– Evaluation on the Implementation of the Marketing Trade Subject Curriculum in Anambra State –
Download Evaluation on the Implementation of the Marketing Trade Subject Curriculum in Anambra State project materials: This project material is ready for students who are in need of it to aid their research.
INTRODUCTION
Background of the Study
In this era of globalization and technological revolution, education is considered as the first step for every human activity. It plays a vital role in the development of human capital and it is linked with an individual, well-being, and opportunities for a better living.
Thus, it ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life.
Nigeria having realized the effectiveness of education as a powerful instrument for national progress and development is continuously adjusting her educational philosophy and methodology to match the ideals and challenges of changing economic and social structure of modern society.
By adjusting her secondary school education system to encompass diversified curriculum that integrates academic with technical and vocational subjects with a view to empowering the individual for self-employment.
According to the National Policy on Education (2009), the broad aims and objectives of secondary education in the Nigerian educational system are preparation for useful living within the society (self-employment) and preparation for higher education.
However, the educational system does not seem to achieve its purpose as the majority of school leavers are not equipped with the necessary skills to empower themselves.
Consequently, they cannot raise their socio-economic standards and therefore cannot contribute to nation-building. A good number of students who have completed their secondary education but failed to secure admission into institutions of higher learning are in dilemma.
This is because they are not equipped with the requisite skills for self or paid employment (Igwe, 2007). It is no longer news that the nation’s youth unemployment rate has skyrocketed.
Igwe (2007) stated that the identified gaps in the old curriculum could not provide needed support for poverty reduction and wealth creation.
Levin (2007) also stated that the old curriculum is overloaded and does not respond to the students’ interest and teachers feel pressured to cover the curriculum that may be pitched at a level that is too high for students to achieve.
Furthermore, the old curriculum did not address communication skills, entrepreneurial skills, functional literacy, and numeracy.
Consequently, there was a need to review, adjust and update the existing The most significant aspect of the National Policy on Education as noted by Dike (2009) is the new focus it gives to Nigerian educational system.
The need for the Industrialization of the nation in which technical and vocational education play crucial roles and the realization to change from white-collar job-oriented educational system to science, vocational and technical oriented educational system which prepares individuals to be self-reliant and useful to the society.
This is said to have informed the Federal Government to lay emphasis on the introduction of the trade subjects into the curriculum.
Dike (2009) further noted that the five National goals cannot be realized without developing technical/vocational education and if well-rooted will definitely transform the economic, social, and political life-styles of our Nation from the third world to be the first world-class.
The curriculum is a vehicle through which education is attained. The secondary school curriculum as presently implemented is far from achieving the goals of secondary school education system.
Several authors have noted that the national policy on education is well structured and the contents are adequately defined but the implementation calls for questions.
According to Obanya (2004), the secondary school curriculum as presently implemented is far from achieving the goals of secondary education systems.
Offorma (2005) held that Nigeria’s curriculum lacks effective implementation and does not adequately prepare students for the demands of a competitive talented workforce.
Adeleke (2005) believed that one of the problems of Nigeria’s secondary school curriculum is the effective finishing of a product (implementation).
He opined that poor implementation of the secondary school curriculum in Nigeria has caused the missing link between the goals of Nigeria education and its achievements. The idea that secondary school graduates should be equipped with relevant skills in communication technology deserves national support.
One objective of the new secondary school curriculum is to produce secondary school graduates who are sufficiently equipped for tertiary education.
The students are expected to possess, at the end of their studies, practical knowledge and professional skills that could be usefully applied to the socio-economic development of the nation.
The federal government has said that the introduction of the new senior secondary school curriculum is to include more subjects which in a sense should guarantee development, self-employment, and professionalism among secondary school leavers in the nearest future.
Buttressing the government’s announcement, the Public Relations Officer, Federal Ministry of Education, Mr. Kabio Mammud disclosed that the new curriculum is fashioned by the Nigeria Educational Research and Development Council (NERDC) to ensure a gradual phasing out of the current curriculum.
Mammud stressed that there is a need for a new curriculum and that Nigeria requires it to go far. According to him the standards of education in the country have gone down (Josephine, 2014).
REFERENCES
Abimbola, and Mustapha, M.T(2000).The science teacher and reflective evaluation of a science. Curriculum Journal of STAN,35(2):80-87
Abiodum, O.R.(1999). Evaluating the senior secondary mathematics curriculum and implication for the mathematics teacher.40th Annual conference proceeding of STAN. Pp 176-178.
Adegoke, K.A., (2003).Curriculum Theorizing for Competency’, An Inaugural Lecture, Univ. of Lagos.
Adeleke, M. H., (2006). An Appraisal of Curriculum Implementation in Nigeria, Lagos: Macus Publication.
Adikwu, M. U. (2008).Curriculum development in science, technology and mathematics (STM) education 49th annual conference proceedings of the science teacher association of Nigeria Pp 3-14
Agba, A.M.O. (2007). Effective adult Education : A panacea toward poverty reduction in Nigeria. Giant of academic, 10:60-65.
Ajibola, M.A (2008). Innovations and curriculum Development for basic education in Nigeria :Policy priorities and college of practice and implementation.Research Journal of International Studies, Issue 8: 51-58
Akande, O.M.(1986).Hints on teaching practice and general principles of Education. Lagos,Osko Associate.
Akuezwio, E.O Agu,.(2007),Research and statistics in education and social science. Nimu :Rex chasles and Patrick Ltd.
Anglin, R. (1999) An Introduction to Curriculum Development , Stephenson’s Press.
Be the first to comment