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Geography in Genera l Educat ion in Niger iaOkp ala, Julie, Dr., Un iversity of Nigeria,Department of Education, Nsukka, NigeriaA B S T R A C T : T h i s p a p e r t r a c e s t h e d e v e l o p m e n t o f g e o g r a p h i c e d u c a t i o n i n N i g e r i a a n de x a m i n e s t h e v i e w s o f g e o g r a p h e r s , o t h e r a c a d e m i c s , s t u d e n t s a n d t h e p u b l i c a t l a r g e a b o u tt h e i m p o r t a n c e o f g e o g r a p h y . G e o g r a p h y ' s v a l u e i s i m m e n s e d e s p i t e t h e n o n - p r o f e s s i o n a ln a t u r e o f t h e d i s c i p li n e . N e v e r t h e l e s s , t h e r e i s a n e e d t o d e f i n e g e o g r a p h y ' s s ta t u s a n d e n s u r ec a r e e r p r o s p e c t s f o r s t u d e n t s . T h e N i g e r i a n G e o g r a p h i c a l A s s o c i a t i o n ( f r o m c l a s s r o o m t e a -a c h e r s t o t o p g e o g r a p h e r s ) m u s t p r o m o t e g e o g r a p h y , i m p r o v e i t s s t a t u s i n s c h o o l s a n d u n i -v e r s i t i e s , a n d c o n t i n u o u s l y r e s t r u c t u r e i t s c o n t e n t a n d m e t h o d s t o a d d r e s s p e r t i n e n t s o c i a ln e e d s .

D ev e l o p men t o f G eo g ra p h y a s a D i s c i p l i n e i n N i g er i aThe Colonial Era: Late 1800s to 1950s

Geographical education in Nigeria started in thesecond half of the 19th century. It was among the prim-ary school subjects essential for producing interpretersand court clerks for effective administration of the colo-nial government. Geographic studies were included insecondary education, which started in 1859, and in theuniversity in 1948. At the secondary and university levelsthe geography was dominated by British influence bothin personnel and philosophy. The teachers were mainlyBritish, the textbooks were the same as those used inBritish schools, and regional geography was the mainfocus. For example, the first university in the country,the University of Ibadan, used the same programme asits affiliate, the University College London. The pro-gramme was tailored to the needs and interests of Britishstudents. The philosophy of geography at Ibadan wasideographic and was designed "for a society in whichthere was the urgent need to produce graduate teachersfor secondary schools and administrators for the civilservice" (Alao 1978).

The Independence Era:Preparation for Independence and the 1960sIn preparation for national independence amongWest African colonies, an examining body at the

secondary school level, the West African ExaminationsCouncil (WAEC) was formed in 1954. This was aregional examining body for the British Colonies -Nigeria, Ghana, Sierra Leone, the Gambia; and Liberia.By the 1960s geographers in Nigeria (Ologe 1984;Willmer 1966) were criticizing the fundamental object-ives, content and methods of school geography asinadequate for the needs of Nigerian children. Forexample, using the WAEC school certificate exami-nation syllabus as the only guideline for teaching wascriticized. Willmer (1966) condemned the teaching ofgeography in schools which was geared solely to passingthe certificate examination. He suggested that forgeography teaching to be meaningful in schools, thesyllabus should be prepared by the teachers through theGeographical Association and then sent to theexamining body for incorporation into the examinationsyllabus.

The late 1950s and early 1960s witnessed a steadygrowth for geography in Nigeria. The founding of TheNigerian Geographical Association occurred in 1957. Inthe early 1960s the indigenisation process led to theopening of four universities and each had a departmentof geography as one of the foundation disciplines. In1962 the first University College at Ibadan became afullfledged university. A remarkable improvementduring this period was the number of Nigerians whoacquired higher degrees in geography and were qualifiedfor teaching in universities. The proportion of theexpatriates in universities began to diminish and by 1968the majority of faculty members were Nigerians.

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i m p o r t a n t a n d a r g u e d t h a t t h e s e c o u l d b e i m p r o v e dt h r o u g h g e o g r a p h y a n d p u t t o u s e i n m a n y a r e a s o fh u m a n e n d e a v o u r . W i t h r e g a r d t o a c q u i s i t i o n o f u s e f u lme n ta l a b i l i t i e s , h e e mp h a s i z e d t h a t g e o g r a p h e r s b y t h ev i r t u e o f t h e i r t r a i n in g l e a r n t o m a k e r e a s o n e d o r c r i ti c a lj u d g e m e n t s , a n d t o s e e p r o b l e m s n o t i n is o l a ti o n b u t i nth e i r t o t a l c o n t e x t s . T h e h o l i s t i c v i e w o f g e o g r a p h y w a sv a lu e d . A l s o , g e o g r a p h e r s p r a c t i c e t h e a r t o f t a c k l i n gp r o b l e ms a n d a r e t h e r e f o r e v e r s a t i l e s c h o l a r s . H ep o in t e d o u t t h a t g e o g r a p h e r s a r e c a p a b l e o f g iv in g ag o o d a c c o u n t o f t h e m s e l v e s i n m a n y d i f f e r e n t si t ua t io n s .

F in a l l y , O lo g e ( 1 9 8 4 ) c l a ime d t h a t g e o g r a p h i c a lt r a in in g e n g e n d e r s s p i r it o f c i t i z e n s h ip , p a r t i c u l a r l y w i thr e g a r d t o a p p r e c ia t i o n o f t h e i n t e r d e p e n d e n c e o f p e o p le sa n d p l a c e s o n t h e e a r t h ' s s u r f a ce 9 H e a r g u e d t h a t g e o -g r a p h y c a n i n f u s e t h e q u a l i t i e s o f g o o d c i t i z e n s h ip i nmu l t i - e t h n i c a n d e n v i r o n me n ta l l y d iv e r s e c o u n t r i e s l i k eN ig e r i a . H e s u mma r i z e d t h e p r a c t i c a l v a lu e s o f g e o -g r a p h i c a l e d u c a t i o n a s f o l l o w s :

