MAKING THE SCHOOL CURRICULUM MORE RELEVANT IN NIGERIA
CURRICULUM STUDIES AND EDUCATIONAL TECHNOLOGY
DEPARTMENT, KWARA STATE COLLEGE OF EDUCATION. ILORIN.
Mallam ALHASSAN Bolaji, Y.S.
Department of Curriculum Studies and Educational Studies
Kwara State College of Education, llorin.
ABSTRACT
The paper examine the various definitions of curriculum and the extent to which
curriculum is able to satisfy or meet the needs and inspirations of Nigeria. It went further
to critically analyze curriculum relevance, importance of the curriculum conference of
1969 and its outcome, which was the National Policy on education (NPE). The caper was
concluded with emphasizing the ways the curriculum can he made to address the needs,
interest and aspirations of the society more adequately.
Introduction
The word curriculum came from the Latin Word, Curere, meaning "to run",
or probably more correctly, to run a course, and traditionally the school curriculum
has presented a relative standardized ground (a course of subjects) co vered by
students in their race towards the finishing line (certificate, diploma or degree).
From this early usage, the word curriculum has passed into common usage, and
many people do think of it as 'a course of study', containing the body of subject
matter officially in schools. Although the definition appears clear and simple, it is
however too narrow (NTI 1992).
The shorter Oxford Dictionary defines curriculum as a 'course especially a regular
course, of study as at a school or University' (p. 212). It records its use since the
17th .century, and this, perhaps, marks the beginning of systematic and self -
conscious attempts to regularize course of study.
Further, curriculum is seen by Johnson (1967), as an intention, plan or
prescription, end idea about what one would like to happen in schools. On the other
hand, it is seen as the existing state of affairs in schools. And since neithe r
intention nor happenings can be discussed until they are described or otherwise
communicated, curriculum study rest on how we talk or write about these two ideas
of curriculum.
A thorough Literature research revealed that the traditionalists were of two
types the rerenialist and the essentialists (Daramola 1995). The perenialist believe
that any. Penalised curriculum structure towards contemporary needs is a
distraction from the role of the curriculum as the central nerve for intellectual training.
In short, the perennial advocated a subject centred curriculum, which places importance on
drill and behavior control. The disciplines identified to be in the school curriculum are
rules of Grammer reading, mathematics, rhetoric and logical.
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Added to this is that the perenialists identified the above subjects in order to
develop the logical faculty that leads us to correct thinking (Daramola 1995). The second
group of the traditionalist viewed curriculum as a test of fundamental academic discipline
such as English Language. These subjects, the essentials argued, were essential for
cultivation of the intellect for rigorous academic involvement.
The perennialists conceived the acquisition of academic excellence by mastery
subject matter and mental discipline. However, the essentialists submitted that fund mental
academic disciplines concentrate on providing the mastery needed for subs quent learning.
Daramola (1995) reported that the progressive movement, a group led by John
Dewey at the beginning of the 20th Century in the American Society, condemned the
traditionalists views on curriculum and charged them of narrow and parochial thinking the
progressives challenge the traditional school curriculum and proposed that a school
curriculum should be designed on the basis of contemporary needs in terms of learner’
growth, social emotional and physical development. In view of the above, the progressives
saw knowledge as neither time dependant not static, but as dynamic as the human nature.
They perceived education as the total development of the individual learner rather that a
mere process of cultural transmission.
The progressives suggested a "balanced" and coherent curriculum in terms of the
development of the learners' cognitive, psychomotor and effective domains. The
progressives also agreed that school curriculum should be designed in such a way that
human basic characteristics, such as attitudes, feelings and emotions are considered as vita
components of the human basic characteristic could lead to enlightened citizenry.
However, Dewey (1938) contended that the curriculum should be a comprehensive
unified, problem - solving tool and not a mere assemblage of subject matters. Whenever
the curriculum is designed and implemented as comprehensive learning experiences, the
individual growth, problem-solving abilities, democratic citizenship, and reflective
thinking skills would be developed adequately in the individual learners.
Curriculum, as a process, embraces the total experiences by means of which the school
educates the young and inexperienced members of the society. The considered curriculum
is the life and programme of the school. It involves guided living. The school selects and
recommends the kind of life it expects the learners to lead.
Looking at the definitions given above, curriculum should be seen as a document
of intended learning activities and outcomes to which learners are exposed for their (and
their society's) well - being.
A definition which appears to be more embracing and partially acceptable is
Fafunwa (1967). He defined curriculum as a total environment in which education takes
place, including the child, the teacher, subject matter, content, and the physical and psy-
chological environment.
Fafunwa (1967) was of the opinion that any programme planned for use in school
should take care of individual difference in learners. It should be continues, dynamic, and
related to the values of its immediate environment. Thus a "Balanced Curriculum" should
have three basic characteristics.
i. Define objectives that grow out of the values held by a society.
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ii. Learning experiences that are geared toward the realization of the planned
Objectives.
iii.Period evaluation of the curriculum in the light of the objectives and the
Learning experience.
