The Nation Newspaper

Tag: curriculum?

  • The History curriculum question

    I am tired of reading about the exclusion of History from the Nigerian national curriculum.  The subject is there.  It was never removed.   However everywhere I go that the subject of Nigerian history is discussed, scholars and educationists mourn its removal and the adverse implications for patriotism, and national development.

    Though I do not work for the Nigerian Educational Research and Development Council (NERDC), the agency saddled with the responsibility of developing, producing, distributing and enlightening the public about the curriculum, I have decided to use this platform to announce to Nigerians that History is in our curriculum.

    However, while people should be glad to heave a sigh of relief that it has not being expunged from the curriculum, there are serious challenges facing the teaching of the subject in Nigerian schools.  So, the concern about the fate of the subject is in order.

    History is one the 12 subjects categorized under the Humanities department that secondary school pupils study from SS1-SS3.  The subject is taught under 17 broad themes covered by the curriculum, including historiography and historical skeels, Pre-Colonial Nigeria 1, Nigeria in the 19th century, British Rule and Nigerian Reaction (1900-1914), Nigeria since independence, Military intervention in governance, post civil war Nigeria, Africa and the wider world, History and global issues among others.

    But one of the concerns of critics, which is worthy of attention is that History is not taught right from primary school; and, even when it is taught at senior secondary level, it is an elective subject.  Pupils in the Humanities Department can either study History or Government.   From statistics of registration for the subject in the West African Senior School Certificate Examination (WASSCE), it is clear that Government is the preferred subject of the two.  Compared to 57,543 candidates who wrote History in May/June 2012 WASSCE, 975,166 sat for Government.  While the best national average performance in History between 2007 and 2012 was 38.24 per cent; that of Government was 68.10 per cent within the same period.

    It is therefore no surprise that not many Nigerian children have a good grasp of our history by the time they complete secondary school.  The situation is more pathetic when we find elite schools implementing foreign curricula teaching the history of foreign countries to our children on Nigerian soil, while the country’s history is relegated.  And at the tertiary level, History is only taught to students studying the course.

    Critics seek a situation where History is made compulsory and taught at all levels, like obtains in the United States where students take History up to their second year in college.

    For this to happen, the government must address the problem of teacher supply in the subject.  Many school administrators complain about the difficulties of finding History teachers to hire.  When they cannot find History teachers, some schools force teachers who specialize in Government to teach History, which a practice expert says is not helpful.  The government could also attach special scholarships to History to popularize the course in the university.

    Perhaps finding interesting ways to teach the subject could also help attract pupils’ attention.  In a story we published in The Nation last year (http://staging.thenationonlineng.net/help-history-faces-extinction-schools/), some pupils complained that their teachers did not teach history in an interesting way.

    Like many critics have argued, we need to know our history to understand our present and prepare for the future so we do not repeat the mistakes of the past.  Our history is important.  And we should give it a pride of place in our education system.

     

  • The History Curriculum question

    I am tired of reading about the exclusion of History from the Nigerian national curriculum.  The subject is there.  It was never removed.   However everywhere I go that the subject of Nigerian history is discussed, scholars and educationists mourn its removal and the adverse implications for patriotism, and national development.

    Though I do not work for the Nigerian Educational Research and Development Council (NERDC), the agency saddled with the responsibility of developing, producing, distributing and enlightening the public about the curriculum, I have decided to use this platform to announce to Nigerians that History is in our curriculum.

    However, while people should be glad to heave a sigh of relief that it has not being expunged from the curriculum, there are serious challenges facing the teaching of the subject in Nigerian schools.  So, the concern about the fate of the subject is in order.

    History is one the 12 subjects categorized under the Humanities department that secondary school pupils study from SS1-SS3.  The subject is taught under 17 broad themes covered by the curriculum, including historiography and historical skeels, Pre-Colonial Nigeria 1, Nigeria in the 19th century, British Rule and Nigerian Reaction (1900-1914), Nigeria since independence, Military intervention in governance, post civil war Nigeria, Africa and the wider world, History and global issues among others.

