Sunday, 22 March 2015

Globalization and Imperatives charges in school curriculum in Nigeria Educational system.


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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