IKYEGHTSEV, SIMON SAAWUAN BSU/VTE/M.SC/12/3732

Post date: Mar 31, 2014 11:13:10 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. Dissatisfaction with certain stages or content of the curriculum.

iii. New issues that must be included in the curriculum e.g HIV/AID, ICT, population, and environmental education which learners must be acquainted with to survive in a developing or developed nation.

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 NCE, MOE, NUC,SUBEB, UBEC, STEB, LGEA who, ensure regular monitoring and evaluation of curriculum implementation at various stages make useful contributions for effective reformation.

ii. The community/society: Provide all the necessary inputs based on their needs interest aspirations customs and traditions, that lead to reformation of new curriculum

iii. Retired and serving teacher contribute in this best way to bring about curriculum reform

iv. Learners’ careful/observation of the learner’s growth and changes can also point at areas of interest during curriculum reform.

v. Interest groups, or non-governmental and activist: Through their collective evaluation and information gathering silent 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, includes;

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, government, politicians, non-governmental organizations should be fully involved in discussion and decision making.

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. There should be clear government policies and implementation strategies

v. Federal Government, State and well wishers should contribute adequately to education industry.

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 include the following:

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

ii. Leadership interest of corrupt individuals.

iii. Lack of political will by unqualified citizens

iv. Sectionalism and Nepotism amongst political leaders

v. Wide disparity between government policy on education and implementation