9 . . a we l l tra ined geograp her shou ld be , and u sua l ly i s ab r o a d - m i n d e d c i t i z e n w h o i s k n o w l e d g e a b l e a b o u t m a n ' sr e l a t i o n s w i t h h i s e n v i r o n m e n t a n d a b o u t t h e s o c i o - s p a t i a lorgan iza t ion o f soc ie ty . He has a cr it ica l, inqu ir ing mind . Heis sk i l l ed in compi la t ion and use o f maps and s t ra teg ies and i scapab le o f wr i t ing sou nd co lhz ti ve a nd in terpre ta t i ve repor t s.These are qua l i t i e s wh ich are in grea t demand in a l l careersc o n c e r n e d w i t h m a n a g e m e n t o f h u m a n a f f a ir s w h e t h e r i nleg i s la t i ve work , in execu t ive pos i t io ns in genera l pub l ica d m i n i s tr a t i o n , o r i n p l a n n i n g . ( O l o g e 1 9 8 4 )

Students' Views of GeographyS e c o n d a r y L e v e l . W h i le e x t e n s iv e n a t i o n w id e r e s e -

a r c h h a s n o t b e e n c a r r i e d o u t o n s t u d e n t s ' v i e w s a b o u tg e o g r a p h y , t h e r e i s e v id e n c e t h a t s t u d e n t s a p p r e c i a t e t h ev a lu e o f g e o g r a p h y f o r e v e r y d a y l iv in g . N e v e r th e l e s s , a sa n a c a d e m i c s u b j e c t, g e o g r a p h y l a c ks p o p u l a r i ty a m o n gs e c o n d a r y s t u d e n t s . R e s e a r c h o n s t u d e n t s ' a t t i t u d et o w a r d s g e o g r a p h y h a s s h o w n t h a t f e w s t u d e n t s w r it e o ng e o g r a p h y i n s c h o o l c e r t i f i c a t e e x a min a t i o n s . R e a s o n sw h ic h s t u d e n t s h a v e f o r d i s l i k in g g e o g r a p h y ( O k p a l a1988) inc lude : (1) the wide scop e of the subjec t ; (2)g e o g r a p h y i s n o t r e g a r d e d a s a s c i e n t i f i c s u b j e c t i n t h eN ig e r i a n e d u c a t i o n a l s y s t e m; ( 3 ) p o o r r e s u l t s i n s c h o o lc e r t i fi c a t e g e o g r a p h y ; ( 4 ) g e o g r a p h y i s u n r e l a t e d t o t h e i rf u tu r e c a r e e r ; a n d ( 5 ) p o o r t e a c h in g . C o n c e r n in g t h es t a tu s a n d c a r e e r p r o s p e c t s , i n t h e N ig e r i a n s e c o n d a r ys c h o o l g e o g r a p h y i s v i e w e d n e i t h e r a s a s c i e n c e, n o r a s ap r o f e s s io n .T h e c o n c e r n r e g a r d i n g t h e w i d e s c o p e o f t h ed i s c ip l i n e r e s u l t s f r o m th e a t t e mp t t o i n c lu d e f a r t o om a n y c u r r e n t a n d e n v i r o n m e n t a l i s s u e s w i t h i n t h ec u r ri c u lu m . C o m p o u n d i n g t h is a r e t h e c o n d i t io n s o ft e a c h in g ma te r i a l s a n d s t a f f r e l a t iv e t o t h e imp le me n -t a ' t i o n o f t h e c u r r i c u lu m. A la b a ( 1 9 8 8 ) f o u n d t h a t ma n yte a c h e r s l a c k e d a p p r o p r i a t e q u a l i f ic a t i o n s f o r t e a c h in g .I t w a s r e p o r t e d t h a t o u t o f 25 t e a c h e r s i n 1 9 s e n io r

s e c o n d a r y s c h o o l s , 3 6 % w e r e q u a l i f i e d b o th a c a d e mic -a l l y a n d p r o f e s s io n a l l y , w h i l e 4 6 % w e r e q u a l i f ie d n o t f o rs e n io r , b u t f o r j u n io r s e c o n d a r y c l a s s e s a n d p r ima r ys c h o o l s . S e v e n s c h o o l s h a d o n ly o n e g e o g r a p h y t e a c h e r ,a n d t h a t p e r s o n w a s q u a l i f i e d f o r p r ima r y s c h o o l . F iv et e a c h e r s h a d n e v e r a t t e n d e d a s e min a r o r c o n f e r e n c e so r g a n i z e d f o r g e o g r a p h y t e a c h e r s .O n ma te r i a l s f o r t e a c h in g , t h e r e s e a r c h e r f o u n d t h a tn o n e o f t h e s c h o o l s h a d a l l t h e n e c e s s a r y ma te r i a l s . T h es e r io u s n e s s o f t h e s i t u a t i o n i s b e s t u n d e r s to o d b yo b s e r v in g t h e p r o p o r t i o n o f s c h o o l s t h a t l a c k e de q u i p m e n t . T h e p e r c e n t a g e s o f s c h o o l s t h a t d i d n o tp o s s e s s t h e f o l l o w in g e q u ip me n t w e r e : w a l l ma p s a n da t l a s ( 5 % ) ; t h e r mo me te r ( 2 5 % ) ; t o p o g r a p h i c a l s h e e t s( 2 6 % ) ; w in d v a n e ( 3 7 % ) ; g lo b e s (3 7 % ) ; r a in - g a u g e( 6 3 % ) ; a n d c o m p a s s ( 7 4 % ) . W h e n m a t e ri a ls w e r e n o tava i lab le for teaching , the c la sses were l ike ly to be le ssin t e r e s t i n g f o r s t u d e n t s .T e r t i a r y L e v e l S t u d e n t s . A t t h e t e r t i a r y l e v e l , w h i l eg e o g r a p h y i s n o t v i e w e d a s a p r o f e s s io n , s t u d e n t s h a v em a n y c a r e e r p r o s p e c t s i n t h e d i s c ip l i n e. T h e t r a d i t i o n a lv i e w w a s t h a t g e o g r a p h y w a s ma in ly a s u b j e c t f o rt e a c h in g . I n f o r ma t io n f r o m th e U n iv e r s i t y o f N ig e r i aN s u k k a ( E z e 1 9 7 2) s h o w e d t h a t 9 3 % o f 8 6 g r a d u a t e s o ft h e U n iv e r s i t y b e f o r e 1 9 7 2 w e n t i n to t e a c h in g . R e p o r t so n u n d e r g r a d u a t e g e o g r a p h y s t u d e n ts ' c a r e er a w a r e n e s sin A h ma d u B e l l o U n iv e r s i t y ( A B U ) i n 1 9 7 1 , 1 9 7 9 , a n d1 9 83 s h o w e d g r e a t e r d iv e r s i t y o f c a re e r s b y 1 9 8 3 ( O lo g e1 9 8 4 ) . T h e c a r e e r s a n d p e r c e n t a g e s o f s t u d e n t s w h os e l e c t e d t h e m a r e s h o w n in T a b 1 .T h e d a t a i n T a b 1 r e v e a l f o u r c h a n g e s r e g a r d in g g e o -g r a p h y i n N ig e r i a n t e r t i a r y e d u c a t i o n . F i r s t , t h e r e h a sb e e n a d iv e r s i f i c a t i o n a mo n g t h e c a r e e r p a th s , w i th ama jo r s h i f t a w a y f r o m t e a c h in g . S e c o n d , t h e r e h a s b e e na c e r t a i n a m o u n t o f b r o a d e n i n g o f t h e p e r c e i v e d j o bm a r k e t . T h i r d , u r b a n a n d r e g i o n a l p l a n n i n g h a s e m e r g e da s a ma in c a r e e r p a th . F o u r th , f e w e r s t u d e n t s s t u d yg e o g r a p h y w i t h o u t s o m e n o t i o n o f c a r e e r d i r e c t i o n , a si n d i c a t e d b y t h e d e c r e a s i n g r e s p o n s e t o t h e " D o n ' tk n o w " c a t eg o r y .

