THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN THE REALIZATION OF EDUCATIONAL OBJECTIVES

BY Bayo Soneye, NCE, B.Sc. Ed, M.Ed, Ph.D (in view) Lecturer, Diploma Programme Redeemers University Lagos, Nigeria +2348034971806 bayosoneye2010@gmail.com Rose Agbonluare (Miss), NCE, B.Sc. (in View) Teacher, Civic Education Lagos, Nigeria Rose.agbonluare@facebook.com +2348132767244

ABSTRACT This study was on the effective implantation of the New Senior Secondary Curriculum in the realization of educational objectives. This study population comprised (10) ten secondary school in Ogun State, Nigeria. These secondary schools are five public secondary school and five secondary school. Fifty subjects were randomly selected from the population. However related literatures were reviewed form textbooks, journals and post researches. The research instruments were questionnaire which was statically analyzed with contingency table while the hypotheses were both tested at 0.05 level of significance using the mean statistic. It was discovered that there is a significant relationship between the new senior secondary school curriculum and the realization of educational objectives. Therefore, the finding reveals that the federal and state government should make it a point of duty to build infrastructure facilities including functional workshops in all the senior secondary school across the nation with adequate provision of workshop equipment, instructional materials and tools to make teaching and learning of trade subjects entrepreneurship (furniture making, cosmetology, marketing, tourism And GSM maintenance etc) meaningful Thus, students will be expose to varieties of opportunities and to engage in practical works, which is the major aspect of the New Senior Secondary Curriculum.

TABLE OF CONTENTS Page Title Page Certification Dedication Acknowledgement Abstract Table of Content CHAPTER ONE: INTRODUCTION 1.1 Background to the Study 1.2 Statement of Problem 1.3 Purpose of Study 1.4 Significance of Study 1.5 Research Questions 1.6 Research Hypotheses 1.7 Scope of Study 1.8 Definition of Terms CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 The Concept and Meaning of Curriculum 2.2 National Policy on Education: Secondary Education Section 2.3 The Concept of Vocational and Technical Education 2.4 Nigeria Secondary Education Goals and Objectives 2.5 Curriculum for Wealth Creation and Self Employment 2.6 Secondary Education Implementation in Nigeria 2.7 Functional Curriculum Theory 2.8 The New Senior Secondary School Curriculum 2.9 Summary of the New Senior Secondary Curriculum CHAPTER THREE: RESEARCH METHODOLOGY 3.1 Design of the Study 3.2 Population of the Study 3.3 Sample and Sampling Procedure 3 i ii iii iv v 1 4 5 6 6 7 7 8 9 12 14 17 22 31 35 38 42 42 43

3.4 3.5 3.6 3.7 3.8 3.9

Research Instrument Validation of Instrument Reliability of the Instrument Administration of Instrument Methods of Data Collection Problems Encounter during Data Collection

43 43 44 44 45 45 46 46 49 52 54 54 55 57 57 59 62

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS 4.1 Introduction 4.2 Research Questions/Hypotheses Analysis and Results 4.3 Discussion of Result 4.4 Summary of Findings CHAPTER FIVE: IMPLICATION, RECOMMENDATION, SUGGESTIONS 5.1 Introduction 5.2 Implication of Study 5.3 Recommendation 5.4 Suggestions for Further Research 5.5 Conclusion Appendix References Questionnaire

CHAPTER ONE INTRODUTION 1.1 BACKGROUND OF STUDY In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and it linked with an individual well being and opportunities for better living. Thus, it ensures the acquisition of knowledge and skills that enable individual to increase their productivity and improve their quality of life. Nigeria, having realized the effectiveness of education as a powerful instrument for national progress, development and continuously adjusting her educational philosophy and methodology to march the ideals and challenges of changing economic and social structure of modern society.

If secondary education is properly planned, executed and encouraged, it could be used to develop innate genius in the youth and enhance their capacity to stand by themselves. Thus, secondary education could be used as investment that could yield rich productive dividends in a very near future, which could have far reaching effects on national development. Paradoxically, access to secondary school in Nigeria over any other kinds of education created a pool from which the firms recruit staff largely and paid them better than other groups. To push pen behind an office desk became the dream of an educated Nigerian on completion of secondary school and anything else became 5

derogatory human dignity. The attitude on a wider base was an educational policy that kept the nation under developed. The whole truth is that secondary school education from the onset till today, appeals colonial dependent.

Secondary education would have prepared an individual with courage and sound mind not too easily deflected by emotion of the moment. Majority of Nigerian youths are idle and some are involved in various vices due to unemployment. They do not have the required skills to either fit into many type of jobs that are available or create jobs. The Ministry of Education noted that the poor quality of graduates is worrisome.

The Federal Government has said that the introduction of the new senior secondary school curriculum was to include subjects such as information technology, woodwork, craft Art, and more which in a sense, should guarantee development, self employment and professionalism among secondary school leaver in the nearest future. Buttressing the governments announcement, the public relations officer, Ministry of Education Mr. Kabio Mammud disclosed that the new curriculum was fashioned by the Nigeria Educational Research and Development Council {NERDC} to ensure a gradual phasing out of the current curriculum. Mammud stressed that the need for a new curriculum was a question that Nigeria needed not to go far to get the answer. According to him the standard of education in the country had gone down. Adekoya (1999) claimed that for the Nigeria youth to be empowered economically they should be given the 6

necessary skills acquisition and for this to be done the curriculum should be effectively implemented. To ensure a positive future Nigeria, the youth who are believed to be the future for leaders of the country ought to be well equipped with basic skills to drive the economy.

Curriculum is a vehicle through which education is attained. The secondary school curriculum as presently implemented is far from achieving the goals of secondary educational system. Several authors have noted that the national policy on education was well structured and the contents were adequately defined but the implementation calls for question investigation gathered shows that students potentials are not properly channeled as schools lack basic infrastructural facilities necessary for effective curriculum implementation, there are inadequate specialist teachers, and where available focus more on theoretical aspect leaving out the practical component. This situation calls for effective implementation of the new senior secondary school curriculum in order to identify the root cause of the problem as well as gaps needed for reformation.

The announcement by the Federal Government that it would launch a new senior secondary school curriculum has sparked debates about what the curriculum is expected to achieve. There are also questions about the value of the new curriculum at time when the existing curriculum has not even been implemented to satisfactory level. Yet there are

people who argue that a new senior secondary school curriculum does not hold the key to Nigerias social and economic transformation.

The idea that secondary school graduate would be equipped with relevant skills in communication technology deserve national support. One objective of the new curriculum is to generate 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 socioeconomic development of the nation. The executive secretary of the Nigeria Educational Research and Development Council (NERDC) professor Godwill Obioma, said student would be required to study five compulsory courses including English language, general mathematics, computer studies and information and communication technologies as well as one trade or professional subject from list of 34 official trade subjects. He also said that the introduction of 34 vocational subjects marked a radical departure from the subsisting curriculum in which accent was not placed on professional skills acquisition. To achieve the lofty objectives, set out in the new curriculum, it is important to make technologies widely accessible to secondary students and teachers.

1.2

STATEMENT OF PROBLEM

The effective implementation of the new senior secondary school curriculum in the realization of educational objectives. Therefore the problems which the research intends to verify are: i. Students who have completed the secondary education wish to continue with higher education. ii. iii. Students do not have necessary skills to empower themselves. Secondary education seems inadequate to make school leavers competent and self-reliant. iv. The possible solution to the unemployable youth can raise the economic productivity of the country. v. The impact of the new senior secondary school curriculum on education.

1.3

PURPOSE OF STUDY The overall aim of the study is to assess the effective implementation of the new

senior secondary school curriculum in the realization of educational objectives with the view to identify the root cause of the problem on curriculum implementation. Specifically, the aims are to:

i.

Determine the appropriateness of the new senior secondary curriculum in terms of the goals, content, method in meeting the philosophy of Nigeria secondary educational system. 9

ii.

Find out type of training method used in implementing the curriculum in Nigeria secondary schools.

iii. iv. v.

Determine number of skill based subjects taught in secondary schools Asses infrastructural facilities available in Nigeria senior secondary schools. Asses availability of specialist teachers in senior secondary schools.

