CURRICULUM INNOVATIONS IN NIGERIA

ISAACK OCHIENG OURE

1062268

THIS PAPER HAS BEEN SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL

FULFILMENT OF MASTER OF EDUCATION DEGREE IN CURRICULUM STUDIES AND

INSTRUCTION

ED 522

CURRICULUM INNOVATIONS IN AFRICA

FACULTY OF EDUCATION

DEPARTMENT OF POSTGRADUATE STUDIES IN EDUCATION

THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

NAIROBI-KENYA

AUGUST, 2024
 Table of Content

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1.0 INTRODUCTION................................................................................................1

2.0 Historical Context................................................................................................2

2.1 Colonial Era (1860-1960)................................................................................2

2.2 Post Independence Era (1960-present).............................................................2

3.0 Key Curriculum Innovations in Nigeria...............................................................2

3.1 Universal Basic Education (UBE) Programme................................................2

3.2 National Policy on Education (NPE)...............................................................3

3.3 Revised 9-Year Basic Education Curriculum (BEC).......................................3

3.4 Senior Secondary Education Curriculum (SSEC)............................................3

3.5 ICT Integration in Education............................................................................4

3.6 Curriculum for Technical and Vocational Education and Training (TVET)....4

4.0 Challenges of Curriculum Innovation in Nigeria.................................................4

4.1 Inadequate funding...........................................................................................4

4.2 Teacher Training and Development.................................................................5

4.3 Infrastructure....................................................................................................5

4.4 Policy Implementation.....................................................................................5

4.5 Social-Cultural Factors.....................................................................................5

5.0 Future Prospects of Curriculum Innovation in Nigeria........................................5

5.1 Increased Investment in Education..................................................................5

5.3 Emphasis on STEM education.........................................................................6

5.4 Inclusive Education..........................................................................................6

5.5 Continuous Curriculum Review.......................................................................6

CONCLUSION..............................................................................................................7

REFERENCES...............................................................................................................8

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 1.0 INTRODUCTION

Curriculum innovation deals with exploring the flexibility in the curriculum by

bringing on board new ways of subject content management and the adaptation of teaching

approaches.

A number of young people have to be involved such a process being that close to all

of them are affected by the outcome of the process itself thus becoming more motivated in

their learning to achieve more.

This paper therefore discusses the process of curriculum innovations in Nigeria

putting into consideration the historical context and most recent innovations.

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 2.0 Historical Context

The historical development of curriculum in Nigeria is connected to the colonial past

and the post- independence efforts to create a more relevant and inclusive education system.

2.1 Colonial Era (1860-1960)

The British colonial administration during the colonial period in Nigeria established

an education system that was primarily designed to serve their own interests. The curriculum

majored on teaching basic literacy, numeracy, and clerical skills that were needed for colonial

administration process (Fafunwa, 1974). This interfered with the focus on indigenous

knowledge and cultural education largely in Nigeria.

2.2 Post Independence Era (1960-present)

Nigeria gained independence in 1960. Nigeria thereafter started several educational

reforms that were aimed at decolonizing the curriculum and making it meet the needs of its

citizens in a more relevant manner. The Aahby Commission (1960) was the first post-

independence efforts to review and recommend changes to the education system (Taiwo,

1980).

3.0 Key Curriculum Innovations in Nigeria

Having known the main desire and focus of the post-independence curriculum

reforms in Nigeria, we would then delve deep into looking at some of the key innovations

evident in Nigeria and how they have been relevant in the country.

3.1 Universal Basic Education (UBE) Programme

This programme was launched in 1999 and it aimed to provide free, compulsory basic

education. This was its main aim. This basic education was meant to be provided for all

Nigerian children.

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 This basic education includes; 9-year program divided into six years of primary

education and three years of junior secondary education (Federal Ministry of Education,

2013)

Some of the impacts of this program include:

i. Increased enrolment rates of learners into institutions of learning.

ii. Greater emphasis on a broad-based curriculum that includes vocational and

technical education.

According to the National Bureau of Statistics, primary school enrolment rates increased

significantly from 68% in 2000 to 88% in 2015 (NBS, 2015)

3.2 National Policy on Education (NPE)

This was introduced in 1977 and revised several times. This policy provides a

framework for the educational system in Nigeria. It emphasizes on sciences and Technology

education, integration of ICT in teaching and learning and promotion of inclusive education

for all children, including those with special needs (NERDC, 2012).

Key features of this policy include:

i. The policy mandates the teaching of at least one Nigerian language in primary and

secondary schools to promote national unity and cultural heritage (FME, 2013).

3.3 Revised 9-Year Basic Education Curriculum (BEC)

In 2012, the NERDC revised THE BEC to address challenges identified in the

previous curriculum. Some of the key innovations here included the introduction of subjects

like Entrepreneurship Education, Civic Education, and the inclusion of Nigerian languages

NERDC. 2012).

Innovation in BEC include:

i. These subjects introduced aim to foster critical thinking, civic responsibility,

and practical skills among students.

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 3.4 Senior Secondary Education Curriculum (SSEC)

It has since been restructured to offer a range of subjects that area meant to prepare

students for tertiary education and the labour market. Key subjects include STEM.

Vocational, and technical subjects (FME, 2013).