Views of Geography by other AcademicsT h e r e i s e v id e n c e t h a t o th e r a c a d e mic s a r e i n c r e a s -i n g ly r e a l i z i n g t h e imp o r t a n c e o f g e o g r a p h y i n g e n e r a le d u c a t i o n i n N ig e r i a ( E d e 1 9 7 6 ; J A MB 1 9 8 8 - 8 9 ) . E d e( 1 9 7 6 ) a r g u e d t h a t a g r i c u l t u r e a n d g e o g r a p h y a r e

c o m p l e m e n t a r y . H e c o m p a r e d r e s u l t s i n t h e S c h o o lC e r t i f i c a t e A g r i c u l t u r e C o u r s e o f 2 6 7 s e c o n d a r y s t u d e n t sw h o s tu d i e d a g r i c u l t u r e w i th g e o g r a p h y a n d 2 3 1 w h o d idn o t i n c lu d e g e o g r a p h y . T h e r e w a s a p o s i t i v e re l a t i o n s h ipb e tw e e n g e o g r a p h y a n d a g r i c u l t u r a l s c i e n c e g r a d e s . E r i e( 1 9 7 6 ) r e c o mme n d e d t h a t s e c o n d a r y s t u d e n t s s h o u ld b ee n c o u r a g e d t o e n r o l l i n b o th s u b j e c t s f o r g r e a t e ra c h i e v e me n t a n d t h a t a c r e d i t i n s c h o o l c e r t i f i c a t eg e o g r a p h y s h o u l d b e c o m e a r e q u i r e m e n t f o r e n t r y i n t oagr icu l tura l sc iences in the unive r s i ty .

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Tab 1Career choices amo ng of Ahm aduBello U niversity, fir st year geo-graphy students

I n s o m e c a s e s g e o g r a p h y h a s b e c o m e a c o g n a t er e q u i r e me n t f o r p h y s i c s , c h e mis t r y , b io lo g y , e c o n o mic s ,ma th e ma t i c s , a n d s t a t i s t i c s . A l s o g e o g r a p h y a s a d e g r e ep r o g r a m m e i s s t u d i e d i n c o m b i n a t i o n w i t h p r o g r a m m e ss u c h a s s o i l s c i e n c e s , t r o p i c a l me t e o r o lo g y , r e mo tes e n s in g , u r b a n a n d r e g io n a l p l a n n in g , a n d g o v e r n me n t .

V i e w s o f G e o g r a p h y b y t h e G o v e r n m e n t a n d t h e P u b l i cT h e r e i s e v id e n c e t h a t t h e v a lu e o f g e o g r a p h i c a ls t u d i e s i s a c k n o w le d g e d b y t h e g o v e r n me n t a n d t h e

p u b l i c i n N ig e r i a . A t t h e s e c o n d a r y s c h o o l l e v e l , t h ev a lu e o f g e o g r a p h y h a s b e e n r e c o g n i z e d a s a p r e p a r a t i o nf o r l iv i ng . D u r i n g t h e f o r m e r 5 y e a r s c h o o l p r o g r a m m e ,g e o g r a p h y w a s a n o p t i o n a l s u b j e c t . I n t h e c u r r e n t s ixy e a r p r o g r a mme , i t h a s b e e n u p l i f t e d t o a c o r e s u b j e c t ,t h o u g h a s a n e l e c t i v e f o r t h e s c h o o l c e r t i f i c a t e e x a mi -n a t i o n .T h e i m p o r t a n c e o f g e o g r a p h y t o t h e c o u n t r y i s m o r eo b v i o u s w h e n j o b s t a k e n b y g r a d u a t e g e o g r a p h e r s a n ds p e c i a l d u t i e s a n d f u n c t i o n s w h ic h g e o g r a p h e r s p e r f o r ma r e c o n s id e r e d . O lo g e ( 19 8 4) r e p o r t e d s e t s o f s y s t e m-a t i ca l l y c o l l e c t e d d a t a o n c a r e e r s o f g e o g r a p h y g r a d u a t e sf r o m A h m a d u B e l l a U n i v e r s i t y ( A B U ) b e t w e e n 1 9 6 5and 1975, and be tween 1976 and 1979, a s shown inT a b 2 .T a b 2 s h ow s t h a t t h e p r o p o r t i o n o f g e o g ra p h e r s w h ow e n t i n to t e a c h in g d e c r e a s e d , a n d g r a d u a t e s i n c r e a s in g lye n t e r e d u r b a n a n d r e g io n a l p l a n n in g . T h e f a c t t h a t t h eU n i v e r s i ty h a s a D e p a r t m e n t o f G e o g r a p h y a n dR e g io n a l P l a n n in g f u r t h e r e x p l a in s t h e s e t r e n d s i n u r b a na n d r e g io n a l s p e c i a l i z a ti o n .O lo g e ( 1 9 84 ) , i n j u s ti f y in g f u r t h e r t h e imp o r t a n t r o l ew h ic h g e o g r a p h e r s p l a y i n n a t i o n b u i l d in g , a l s o p r o d u c e da c o mp r e h e n s iv e l i s t o f p o s i t i o n s w h ic h g e o g r a p h y