1.4

SIGNIFICANCE OF STUDY This study is significant in many ways. Most importantly it will sensitize policy

makers, educational administrators and curriculum planners on the need to plan toward effective curriculum implementation in Nigeria secondary schools. This will go a long way in minimizing the rate of unemployment among young secondary school leavers thereby marking them well adjusted individual who will raise the economic productivity of the country. The findings and recommendations of this study will provide point of reference to ministries of education and the Nigerians Educational Research and Development Council (NERDC) will find the result of the study valuable particularly in the current government effort towards implementation of the new senior secondary curriculum.

1.5 i.

RESEACH QUESTIONS Does students who have completed the secondary education wish continue with higher education? 10

ii. iii.

Does students have necessary skills to empower themselves? Does secondary education seem inadequate to make school leavers competent and self-reliant?

iv.

Does the possible solution to the unemployment youth raise the economic productivity of the country?

v.

Does the new senior secondary school curriculum has impacts on education?

1.6 Ho

RESEACH HYPOTHESES There is no significant relationship between the effective implementation of

the new senior secondary school curriculum and the realization of education objectives. Hi There is a significant relationship between the effective implementation of the

new senior secondary school curriculum and the realization of educational objectives.

1.7

SCOPE OF STUDY

This study is limited to some selected senior secondary schools in Obafemi Owode local government Area of Ogun state, Nigeria. A total of ten secondary schools comprising both public and private were drawn from Obafemi Owode Local Government Area of Ogun State, Nigeria. i. ii. iii. Community High School Ibafo Adesan Olu Community High School Mowe Ofada Comprehensive High school Ofada 11

iv. v. vi. vii. viii. ix. x.

Owode Community High School Owode Orile Igbore Community High School Orile Igbore Christ Tower International college Ibafo. Hebron College Mowe Redeemers High School Mowe. Trinity College Ofoda Champions International Schools Magboro

1.8

DEFINITION OF TERMS

Effective: It means producing the result that was wanted or intended. Implementation: It is refers to as putting into effect a plan already mapped out. Realization: It refers to the act of achieving what one had planned, hoped or aimed for. Skilled based subjects: As used in the study, these are designed to teach students skills which will empower them for job creation and self reliance. Educational objective: It is a statement of learner outcomes of an education activity that is measurable and achievable within the designated time frame. Entrepreneurial skills: Skills that will enable individual to create employment or start up business. Curriculum: is the total package of what is to be taught or learnt. Entrepreneurial Skills: skills that will enable individual create employment or start up business. 12

Learner: it is used in the study to refer to secondary school students. Youth: It is identified in this study as young people between the ages of 10-24 years of age. CHAPTER TWO LITERATURE REVIEW

In this chapter relevant conceptual and empirical literature are reviewed under the following dimensions: 1. 2. 3. 4. 5. 6. 7. 8. 9. The concept and meaning of curriculum National policy on education: Secondary Education Section Concept of vocational and Technical Education Nigeria Secondary Education Goals and Objectives Curriculum for wealth creation and self Employment Secondary Education Curriculum implementation Theoretical Framework Functional Curriculum Theory The New Senior Secondary School Curriculum Summary of the New Senior Secondary School Curriculum

2.1

THE CONCEPT AND MEANING OF CURRICULUM The encyclopedia of educational research (1969) gives the following definitions

of curriculum as all the experience a leaner has at school under the guidance of the 13

teacher. To him the teacher plays a vital role in translating curriculum objectives. The dictionary of education defines curriculum as the total learning activities or educative experience offered by an institution through its total institutional programmers designed to achieve the prescribed objectives. Historically, the word curriculum was derived from the latin root currus which means a race course or a chariot. Currus originates from word currers (to run). This the term curriculum in its original context means runaway or racecourse. Offorma (2005) sees curriculum as a planned leaning experience offered to a learner in school, adding that it is a program of studies made up of three components program of studies, program of activities and programme of guidance. Hence the meaning of the term curriculum has also been changed to meet the needs of education of different courses of studies. Curriculum is an organized plan of course outlined with the objectives and learning experience to be used for achievement of these objectives. In a wider perspective, it is a way of preparing individuals to become productive citizens and useful member of the society to which they belong. Thus, curriculum is a tool of education to educate and humanize the whole man.

Modern interpretation sees the curriculum as all the knowledge and experience got by a child in and out of the school walls, either on the time table or outside it i.e. the experiences the learner has regardless of when or how they take place (Moronkola Akinsola & Abe 2000) curriculum means a written description of what happens in the

14

course. Prescriptive view of a curriculum is defined as a plan for action or written document that include strategies for achieving desired goals or ends.

FUNCTIONAL CURRICULUM THEORY Jackson (1992) defines curriculum as: a) A course especially a specified fixed course of study in a school or college as one

of leading to a degree. b) The whole body of courses offered in an educational institution or by a

department thereof curriculum is the knowledge which, organized ordinarily along subject matter lines, ultimately must be masters by students. Bobbit defined curriculum in two ways: 1) It is the entire range of experience both undirected and directed concerned in unfolding the ability of the individual or 2) It is a series of consciously directed training experience that the schools use for

completing and perfecting the unfoldment. The curriculum expect primarily is viewed as a principal He is concerned with the teachers role in planning and implementing the curriculum at three levels i) classroom ii) school (iii) district. The teacher should be involved in every phase of curriculum making including the planning of specific goals, materials, content and methods. Teacher should have a curriculum coordinating body to unify their work and develop relationship with 15

supervisors and other teachers. Curriculum has attracted a lot of competing definitions because of the different angles of which writers see it Elizabeth valiance write: The curriculum field is by no means clear as a discipline of study and as a field of practice curriculum lacks clear boundaries (quoted in Oliva 1992). The functions of the school described in the proceeding section should already have affirmed the importance of curriculum. Curriculum is more than the textbooks. Its is more than a course of study. It is a situation through which teachers and school administrators effect behaviouaral changes in all those who pass through the school. The school performs its functions through the combination of operation or experiences which it designs to achieve societal ends. Curriculum needs to be seen as the reconstruction of knowledge and experience, systematically developed with the guidance of the school or relevant agencies which will enable the learner to have better mastery of learning experience for the learners and the societys well-being.

2.2

NATIONAL POLICY ON EDUCATION: SECONDARY EDUCATION SECTION Education has been universally accepted as a major indication of a communitys

social well being standard of living and social justice. In an attempt to define and measure levels of living on international scale, the United Nations research institutes for social development recognize eight variables in addition to education as social indication. 16

In an attempt to use education for the benefit of all citizen in Nigeria, in term of its relevance to the needs of the individual and desired society the Federal Government in 1973 summoned a seminar of distinguished educational experts under the chairmanship of chief S.O Adebo to deliberate on all aspects of all aspects of a national policy on education. The recommendations of this seminar formed the twelve section of the national policy on education first published in 1977 and revised in 1981, 1998, and 2004. The broad aims of secondary education within the overall national objective as contained in section 4 subsection 18 of the policy (1981, p 16) are: a) Provide an increasing number of primary school pupils with no opportunity for

education of a higher quality, irrespective of sex or social, religious and ethnic background. b) Diversify its curriculum to cater for difference in talents opportunities and roles possessed by or open to students after their secondary school course. c) d) Equip students to live effectively in our modern age of science and technology. Develop and project Nigeria culture art and language as well as the worlds cultural heritage. e) Raise a generation of people who can think for themselves, respect the dignity of labour and appreciate those values specified under our board national aims and live as good citizens f) Foster Nigeria unity with an emphasis on the common lies that unite use in our diversity. 17

g)

Inspire its students with a desire for achievement and self improvement both at school and in late life. Since the national policy on education came into operation, it has became universally accepted as the reference point for the development of secondary education in Nigeria. Acceptable though the expression able and willing used in relation to those the expected to enter senior secondary school needs modification in order that the policy implementation would being a greater degree of social justice and equal educational opportunity to ensure the identification and development of talent vital to the requirements of a highly complex technological society. Questions need to be asked whether equality of educational opportunity and selective senior secondary school can go together. Secondly, the expression able and willing for those going to senior secondary appears equally questionable in a policy which aims to minimize, if not completely remove drop outs.

