Globalization
should ideally be seen as a phenomenon demanding for widespread systematic charges
in all aspects including education. Globalization symbolizes a paradigm shift
involving the re-thinking of beliefs and structures in traditional
Consciousness. It symbolizes a shift from mono-cultural approach to education
to multi-cultural approach with attendant implication for charges in school
curriculum and attendant practices.
One
of the six
Education for all goals, stipulates that learning needs of all young
people and adults are to be met through equitable access to appropriate learning
and life skill programmes hence, the emphasis on technical and vocational
education. As stated in 1999 Nigerian Constitution as amended (section 18)
Government is committed to the promotion of science and technology and given
the National policy on Education (NPE) 2003 declaration that a greater
proportion of education expenditure shall continue to be devoted to Technical and
vocational Education (TVE) at the federal and state levels and at Secondary and
tertiary levels. Apart from equipping the learners’ with skills, it was also an
attempt to achieve the MDGs in the area of poverty reduction’. According to
Adelabu (2005), with diversified curriculum structure the youth could be adequately
equipped for employment particularly in the rural areas. Unfortunately, this
aspect of education is the least patronized in Nigeria yet (TVE) is crucial in
a globalized era. The structural imbalance in the (TVE) is evident in the (NPE)
implementation document on the Junior Secondary Schools (JSS) and Senior Secondary
Schools (SSS). While the document prescribes a transaction rate of 60% for Secondary
Schools, the actual rate for (TVE) is why there are about 5,100 secondary
schools with an enrolemtn figure of 4,448,991 compared to 138 technical
colleges with an enrolment figure of 43,354, depicting a ratio of 102:1 (master
plan for TVE in Nigeria 2000).
Nigeria
had to meet her commitment to take lots of challenges one of which is enhancing
the social prestige of (TVE) programmes, through creating an enabling psycho-pedagegical
environments in the schools as well as enables socio-economic environment in
the wider society (Obanya 2002).
The
information and communication Technology revolution (ICT) has enormous implications
for school curriculum planning and implementation. The revolution in knowledge production,
distribution and management perhaps implies the death of the traditional
curriculum. School curriculum must now embody the contemporary complexity and vibrancy
of (ICT). The paradigm shift which globalization with its attendant post modernist
tendencies in education entails in education may necessitate the emergency of curriculum
models and education policies which emphasize interdisplinary course open and ended
systems, Socratic dialogue, multidimensional assessment and multiculturism (Boyer,
1991, 1995; slattery, 1995).
In
an era of globalization, it appears ‘change’ seems to become a permanent feature
of human civilization. Thus, the cultivation of a permanent learning attitude
and disposition becomes a major mission of schools all over the world.
Regrettably, most school systems especially those of developing societies
currently operate close-ended educational systems which are only good for the
attainment of obsolete behavioural objectives that pre-determined outcomes and
foster divergent thinking, authentic reasoning self-directed exploration of
topics and issues associated with inter displinary contents. The skills and competencies needed for survival
in an era of globalization perhaps call for the adoption of more innovative
approaches to education.
Embedded
in such innovative approaches are features such as effective use of technology
in teaching, reflective intergenerational dialogue, performance –based learning
activities and other inter professional interactive and collaborative approaches
to delivery of school instruction. There are vital skills and competences that schools
must teach which existing close-ended educational systems appear ill-equipped to
handle. Hence, the advocacy for the adoption of an open ended educational
system which (ICT) will provide.
Most
societies perhaps need innovative approaches to animate and support learning
activities that will entail deep understanding and adoption of knowledge in
various context and problem situations.
This
is necessary if schools are to adequately prepare pupils for a life-log reality
of problem so living, knowledge adoption and constant adjustment to changes. Innovative
curriculum approaches introduced by most developed countries are perhaps part
of attempts at ensuring that schools do not fail to adequately prepare youths
and children for life realities (Boyer, 1995).
The
thinking curriculum is example of such innovative curriculum evolving from the
realization that effective thinking and problem-solving are essential survival
skills in the perennially charging cultural-milieu of globalization. This is so
as the effective citizen of the globalized ‘world’ must always be an effective thinker’
and problem information technology have the potential to widen access to
learning opportunities. It is a granite fact, that how level of access to
computer and lack of (ICT) specialists to impart computer literacy in schools
will cripple (ICT) programmes. This is because (ICT) programmes in schools will make the students prepared for
a lifelong reality of problem solving knowledge adaptation and constant
adjustment to changes.
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