g r a d u a t e s h o ld o r h a v e h e ld i n N ig e r i a . T h e a r e a s w e r e :T r a f f i c M a n a g e r , N i g e r i a n P o r t s A u t h o r i t y ; T o w nP la n n in g O f f i c e r ; N a v a l O f f i c e r ; Ma r k e t i n g O f f i c e r f o rB u s i n e s s a n d C o m m e r c e ; L e c t u r e r i n G e o g r a p h y -C a r t o g r a p h y a n d T o w n P l a n n i n g ; L a n d O f f i c e r ; L a n dU s e P l a n n e r ( A g r i c u l t u r a l D e v e l o p m e n t P r o j e c t ) ;H y d r o l o g i s t - S t a te W a t e r B o a r d ; E c o n o m i c P l a n n e r -S t a t e a n d F e d e r a l G o v e r n m e n t ; a n d C h a r t e r e d S u r -v e y o r . G e o g r a p h y g r a d u a t e s a l s o s e r v e d i n a d min i -s t ra t iv e p o s ts a s b a n k m a n a g e r , m a n a g e m e n t c o n s u l t a n t,sena tor , r eg is t r a r o f coopera t ives , po l ice of f ice r , v ice -c h a n c e l l o r , a n d a mb a s s a d o r .

T e a c h e rs : R e q u i r e m e n t s f o r T e a c h i n g ,B e n e f i t s a n d P r o b l e m s

Secondary Teachers. T h e m i n i m u m q u a l i f i c a t i o n f o rt e a c h in g s e c o n d a r y s c h o o l g e o g r a p h y i s a b a c h e lo r sd e g r e e i n g e o g r a p h y / e d u c a t i o n ( co m b i n e d ) o r g e o g r a p h yh o n o r s p lu s a P o s t G r a d u a t e C e r t i f i c a t e i n E d u c a t i o n .W h i l e g e o g r a p h y t e a c h e r s a r e t r a i n e d i n t h e c o u n t r y ' st h i r t e e n c o n v e n t i o n a l u n iv e r s i t i e s , a u n iv e r s i t y o ft e c h n o lo g y a n d s i x c o l l e g e s o f e d u c a t i o n , t h e r e a r es h o r t a g e s o f q u a l i f i e d t e a c h e r s . A s a r e s u l t , h o ld e r s o fh ig h e r d ip lo ma c e r t i f i c a t e s a n d N ig e r i a n C e r t i f i c a t e s o fE d u c a t i o n ( N C E ) i n g e o g r a p h y w h o w e r e p r e p a r e d f o rt e a c h in g i n t h e p r ima r y a n d l o w e r s e c o n d a r y c l a s s e s ,m a y t e a c h a d v a n c e d l e v e l g e o g r a p h y i n s c h o o l c e rt i f i ca t eclasses.Tertiary Teachers. A t t h e t e r t i a r y l e v e l s t h e min imu mq u a l i f i c a t i o n f o r t e a c h in g i s a b a c h e lo r s d e g r e e , b u t t h ef a c u l t y me m b e r m u s t b e g in t h e ma s t e r s i n a s p e c i a! a reaa n d l a t e r c o m p le t e a d o c to r a t e . I n t e r t i a r y t e a c h in g t h e r ea r e tw o a r e a s o f s p e c i a l i z a t i o n , n a me ly a c a d e mic a n dp e d a g o g y . W i t h i n g e o g r a p h y d e p a r t m e n t s , f a c u l t y w i t h

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G e o J o u r n a l 2 0 . 1 / 1 9 9 0 4 1

Tab 2Careers of geography graduates ofAhm adu Bello UniversityCareers

1965-1975Careers

1976-197946

General Adm inistrationUrban and ' ,RegionalP inningBusiness Managem ent

49.417.715.74.82.0:

43:233.0'7~36.54:03.30.8

Soil and Rural Survey 0.8Cartography 0.4/ouma/ism 0.4

(6 ~ o g~ % 4 )

s p e c i a l i s t t r a i n in g t e a c h c o u r s e s . I n t h e T e a c h e rE d u c a t i o n D e p a r t m e n t s , w h e r e g e o g r a p h y c l a s s r o o mm e t h o d s a r e t a u g h t , t h e o n l y re q u i r e m e n t f o r t e ac h i n g isa f i r s t d e g r e e i n g e o g r a p h y / e d u c a t i o n .B e n e f i t s a n d P r o b l e m s