2.3

THE CONCEPT OF VOCATIONAL AND TECHNICAL EDUCATION Vocational and technical education is that aspect of education that gives its

recipients an opportunity to acquire practical skills as well as some basic scientific knowledge (Nigeria national policy on education 1981). Oni (2007)

18

Quoted pudding (1994) who defined vocational technical education as that type of education which fits the individual for gainful employment in recognized occupation as semi skilled worker or technicians or sub professionals.

Vocational education could be regarded as that aspect of education which provides the recipients with the basic knowledge and practical skills needed for entry into the world of work as employees or as self employed (Oni 2007). Vocational education nurtures skills that are necessary for agricultural, industrial, commercial and economic development and thus builds a self reliant nation Oni (2007). Quoted Adeyemi (1997) who depicted vocational education as that aspect of the total education process that focuses on individual occupation, while Olaitan (2007 explained vocational education as that type of education, which is considered with the development of skills knowledge and attitude necessary for success to any occupation. Vocational education according to Oni (2007) includes technical education. While vocational education provides for the training or retraining designed to prepare individuals to enter into a paid employment in any recognized occupation, technical education is composed of theoretical and practical instruction. Such instruction is said to be usually given to those who need to be employed in commerce and industry or in any type of enterprise which involves the use of tools and other machinery for their operational services. Two of the aims of vocational education as stated in the Nigeria national policy on education (NPE, 1981, P.28) are: to give training and impact necessary skills leading to 19

the production of craft men. Technicians and other skilled personal who will be enterprising and self reliant and to enable Nigeria young men and women to have an intelligent understanding of the increasing complexity of technology. The above aims of vocational technical education were stated three decades ago. Today according to Oni (2007),

The nation skill lacks quality vocational technical education programmes in technical institution. He however suggested the need to establish good vocational and technical institution to provide the required training and impact the necessary skills leading to production of craftmen, technical and skilled personal who will be enterprising and self reliant. Quality vocational technical education is also essential in Nigeria institution to sustain the nations population where quality of life is still very poor. The united nation educational scientific and cultural organization (UNESCO) noted that revitalizing this important sector is among the ways to improve economic opportunities for the youth. According to Dike (2009) vocational and technical education is designed to develop occupational skills to give individuals skills to live, learn and work as productive citizen in a global society. Oni further agrues that vocational and technical education holds the key to national development. For Aina (2009), it is an education for skill building and skill identity which ultimately becomes a means of live hood. According to Obanya (2007) vocational and technical education is part of integral development of the 20

three Hs: the head, the heart and the head which must not be neglected, as doing that will amount to a denial of individuals integrated personality development, further adding that any meaningful programme of technical / vocational education is to be predicted on a sound general education

2.4

NIGERIA SECONDARY EDUCATION GOALS AND OBJECTIVES

The broad aims of secondary education within the overall Nigerian education within the overall Nigerian educational policy are 1. 2. Preparation for useful living within the society Preparation for higher education. Education is described as the totality of life experience that people acquire and which enable them to cope with and derive satisfaction from living in the world (Babafemi 2007).This is said to enable people achieve social competence and optimum individual development. It is on this premise that it is believed that the quality of a nations education is proportional to the level of its prosperity. Economically advanced nations of the world are distinguished by the excellence of their educational system. Following the political independence of Nigeria, there was a realization that the type of education our colonial masters left with us needed a critical re- examination of the worth of content, objectives, relevance, methods, administration, evaluation and so forth. According to Ezeobata (2007), this period saw a state of affairs in Nigeria education where every subject had to prove its usefulness. After affirming the federal governments 21

recognition of education as an instrument par excellent for effecting national development as well as a dynamic instrument of change the document reiterated the five main national objectives as stated in the secondary national development plan. These objectives are the building of: 1) 2) 3) 4) 5) A free and democratic society A just and egalitarian society A united, strong and self reliant nation A great and dynamic economy A land of bright and full opportunities for all citizens.

It further spelt out the values it believes Nigerian education should inculcate in its recipients. They include: 1. 2. 3. 4. 5. 6. Respect for the worth and dignity of the individuals Faith in mans ability to make rational decisions Moral and spiritual values in interpersonal and human relations Shared responsibility for the common good of society Respect for the dignity of labour and Promotion of the emotional, physical and psychological health of all children. Its usefulness to retain a place in the school curriculum. This was said to have led then National Educational Research (NERD) to convey a historic curriculum conference at Lagos in 1969. This conference recommended new set goals and provided direction for 22

major curriculum revision upon which the national policy on education of 1977and revised policy in 1981 and 2004 were based. Against this background of national aspirations, an educational system commonly referred to as the 6-3-3-4 system of education emerged. The system consisted of six years of primary school education, three years of junior secondary school (JSS), three years of senior secondary school (SSS) and four year of post secondary education (Omotayo, Ihebereme and Maduewesi 2008). The implementation of the 6-3-3-4 education system began in 1982 and brought many reform into the educational system in Nigeria. Among the innovations is the vocationalization of the secondary school curriculum in Nigeria. At the junior secondary level pre- vocational subject were introduced into the senior secondary level. The focus of the prevocational was to expose student at the junior secondary school level to the world of work through exploration. Such exposure would enable students at the junior secondary school make intelligent career choice and also intelligent consumption patterns. Among the prevocational subject are practical agriculture, home economics, and business studies introductory technology is an integration of components of wood work metal work, basic electronics, applied electricity, water flow technology, airflow technology, food preservations, automobile technical drawing, physics. Rubber technology, chemistry plastics, basic building technology and ceramics. While business studies has typewriting, shorthand, bookkeeping office practise, commerce and computer science as components Fafunwa (2002) stated that specific objectives of the junior secondary school education are to develop in the students manipulation skill (manual 23

dexterity invention respect for dignity of labour and above all healthy attitude towards things technical. At the senior secondary level, recommended vocational / technical subjects include: Agricultural science, clothing and textile, home management, food and nutrition, Typewriting and shorthand, principle of accounts commerce, woodwork technical drawing, Basic electronics, building construction, applied electricity and auto mechanics (senior secondary curriculum). 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 realization to change from white collar job oriented educational system to science, vocational and technical oriented educational system which prepares individual to be self reliant and useful to the society. This is said to have informed the federal government to lay emphasis on technical education. Dike (2009) further noted that the five national goals cannot be realized without developing technical or vocational education, a well rooted technical education that will definitely transform the economic, social and political life styles of our nation from the third world to be the first world class. According to Ajala (2002) the new national policy on education has all the necessary ingredients for landing Nigeria into the future technologically, socially and morally adding that the policy if the nation to launch itself among the great nation. 24

Babafemi (2007) sees the 6-3-3-4 system of education as a step in the right direction toward the technological development of the nation describing it as laudable programmes capable of ushering in educational revolution in Nigeria, he however remarked that the current situation on ground is far from this ideal as the system seems to be suffering from poor and shoddy implementation. In more specific terms the secondary school is intended, among other things to raise a generation of people (youth) who can think for themselves, respect the views and feelings of other, respect the dignity of labour and appreciate those values specified under broad national aims and live as good citizens (National Policy on Education(1998). In line with the above Akande (1999) in study titled present Nigeria secondary school curriculum and goals of Nigeria secondary education formulated hypothesis on the influence of secondary school curriculum on goal of Nigeria education. Akande used 120 students as sample for the study and further applied the independent t-test statistical tool at 0.05 alpha level, to check whether a significant influence of secondary school curriculum on the goals of Nigeria secondary school education exists. At the end of the analysis, it was found that there is a positive influence of the curriculum on the goals of Nigeria secondary education. This in any case implied that the present Nigeria secondary school curriculum meets the goals of Nigeria education. Uyanya (1989) stated that the most important thing the ever happened to Nigeria is the 1981 national policy on education, which emphasize the acquisition of vocational skill and self reliance. Puyate (2004) quoted sower (1971) who observe that vocational / 25

technical education is a means towards industrialization of Nigeria. Olaitan (2007) defines vocational or technical education as the aspect of education which is a skill acquisition oriented form of training, based on application of mathematics and scientific knowledge in specific field for self actualization and development. The 6-3-3-4 system of education in Nigeria is job oriented. It place premium on manual activities, technical proficiency, respect for dignity of labour and economic efficiency it is to provide the child with basic tools to prepare him for job creation and wealth generation. Anwuka (2005) summarized the secondary education curriculum as immense and profound for teaching and learning.

