By Olalekan Olagunju
The word ‘curriculum’ was originally derived from the Latin word “racecourse” which implies a course of study which students have to race (pass) through, beginning in their first year and racing as far as possible towards the finish line (final year examination). For most countries, national curriculum is prescribed and laid down by the government. In Nigeria, for instance, the Federal Ministry of Education, through its agencies such as the Nigerian Educational Research and Development Council (NERDC), West African Examination Council (WAEC), National Education Council (NECO), National Commission for Colleges of Education (NCCE), National Board for Technical Education (NBTE), Joint Admissions and Matriculation Board (JAMB), National Teacher Institute (NTI), Curriculum Organization of Nigeria and the various examination boards set up by state governments, prescribe what should be studied while examinations are set based on the syllabuses derived from the curriculum. Other forms of curriculum include, courses of study prescribed by professional bodies from various fields which their members must undergo before enrolling for their qualifying examinations.
Presently, a new curriculum is in operation for basic education and senior secondary schools in the country. One may rightly ask: what is the essence of this new school curricula? In the last decade or more, the wind of globalization gave rise to new social and economic policies and priorities. In search for a new world order, countries are redefining their priorities so as to compete favourably and profit optimally from the emerging global community. Nigeria, like several other countries of the world, is a signatory to several new protocol agreements, and has followed them up with cogent actions. Millennium Development Goals (MDGs) and Education for All (EFA) Goals are prominent in the global reform agenda, which have implication for restructuring and reforming education. Nigeria as a signatory to these two protocol agreements, adopted the National Economic Empowerment and Development Strategy (NEEDS) as a reform measure in 2004.
NEEDS has prompted the adoption of the new 9-year Basic Education programme; adoption of a new curriculum structure (lower basic, middle basic and upper basic) for the implementation of the new 9-year basic and senior secondary education programmes; restructuring of the existing subject profile for primary, junior secondary and senior secondary schools, respectively. With the demands of these initiatives, the contents of the previous curricula could no longer meet the needs of school leavers in terms of academic standards, civic, ethical and moral responsibilities, entrepreneurship among others.
The identified gaps in the old curriculum are overloaded and obsolete subjects which could not provide needed support for poverty reduction and wealth creation. There was a disconnection between subjects at primary and junior secondary school levels, for example, primary science and integrated science; introductory technology at the JSS level and its total absence in the primary school curriculum. Furthermore, the old curriculum did not address communication skills, entrepreneurial skills; and functional literacy and numeracy. Consequently, there was a need to review, adjust and update the existing school curricula to meet global competitiveness.
The philosophy behind basic education is that every learner who has successfully completed the 9 years of continuous basic education schooling, should have acquired appropriate levels of literacy, numeracy, manipulative, communicative and life-long skills, as well as ethical, moral and civic values needed for laying a solid foundation for life-long learning as a basis for scientific and reflective thinking. An appropriate level of literacy and numeracy means that every student on graduation will functionally read and write, as well as carry out simple mathematical operations, communicate effectively and put up socially acceptable behaviour. The philosophy also indicates that it is important to implant and sustain the culture of science and technology early in the child’s education whose results will begin to manifest at the end of the junior secondary school.
Conversely, the philosophy of the new senior secondary education is based on the premise that every senior secondary education graduate should have been well prepared for higher education as well as acquired relevant functional trade/entrepreneurial skills needed for poverty eradication, job creation and wealth generation; and in the process reinforced further the foundations for ethical, moral and civic values acquired at the basic education level. Thus, the new senior secondary education curriculum is designed to drive the development of appropriate/suitable skills for social and economic transformation; evolve an army of Nigerian youths equipped with trade/entrepreneurship skills and provide effective support/foundation for higher education.
The new 9-year Basic Education Curriculum is different from the old curriculum because the existing gaps in the old curriculum have been addressed by the new. New subjects such as Computer studies/ICT, French and Civic education have been introduced, while core subjects such as Basic Science and Basic Technology have been redefined. Curriculum contents are thematic and spiral from primary to senior secondary school level. The Ideals of NEEDS such as value orientation, poverty eradication, job creation and wealth generation have been taken into consideration. It covers 9 years of continuous schooling without interruption.
For the senior secondary students, they must offer all 5 compulsory cross cutting subjects (English Language, General Mathematics, one Trade/Entrepreneurial Studies, Computer Studies/ICT; and Civic Education) irrespective of their fields of study/specialization. In addition, students are to choose 3 to 4 subjects from their field of specialization (Humanities, Science and Mathematics, Technology, Business Studies). Students are to choose one compulsory trade from the list of 34 recommended trade subjects. Students may wish to choose 1 elective subject outside their field of specialization provided the total number of examinable subjects is not more than 9. The minimum number of subjects to be offered is 8 while the maximum is 9.
It should be noted that most of the country’s educational policies are laudable; but how such have been brought to fruition through innovative and creative implementation is another issue entirely. School proprietors (public/private) are expected to provide learning of Trade/Entrepreneurship subject based on factors such as facilities/equipment and resources available; the interest of the students/community where the school is located; the vision of the school and its owner; availability of qualified teaching personnel etc. For effective implementation of the curriculum, it is mandatory for schools to have a complete set of the curriculum (publication).
In addition, regular capacity building workshops for teachers on the effective ways of delivering the curriculum contents should be explored. Such training should focus on specific teaching and learning skills needed to be developed in the learners as prescribed by the curricula; effective teaching methods/instructional media should be applied for the delivery of curriculum contents (e.g. guided discovery, demonstration, storytelling, dramatization, project, practical/assignments. field trip or excursion, question and answer etc).
Above all, strategy in handling the curriculum implementation should include; regular assessment of educational books and reference materials used in schools to ensure compliance with the prescribed national curricula. The selection of instructional materials should be appropriate based on the suitability for effective and efficient teaching/learning processes. Since teachers are not the only agents in the implementation of curricula innovation, students and all stakeholders in education should work for the success (implementation) of the new curriculum.
•Olagunju is of the Ministry of Information and Strategy, Alausa, Ikeja.