G e o g r a p h y i n t h e N i g e r i an s e c o n d a r y s c h o o l s y s te m si s n o t c o n s id e r e d a s c i e n c e . G e o g r a p h y t e a c h e r s s t r u g g l ew i th t e a c h in g t h e s u b j e c t u s in g p ra c t i c a l a p p r o a c h e s , b u tt h e y a r e f r u s t r a te d b y a l a c k o f e q u i p m e n t a n d i n c e n t iv e .W h i l e s c i e n c e l a b o r a to r i e s a r e w e l l e q u ip p e d , g e o g r a p h yt e a c h e r s m u s t m a n a g e w i t h f e w , s o m e t i m e s o u t d a t e d ,r e g io n a l a n d t o p o g r a p h i c a l ma p s ( I f e d ig b o 1 9 7 7 ) .G e o g r a p h y t e a c h e r s d o n o t r e c e iv e s c i e n c e t e a c h e r s 'a l l o w a n c e s a n d a d min i s t r a to r s d o n o t r e a d i l y s p o n s o rg e o g r a p h y t e a c h e r s t o c o n f e r e n c e s a s t h e y d o s c i e n c et e a c h er s . A t t e n d a n c e o f g e o g r a p h y t e ac h e r s a t c o n f e r e n -c e s a n d w o r k s h o p s i s t h e r e f o r e g e n e r a l l y l o w .A t t h e t e r t i a r y l e v e l , t h e v e r s a t i l it y o f t h e d i s c ip l i nea n d s p e c i a l i z a t i o n b e n e f i t t e a c h e r s o f g e o g r a p h y . B y t h en a tu r e o f t h e i r d i s c ip l i n e g e o g r a p h e r s c o mp le t e r e s e a r c hw i th a c a d e mic s i n v a r i o u s r e l a t e d f i e l d s . T h e y a r ein v o lv e d i n n a t i o n a l p r o j e c t s w h e r e t h e a p p l i c a t i o n o fs p e c i f i c g e o g r a p h i c a l s k i l l s a r e n e e d e d , s u c h a s t h eN a t i o n a l A t l a s P r o j e c t , p l a n n i n g t h e n e w F e d e r a l C a p i t a lT e r r i t o r y a t A b u j a , a n d i n t e g ra t i n g r u r a l d e v e l o p m e n ta n d r i v e r b a s i n m a n a g e m e n t .F l y i n g t h e Ge o F l ag

T h e i m p o r t a n c e o f a c a d e m i c g e o g r a p h y i n n a t i o n a ld e v e lo p me n t i s a c k n o w le d g e d i n N ig e r i a . S c h o l a r s i n

o th e r f i e l d s a p p r e c i a t e t h e im p o r t a n c e o f g e o g r a p h y a n di t s l i n k w i th o th e r d i s c ip l i n e s . N e v e r th e l e s s , t h a tr e c o g n i t i o n a n d a p p r e c i a t i o n i s a t t h e p r o f e s s o r i a l le v e ls .S e c o n d a r y s t u d e n t s , t h e i r t e a c h e r s a n d t h e g e n e r a lp o p u l a c e a r e y e t u n i n f o r m e d a b o u t t h e a d v a n t a g e s o fg e o g r a p h i c e d u c a t i o n . T h e r e i s n e e d t o b e c o me a w a r ea n d a p p r e c i a t e t h e u s e f u ln e s s o f g e o g r a p h y f o r c i ti z e n s i nN ig e r i a . M u c h a c t i v it y i s n e e d e d t o a c h i e v e t h i s g o a l i nth e s e c o n d a r y s c h o o l s a n d i n c r e a s e d e f f o r t s a r e n e e d e da t t h e t e r t i a r y l e v e l .

T h e r e s p o n s i b i l i t y f o r m a k i n g g e o g r a p h y k n o w n a tt h e g r a s s r o o t s l e v e l r e s t s w i th g e o g r a p h e r s i n t h eN i g e r i a n G e o g r a p h i c a l A s s o c i a t i o n ( N G A ) . G o o d s o n(1981) in d iscuss ing the growth of academic d isc ip l iness t r e s s ed t h e r o l e w h ic h t h e p r o f e s s io n a l a s s o c i a ti o n c o u ldp l a y . H e e x p l a in e d h o w t h e G e o g r a p h i c a l A s s o c ia t i o n o fG r e a t B r i t a i n s e r v e d a s a p r e s s u r e g r o u p a n d c o n t r i b u t e dimme n s e ly i n e s t a b l i s h in g t h e p l a c e o f g e o g r a p h y a s a na c a d e mic s u b j e c t i n t h e u n iv e r s i t i e s a n d i n ma in t a in in gi t s s ta t u s i n s c h o o ls . H i s i d e a s a r e s imi l a r t o L i e b e r m a n ' s( 19 6 0) w h o e mp h a s i z e d t h a t i t i s t h e r e s p o n s ib i l it y o f t h ep r o f e s s io n a l b o d y t o d e v e lo p t h e d i s c ip li n e a n d r a i s e t h es t a tu s o f t h e g r o u p .

L i e b e r m a n ( 19 60 ) e m p h a s i z e d t h a t o n e o f t h eimp o r t a n t me a s u r e s o f p r o f e s s io n a l s t a tu s f o r a d i s c ip li n ei s t h e b o d y o f k n o w le d g e a n d s k i l l s w h ic h i s n o t s h a r e db y o th e r g r o u p s . I t i s c l e a r t h a t g e o g r a p h y , t h o u g h n o t ap r o f e s s i o n , h a s m u c h i n i t s d o m a i n o f k n o w l e d g e ,a t t i t u d e a n d s k i l l s t h a t i s n o t w i th in t h e d o ma in o f o th e rd i s c ip l i n e s . G e o g r a p h e r s h o ld imp o r t a n t l e a d e r s h ip r o l e si n n a t i o n a l d e v e l o p m e n t i n N i g e r i a , b u t t h e y h a v e n o ts u f f i c ie n t l y d i s s e m in a t e d i n f o r m a t io n a b o u t t h e imp o r t -a n c e o f t h e d i s c ip l i n e . H e n c e , t h e g e o g r a p h e r s '