Its key subjects are:

i. Emphasis on practical skills

ii. Readiness for higher education and employment.

The curriculum includes subjects such as technical drawing, Home Economics, and

Computer Studies to equip students with diverse skills.

3.5 ICT Integration in Education

In Nigeria, the Federal Ministry of Education had prioritized ICT integration at all

education levels. Its initiatives include e-learning platforms, digital literacy programs, and the

use of multimedia resources in teaching (FME, 2013).

Some of the programs like the Nigerian Research and Education Network (NREN)

aim to enhance connectivity and access to digital resources in higher education institutions

(NREN, 2012).

3.6 Curriculum for Technical and Vocational Education and Training (TVET)

The TVET curriculum aims to provide self-employment and Some of its features include:

i. Collaboration with industries to ensure the curriculum meets labour market needs.

ii. Practical training and entrepreneurship education (NERDC, 2012).

iii. Students are exposed to hands-on training in fields like carpentry, plumbing, and

electrical installation, which are very crucial for Nigeria’s economic development.

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 4.0 Challenges of Curriculum Innovation in Nigeria

4.1 Inadequate funding

Inadequate finance impedes several educational innovations and changes, which

lowers educational quality and accessibility. Education's share of GDP has frequently been

less than the 15-20% that UNESCO recommends (UNESCO, 2014).

4.2 Teacher Training and Development

The proficiency of teachers has a major role in the success of curriculum changes.

Programs for ongoing professional development and training are crucial yet frequently

absent. Teachers Registration Council of Nigeria (TRCN) has emphasized that in-service

training should be provided on a regular basis (TRCN, 2016).

4.3 Infrastructure

New curricula cannot be implemented effectively in rural areas in particular due to

poor infrastructure. Basic amenities like classrooms, labs, and ICT equipment are lacking in

many schools (UNICEF, 2020).

4.4 Policy Implementation

Implementation and policy-making gaps are frequent. In order to guarantee that

educational reforms are implemented successfully, monitoring and evaluation systems are

frequently lacking (Ajayi & Ekundayo, 2008).

4.5 Social-Cultural Factors

Socio-cultural factors such as early marriage, child labor, and gender disparities

continue to affect educational access and outcomes, particularly for girls. According to

UNICEF, about 10.5 million Nigerian children are out of school, with girls being

disproportionately affected (UNICEF, 2020).

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 5.0 Future Prospects of Curriculum Innovation in Nigeria

5.1 Increased Investment in Education

It is very important t to seriously invest in education so as to ensure the sustainability

of curriculum innovations in the country. These investments include funding largely, the

infrastructure, teacher training, and learning resources (UNESCO, 2014).

5.2 Public-Private Partnership

There is need to engage in deep collaboration between the government and the private

sector, an act that can ensure a bridge in funding gaps and bringing some innovative solutions

to the education sector (WORLD BANK, 2018).

5.3 Emphasis on STEM education

Strengthening of STEM education can drive technological advancement and

economic development. This includes updating the curriculum to keep pace with global

trends and industry demands (NERDC, 2012).

5.4 Inclusive Education

All children of all socio-economic backgrounds must have access to education, and

quality education for that matter. This involves addressing barriers to education for

marginalized groups (UNICEF, 2020).

5.5 Continuous Curriculum Review

There is need for regular review and update of the curriculum to ensure it remains

relevant and responsive to the needs of the society and global trends (FME, 2013).

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 CONCLUSION
After a deep and comprehensive discussion on curriculum innovations in Nigeria, we

have an understanding thus of historical context, key innovations challenges, and future

prospects that are supposed to be considered and put into practice. These work gives no only

the content but in-text citations and references of the knowledge garnered on curriculum

innovations in Nigeria.

We could also conclude that a number of aspects discussed in this paper have a close

relationship with the curriculum process in Kenya which actually is something very important

to consider.

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 REFERENCES
Fafunwa, A. B. (1974). History of Education in Nigeria. London: George Allen & Unwin Ltd.

Taiwo, C. O. (1980). The Nigerian Education System: Past, Present and Future. Lagos: Thomas

Nelson (Nigeria) Ltd.

Federal Ministry of Education, Nigeria. (2013). National Policy on Education. Retrieved from

https://education.gov.ng/

Nigerian Educational Research and Development Council (NERDC). (2012). Revised 9-Year Basic

Education Curriculum. Retrieved from https://nerdc.ng/

UNICEF Nigeria. (2020). Education. Retrieved from https://www.unicef.org/nigeria/education

National Bureau of Statistics (NBS). (2015). Annual Abstract of Statistics. Abuja: NBS.

UNESCO. (2014). Teaching and Learning: Achieving Quality for All. EFA Global Monitoring

Report 2013/4. Paris: UNESCO.

Ajayi, I. A., & Ekundayo, H. T. (2008). The Deregulation of University Education in Nigeria:

Implications for Quality Assurance. International Journal of Education Research and Development,

3(2), 1-8.

World Bank. (2018). Public-Private Partnerships for Education. Retrieved from

https://www.worldbank.org/en/topic/education/brief/public-private-partnerships

Teachers Registration Council of Nigeria (TRCN). (2016). Annual Report. Abuja: TRCN.

Nigerian Research and Education Network (NREN). (2020). NgREN Initiatives. Retrieved from

https://ngren.edu.ng/