2.5

CURRICULUM FOR WEALTH CREATION AND SELF EMPOLYMENT Curriculum development is vital to educational success and nation building.

Nations expend vast amounts of time and resources on designing what ought to be learned in schools in order to elevate social consciousness and improve economic viability. Nigeria is no exception. Since its independence in 1960, Nigeria has struggled with designing and implementing a sustainable educational curriculum that adequately prepares its children for adulthood. Several years later, the country faces the rising tide of an educated but unemployable workforce, as Nigerian students graduate from secondary and tertiary institutions without essential work place skills. Based on inarticulate policies, inadequate research and poor planning, curriculum implementation has become ineffective and lacks any useful feedback mechanism anchored in review, analysis and 26

redesigned processes. School curriculum is expected to equip learners with skills that will make them self reliant, prepare them to enter into jobs and progress in them. Recognizing the importance of this the Phelps stoke commission of 1925 and the national curriculum conference of 1968 advocated for vocational as well as technical education as a way of advancing entrepreneurial education in the country. The extent to which extent to which this has been achieved is however questionable as evidence from various studies show that there is no link between our school system and entrepreneurship education (Offorma) 2005. The diversity and wealth of its human capital provides Nigeria a unique opportunity to position itself as a regional and international contender in global economics and development. Does not adequately prepare students for the demands of a competitive, talented workforce. Despite meaningful public policy created to address the needs of Nigeria students, there remains systemic shortcomings that fail to realize government goals. The curriculum is expected to prepare people for entrepreneurship. It should prepares people to be self employed for entrepreneurship. In various enterprises (Offorma 2005). There is growing dependence of our youth on white collar jobs which are difficult to come by these days. Job employers do not emphasize certificate but what one can do and urged youth to seek self reliance through self employment. Adekoya (2004) examined influence of practical skill acquisition and socio economic empowerment of youth in Nigeria, using random sample of 150 students. The finding revealed that youth practical skill acquisition significantly influence their socio27

economics empowerment in the larger society. This implied that the joblessness of the Nigerian youth today stems from their non-acquisition of skills. This has further aggravated the youth negative behaviour in the society as most of the problems of youth violence, armed robbery, thuggery and ethnic-political clashes in Nigeria where youth are found in large numbers could be traced to the high rate of unemployment. The Nigeria educational system is expected to attend to the challenge of equipping the youth with skills for self employment and wealth creation. This can be achieved through effective implementation of vocational and technical curricular.

2.6

SECONDARY EDUCATION CURRICULUM IMPLEMENTATION

IN NIGERIA Many educationists have discussed the issue of curriculum implementation in Africa identified as the major setback for attaining goals of education in Africa (Obanya 2007). Curriculum implementation entails putting into practice the officially prescribed courses of study, syllabus and subjects (Chikumbi and Makamure 2000). Putting the curriculum into operation require an implementation agent. The teacher is identified as the agent in the curriculum implementation process. Curriculum implementation therefore refers to how the planned or officially designed course of study is translated by the teacher into syllabus, scheme of work and lessons to be delivered to students. Implementation is said to take place the teacher constructed syllabus the teacher 28

personality, the teaching environment interact with the learner implementation further take place the learner acquires the planned or intended experiences, skills, knowledge, ideas and attitudes that are aimed at enabling the same learner to function effectively at the society. The learner is therefore seen as the central figure of curriculum implementation process. Obanya (2004) defined implementation of curriculum as day to day activities which school management and classroom teachers under-take in the pursuit of the objective of any given curriculum. Obanya (2007) contends that effective curriculum is the one that reflects what the learner eventually takes away from an educational experience, which he termed curriculum Obanya noted that in many cases, there would be gap between the intended curriculum and the learned curriculum and defined effective curriculum implementation as concerned with narrowing such a gap as much as possible. The teacher teaching method and infrastructural facilities are reviewed to see how they influence curriculum implementation in Nigeria secondary education The teacher: The importance of teacher in curriculum planning, development and most importantly implementation cannot be over emphasized. Teacher most times are not involved during policy formulation even through they are expected to implement this curriculum. A major setback in effective curriculum implementation is the problem of unqualified teachers especially specialist teacher in area like vocational and technical subjects. In recent times, curriculum is designed up to implementation without adequate manpower to translate these documents into reality. Sofalahan (1998) noted at junior 29

secondary school level, due to shortage of teachers the requirements of two Nigeria languages are no longer strictly observed. In addition introductory technology, creative and cultural arts, local crafts which are manifested in the poor implementation of the curriculum. Ajibola (2008) also pointed out that most of the teachers are not qualified to teach the subject introduced in the curriculum. Amugo (1997) studied the relationship between availability of expert teacher and implementation of secondary school curriculum in Nigeria. Her simply consisted of 50 secondary school teachers who were randomly selected from the population of teachers in Lagos and Imo state. She hypothesized that there will be no significant relationship between availability of teachers and curriculum implementation in Nigeria and that available specialist teacher only use theory methods in their classroom work without the practical aspect. The result of the study shows there exists a significant relationship between the availability of subject teacher and implementation of skilled based secondary school curriculum in Nigeria. Amugo, therefore concluded that quality and quantity of teachers in Nigerian schools significantly affect the implementation of curriculum in Nigeria schools, especially at the secondary school level. Teaching method: The primary goal for teaching vocational and technical education is to teach students both practical and theoretical of the subject matter but unfortunately, this is said not to be so in our school (omo-ojugo and Ohiole Ohiweri 2008). Several authors have identified factors causing this problem to include the lack of adequate instructional materials or poor 30

ineffective teaching method. Kiboss(2002) has singled out the expository approach said to be the dominant teaching method commonly used for instruction in schools. The expository approach, according to him is instruction in which the teacher stands most of the time giving verbal explanations in the form of talk and chalk while the students listen and write notes from the board. Kiboss describe such teaching method as inadequate and limited that tend to negatively affect the learners views of practical concepts and associated methods. Kiboss and Oguniyi (2003) opine that unless urgent measures are taken to curb the problem, the poor attitude toward vocational and technical education in Nigeria educational system will continue to persist. Traditional, teacher-centered method of teaching to little to advance conceptual understanding and critical thinking. In Nigeria, however evidence shows that this is the dominant pedagogical mode. Oduolowu (2007) mentions that among other outdated instructional techniques, rote learning, which focuses on the memorization and regurgitation of facts is still in use. Ajibola (2008) points out that this form of instruction and learning hampers creativity and does little to faster innate abilities for problem solving and decision making. He calls for the need to incorporate child centered approaches in curriculum development. These approaches faster co-operation, tolerance, self reliance and self expression. According to Ajibola, when teaching and learning is directed toward the needs of the child, there is an accompanying tendency to make sure that he fully understands the material he is being taught. The focus is no longer on how much a student can remember, but how he understand what meaning he makes of his 31

understanding and whether he can apply the knowledge and meaning in real world situations. This is the measure of an effective educational system. Amuseghan (2007), in discussing English language instruction at the senior secondary school (SSS) level points out the most teachers are more concerned with disseminating facts, information and principles on how to do this or that than teaching language skills or allowing students to do and learn, practice and engage in language activities aimed at acquiring communicative skills or competence Akuezuilo ((2007) stated that the basic science and technology curriculum, including vocational is very practical in nature and should ideally be taught through methods that maximize the active participation of the learner but lamented the lack of facilities in schools. Lack of specialist teachers, according to Akuezuilo equally hinders the curriculum whose key implementers are not well trained and oriented to the teaching of such curriculum. Aloa (2001) carried out a study on the effective implementation of Nigeria secondary school curriculum. Two hundred (200) sample were used to respond to questionnaires constructed in other to find out whether the Nigeria secondary school system is well implemented or not. The response showed that 160 of the sampled students teachers were of the opinion that the curriculum of Nigeria secondary school lacks effective implementation, while 40 respondents agreed that the curriculum is effectively implemented. This result corresponds with the assumptions widely held by Adams and Onyene (2001) that the Nigeria secondary school curriculum implementation, 32