    But one of the concerns of critics, which is worthy of attention is that History is not taught right from primary school; and, even when it is taught at senior secondary level, it is an elective subject.  Pupils in the Humanities Department can either study History or Government.   From statistics of registration for the subject in the West African Senior School Certificate Examination (WASSCE), it is clear that Government is the preferred subject of the two.  Compared to 57,543 candidates who wrote History in May/June 2012 WASSCE, 975,166 sat for Government.  While the best national average performance in History between 2007 and 2012 was 38.24 per cent; that of Government was 68.10 per cent within the same period.

    It is therefore no surprise that not many Nigerian children have a good grasp of our history by the time they complete secondary school.  The situation is more pathetic when we find elite schools implementing foreign curricula teaching the history of foreign countries to our children on Nigerian soil, while the country’s history is relegated.  And at the tertiary level, History is only taught to students studying the course.

    Critics seek a situation where History is made compulsory and taught at all levels, like obtains in the United States where students take History up to their second year in college.

    For this to happen, the government must address the problem of teacher supply in the subject.  Many school administrators complain about the difficulties of finding History teachers to hire.  When they cannot find History teachers, some schools force teachers who specialize in Government to teach History, which a practice expert says is not helpful.  The government could also attach special scholarships to History to popularize the course in the university.

    Perhaps finding interesting ways to teach the subject could also help attract pupils’ attention.  In a story we published in The Nation last year (http://staging.thenationonlineng.net/help-history-faces-extinction-schools/), some pupils complained that their teachers did not teach history in an interesting way.

    Like many critics have argued, we need to know our history to understand our present and prepare for the future so we do not repeat the mistakes of the past.  Our history is important.  And we should give it a pride of place in our education system.

  • Scholars seek uniform curriculum for Africa

    Scholars seek uniform curriculum for Africa

    Participants at a three-day international conference that ended on Saturday at the Houdegbe North American University Cotonou, Republic of Benin, have advocated a uniform curriculum review in Africa. According to them, it is capable of addressing the continent’s numerous social malaise.

    They also believed that some of the burgeoning social ills, such as Boko Haram, kidnappings, ritual killings, corruption, war and crime among others, should be taught at schools to allow children appreciate the extent to which they can  draw back the continent. This, in their wisdom, will psychologically prepare them to wage wars against them.

    The conference, themed: ‘Education for meaningful strategic development: The African Perspective,’ was organised by Intellectual Development Initiative (IDI), a multi-disciplinary intellectual society.

    Central at the conference was planned crusade towards forcing governments in Africa to re-awake African cultural values among children, especially at the basic level; a step they believe can fast track the realisation of the theme.

    An educationist/consultant, Dr Yemi Adegoke, who delivered the opening address, told participants that the essence of education is already defeated if it is geared towards teaching a child how to read and write without regard for culture.

    Adegoke, who was decked  in a cream dansiki , said education begins with introducing  local food, mother tongue to the children and educating them about African values,  which encompass etiquette.

    Adegoke recalled that before Christianity and Islamic religious influence, Africans had always been tolerant about religion.

    “Today, some parents would disown their children or worse still, refuse to attend their weddings because such children refuse to follow the family faith,” Adegoke lamented.

    He frowned that most governments across Africa today do not promote indigenous languages and culture except where the duo could be exploited through tourism and entertainment.

    “It is easy to conclude that the future of African culture is bleak unless conscious effort is made to address this disturbing trend whereby African youths know more about European football than their own country teams  due to close affiliation with foreign clubs,” Adegoke concluded.

    A participant, Alade Abimbade, a professor of Educational Technology, University of Ibadan, lauded the conference for being interdisciplinary in composition. Alade noted that the only way of reversing the dangerous trend is by putting it into school curriculum.

    “If you want to save a situation, put it in the school,” Alade noted.

    “This conference is to look at our curriculum and see the need for more possible inclusion. We have never talked about the dangers of Boko Haram (in the curriculum). It was like at the outbreak of HIV in the 80s; but today, HIV is now in our curriculum. In the same vein, we should begin to look at how we can include Boko Haram and its motives in our curriculum. Over the last five years, we have been battling it. Today, Boko Haram is now in Chad and Cameroon.”

