http://journals.cambridge.org Downloaded: 18 Oct 2011 IP address: 41.155.21.148 B. J. Music. Ed. 2011 28:3, 353–370 Copyright C  Cambridge University Press 2011 doi:10.1017/S0265051711000246 Some issues in formal music education in Nigeria: A case study of Kwara State Austin Emielu Department of the Performing Arts, University of Ilorin, P.M.B. 1515 Ilorin, Kwara State, Nigeria austinmaro@yahoo.com; austinmaro@unilorin.edu.ng Every educational system has its goals and objectives, curricula and modes of implementation. There is however the need for periodic assessment and evaluation. Specifically, this research paper sets out to evaluate the success or otherwise of the music education delivery system in Kwara state of Nigeria and its implications for the goals of music education in Nigeria. Data were gathered primarily from field situations using empirical and deductive methodologies and secondarily from government publications and other publications related to the subject matter. The paper observes that the noble idea of bi-musicality, a concept that stresses musical literacy in both one’s own culture and that of the West is hampered by lopsidedness, crisis of perspectives and inadequate resource materials and persons. There is also a structural defect in the vertical relationship between the various levels of music education in the state. The paper further identifies public perception of music as a Christian subject as one of the obstacles to an effective music education delivery system in Nigeria. The paper concludes that until significant musical theories and conceptual approaches emerge from extensive fieldwork into Nigeria’s diverse musical cultures, it will be difficult to develop and sustain an authentic and functional music education framework in Nigeria. Introduction The National Policy on Education (1977, 1998) makes provision for music at the various levels of schooling in Nigeria. How far this government position is in consonance with current realities justifies the need for periodic research. It is against this backdrop that this research was carried out on music education in Kwara State, a geo-political entity within the Federal Republic of Nigeria, between 2002 and 2004, with further updates of data in 2008 and 2009. Specifically my research set out to ascertain how far the goals of music education have been achieved in secondary and tertiary institutions in the state and to identify specific problems and gaps between educational plans and realities. This is with a view to draw inferences, make deductions and address some contentious issues that are woven around an effective music education delivery system in Nigeria. This paper employs both empirical and deductive methods of research. Primary data were gathered through oral consultations, structured questionnaires as well as participant- observation in classroom situations. Primary data were also gathered from classroom teachers, principals, students and music teachers in selected secondary schools as well 353