which is the focal point in curriculum design, does not give the students the necessary skills to earn a living in the society. In support of the above finding Adeleke (2006) believes that one of the problem of Nigeria secondary school curriculum content is effectively finishing of a product (implementation) Adeleke opined that the poor implementation of the secondary school curriculum in Nigeria has caused the missing link between the goals of Nigeria education and the achievement of the goals. Offorma (2005) quoted Nwagwu (2003 as noting that the vocational and technical subject are not effectively implemented as most of the subject are not offered due to lack of teachers, workshops for practical works and further notes that where there are teachers the delivery is usually theorized because of lack of competence on the pat of the teacher or due to lack of equipment, thus students graduate without any hands on experience. Mohammed (2005) opined that their has been tremendous expansion of education in Nigeria in terms of numbers but regretted that the growth has not matched with quality in the type of education being delivered to Nigerians and further observed that there are many computer s science graduates who are computer illiterates as they cannot use the computer effectively. On the factors that can be attributed to the cause of poor implementation of Nigeria curriculum at the secondary school level, Anyanwu (200) tested a hypothesis which stated that there will be no significant relationship between teaching method and implementation of Nigeria secondary curriculum 150 participants were involved in the 33

study and the Pearson product moment statistic was used to check if there is a significant relationship between the methods applied teachers in the class the consequent implementation of the school curriculum. The result a positive relationship between teaching method and curriculum implementation. The implication of this result is the teacher as one of the main stakeholders of the school curriculum do not seen to promote the effective implementation of Nigeria secondary school curriculum due to many factors ranging from lack of specialist teachers to lack materials and non availability of equipments in the school. In analyzing the above result, Uzodinma (2004) posited that implementation has been the bane of curriculum designed in Nigeria. According to him, Nigeria has a very good curriculum based on the lefty ideas embedded in the 6-3-3-4 system of education in Nigeria, which youth are to be educated and employed in for stages depending on their levels of cognition and skills. Uzodinma observed that 6-3-3-4 education system fails because it was not duly implemented in Nigeria due to faulty of teaching that is centered n theory only. From the foregoing, it is apparent that Nigerian secondary school teachers use theoretical method in the teaching and learning process and pay less attention to the practical aspect meant to empower the youth for posterity and for wealth creation. In order for Nigerian students to meet the demands of Nigerian society and global realities, curriculum development must involve appropriate method of teaching and learning Infrastructural facilities: 34

Ajayi (1999) in a study on relationship between infrastructure availability and curriculum implementation in Nigeria secondary schools and curriculum implementation in these schools. But in a review of this study Anyakogu (2002)opined that a relationship did exist between the availability of school facilities and implementation of school curriculum. As he put it without the availability of functional infrastructures in the schools the skilled based curriculum will not be effectively implemented in Nigeria, youth would lack skill acquisition and economics in Nigerians youth would lack skill acquisition and economic empowerment. This is because youth lack the ability to carry out some meaningful work due to lack of acquisition of basic skills that promote effective work performance. It is also noted most of the equipments, tools and workshop facilities are either broken down or damaged or dilapidated and they are not replaced neither renovated (Puyate 2006)

2.7

FUNCTIONAL CURRICULUM THEORY Theory connotes interpreting established knowledge that is real and factual i.e. it

is practical, valuable but not speculative and not something we can refer to as common sense. A valid educational theory is one of morally acceptable assumption about aims, correct and checkable assumptions about knowledge and verified assumption about the effectiveness of methods.

35

The theoretical framework of the study is hinged on Obanya s (2004) functional curriculum theory which it can contribute to the world pool of knowledge, ideals inventions, human and financial capitals and become fully participating member of the global economy, it has to embrace a curriculum that is tripartite in nature and practical. This could be done following these goals setting: a) Developing the deepest sense of pride in being African through a deep

understanding of the pride of Africa, the mother tongue or community language, the African world view, Africas contribution to world view, Africa's contribution to world civilization over the contemporary Africans plan for its future in the emerging global community. b) Access to a wide world of people, knowledge, techniques, ideas and practices, the ages, the nature and literature of Africa, past and present

official language and their literature mathematics, science and technology, information tools and methods of social analysis western and orient philosophies and religion. c) Personal development for contribution to social transformation and vocational

activities, entrepreneurship, creativity communication and interpersonal conduct, self awareness etc. These three goals should be pushed simultaneously from the beginning with their horizons broadcasting in responses to the level of maturity of the learner. Elements from any of the goals can also be utilized to inject functional value to existing programmes. According to Obanya, functional content education simply says that the situation in 36

which the child is growing and the one she/he is going to live in should determine the way education is carried out, including what is taught and how it is be taught and learned. The school is concern with the survival and advancement of the society it serves and which maintains it. The experience which it plans must be acknowledge as very important operations in five respects. First, the determination of educational directions is very vital very many experience are upon to human beings in any community some are worthwhile; others are not. Being aware of these experience and selecting the ones that should be offered to learners is a primary function of curriculum development. The first exercise also involves determining the type of society people expect and the type of experience that will prepare the individual member to build the expected environment for growth. The second function of curriculum is to help determine the principle and procedures which will help educators in selecting and arranging instructional programmes. The third function is the application with a view to bringing about the expected goals. The fourth function of curriculum is to examine and determine what change have been brought about as a result of the educational effort and whether or not these have been along the expected ends or goals. If efforts are not to be wasted, it is helpful, at every stage to determine how much of the expected condition has been attained. The fifth function which is the determination of what action should, in the light of what has been attained, and should be taken next. 37

These functions of curriculum represent the basic components in the sequence of curriculum development. Curriculum development is process of implementing the theoretical plan to attain educational ends. Functional education state that the purpose of education is acquire skills of adapting to it and acting to influence it thereby contributing to its development. The later functions require specific skills which education should seek to inculcate. According to Obanya (2004). The nation of functional skills education has already been applied to various aspects of education. In basic literacy programs, it refers to the application of reading and writing to solving day to day problems including the improvement of ones living conditions. In the education of people with disabilities, it refers to the skills required to overcome disabilities required to consolidate the habits of scientific behavior. In the training of teachers, its means the aptitudes and abilities needed to promote learning to get the best out of learner. The conceptual framework of the present study was to show the symbiotic relationship between curriculum package, its implementation. The youth acquires skills for self employment and becomes economically empowered leading to self improvement and the growth of the economy and national development. This is represented in figure below:

38

(Independent Variable) Input Effective implementation of curriculum package Intervening Variables *Learner ability *Learner interest *Learner responsiveness *Learner talent

(Dependent Variable) 1st Output Skill acquisition for selfemployment and socioeconomic empowerment of youth 2nd Output Growth of the economy and national development

2. 8

THE NEW SENIOR SECONDARY SCHOOL CURRICULUM The announcement by the federal government that it would launch a new senior

secondary school curriculum effective from September 2011 has sparked about what the curriculum is expected to achieve. There are also questions about the value of a new curriculum at a time when the existing curriculum has not even been implementation to a satisfactory level. And yet there are people who argue that a new secondary school curriculum does not hold the key to Nigerias social and economic transformation. The vanguard edition of Monday 14 March 2011 reported that one objective of the new curriculum is to generate secondary school graduates engaging in jobs that help to reduce poverty, create employment opportunities and therefore generate national wealth. The executive secretary of Nigeria educational research and development council (NERDC) professor Godwill Obiema, said student would be required to study five compulsory courses including English, mathematics, computer studies, information and 39

communication technologies as well as one trade or professional subject from a list of 34 official trade subjects. He said by June 2014, graduates from the SSCE are expected to posses relevant ICT skills and enterprises culture and become well prepared for their world of work or higher education as may be applicable. Secondary school must be exposed to new technologies if they have to learn how to use the technologies after graduation. Teacher must also be trained in order to equip them with the skill necessary to train the students. A major obstacle is how to remove institutional and situational barrier that prevent students and teachers from accessing new technologies. In Nigeria there are serious barricades to communication technology use in educational and socio economic contexts these obstacles reflects problems associated with lack of infrastructure support lack of access to technologies, lack of training opportunities and skill development and the overall perception of technologies as status symbols. Can we really equip secondary schools with computers for example, when we cannot guarantee stable electricity supply? The assumption seems to be that if government acquire a couple of desktops and laptop and distributes these in schools, we could be right on the way to technological transformation. Some people have agued that there is no need to change the existing secondary education curriculum. They believe that significant improvements should be made to the level of funding and infrastructure support provided to schools both of which should help to advance teaching and learning in secondary schools.