    Dr Olabisi Adedigba of Kwara State University (KWASU) is optimistic that a lifeline is underway if governments in Africa could take to recommendations at the conference.

    “As the black continent, there are so many ways we can work on development. We need to put in more efforts; the structures and facilities must be put in place; as well as the methodology.

    Speaking earlier, the convener of IDI, Prof Biodun Akinpelu said the forum would offer fresh platform for effective networking among scholars across Africa.

    “With high prevalence of unemployed graduates in most African nations, it appears we have not paid sufficient attention to the curriculums in different disciplines. We just need to chart a new course towards sustainable meaningful development,” he said.

     

  • Okebukola rates curriculum, teacher training method low

    Okebukola rates curriculum, teacher training method low

    Prof. Peter Okebukola, a former Executive Secretary National Universities Commission (NUC), says the education curriculum and method of training teachers in Nigeria is defective and not in tune with modern trends in teaching.

    Okebukola said this on in his keynote address at a Colloquium on Education in Nigeria organised the Government Secondary School, Owerri, Old Boys Association on Thursday in Abuja.

    The theme of the colloquium is “A Review of the Education Sector in Nigeria and Recommendations for Sector-Wide Reforms.’’

    Okebukola, who also identified other challenges confronting the education sector, said that teachers’ preparation had been worsened by the Sandwich programmes.

    The former NUC boss said that the curriculum was cumbersome; learning facilities lacking, while students had become indolent.

    “The teacher factor in education is critical; the teacher has very low content, not deep in his subject.

    “I propose that education, as a degree programme should be for five years; you concentrate on your core subject for four years and on the fifth year, you concentrate on education – teaching skills.

    “Teachers must continue to upgrade themselves and run regular competence test; they should also have more time for teaching practice.

    “Students are no longer as diligent as they used to be; they do not read as they used to; they are now more inclined to social media.’’

    He said that the curriculum was laden with too many topics -`junks’’ which are not relevant to modern development.

    The professor of Science Education said that there was little room for projects and field work; opportunities for experiment and developing the skills of a scientist.

    According to him, Nigeria’s education curriculum needs to be trimmed to lay emphasis on 21st century skills.

    Okebukola also recommended the collapse of all higher education regulatory bodies into a Tertiary Education Council, to streamline operations and ensure fluency.

    Earlier in his address, Dr Joseph Nnorom, the association’s branch Chairman, said the colloquium was organized to mark the 80th anniversary of the school.

    He said that over the years, the Old Boys Association had given a lot to its alma mater but decided to give back to the larger society this year, hence the colloquium.

    “We decided to do this because we recognise that it is our school and in particular, our education in general that laid the foundation for whatever we have achieved today.

    “So, in a way, we want to give back something of enduring value to the society that nurtured us.

    “Without sound education, we and many generations to come are doomed; it is our fervent hope that recommendations that will have far reaching effects on the future of our society are articulated in this colloquium,’’ Nnorom said.

    He listed some of the association’s contributions to the school to include erection of library, classrooms, administration blocks and renovation of dormitories.

    Nnorom listed other contributions to include the sinking of boreholes, installation of generators, and provision of Information Communication Technology equipment.

    In his remarks, the Chairman of the occasion, Igwe Alfred Achebe, Obi of Onitsha, said the colloquium showed a burning desire to ensure that high quality education was sustained.

    Represented by Chief Chuka Oboli, Achebe said that sound education was needed to engender an orderly society.

    He commended the Old Boys Association and called on other alumni associations nationwide to emulate it.

  • New national curriculum, varsity requirements at variance’

    New national curriculum, varsity requirements at variance’

    The new education curriculum has been described as one of the best-ever produced in the country because of its specialisation-driven concept.

    Nonetheless, for the curriculum to realise its full potential, tertiary institutions, particularly universities, need to synchronise their requirements to meet its demand.

