One of the challenges Nigeria faces today is how to give her citizens a functional music education. As she realized that cultural arts have the capacity to shape and modify her national self-identity, Nigeria has made music an integral part of cultural and creative arts, one of the nine cultural education areas at the primary level.
Within a decade after her independence in 1960, Nigeria realized the deplorable state, of her education system, and that the music education inherited from the colonial government has not been meeting the needs and aspirations of her citizens as well as the society at large. The realization was that her music education has not been functional.
The educational system imposed on the citizenry was an alien and abstract form of education which paid little attention 10 the social and cultural environment of Nigeria. At independence, it was glaring that western education had immensely contributed to the alienation of Nigerian citizens.
Nigeria had to re-orient her education priorities. putting in place a National Policy on Education that gives the enterprise a sense of direction. Yet, some Nigerian music scholars-have noted that modern music education in the country at whatever level is not educating the modern Nigerian person for effective contribution to its musical life. This paper examines the state of modern music education in the country and identifies some strategies for improving the situation.