Before the current small-scale teaching programs for Nigeria can expand, the country must create a definite place for Americans in the development of her secondary schools, according to Judson T. Shaplin '42, associate dean of the Graduate School of Education.

Shaplin, who has just completed a study of teacher training in Nigeria and other British Commonwealth countries, called Nigeria "very poorly prepared to receive American teachers" at present. Most applicants are placed in the nation's secondary schools at random as vacancies which meet their qualifications appear.

Works for Volunteers

This method works well for a small number of "volunteer" teachers. But an accompanying development of Nigeria's educational system would, in Shaplin's opinion, result in Americans replacing Nigerians of lower quality and training. This, he believes, would hinder rather than help educational progress in the long run.

American teachers could serve Nigeria's long range interests in two ways, Shaplin said. First, they could replace Nigerian Faculty members temporarily to help native teachers receive further training through increased sabbatical opportunities.

Or they could fill posts made available by expansion of secondary school facilities. Eventually, enough qualified Nigerians could be trained to form a an expansion of the program without permanent staff. The ultimate replacement of all Americans by Nigerian teachers must be the goal of any guided exchange program, Shaplin emphasized.

Such an ambitious program, however, would necessitate an efficient placement organization located in Nigeria. But at present operations there are handled by a single volunteer organization, the Afro-American Institute.

Coordination Problems

An organization of this scope cannot hope to coordinate the educational problems of a nation two-thirds as populous as England, Shaplin said. At best, it can find random jobs for a limited number of exchange teachers; and even this process often requires months.