    This is the opinion of the Proprietors of Good Shepherd Group of Schools Meiran, Lagos State, Dr Adebayo Bamidele Oyeyemi, who lamented that some subject combinations in the curriculum contrast those for admission into universities, which still use the old requirements.

    “University requirements are different from what we have in the new curriculum,” Dr Oyeyemi said.

    He continued: “We have schools that follow this curriculum but in the end their children could not secure admission to universities.

    “For instance, if a child is going to study Engineering, the curriculum specifies that that child does not need Chemistry or Biology.

    “In the curriculum, there are five compulsory subjects – English, Math Trade, Civic and Computer. Then a student picks three or four subjects from his area of specialisation, and then one elective from the four divisions-Humanities, Business, Science, as well as Mathematics and Technology.

    “To be more specific, Business and Technology are having crisis. The new curriculum does not make it compulsory for a student to do Biology, Chemistry or Physics but other subjects like Basic electronics, Basic Electricity, Food and Nutrition and Technical Drawing. But if a child should follow that, he would not get admission into universities which still base their requirements on the old curriculum which states that a child who wants to study Engineering should have Physics, Chemistry and Mathematics.

    “Again, government removed Economics from Commercials and put it under Humanities but universities are still requiring Economics for commercial students. Some schools started doing Economics when JAMB recommended Economics in the UTME and many of those students failed woefully.”

    At the school level, Oyeyemi frowns that the new curriculum is becoming enigmatic, and school managements have to modify the curriculum in ensuring students meet university prerequisites.

    Identifying curriculum, infrastructure and manpower, as the three major components of a school system, Oyeyemi further kicks against the scenario where except in Lagos schools, there is dearth of facilities in most public school nationwide to meet the Trade recommended in the curriculum.

    He attributes the development to policy somersaults and default of the policy formulators to take a cue from realities from the field (school) before coming up with the policy, resulting into complexities and often inability of schools to interpret such policy.

    “The curriculum is perfect but by implementation, there is a gap. Many schools till now do not know what to do; yet gthe overnment wants us to comply with it to the letter. Now here (Shepherd Group of school), we have to look at university requirements and align it with the curriculum.

    “It’s not just about copying what happens in UK or US but customising and communicating it. It’s like we are gambling with the lives of these children. To worsen matters, there is no document to guide the curriculum in case it needs some adjustment. I am suggesting that all ideas should be synchronised and fused into a single document,’’ he added.

     

  • ‘Include traditional religion in curriculum’

    Traditional rulers in Lagos state have appealed to the state government to allow the teaching of African traditional religion known as Ifa in the public school.

    Association of African Traditional Religion Secretary-General, Chief Awodiran Agboola said: “It is important we catch them young, it is very unfortunate that our children when they go to public schools, they get converted to either Christianity or Islam, so we are trying to make bring to government’s attention.”

    He said traditional religion should not be over look in the society, considering that it contribute to the progress and development of the state.

    “This will help create awareness that will exist and also prepare us for the August 20 African traditional festival, this seminar is just to educate our people that traditional religion is not fetish and barbaric we are also righteous people,” he said.

    Lagos State Council of Arts Culture Director Mrs Saidat Otulana, said the event will give the public opportunity to know the importance of culture and tradition.

  • Teachers seek review of legal education curriculum

    Teachers seek review of legal education curriculum

    The Nigerian Association of Law Teachers (NALT), has called for an immediate expansion of the curriculum of legal education in Nigeria. The proposed expansion, meant to insulate Law graduates from the ever expanding unemployment market, accommodates new areas such as Agriculture, Medical Science, Physiology, Nursing, Sociology, Psychology and Marketing among others.

    This was contained in a communiqué issued at the end of the association’s 48th annual conference held at the Afe Babalola University, Ado-Ekiti (ABUAD), over the weekend.

    NALT reasoned that improving and expanding the curriculum would guarantee rapid development of different facets of the society, while making law graduates employable across varying fields.

