A Term paper On the Challenges of Curriculum Implementation in Nigeria: The Way Forward
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Introduction
Curriculum-related concerns have long taken center stage in Nigerian academic discourse. There have been many differing thoughts and perspectives regarding what should make up a useful utilitarian school curriculum from the colonial era to the independence era.
A National Policy on Education was adopted in 1977 as a result of the discussions held at the 1969 national congress (NPE, 2013). Subsequent iterations of the National Policy on Education took into account the demands and goals of Nigerian society in order to advance intellectually both the society and its citizens.
A curriculum is a list of classes, assignments, and subjects that are taught in schools. Simply said, a curriculum is the collection of topics, courses, and disciplines that should or are currently given in schools. The idea of curriculum creation is not new in today’s educational system. Nonetheless, concerns over curricula, whether overt or covert, are closely related to present global educational system thought and practice (Ajibola, 2008).
Curriculum, according to Offorma (2005), is a set of organized learning activities that are provided to students in schools. There are three parts to it: the study program, the activity program, and the guidance program.The modern world has become increasingly industrialized and technological, and as a result, the definition of curriculum has evolved to suit societal demands as well as various academic goals.
In actuality, a curriculum is an ordered course design that includes the goals and learning activities that will be employed to accomplish the educational objectives.Over time, the topic of school curricula in Nigeria has gained national attention. A lot of people are debating what should and shouldn’t be covered in the curriculum.
A well-crafted curriculum for schools should address issues and enhance programs in order to facilitate the successful implementation of the curriculum. One of the main issues in Nigeria is the poor implementation of curricula. The way government policies are actually put into practice differs greatly from their formulation. Policy makers and implementers frequently differ from one another, which causes gaps that arise during implementation.
However, one issue with education might be linked to who is in charge of what. It is necessary to get the record straight because Nigeria operates under a distinct system. The implementation of school curricula has faced significant challenges due to the issue of effectively allocating responsibilities.
Some of the facilitators lack the necessary abilities to carry out their duties; as a result, they are unable to guarantee that the school curriculum is applied successfully, or as I like to refer to it, in the most effective manner possible. The current surge in information has presented several difficulties not only in creating but also in putting into practice school curricula.The development of school curricula and their execution are two different things; this highlights the distinction—or rather, clarifies it—between the two.
The development of government policies and their implementation. The implementation of government policies is often impeded by several obstacles, making it a significant task whenever policy implementation is required.The translation and execution of educational policies, curricula or course offers, instructional materials packages, and learning outcome assessment at the student level fall primarily within the purview of teachers (Maduewesi, 2005).