40

Other critics of the new curriculum also point to factors that could undermine the objectives of the new curriculum such as poor salaries and allowances that are paid to teachers, disruption in the academic calendar changes of education ministers which do not provide sufficient time for planning and implementation of new programmes. Lack of could undermine the new secondary education curriculum. Secondary school education in Nigeria should be driven by a curriculum that makes it compulsory that primary and secondary schools must offer some basic course in computer appreciation. Getting school students exposed to new technologies getting school them to appreciate the basic applications of new technologies should engage the attention of education planners. Many students at primary and secondary school level of education do not know how to use computer because they dont have them in their schools and at home. If the essence of the new curriculum is to get students to learn specific trades and professional skills that there are good grounds to support the construction of new secondary education curriculum. Educational curriculum at any level must be deemed to be relevant of it undergoes revision that are designed to identity solution to nations problems. Nigeria is a part of global community. We cannot isolate ourselves from the rest of the world. Communication technologies are now the basic tools for survival in this century and beyond. Secondary schools ran start by teaching students basic computer appreciation courses. It should be an accelerated computer education programme that 41

targets the young ones. Computer appreciate clubs could be formed in schools. The primary role of the clubs will be to teach students the essential elements of computer awareness and understanding. The public needs a lot of education and enlightenment about the values of communication technologies.

2.9

SUMMARY

OF

THE

NEW

SENIOR

SECONDARY

SCHOOL

CURRICULUM The Federal Ministry of Education has introduced new curriculum for senior secondary school students starting with 2011/2012 SS1 students. The curriculum is broadly divided into three categories as: compulsory crosscutting core subjects, field of specialization and elective. There are four fields of specialization as follows: Humanities, Science & Mathematics, Business Studies and Technology. Subjects under each of the fields are as follows:

42

Core subjects 1. English 2. Mathematics 3. Trade 4. Computer studies 4. 5. Civic 5. education

Humanities 1.Nigerian Language. 2. lit- in eng 3. Geography 4.government 5. CRS 6. IRS 7. History 8. visual art 9. music 10. Arabic 11. French 12. Economics

Science/ Maths 1. Biology 2. chemistry 3. Physics 4. Further maths 5. Agriculture 6. Physical education 7. Health education

Business studies 1. Accounts 2. Store management 3.Office practice 4. Insurance 5. commerce

Technology 1. Technical drawing 1. 2. basis 2. electricity 3. 3. Metal work 4. Electronics 5. Mechanics 6. building Construction 7. wood work 6. 8.Home 7. management 9. food & Nutrition 10. clothing & textiles

Implementation/Strategy 1. The new curriculum takes effect from September 2011. However, the old SS curriculum is to be phased out systematically over a period of three years i.e. September 2011 to June 2014. 2. All students are to offer all 5 core compulsory subjects

43

3.

Students are to choose 3 or 4 subject from their field to specialization i.e. humanities, science / maths business studies or technology.

4.

Students are to choose their compulsory entrepreneurship from the available list of 35 trades.

5.

Student may choose one selective subjects outside their field of specialization provided that the total number of examinable subjects is not more than nine (9)

6.

In summary, student must offer 5-core subject, 3-4 subjects from field of specialization and one selective subject. Thus, the researcher advise student to choose from the list of subject combination below: Humanities Science/ maths 1. English lang. 2. Mathematics 3. Trade 4. Computer 5. Civic Edu. 6. Biology 7. Physics 8. chemistry 9. Further maths 10. Td/F&N / agric Business studies 1. English lang. 2. Mathematics 3. Trade 4. Computer 5. Civic Education 6. Account 7.Insurance 8. Commerce 9. Further maths 10. Economics

Core subject

1. English Lang 2. Mathematics 3. Trade 4. Computer/Ict 5. Civic Edu. 6. Yoruba / French 7. Lit-In- English 8. Government 9. Geo/Agri/F&N 10. CRS/eco/ v.art Music

Specialization

Elective

The entrepreneurship: According to the new curriculum, every student must choose one trade from a list of 35 trades. However, after much consultation, the school

44

has carefully selected two trade from which every student can make a choice. These are: Carpentry & Joinery and Garment making. The researcher, sincerely hope that this summary notes would go a long way to give a brief explanation of the new curriculum as well as the view of the school.

45

CHATER THREE RESEARCH METHODOLOGY

INTRODUCTION This chapter deals with the method used in carrying out this research work that is the effective implementation of the new senior secondary school curriculum in the realization of educational objective (A case study of some selected senior secondary school in Obafemi Owode local government area of Ogun state).

3.1

DESIGN OF THE STUDY A descriptive research was used in carry out this study a descriptive research is

one that give a vivid description of a situation and event or an area of interest. To achieve this the research employs the use of questionnaire with a view of obtaining adequate information from the respondents.

3.2

POPULATION OF THE STUDY For the purpose of this study, the researcher made use of ten selected senior

secondary schools in Obafemi /Owode local government area in Ogun state. Ten teachers from each school were randomly selected to give a total of hundred respondents

46

3.3

SAMPLE AND SAMPLING PROCEDURES For the facts that it is not possible to give questionnaire to all the teachers of the

ten selected secondary school, one hundred teachers were randomly selected ten (5) from each school. That is out of the total population of each school five teachers represented the total population.

3.4

RESEACH INSTRUMENT The research instrument use for the purpose of this study is the questionnaire. It is

made up of 20 items this instrument was chosen by the researcher to be able to get effective implementation of the new senior secondary school curriculum (NSSSC) in the realization of educational objectives. The rating scales were: Agreed (A) Strongly Agreed (A) Disagreed (D) Strongly Disagreed (S.D)

3.5

VALIDATION OF INSTRUMENT The questionnaires were well constructed and were distributed to the teachers of

the 10 selected secondary schools. The teachers were adequately questionnaire was administered. Therefore this instrument is valid for this study. Five (5) students were 47

selected from each of the five schools to give a total number of fifty (50) teachers in all. Hence it is believed that the response of this teacher should be able to determine the effective implementation of the new senior secondary school curriculum (NSSSC) in the realization of educational objectives.

3.6

RELIABILITY OF THE INSTRUMENT This research instrument is questionnaire, it is reliable because the research

question were well constructed to suit the topic and also it deals with the effective implementation of new senior secondary school curriculum (NSSSC) in the realization of educational objectives. Hence with the response of all the fifty (50) teacher from the selected secondary schools, it is assumed that the effective implementation of secondary school curriculum and its realization on educational objective will be adjudged.

3.7

ADMINISTRATION OF INSTRUMENT In administrating the research instrument, the following steps were taking; the

researcher visited the various schools on different occasions. This is to familiarize herself with the teaching staff before administering the questionnaire to them The questionnaire were strictly administered among the senior secondary school teachers of each of the selected school in Obafemi Owode local government area of Ogun state.

48

3.8

METHOD OF DATA COLLECTION The instrument used is questionnaire. The teacher who answered the question

were randomly selected from their classes. The teachers also took part in distributing and administering the questionnaire to other teachers. They were educated on the purpose of the research report and how to fill the questionnaire. They were further told to work on their own and be honest, fair and also to give the right information about themselves this measure enable the teacher to provide accurate information to be reliable.

3.9

PROBLEM ENCOUNTERED DURING DATA COLLECTION The researcher encountered some problems during data collection. The first visit

to school was fruitless because that day was the mid term break, money and time was wasted. Another problem is that, at first class teachers were busy during the distribution of the questionnaire; they do not know what to do. The researcher had to consult the head teacher for them to suspend their lesson that period to fill the questionnaire and continue the lesson later.

49

CHAPTER FOUR DATA ANALSIS AND DISCUSSION OF RESULTS 4.1 INTRODUCTION This chapter presents the results of data collected from respondents, with different table showing the responses of the respondents.

4.2

RESEARCH QUESTION / HYPOTHESES ANALSIS AND RESULTS

Table 1: Students who have completed the secondary education wish to continue with higher education.