    The communiqué signed by NALT President, Smaranda Olarinde an associate professor, also seeks conscious efforts to adopt the comparative and global perspectives to legal education in Nigeria both at the law faculties and the Law School against the current trend which focuses mainly on domestic/municipal laws but which cannot guarantee legal practitioners who can respond effectively to the growing challenges of globalisation.

    Olarinde, who is also the Provost, ABUAD College of Law, equally advocated practicing Nigerian lawyers who desire to play at the global level to tow this path.

    In addition, NALT wants members to pay more attention to ethical issues in the admission of candidates into the law programme of universities, graduates into the Law School and above all, admission of Law School graduates into the Bar. This, according to NALT, is to checkmate “infiltration of men and women of questionable character into the legal profession and ensure the sustenance of the sanctity and nobility of the law profession.”

    Against this background, Olarinde suggested that the teaching of professional ethics should start from institutions’ law faculties and be consolidated upon at the Law School before lawyers are finally released to practice.

    In view of the importance of the legal profession to national development, NALT said henceforth, those to be admitted to study law should be mature with broad knowledge in Arts and Sciences as is the practice in the United States and Europe, where Law is studied as a second degree to ensure those offered admission to study Law are matured minds.

    Olarinde also urged universities in Nigeria to ensure that undergraduates, especially in Law, undergo entrepreneurial training to endow them with skills and competences capable of making them job creators.

    She said there is an urgent need to re-evaluate and re-engineer the Nigerian postgraduate education in Law in terms of designing more suitable research methodologies with a view to accommodating new frontiers of knowledge, Information and Communication Technology, as well as entrepreneurial studies.

  • School adds culture to curriculum

    In its bid to foster cultural orientation on its pupils, the Directorate of Catholic Education, has introduced Culture into the time-table of its schools.

    As a result, Culture now forms a part of the school curriculum.

    The aim is to encourage the pupils to appreciate various indigenous languages and culture.

    To make the directive more effective, schools under the directorate have been assigned different cultural assignments ranging from dance, language tutelage, exhibition varying traditional delicacies, and cultural attires, among others.

    Miss Angela Ofuma of Hand Maid International School Surulere and her teacher Mr. Patrick Nwocha, told The Nation during the school’s annual Cultural Day, that three months ahead of the event, pupils underwent intense training by teachers who enlightened them about various traditions.

    In addition, they were also encouraged to speak the local languages.

    Underscoring the importance attached to cultural orientation in the school, Chairperson of the Planning Committee, Rev Elizabeth Itopa, said since many of the children were born in Lagos and have never visited home, it was proper to create an identity and cultural values in their minds.

    The Director of Catholic Education, Rev Monsignor Jerome Odutan, described the initiative as a way to foster unity among children and create mutual norms and values in their minds.

    “It’s the fifth edition and it is an annual event. The theme this year is: ‘Cultural Harmony’ which explains why all the children are dressed in various costumes representing different ethnic groups and culture in Nigeria,” he said.

     

  • ‘Why we run British/Nigeria curriculum’

    The Crownland International School, Mowe, Ogun State, has said it runs an integrated curriculum to produce students who can compete globally.

    The proprietor, Joel Adepoju, said the school was committed to raising the standard of education in the country by producing balanced students in terms of learning and character.

    He said the school’s British-Nigerian curriculum exposes its pupils to resources that meet international standards. Adepoju, who spoke during a meeting with the parents, guardians and teachers, said the school was committed to quality teaching and learning.

    “I wish to restate that we have not deviated from our core values. Our integrated curriculum (British/Nigeria) still remains a great asset; strict use of only certified teachers and provision of befitting and conducive learning environment greatly inspire our students in their learning process.

    “In the last one year, we have striven to deliver a mode of academic instruction that is driven by mentoring methodology. This kind of instruction mode gives room for more close relationship and deep involvement in the students’ affairs.

    “This, in turn, has opened up the students by way of making them more receptive to instructions, both academically and morally. This is reflected, no doubt, in the way the students conduct themselves and in their academic performance,” he said.

