Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 1, January 2017 _________________________________________________________________________________________________________ 27 P-ISSN 2362-8022 | E-ISSN 2362-8030 | www.apjeas.apjmr.com An Analysis of Secondary Education in the Nigerian and Indonesian Educational Systems: A Comparative Study K.S. Ajala 1 , R.A. Lawal 2 , A. F. Oyelade 3 Department of Arts Education, University of Ilorin, Nigeria 1 kolajala1@yahoo.com, 2 bayolawal58@yahoo.com, 3 afoyelade@gmail.com Date Received: October 28, 2016; Date Revised: December 15, 2016 Asia Pacific Journal of Education, Arts and Sciences Vol. 4 No.1, 27-33 January 2017 P-ISSN 2362-8022 E-ISSN 2362-8030 www.apjeas.apjmr.com Abstract - Comparative Education studies are undertaken to examine issues related to education and national development by employing various comparative approaches. Educators and policymakers have become increasingly aware of the importance of educational practices of other nations. The aim of this paper was to find out the major similarities and differences inherent in the secondary education of Nigeria and Indonesia. The descriptive design of the survey research was adopted. The sample comprised 20 respondents drawn from the Federal Ministry of Education, Abuja, Nigeria, and the Ministry of Education & Culture, Jakarta, Indonesia. A researcher- designed questionnaire and interview were used for data collection. The questionnaire was found to be reliable with the reliability index of 0.65. The data collected were analysed qualitatively and quantitatively. The results showed that the type of curriculum Nigeria’s colonial masters left behind needs critical re-examination of contents. Results from variables with respect to Indonesia and Nigeria were, χ2 1.11 (P<0.05), χ2 11.61 (P<0.05), and χ2 25.86 (P<0.05) respectively. The paper concluded that secondary education in the Nigerian and Indonesian educational systems significantly contributed to the respective levels of educational development in the two systems. It was however recommended that Nigeria should pursue secondary education in a more practical manner than it has done hitherto. Keywords: Comparative Education; Comparative Approaches; Nigerian Educational System; Indonesian educational System INTRODUCTION In most nations of the world, there is an emerging recognition that education is the greatest instrument for man's economic progress and for his political survival [1]. Public faith in education has been unreserved, total and boundless. In the last three decades, demand for public education has grown rapidly from year to year. Therefore, there has been a virtual explosion in school enrolment at all levels of education [2]. Ijanaku contends that most nations, especially in Africa, have problems in their educational systems [3]. Nigeria, having realised the effectiveness of education as a powerful instrument for national progress and development, adjusted her educational philosophy and methodology to march the ideals and challenges of changing economic and social structure of modern society [4]. Consequently, in 1982, Nigeria adjusted her secondary educational system to encompass a diversified curriculum that integrates academic with technical and vocational subjects, designed to empower individuals for self-employment [5]. However, more than two and a half decades after the adoption of the laudable initiative, majority of Nigerian youths are idle and some are involved in various vices due to unemployment. They neither have the required skills to fit into the many types of jobs available nor can create one. Notably, the nation’s youth unemployment rate has increased at a geometric progression. The Federal Government acknowledged that about 80 per cent of Nigeria’s youths are unemployed and 10 per cent underemployed. In 2009, the Minister of Education, Sam Egwu, noted that the poor quality of graduates is worrisome. This requires a critical appraisal and review of the mode of implementation of secondary school philosophy and objectives, curriculum, funding and administration in order to identify the root causes of the problems that need reformation in Nigeria. Adekoya [6] claims that for Nigerian