X F Fx

4 35 140

3 45 125 x

2 70 140

1 50 50 200 455 2.27

The above table revealed that the calculated x value of 2.27 is less than the table value of 5.0. Therefore, the null hypothesis that there is no significant relationship between the new senior secondary school curriculum and students who wish to continue with higher education is rejected. This implies that there is a significant relationship between the new senior secondary school curriculum and students who wish to continue higher education.

50

Table 2: students do not have necessary skills to empower themselves X F Fx 4 40 160 x 3 78 234 2 36 72 1 46 46 200 512 2.56

The above table revealed that the calculated x value of 2.56 is less than the decision rule value of 5.0 therefore, the null hypothesis that there is no significant relationship between the new senior secondary school curriculum and students who do not have necessary skills to empower themselves is rejected. As a result of this, there is a significant relationship between the new senior secondary school curriculum and students who do not have necessary skills to empower themselves.

Table 3: Secondary education seem inadequate to make school leavers competent and self reliant X F Fx 4 30 120 x 3 51 153 2 51 102 1 68 68 200 443 2.21

Since the calculated x value of 2.21 is less than the decision rule of 5.0 therefore, the null hypothesis that there is no significant relationship between the new senior secondary curriculum and the significant relationship between the new senior secondary 51

school curriculum and the secondary education which seems inadequate to make school leavers competent self reliant is rejected. As a result of this there is a significant relationship between the new senior secondary school curriculum and secondary education which seems inadequate to make school leavers competent and self reliant.

Table 4: The possible solution to the employable youth can raise the economic productivity of the country. X F Fx 4 61 244 x 3 13 219 2 34 68 1 32 32 200 563 2.82

The above table revealed that the calculated x value of 2.82 is less than decision rule value of 5.0 therefore, the null hypothesis that there is no significant relationship between the new senior secondary school curriculum and the solution to the unemployable youth that can raise the economic productivity of the country is rejected. This indicates that there is significant relationship between the new senior secondary school curriculum and the solution to the unemployable youth that can raise the economic of the country.

Table 5: Does the new senior secondary school curriculum has impact on education 52

X F Fx

4 87 348 x

3 59 177

2 19 38

1 35 35 200 598 2.99

The above table shows that the calculate x value of 2.99 is less than 5.0 value of the decision rule. The null hypothesis that there is no significant relationship between the new senior secondary school curriculum and its impact on education is rejected. Thus there is significant relationship between the new senior secondary school curriculum and its impact on education.

4.3

DISCUSSION OF RESULT This section aims at discussing the result of the finding of the research with one

view of giving meaningful interpretation to them. Consequently, each hypothesis is discussed in relation to the data presented with a view of accepting or rejecting such hypothesis.

HYPOTHESIS ONE This finding indicates that the new senior secondary school curriculum could be more relevant with students who have completed the secondary education and wish to continue with higher education. This is probably because with the effective 53

implementation of the new senior secondary curriculum students who completed the secondary education would have acquire more skill appropriate for them to continue with higher education. My finding support Obanya (200) who contends that effective curriculum is the one that reflects what the learner eventually from the educational; experience, which he termed the learned curriculum and that infrastructural facilities are viewed to see how they influence curriculum implementation in Nigeria secondary education.

HYPOTHESIS TWO The finding revealed that students do not have necessary skill to empower themselves. The new senior secondary curriculum could enhance learner ability and interest in order to inculcate in them the skill acquisition for self employment and socio economic empowerment. There are many desirable attributes of the new senior secondary school curriculum which are concerned with students who do not have necessary Skill to empower themselves. There is a symbiotic relationship between the curriculum package, the implementation and the youth who acquire skill for self employment and becomes economically empower leading to self improvement and the growth of the economy and national development

HYPOTHESIS THREE 54

This finding indicates that the new senior secondary school curriculum could be relevant in making school leavers competent and self reliant. It was found out that the purpose of education is to acquire skills of adapting to it and acting to influence it thereby contributing to its development (Obanya 2004). Therefore the relationship between the new school leavers is to enhance competency and self reliant. The new senior secondary school curriculum is therefore advised to be implemented to put up more programmes to facilitate competency and self reliant.

HYPOTHESIS FOUR This finding shows that the new senior secondary school curriculum could be used to provide solution to the unemployed youth who can raise the economic productivity of the country. Adekoya (2004) examined the influence of practical skill acquisition and socio economic empowerment of youth in Nigeria. This implies that the joblessness of the Nigeria youth stems from their non acquisition of skills. In the new senior secondary school curriculum, student 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.

HYPOTHESIS FIVE 55

This finding indicates that the new senior secondary school curriculum could have impact of Nigeria education. The new curriculum is to make secondary school graduates sufficiently equipped for tertiary education, and also to make technologies widely accessible to secondary school students and teachers. The effective implementation of the new curriculum could lead to the secondary school leavers engaged in jobs that help to reduce poverty and create employment opportunities.

4.4

SUMMARY OF FINDINGS

This study is the effective implementation of the new senior secondary school curriculum in the realization of educational objectives. The findings of this study include the followings: 1) There is a significant relationship between the new senior secondary school curriculum and students who wish to continue with higher education. 2) There is a significant relationship between the new senior secondary school curriculum and students who dont have necessary skills to empower themselves. 3) There is a significant relationship between the new senior secondary school curriculum and the secondary education which seems inadequate to make school leaver competent and self reliant. 4) There is a significant relationship between the new senior secondary school curriculum and the solution to the unemployable youth that can raise the economic productivity of the country. 56

5)

There is significant relationship between the new senior secondary school curriculum and its impact on education

CHAPTER FIVE 5.1 INTRODUCTION

57

This chapter summarizes the implications of the study, recommendation and suggestions for further studies.

5.2

IMPLICATION OF THE STUDY

The implication of this study include the following: 1) Since this study found positive relationship between new senior secondary school

curriculum and students who wish to continue with higher education, therefore, students should have clear knowledge of the concept of the new curriculum, then take greater delight in it and make it more functional in their respective schools

2)

Another interesting aspect of my finding is that positive relationship was found

between the new senior secondary school curriculum and students who do not have necessary skills to empower themselves. It is therefore mandatory to implement the new curriculum in other to provide adequate opportunity for skill learning and practical experience needed for self-employment.

3)

It was also revealed that there was a positive relationship between the new senior

secondary school curriculum and the secondary education which seems inadequate to make school leavers competent and self-reliant. Each school is required to include a range of skill based subject to cater for individual differences and designed to make students competent and self-reliant. 58

4)

This study found that the new senior secondary school curriculum might be the

possible solution to the unemployable youth that can raise the economic productivity of the country, if it is well implemented.

5)

This study found a significant relationship between the new senior secondary

curriculum and its impact on education. Therefore private and public schools should work hand in hand to foster growth in Nigeria education by ensuring proper development of students potentials and providing conducive learning environment necessary for achieving the goals of the new curriculum.

5.3 RECOMMENDATION Results of the research study reveled several remarkable findings based on the findings, the following recommendation were made: 1) The Federal and State Government should make it a point of duty to build in

fractural facilities including functional workshops in all senior secondary schools across the nation with adequate provision of workshop equipment, instructional materials and tools to make teaching and learning of skill based trade subject meaningful. This way students will have the opportunity to engage in practical works, which is the major aspect of the curriculum.

59

2)

Students should be encourage to have interest in the skill based (vocational and

technical) subjects, hence should be accorded appropriate recognition. There is need for a change in the mind set of youth to see self employment as an option and be prepared psychological and emotionally for it. This will enable them to be more motivated in identifying entrepreneurial opportunities. 3) With the recent emphasis on the need the youth self employment, the Federal

Government is equally expected to create the enabling environment that will promote entrepreneurship by ensuring constant power supply in the country, without this youth will become discouraged and return to idleness 4) The best of theories in education has opined that no educational system could rise

above the level of quality of its teachers. Vocational and technical teacher must be highly trained and acquire enough skill to be able to communicate their skills to students effectively. 5) It is a known fact that society accord inferior status to vocational and technical

education. Therefore, the negative attitude of many parents toward vocational and technical education should be changed. Adequate enlightenment campaigns should be carried out to emphasize their importance in light of the prevailing economic circumstance of the nation and the unemployment rate which is on the increase. 6) Practical projects work in technological subjects should be made compulsory for

SSS3 students as part of their requirements for graduation. Each student is to produce

60

marketable product or service and such product should be put up for exhibition. This will further create motivation for entrepreneurship. 7) Teacher should be supported through continuing professional development and

motivation to enable them prepare the youth for success in the competitive global economy. 8) Parents, teachers, Principals, policy makers and other education stakeholders

should be made aware of the findings of this study, during such fora as parent teachers association (PTA) meeting, town hall meeting, seminars, conferences and workshops.