    The school runs a crèche, playgroup, pre-nursery, nursery (I and II) and basic 1-6. “Our fees are reasonable,” Adepoju said.

    Managing Director, VIP Management Services Limited, Ademola Oladimeji, who chaired the meeting, expressed satisfaction with the school’s academic performance and praised the management’s determination to maintain high standards.

     

  • Scholars seek review of journalism curriculum

    Scholars seek review of journalism curriculum

    A group of scholars and journalists have called for a review of the training curriculum of journalism and mass communication to include conflict reporting.

    At a consultative forum hosted by the Department of Mass Communication of the Covenant University (CU) last Friday, they said Boko Haram insurgency in the northeast has exposed the gap in the training of journalists in covering conflicts.

    They, therefore, called for a review of the curriculum used in journalism schools.  They also underscored the need for re-training of practicing journalists in this area and in the coverage of this month’s general elections.

    A communiqué signed by the participants stated: “We observe that journalists face numerous challenges in covering the 2015 elections and the unfolding insurgency.  We, therefore, recommend enhanced, coordinated and inclusive training of communication practitioners; a review of the curriculum on mass communication and journalism, with specific consideration for the introduction of special courses on conflict reporting.”

    The forum also called for a review of the entry requirements into the profession, which is currently a high school diploma.  They argued that to defend their call for improved welfare for journalists, those employed should be adequately qualified.

    Other recommendations by the participants included the need for improved welfare and security for journalists; the need to tell Nigerian and African stories from local perspective; regulation of hate speech; verification of information on the social media and the need to strengthen professional ethics of journalism.

    Regarding security, they called on the government and the society to provide security for journalists in the course of their assignments.

    They said: “In order to ensure the protection of journalists, media organisations and security agencies should collaborate to ensure the safety of journalists in the course of their assignments; members of the public should contribute to the protection of journalists on duty; media owners should urgently enhance the provision of insurance packages for all journalists; journalists operating in high risk security zones should be covered by life insurance.  They should also be well remunerated.”

    On ethics, they recommended public enlightenment about the existing code of ethics, sanctions for erring journalists and media houses that violate the principles and a review of the journalism/mass communication training curriculum to capture conflict reporting.

    Convener of the forum, Prof Cecil Blake of the Mass Communication Department, CU,  said the forum was organised to help the media to play its role appropriately in building the society.

    “If you look at what in African countries, whenever there are elections, there is automatic tension.  The fourth estate has been guilty in creating aspects of that tension.  The concern is to ascertain that the media, both practitioners and owners, should really work towards the promotion of social cohesion in a nation rather than contribute to its collapse.  And elections have the tendency to provoke that,” he said.

    Participants at the consultative meeting were drawn from the Department of Mass Communication of the university as well as the African Council for Communication Education (ACCE), represented by Prof Danjuma Gambo of the University of Maiduguri; Association of Communication Scholars and Practitioners of Nigeria (ACSPN), represented by Prof Nosa Owens-Ibie and Dr Odion Odibo; and the Nigeria Union of Journalists (NUJ), represented by Mr Demiji Kayode-Adedeji, Mr Dele Atunbi, and Mr Kunle Idowu.

    Meanwhile, a professor of political science at the CU, Kunle Amuwo, has underscored the need for the Nigerian state to be the centre of public welfare.

    Amuwo, who delivered the 39th Public Lecture of the university, said doing so would end corruption and other vices.

    Speaking on the topic: “Bullet Versus Ballot: Interrogating Nigeria’s 4th Republic’s Electoral Consultations”, he said: “The most critical political struggle in the aftermath of the forthcoming polls – irrespective of the party that wins at the centre and the presidency – should be centred on bringing the state back into the public sphere and space where it really belongs.  Why we are where we are today, with all the shenanigans of the political elite the Nigerian people routinely put up with, is because the Nigerian state ceased long ago…to be a public agency that gives happiness and welfare to Nigerians.”

    The university’s  Vice Chancellor (VC), Prof Ayo Charles, urged Nigerians to choose the ballot over the bullet – just as the Israelites were admonished to choose life over death in the Bible.