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42 GeoJournal 20.1/1990

c o n t r i b u t i o n s a r e n o t a d e q u a t e ly r e c o g n i z e d b y N ig e r i a ny o u th a n d t h e p u b l i c .I n 1 9 8 9, N G A h a d f i v e w o r k in g g r o u p s : H ig h S c h o o lG e o g r a p h y , R u r a l D e v e l o p m e n t , E n v i r o n m e n t a l P l a n n -

i n g , R e g i o n a l P l a n n in g a n d G e o m o r p h o l o g i c a l R e s e a rc h .F o u r a r e a r e p r e s e n t a t i v e s a r e g iv e n t h e r e s p o n s ib i l i t y t od i s s e min a t e t h e i n f o r ma t io n a b o u t N G A a c t i v i t i e sa m o n g t e a c h e r s . D e s p i t e t h e s e p l a n s N G A i s n o ts u c c e s s f u l . T h e N ig e r i a n G e o g r a p h i c a l A s s o c i a t i o n i si n e f f e c t i v e a s a n i n f l u e n c e o n N ig e r i a n s o c i e ty . T h eg e n e r a l a t t e n d a n c e a t N G A c o n f e r e n c e s i s p o o r a n da c t i v e f i n a n c i a l me mb e r s h ip i s l o w . T h e p u b l i c a t i o n o ft h e N G A ' s s c h o l a r l y j o u r n a l w a s l as t c o m p le t e d i n 1 9 84 .W h i l e y o u n g e r g e o g r a p h e rs a t t e n d N G A m e e t i n g s an da c t i v i t i e s , o ld e r g e o g r a p h e r s w h o h a v e r e a c h e d t h e p e a kin t h e i r a c a d e mic c a r e e r s r a r e ly a t t e n d . A t t e n d a n c e b yc l a s s r o o m t e a c h e r s i s a l s o p o o r . I n a r e c e n t o u t r e a c ha c t i v i ty d e s ig n e d t o i n v o lv e t e a c h e r s i n a 1 9 8 9 H ig hS c h o o l G e o g r a p h y S y m p o s i u m , i t w a s f o u n d t h a t m a n yte a c h e r s w e r e n o t a w a r e o f N G A a s a p r o f e s s io n a lo r g a n i z a t i o n . T h e s t a tu s o f g e o g r a p h y i n s c h o o l s w i l limp r o v e a s t e a c h e r s b e c o me mo r e i n v o lv e d i n a c a d e micsoc ie t ie s and ac t iv i t ie s .Improving the Status of Geography

I n s o me u n iv e r s i t i e s , g e o g r a p h y i s a s o c i a l s c i e n c e ,a n d i n o th e r u n iv e r s i t i e s , g e o g r a p h y i s i n t h e F a c u l t y o fE n v i r o n m e n t a l S c i e n c e o r E a r t h a n d E n v i r o n m e n t a lS c i e n ce s ( J A M B 1 9 8 8 - 8 9 ) . U n iv e r s i t y e n t r a n c e t o s t u d yg e o g r a p h y a s a s o c i a l s c i e n c e r e q u i r e s a p a s s i n ma th e -ma t i c s a l t h o u g h s o me u n iv e r s i t i e s d e ma n d a c r e d i t . T h eJ o i n t M a t r i c u l a t i o n E x a m i n a t i o n ( J M E ) s u b j e c t s a r eE n g l i s h , g e o g r a p h y a n d tw o o th e r s ( o n e o f w h ic h s h o u ldb e a s o c ia l s c i e n c e s u b j ec t ) . A s a n e n v i r o n me n ta l s c ie n c eth e e n t r a n c e r e q u i r e me n t s i n c lu d e a c r e d i t i n ma th e -ma t i c s . T h e J ME s u b j e c t s i n c lu d e E n g l i s h a n d t h r e eo th e r s s e l e c t e d f r o m ma th e ma t i c s , g e o g r a p h y , p h y s i c s ,c h e m i s t ry , b i o l o g y a n d e c o n o m i c s. I n t h e E n v i r o n m e n t a lS c i e n ce F a c u l t y , g e o g r a p h y i s a c o m p u l s o r y J ME s u b j e c tf o r p r o f e s s io n a l a r e a s s u c h a s U r b a n a n d R e g io n a lP l a n n in g a n d S u r v e y , a n d a n e l e c t i v e w i th ma th e ma t i c s /phys ic s .I n a n a g e o f e mp h a s i s o n s c i en t i fi c a n d t e c h n o lo g i c a ld e v e lo p me n t , N ig e r i a n o t o n ly s t r e s s e s , b u t s u p p o r t sd i s c ip l i n e s i n s c i e n c e a n d t e c h n o lo g y . G e o g r a p h y a s a ne n v i r o n m e n t a l s c i e n ce h a s h i g h e r s t a tu s t h a n g e o g r a p h ya s a s o c i a l s c i e n c e . I f g e o g r a p h y w e r e a w a r d e d a h ig h e rs ta tus in the unive r s i ty , i t i s l ike ly tha t i t s s ta tus in thes e c o n d a r y s c h o o l s w o u ld c h a n g e a s w e l l . I t s p r e s e n ts u b j e c t g r o u p in g w i th h i s t o r y a n d l i t e r a tu r e i n E n g l i s hma in t a in s a s t a t u s q u o . T h e s t a tu s o f g e o g r a p h y n e e d s t ob e c l a r i f i e d b y t h e u n iv e r s i t i e s a n d t h e N G A s h o u ldlo b b y t o o b t a in s c i e n c e s t a tu s a t t h e s e c o n d a r y s c h o o llevel .T h e q u a l i ty o f t e a c h i n g in s c h o o l g e o g r a p h y m u s t b ei m p r o v e d w i t h m o r e q u a l if i e d t e a ch e r s a n d t e a c h e r e d u -c a to r s . T h e min imu m q u a l i f i c a t i o n f o r t e a c h in g g e o g r a -

p h y me th o d s t o t r a i n e e t e a c h e r s s h o u ld b e a t l e a s t ac o u r s e u n i t i n g e o g r a p h i c a l e d u c a t i o n a t t h e ma s t e r sl e v e l. P r e s e n t l y , n o u n iv e r s i t y i n t h e c o u n t r y o f f e rs am a s t e r s p r o g r a m m e i n g e o g r a p h i c e d u c a t i o n . G e o g r a -p h i c e d u c a t i o n p r o g r a ms s imi l a r t o t h o s e f o r s c i e n c ee d u c a t i o n s h o u ld b e e s t a b l i s h e d .T h e v a lu e o f g e o g r a p h y mu s t b e a d v e r t i s e d . S e c o n d -a r y s c h o o l p u p i l s n e e d t o b e i n f o r me d a b o u t t h e v a lu e o ft h e s u b j e c t . T h e p r e f e r e n c e f o r mo s t s t u d e n t s i s a p r o -fe ss iona l s tudy , and i t i s d i f f icu l t to convince s tudents ,p a r t i c u l a r l y h ig h a c h i e v e r s , t o s t u d y g e o g r a p h y w h e np e r f o r ma n c e i n s c h o o l c e r t i f i c a t e g e o g r a p h y d u r in g t h ep a s t h a s b e e n p o o r ( O k p a l a 1 9 8 8 ; O n a s a n y a 1 9 8 5 ;Nwagu 1985) .