In addition, Ibrahim (1998) maintained that some authors attempt to differentiate
between what they referred to as official or intended and the actual curriculum. The offi-
cial curriculum covers what is laid down in the syllabi, scheme of work of course of study
with intention. The actual curriculum is observable practice in the school. The main
differences lies in the intention and the reality, with the actual curriculum showing the
actual occurrence (reality) following the implementation, during the period when learners
interact with the environment. Thus, is the formal curriculum can be perceived, as the
theory while regular practice in the school situation is the actual, a deliberate, systematic,
and planned attempt undertaken by the school to modify or change the behaviors of the
citizens in which it is situated (Onwuka 1985).
Curriculum, therefore, is a written plan, a document design, depicting the scope
and arrangement of projected educational programme which is meant to bring about the
desired changes in the learners when they are exposed to the content and the learning ac-
tivities therein. A curriculum is no randomizing of items, but a structured and proper
hierarchical order of related learning items.
Why the Curriculum Changes
Farrant (1980) argued that the curriculum represents the distilled thinking of
society on what it wants to achieve through education. In addition, it tends to mirror
society itself, reflecting its aims, values and priorities. It spells out clearly the knowledge
society considers important and useful. It identifies those physical and mental skills that
societies prize, and adopt those methods, which it approved. For these reason an exami-
nation of a national curriculum appears to be very important.
Constant curriculum review has led to the new concepts of knowledge. The new
Mathematics, for example has emerged as a new way of looking at number, and revolu-
tionize the curriculum offered for traditional Mathematics; and new discoveries in psy-
chology have encouraged new method of learning, such as programmed learning and
resources based learning (Farrant 1985). Change in the society made former curricula
hopelessly irrelevant. This has been particularly so in Nigeria where the curriculum in-
herited before independence was geared to colonialism.
The Relevance of Curriculum Conference of 1969 Heald At Lagos.
The first national curriculum conference was held in Lagos, 8 - 12 September 1969
(Daramola 1985). This conference has in attendance may categories of people, including
professional experts businessmen organizations, religious bodies, parents, labour unions,
medical doctors; legal practitioners engineers as well as representatives of the Ministry
of Education. According to Ibrahim. (1998). the good spread of representation at the
conference possibility accounted for the conference's resounding success.
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The conference was purely a Nigerian affair because it was aimed at solving her
educational problems independent of the imperialists. Through the interpretations or
amplification of the recommendations of the 1969 Curriculum Conference by Nigeria
Educational Research and Development (NERDC). the various working groups which
participated in the series of subsequent workshops and seminars organized by it
contributed ultimately to the formation of the National Policy on Education (revised in
1981) (NTI 1992). The document has become one of the most important curriculum
documents in Nigeria today. The National Policy implies the general framework for a
new curriculum, including implication for providing a uniform educational system for
Nigeria but, tie-laps, most important of all, the National Policy on Education. Making the
Curriculum More Relevant To Nigeria Needs
The philosophy of a given society may be interpreted to mean the ideologies, belief
system, values systems, and priority ordering of society. The educational system could
only be meaningful if the school system understands the nation's belief and value system
and evolves a school curriculum in a such a way that democratic views and conviction are
allowed and developed.
In the new philosophy, indigenous technologies, rather than importer technologies are
anticipated. Self - sufficiency and self - reliance in all aspects of the national economy are
advocated, in essence, it is anticipated that Nigerians would be producers, rather than be
consumers, a position that had wrecked the country's foreign exchange earnings.
The curriculum which is not designed on the basis of the basic needs of the learners
is described to be very restrictive and incomplete thus not acceptable in contemporary
society. Learning experiences are more meaningful to the learners when their basics need
is met. Only then is life emphasized in the curricula designed. The curriculum planners
should take into considerations the basic needs, goals, values and value system, its
aspirations and expectations with its general pattern of life.
In addition, the planners must consider. The learner's and mental capacity, and his
other physical and psychological characteristics. The 6-3-3-4 system of education is based
on the overall philosophy of Nigeria is geared towards self realization, better human
realization, better human relationship, individual and National efficiency, effective
citizenship, national unity as well as towards social cultural, political, scientific, and
technological progress of the country.
The curriculum should be quantifiable and measurable and subject to regular review, so
that the various subject curricula can continue to meet the needs and aspirations of the
society. The curriculum designers and implementers are advised to screen curricula for
comprehensiveness in terms of adequate provision for the basic needs for learners before
such curricula are adjudged suitable for school use.
Concluding Remark
The progressives' argument that the curriculum should consider the learner' needs
characteristics, mental and emotional states, including previous experience, appears rele-
vant to contemporary Nigeria. It is through carefully selected learning experiences that the
youths can be adequately socialized. Thus, no curriculum can be effectively and efficiently
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planned or developed without first identifying the overall philosophy and objectives of the
society. The National Educational philosophy in Nigeria seems to be the most influential
factor on the curriculum in use across the country. The overall philosophy and objectives
of education for primary, secondary and tertiary level of education are available in the
National Policy of Education (NPE, 2000).
It must be emphasized that as the goal and aspiration of the society changes, there
has to be changes in curriculum. The curriculum should be geared towards self - reali-
zation, individual efficiency and development. In a nutshell, no government, no matter
how rich, will finance any curriculum that does not reflect its national objectives
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