of
knowledge generation and utilization more than ever in human history.
Of course, we must mobilize for the concerted effort require for this change to happen.
We are seeking all those willing! Are you?