S in c e g e o g r a p h y i n N ig e r i a i s n o t c o n s id e r e d a p r o -f e s s io n a l s t u d y , t h e p r a c t i c a l c o n t r i b u t i o n s o f g e o g r a -p h e r s t o p r o f e s s io n a l a c t i v i t i e s mu s t b e a d v e r t i s e d . T h eN G A s h o u l d a c c e p t t h e t a s k o f e n h a n c i n g t h e i m a g e o fg e o g r a p h y t h r o u g h w id e ly c i r c u l a t e d , i n e x p e n s iv e p u b -l i c a t i o n s a n d p a mp h le t s . A c a d e mic g e o g r a p h e r s , t e a -c h e r s , s t u d e n t s a n d t h e g e n e r a l p u b l i c s h o u ld b e s o l ic i t e dto c a mp a ig n f o r g e o g r a p h i c a l a w a r e n e s s t h r o u g h n a t i o n a la c t i v i t i e s s u c h a s N a t i o n a l G e o g r a p h y W e e k .C on c l u s i on s

G e o g r a p h y i s i m p o r t a n t i n g e n e r a l e d u c a t i o n i nNige r ia becau se o f i t s ex t r ins ic and in t r ins ic va lues . I th a s mu c h t o i t s a d v a n t a g e , e s p e c i a l l y i t s v e r s a t i l i t y i nc o n t e n t a n d m e t h o d s .G e o g r a p h e r s h a v e b e e n i m p r o v i n g t h e s t a tu s o f g e o-g r a p h y i n t h e N ig e r i a n e d u c a t i o n a l s y s t e m th r o u g h c l a -r i f y in g t h e d i s c ip l in e ' s p u r p o s e , c o n t e n t a n d m e th o d s .S e v e r a l u n iv e r s i t i e s h a v e r a i s e d g e o g r a p h y ' s s t a t u s b ylo c a t i n g i t i n a f a c u l t y o f e n v i r o n me n ta l s c i e n c e s r a th e rthan soc ia l sc iences . At the h igh school leve l i t i s amongth e c o r e s u b j e c t s , a l t h o u g h a n e l e c t i v e . D e s p i t e t h e s ep o in t s , g e o g r a p h y i n t h e l a t e 1 9 8 0 s h a d n o t p r o g r e s s e db e y o n d t h e d e s c r i p t i o n b y O jo ( 1 9 8 1 ) , i n w h ic h h es t a t e d :

G e o g r a p h y i s o f t e n a c c l a i m e d a s t h e m o t h e r o f t h e sc i e n ce s .I n d e e d , i t h a s b e e n a p r o l i f i c m o t h e r w i t h m a n y o u t s t a n d i n gissues tha t do no t hes ita te to r iva l her . Ye t geog raph y i s no tdeve l op ing in to a cron e or laggard. Ra the r , she remai ns as m a r t c h a r m i n g q u e e n , b e i n g c o n s ta n t l y r e j u v e n a t e d b y th ef r e q u e n t c h a n g e s w h i c h c h a r a c te r i z e s h e r p u r p o s e s , c o n t e n ta n d m e t h o d s o v e r t h e y e a r s .F ly in g t h e g e o - f l a g mu s t b e a n o b j e c t i v e o f g e o g r a -p h e r s a n d t h e N ig e r i a G e o g r a p h i c a l A s s o c i a t i o n . G e o -g r a p h e r s a t a l l l e v e l s s h o u ld c o o p e r a t e u n d e r t h e A s s o -c i a t i o n t o f o r m a s t r o n g f o r c e t o g iv e g e o g r a p h y t h es t a tu s o f a n e n v i r o n me n ta l d i s c ip l i n e . S t r a t e g i e s f o ri n v o lv in g g r e a t e r n u mb e r s o f c l a s s r o o m t e a c h e r s , a n ds t imu la t i n g a n d s u s t a in in g t h e i r i n t e r e s t i n A s s o c i a t i o na c t iv i t ie s mu s t b e d e v e lo p e d . S in c e t h o s e t e a c h e r s l a y t h e

f o u n d a t i o n f o r g e o g r a p h y , i t c a n n o t s u c c e e d i n d e v e l -o p i n g a n e n h a n c e d i m a g e i n g e n e r a l e d u c a t i o n w i t h o u tt h e m .

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A c k n o w l e d g e m e n t s

T h e a u t h o r w o u l d l i ke t o th a n k D r . J . C . N w a f o r a n dD r . R . A n y a d i k e f o r p r o v i d i n g h e r s o m e e s s e n ti a l r e a d -i n g m a t e r i a l s .

