INVESTIGATION INTO THE IMPLEMENTATION OF THE 34 TRADE Autosaved

ABSTRACT Nigeria, like other developing countries has been plagued by series of economical challenges. Of these challenges poverty eradication and means of economically empowering its citizens have taken the centre stage. Education has been propounded to be the key to solution of national developmental issues, hence Nigeria overtime has embarked on minor and major reforms in its educational system and curriculum development. The Secondary level is seen as the cradle for youth empowerment and development. In Nigeria, this section of its population record the highest form of unemployment and constitute high social cost as they resort to juvenile delinquency- robbery, militancy, prostitution, etc. in view of this challenge, the government instituted the Universal Basic Education implemented in 2004. Part of the requirement of this new system is the Vocationalization of the Secondary school curriculum to provide the functional education required to empower its citizens. Traditionally, the vocationalization of secondary education has been seen as an effective measure for developing human resources. Although it is regarded as being applicable for both developed and developing countries. For developed countries, with well-functioning and well-resourced secondary school systems that enrol the great majority of young people, vocationalization is seen as an appropriate initiative (Lauglo, 2005). In developing countries the case is quite different, as this process is hampered or slowed down by a myriad of problems. This paper seeks to analyse the option of vocationalization of the Nigerian Secondary school curriculum, drawing lessons from literature on Vocationalization of Secondary schools in other developing countries; and based on findings make recommendations.

Journal of Studies in Education Ambrose Alli University Ekpoma Edo State. Nigeria, 2015

The study is an appraisal of the implementation of trade subjects’ curricula in senior secondary schools within the Federal Capital Territory (FCT), Abuja. The study was informed by the fact that the effective implementation of the trade subjects’ curricula requires professionally qualified teachers, adequate physical facilities and instructional materials. The survey design was adopted by the researchers. The population for the study comprised all the trade subject teachers in the FCT. Random sampling technique was used to select 24 public and privately owned senior secondary schools in urban and rural areas from which a total of 105 trade subject teachers (that constituted the sample of this study) were drawn. The major instrument was a questionnaire (the sample of which is attached to the appendix of this paper). Data gathered were analysed with frequency counts, percentages and t-test. The study revealed that some schools are using unqualified teachers to teach some of the trade subjects which may not allow for the attainment of the lofty objectives of the trade subjects, curricula. There was gross unavailability of physical facilities and instructional materials in the sampled schools for the implementation of the curricula. Four recommendations were advanced including the need for proper funding, supervision and monitoring of the implementation of the trade subjects’ curricula.

The development of curriculum is a deliberate and direct effort within a given programme framework for strengthening synergy and relevant services for ensuring the acquisition of knowledge needed for the improvement of human's surrounding. One major instrument to drive the MDG vision statement and NEEDS is a functional curriculum which guarantees and brings about poverty eradication, wealth/job creation, knowledge and innovations in the formal and non-formal systems. A strategic curriculum renewal is one of the educational reforms that have been witnessed by the education sector in Nigeria. In this paper, the evolution, philosophies, goals, challenges and implications of the Basic and Senior Secondary Education Curriculum Implementation were highlighted, the "New" Basic Education, Senior Secondary Education and Trade/Entrepreneurship Education Curricula were the focus of this paper in an attempt to familiarize ourselves with these documents and suggest ways the curriculum can be effectively implemented.

Nigerian Online Journal of Educational Sciences and Technology, 2020

Curriculum implementation of entrepreneurship subjects at the Senior Secondary School: a paradigm shift for result-oriented skill acquisition and sustainable development in Nigeria. Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 1(2), Pages 85-90 This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

The fundamental principle of Technical and Vocational Education in Nigeria and the development of the New

Journal of Educational Research in Developing Areas, 2020

Purpose: The study examined the effectiveness of entrepreneurship education in developing entrepreneurial skills in Senior Secondary School students for community development in Kano Metropolis, Nigeria. Methodology: The study adopted a descriptive survey design. The population was made up of teachers in all the public secondary schools in Kano Metropolis Area of Kano State. The samples consisted of 346 teachers randomly selected from public senior secondary schools in Kano metropolis. A twenty items structured questionnaire titled “Developing Entrepreneurship Skills in Secondary School Students for Community Development Questionnaire (DESSSSCDQ)” was used for data collection. Its validity and reliability were established using Cronbach’s alpha method and the value obtained was 0.82. The data collected were analyzed using Mean (), standard deviation (SD) and t-test statistical tools. Results: The results indicated that most teachers strongly opined that Entrepreneurship Education wa...