5.4

SUGGESTIONS FOR FURTHER RESEACH The finding of this study have opened up several noteworthy areas for future

research some of which include: 1. 2. 3. Research on technical & vocational institution to asses their training programmes Research on suitability of Nigeria environment for entrepreneurship. Determines of link between skill acquisition and desire for self employment.

5.5

CONCLUSION The finding of the study revealed that the formal Nigeria secondary school

curriculum is fairly but not effectively implemented. Evidence yielded by the study revealed the following factors as the root cause of the problem: theory based teaching method, insufficient specialist teacher, lack of infrastructural facilities and workshop for 61

practical work lack of entrepreneurial knowledge. Further evidence yielded by the study suggest there is seemingly gradual progression toward achieving the goals of secondary education system, however the fundamental challenges as highlighted in the study should be effectively addressed for the curriculum to fully equip the youth with the necessary entrepreneurial knowledge, skills value and attitude for them to live as competent member of the society and contribute to nation building. However, the old senior secondary school curriculum which has phased out in 2011 to be replaced with the new senior secondary school curriculum(NSSSC) with strong emphasis on the need for skill acquisition, job creation and wealth generation, among other objectives. This study is considered timely and useful in providing the much needed data that will assist the federal government of Nigeria through its curriculum development agency, Nigeria Educational Research and development council (NERDC) to gauge the level of success of current implementation and better able to plan towards an implementation that will instill basic skill in Nigeria youth to ensure their socio-economic empowerment and the realization of educational objectives.

REFERENCES

62

Adekoya,

M.N.,

2004,

The

Importance

of

Communication

in

Curriculum

Implementation, Lagos: University Press Adeleke, M.H., 2006, An Appraisal of Curriculum Implementation in Nigeria, Lagos: Macus Publication Ajayi, S.N., 1999, Evaluation of Nigerias Educational Goals, Lagos: Memphis Publishers Ajibola, M.A., 2008, Innovations and Curriculum Implementation for Basic Education in Nigeria: Policy Priorities and Challenges of Practices and Implementation, Research Journal of International Studies. Issue 8 (November, 2008) pp 51-58 Alao, N., 2001, Problems of Curriculum Content Implementation in Nigeria, Ibadan: University Press Anyanwu, S.O., 2000, Effective Curriculum Content Implementation and Nigeria Educational Goals, Ibadan; University Press Babafemi, T.O.A., 2007, An Assessment of the Implementation of the 6-3-3-4 System of Education in Nigeria: A Case Study of Ilorin, Kwara State. Chikumbi T.J. and Makamure, R., 2000, Curriculum Theory, Design and Assessment: The Commonwealth of Learning, Module 13, www.col.int/stamp/module13.pdf (Accessed 17 August, 2009) Dike, V.E., 2009, Technical and Vocational Education: Key to Nigerias Development, http://www.nigeriavillagesquare.com/articles/victor-dike/technical-and-vocationaleducation-ket-to-nigerias-development.html (Accessed 20 June, 2009) 63

Ezeobata P.A., 2007, An Evaluation of the Religious Knowledge Programme of Teacher Training College in Anambra State, Onitsha, Nigeria: Department of Education, University of Nigeria, Nsukka Fafunwa, A.B., 2002, History of Education in Nigeria, Ibadan: NPS Educational Publishers Ltd Nigeria Educational Research and Development Council, The New Senior Secondary School Curriculum Structure at a glance September 2011 Federal Republic of Nigeria, 1981, National Policy on Education, Abuja: 2nd Edition Federal Republic of Nigeria, 2004, National Policy on Education, Abuja: 4th Edition Obanya, P., 2007, Thinking and Talking Education, Ibadan: Evans Brothers (Nigeria Publishers) Ltd Obanya, P., 2004a, The Dilemma of Education in Africa, Ibadan: Heinemann Educational Books Nigeria Plc Obioma, G., 2009, The New 9-year Basic Education Curriculum and the newly approved Senior Secondary School Curriculum Structure Speech Delivered by Executive Secretary Nigerian Educational Research and Development Council (NERDC) at the Sensitization and Advocacy Workshop organized for Civil Society Organisation and the Media,

Lagos, March 9-11

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Ofoha D., Uchegbu C.N., Anyikwa B and Nkemdirin M, (2009) A Critical Appraisal of Mode of Implementation of Nigerian Secondary School Curriculum: Towards SocioEconomic Empowerment of Youth (Published Research Work)

Oni, C.S., 2007, Developing Vocational Education through Computer Literacy in Nigerian Junior Secondary School, http/www/ncsu.edu/meridian/simmer2007/oni/index.htm (Accessed 14 September, 2009) Puyate, S.T., 2008, Constraints to the Effective Implementation of Vocational Education Programme in Private Sec. Schools in Port-Harcourt Local Government Area, AsiaPacific Journal of Cooperative Education, 9 (2), 59-71 Urevbu, A.O., 2005, The Quality of Primary Education in Nigeria: Problems and Prospect for the 21st Century, Paper Presented at the Curriculum Organisation of Nigeria, University of Benin Uyanya,, R.E., 1989, Teachers Motivation and Work Ethics, Nigerian Journal of Technical Education, 6(1), 10-15 Uzodinma, M.U., 2004, Can Nigerian Effectively Implement her Curriculum Content? Owerri: Uzor Press Ltd

QUESTIONNAIRE 65

Tai Solarin College of Education, Omu-Ijebu (Ibafo campus), Ogun State.

Dear Respondents,

REQUEST FOR COMPLETION OF PROJECT QUESTIONNAIRE I am a final year students of the above named institution. I am undertaking a research on the Effective implementation of the New Senior Secondary School Curriculum in the Realization of Educational Objectives. It is on this note that I request you to answer the attached questionnaire. This exercise is solely for academic purpose. I therefore guarantee that the information supplied will be treated confidentially and used only for this study. Thanks for your co-operation Yours faithfully,

Agbonluare Rosemary.

66

QUESTIONNAIRE ON THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN THE REALIZATION OF EDUCATIONAL OBJECTIVES

SECTION A Please tick () where appropriate. 1. 2. 3. Name of School: _______________________________________________ Sex: Male Principal Subject Teacher 4. Qualification: M.Ed/M.Sc Ed NCE 5. Years of experience: 21 30 SECTION B The instrument below is a Likert rating scale questionnaire. It is designed in a four points rating scale, viz: SA A D SD = = = = Strongly Agree Agree Disagree Strongly Disagree = = = = 4 3 2 1 Female Vice Principal Class Teacher B.Ed/B.Sc Ed Others 11-20 1 10 H.O.D.

Position:

67

Please tick as you deem appropriate in the column below S/N STATEMENT SA 1. Students who have completed the secondary education do 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. not wish to continue with higher education Students preferred to stop at secondary school level Students acquired more skills appropriate for life-time in secondary school Secondary education is the foundation for higher education Students do not have necessary skills to empower themselves Students are more expose to skills empowerment subjects Secondary school students are taught vocational subjects More students lose interest on vocational subjects Secondary education seems inadequate to make school leavers competent and self-reliant Secondary education is self-reliant Secondary education can build a self-reliant nation Secondary school leavers are competent in nations building Unemployment youth cannot raise the economic A SD D

productivity of the country Youth that are unemployed influence the socio-economic development of the country Unemployable youth are not skilled to empower themselves More youth are self-reliant through self-employment The new senior secondary curriculum has impact on educational objectives The new senior secondary school curriculum does not 68

19. 20.

hold key to Nigeria socio-economic transformation Secondary school students are exposed to

new

technologies The new senior secondary school curriculum will change the Nigeria educational system

69