Hwande, Terhemen Bsu/ Vte/M.Sc/12/3727.

Post date: Mar 31, 2014 9:14:49 AM

Group B

Question 1: Briefly mention three national issues that commonly prompt and shape changes in the curriculum and education systems.

Answer:

The three national issues that prompt and shape changes in curriculum and educational system are:

i. Addition or changes in aims and objectives of education as a result of changes in societal values, interest, global practices and vision/mission.

ii. Emergent issues whose body of knowledge must be included in the curriculum e.g HIV/AID, ICT, population education and environmental education which a learner must be acquainted with to survive in a developing or developed nation.

iii. Dissatisfaction with certain stages or content of the curriculum.

Question 2: Who are the various participants or stake holder involved in education reform and curriculum change and their respective roles and interest in policy formulation?

Answer:

i. Government regulatory bodies: Government regulatory and supervisory bodies such as SUBEB, UBEC, STEB, LGEA etc, ensure strict monitory and evaluation of curriculum implementation at various stages at both primary and secondary school.

ii. The community/society: Provide all the necessary inputs based on their needs interest aspirations customs and traditions.

iii. Teacher and learners: Both serving and some selected retired teachers contribute their teaching experience over time to bear on curriculum reform. Careful/observation of the learner’s growth and changes can also point at areas of interest during curriculum reform.

iv. Interest groups, or non-governmental and activist: Through their collective evaluation and information gathering salient issues that might have gone unnoticed could be pointed out and address.

Question 3: What are the potential problems areas of conflict that may arise from formulation and implementation of changes in the curriculum?

Answer:

Potential problems and areas of conflict in formulation and implementation of curriculum changes.

i. Non-involvement of certain societal needs or demand considered to be crucial.

ii. Non-involvement of teachers whom are the curriculum implementers at all levels of education in curriculum development.

iii. Competency of teachers: Some teachers may lack the capability and knowledge in some aspect of the curriculum and confusion and accusation immediately set in.

iv. Inadequate resources

Question 4: Suggest ways of managing/dealing with conflict and resistance as well as mobilizing popular support for on-going or proposed change in the curriculum

Answer:

Ways of managing conflict and mobilizing public support for ongoing curriculum change

i. All stakeholders including teachers should be fully involved and all opinion considered and deliberated upon.

ii. Teacher registration council of Nigeria (TRCN) should be strengthen to ensure only trained and registered teachers are considered and involve in curriculum change.

iii. Public enlightenment through seminars, lecture symbolism the media etc be organized to create awareness on the need for the change.

iv. Clear government policies and implementation strategies

v. Adequate fund should be provided

Question 5: Give examples of sensitive or challenging curriculum policy issues in Nigeria, in particular socio-political and cultural contexts.

Answer: Example of sensitive or challenging policy issues in Nigeria, in particular socio-political and cultural context

i. Sectionalism and Nepotism amongst political leaders

ii. Wide disparity between government policy on education and implementation

iii. Lack of political will.

iv. Leadership interest.

v. Government insincerity to agreement with labor unions on implementation of agreement reached which leads to strikes.