American Journal of Educational Research, 2018

Having critically studied the current New Secondary School Curriculum (NSSC), it is glaring that there was neither the inclusion nor any consideration given to Thinking Skills. Rather, much emphasis was made on IT and Entrepreneurial skills. Thus, the question is: how can we teach these subjects without emphasising thinking skills, and teaching students to be great critical thinkers using thinking skills?" It is on this ground that this paper is conceptualised to call for a review of the NSSC to include Thinking Skills, so as to create an equilibrium in the teaching and learning process. This will make the students problem solvers and it will reposition them to be invaluable assets to the Nigerian society and beyond. This paper examines such issues as the thinking skills initiative, adoption of thinking points and maps in the classroom, a theoretical review of teaching thinking skills in schools, inclusion of thinking skills in the UK and the new secondary school curriculum in Nigeria. Lastly, recommendations are made on the benefits of thinking skills inclusion in the teaching curriculum.

JOURNAL OF LINGUISTICS,LANGUAGE AND CULTURE, 2021

During the pre-colonial era, Africans were familiar with their history especially through oral tradition, myth and legend. At present Nigerians have jettisoned their history. During the colonial era, the British government and other European missionaries set up schools. In these schools, History was considered important and taught amongst other subjects. The change of the education system from 8-6-2-3 system that is 8 years of primary, 6 years secondary, 2 years high school certificate and 3 years university to 6-5-2-3 system in 1954 did not affect the teaching of History as it was still retained in the school curriculum. However, the switch to 6-3-3-4 system in 1982 witnessed the deliberate plan to remove History as a subject in the Junior Secondary classes and replaced with Social Studies. Although History was still taught in the Senior Secondary classes, it was reduced to an optional subject for the students. In 2011 when the government introduced new compulsory subjects, History was not considered important to be made one. The fate of History as an optional subject was therefore sealed. The teaching of History was only reintroduced officially in the Junior Secondary School through an announcement of government made in 2016. This paper argues that the replacement of History with Social Studies in the Junior Secondary classes as a subject is unacceptable and has a lot of drawback effects on national development. Also, it contends that the refusal of the government to make History a compulsory subject till now is inconsistent with the practice of developed Downward Trend in the Teaching of History in Nigerian School, 1950-2016-Nwoke 109 countries like United State of America, and therefore constitutes a serious developmental problem. A cursory look at the importance of the subject is highlighted. This paper examines the teaching of History in the colonial and post-colonial era, together with the policy of the Nigerian Educational Research Development Council (NERDC). It employs the use of primary and secondary sources, combined with qualitative and quantitative approach, and it is arranged in themes. Findings show that the policy of NERDC almost led to the disappearance of History from the Senior Secondary School curriculum by 2011 and this has impeded national development. There are negative effects of the near absence of this subject in the secondary school on the university. Suggestions are made on how to improve the teaching and learning of History in primary and secondary schools.

Global Journal of Academic Research Forum is an annual peer-reviewed journal, published by the National Academic Research Forum of Nigeria. The journal aims at providing a platform to publish original quality and scholarly papers from across the globe in all disciplines of education. The journal also aims at examining topical issues that would lead to an all-round transformation of the African continent. VISION To showcase quality researched papers that would enable academics the world over, to contribute towards the building of a better society. CORE VALUES Global Journal of Academic Research Forum shares the values of international scholarship and believes in the repositioning of researches for knowledge applicability and all-round development of mankind.

International Journal of Educational Research and Policy Making, 2021

NOTE FROM THE EDITOR-IN-CHIEF This is the fourth edition of the International Journal of Educational Research and Policy Making, a journal published by the Educational Management and Policy Unit of the Department of Educational Foundations, University of Nigeria, Nsukka. The journal publishes well researched empirical information and instructional leadership, staff and student’s personnel administration, decision making, classroom management, finance, time management, etc. As pointed out in the first edition, the journal is a forum for the discussion of issues from local, national and international perspectives. The issues covered in this edition include education, management, arts, humanities, social sciences and sciences. The journal is a welcome addition to literature on educational management and policy. We encourage you to read and contribute articles in IJERPM which we consider a repository of indispensable knowledge about educational issues. Editor-in-Chief Prof. Nelson O. Ogbonnaya Educational Management and Policy