R e f e r e n c e sA l a b a , J . O . e t a l. : P r o b l e m s o f I m p l e m e n t i n g t h e N e w ( 1 98 5 ) G e o -g r a p h y C u r r i c u l u m w i t h S p e c i a l R e f e r e n c e t o A w k a E d u c a t i o n a lZ o n e . U n p u b l i s h e d B . S e . E d u c a t i o n / G e o g r a p h y P r o j e c t . U n i -ve rs i ty o f Niger ia , Nsukk a 1988.A l a o , N . : G e o g r a p h y i n N i g e r i a n u n i v e r s i t i e s . T h e N i g e r i a n G e o -graph ica l Journa l 21 , 1 , 31 -37 (1978)A u s t r a l i a n G e o g r a p h y T e a c h e r s ' A s s o c i a t i o n , I n c : G e o g r a p h y i nS e c o n d a r y E d u c a t i o n . A u s t r a l i a n G e o g r a p h y T e a c h e r s ' A s s o -ca t ion , Inc . , B r isbane 1988 .B a i l e y , P . ; B i n n s , T . ( e d s . ) : A C a s e f o r G e o g r a p h y : A R e s p o n s e t ot h e S e c r e t a r y o f S t a t e f o r E d u c a t i o n F r o m M e m b e r s o f t h e G e o -g r a p h i c a l A s s o c i a t i o n . T h e G e o g r a p h i c a l A s s o c a t i o n , S h e f f i e l d1987.B a l c h i n , W . G . V . : C a r e e r s f o r g r a d u a t e g e o g r a p h e rs . G e o g r a p h i c a lJourna l 149 , 334-341 (1983)E d e , D . E . : R e l a t i o n s h i p B e t w e e n S t u d e n t s P e r f o r m a n c e i n G e o -g r a p h y a n d A g r i c u l t u r e i n s e l e c t e d S e c o n d a r y S c h o o l s i nA n a m b r a a n d I m o S t a t e s . U n p u b l i s h e d B . S c . E d u c a t i o n D i s s e r -ta t ion . Un ivers i ty o f Niger ia , Nsuk ka 1976 .E z e , J . O . N . : C a r e e r O p p o r t u n i t i e s f o r t h e N i g e r i a n G e o g r a p h e r . Al e c t u r e d e l i v e r e d a t t h e R e f r e s h e r C o u r s e o n G e o g r a p h y . M i n i -s t ry o f E d u c a t i o n , E n u g u 1 9 72 .F e d e r a l R e p u b l i c o f N i g e r i a : N a t i o n a l P o l i c y o n E d u c a t i o n ( R e v i s -

e d ) . N i g e r i a n E d u c a t i o n a l R e s e a r c h C o u n c i l , L a g o s 1 9 8 1 .G o o d s o n , I . : B e c o m i n g a n a c a d e m i c s u bj e c t : P a t t e rn s o f e x p l a n a t i o nand evo lu t ion . B r i t i sh Journa l o f Soc io logy o f Educa t ion 2 , 2 ,163-179 (1981)

I f e d i g b o , J . C . : T h e A t t i t u d e s o f E d u c a t i o n A u t h o r i t i e s T o w a r d sE s t a b l i s h m e n t o f G e o g r a p h y R o o m s i n S e c o n d a r y S c h o o l s .U n p u b l i s h e d B . S c . E d u c a t i o n D i s s e r ta t i o n . U n i v e r s i t y o fNiger ia , Nsukka 1977 .J A M B - J o i n t A d m i s s i o n s a n d M a t r i c u l a ti o n B o a r d : G u i d e l i n e s fo rA d m i s s i o n t o F i r s t D e g r e e C o u r s e s i n N i g e r i a n U n i v e r s i t i e s .

F e d e r a l R e p u b l i c o f N i g e ri a , L a g o s 1 9 8 8 - 8 9 .L i e b e r m a n , M . : E d u c a t i o n a s a P ro f e s s io n . P r e n t i c e H a l l , I n c . , N e wJersey 1960 .N w a g u , E . K . N . : V a l i d i ty o f T e a c h e r - M a d e G e o g r a p h y T e s t s U s e di n S e c o n d a ry S c h o o ls i n A n a m b r a S t a t e . U n p u b l i s h e d M . E d .Disse r ta t ion . U n ivers i ty o f Niger ia , Nsukk a 1985 .O f o m a t a , G . E . K . : J o b s f o r G e o g r a p h e r s . O c c a s i o n a l P u b l i c a t i o nN o . 3 D e p a r t m e n t o f G e o g r a p h y , U n i v e r s i t y o f N i g e r i a , N s u k k a(1971)O j o , G . J . A . : G e o g r a p h y T o d a y : I t s P u r p o s e , C o n t e n t a n d M e t h o d .I n : F a n i ra n , A . ; O k u n r o t i f a P . O . ( e d s . ) A H a n d b o o k o f G e o -g r a p h y T e a c h i n g f o r S c h o o l s . H e i n e m a n n E d u c a t i o n a l B o o k s(Nig . ) L td . , Lagos 1981 .O k p a l a , J . : R e s e a r c h i n G e o g r a p h i c a l E d u c a t i o n i n N i g e r i a 1 9 8 1 -

1986 . In : Ge rber , R . ; L ids tone , J . (eds . ) , Dev e lop in g Sk il ls inG e o g r a p h i c a l E d u c a t i o n . I n t e r n a t i o n a l G e o g r a p h i c a l U n i o nC o m m i s s i o n o n G e o g r a p h i c a l E d u c a t i o n w i t h t h e J a c r a r a n d aPress , B r isbane 1988 .O k u n r o t i f a , P . O . : T h e O b j e c t i v e s o f G e o g r a p h i c E d u c a t i o n . I n :M a j a s a n , J . A . ; A d e j u y i g b e , O . ( e d s .) , C u r r i c u l u m I n n o v a t io n si n N i g e r i a n H i g h S c h o o l G e o g r a p h y . T h e I n s t i tu t e o f E d u c a t i o n ,U n i v e r s i t y o f I b a d a n a n d T h e N i g e r i a n G e o g r a p h i c a l A s s o c i a -t ion , Ibadan 1973 .O l o g e , K . O . : J o b s f o r G e o g r a p h e r s . C a r e e r O u t l e t s f o r G e o g r a p h yG r a d u a t e s i n N i g e r i a . T h e N i g e r i a n G e o g r a p h i c a l J o u r n a l2 7 . 1 + 2 , 3 - 1 1 ( 1 9 8 4 )O n a s a n y a , M . K . : B e y o n d M a s t e r y L e a r n i n g : T h e E f f e c t o f C o m -b i n i n g S t u d e n t - S u p p o r t S y s t e m w i th F e e d b a c k - C o r r e c t i v e o nL e a r n i n g O u t c o m e s i n G e o g r a p h y . U n p u b l i s h e d P h . D . T h e s i s .

U n i v e r s i t y o f I b a d a n , I b a d a n 1 9 85 .W i l l m e r , J . E . : A P l e a f o r a N e w I n t e r p r e t a t i o n o f G e o g r a p h y i nE d u c a t i o n . T h e N i g e r i a n G e o g r a p h i c a l J o u r n a l 9 , 2 , 1 5 5 - 1 6 2(1966)