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 Redeemer’s 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

1

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.

2

TABLE OF CONTENTS

Page

Title PageCertification iDedication iiAcknowledgement iiiAbstract ivTable of Content v

CHAPTER ONE: INTRODUCTION1.1 Background to the Study 11.2 Statement of Problem 41.3 Purpose of Study 51.4 Significance of Study 61.5 Research Questions 61.6 Research Hypotheses 71.7 Scope of Study 71.8 Definition of Terms 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE2.1 The Concept and Meaning of Curriculum 92.2 National Policy on Education:

Secondary Education Section 122.3 The Concept of Vocational and Technical Education 142.4 Nigeria Secondary Education Goals and Objectives 172.5 Curriculum for Wealth Creation and Self Employment 222.6 Secondary Education Implementation in Nigeria2.7 Functional Curriculum Theory 312.8 The New Senior Secondary School Curriculum 352.9 Summary of the New Senior Secondary Curriculum 38

CHAPTER THREE: RESEARCH METHODOLOGY3.1 Design of the Study 423.2 Population of the Study 423.3 Sample and Sampling Procedure 43

3

3.4 Research Instrument 433.5 Validation of Instrument 433.6 Reliability of the Instrument 443.7 Administration of Instrument 443.8 Methods of Data Collection 453.9 Problems Encounter during Data Collection 45

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS4.1 Introduction 464.2 Research Questions/Hypotheses Analysis and Results 464.3 Discussion of Result 494.4 Summary of Findings 52

CHAPTER FIVE: IMPLICATION, RECOMMENDATION, SUGGESTIONS5.1 Introduction 545.2 Implication of Study 545.3 Recommendation 555.4 Suggestions for Further Research 575.5 Conclusion 57

Appendix References 59Questionnaire 62

4

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 government’s 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

7

people who argue that a new senior secondary school curriculum does not hold the key to

Nigeria’s 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 socio-

economic 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

8

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. Students do not have necessary skills to empower themselves.

iii. 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. Determine number of skill based subjects taught in secondary schools

iv. Asses infrastructural facilities available in Nigeria senior secondary schools.

v. 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 RESEACH QUESTIONS

i. Does students who have completed the secondary education wish continue with

higher education?

10

ii. Does students have necessary skills to empower themselves?

iii. 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 RESEACH HYPOTHESES

Ho 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. Community High School Ibafo

ii. Adesan Olu Community High School Mowe

iii. Ofada Comprehensive High school Ofada

11

iv. Owode Community High School Owode

v. Orile Igbore Community High School Orile Igbore

vi. Christ Tower International college Ibafo.

vii. Hebron College Mowe

viii. Redeemer’s High School Mowe.

ix. Trinity College Ofoda

x. 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. The concept and meaning of curriculum

2. National policy on education: Secondary Education Section

3. Concept of vocational and Technical Education

4. Nigeria Secondary Education Goals and Objectives

5. Curriculum for wealth creation and self Employment

6. Secondary Education Curriculum implementation

7. Theoretical Framework – Functional Curriculum Theory

8. The New Senior Secondary School Curriculum

9. 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

currer’s (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 teacher’s 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 learner’s and the

society’s well-being.

2.2 NATIONAL POLICY ON EDUCATION: SECONDARY EDUCATION

SECTION

Education has been universally accepted as a major indication of a community’s

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) Equip students to live effectively in our modern age of science and technology.

d) Develop and project Nigeria culture art and language as well as the world’s

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 nation’s 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 individual’s 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. Preparation for useful living within the society

2. 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

nation’s 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 government’s

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) A free and democratic society

2) A just and egalitarian society

3) A united, strong and self – reliant nation

4) A great and dynamic economy

5) 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. Respect for the worth and dignity of the individuals

2. Faith in man’s ability to make rational decisions

3. Moral and spiritual values in interpersonal and human relations

4. Shared responsibility for the common good of society

5. Respect for the dignity of labour and

6. 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 socio-

27

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 learner’s 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, Africa’s contribution to world view, Africa's contribution to world

civilization over the ages, the nature and literature of Africa, past and present

contemporary

African’s plan for its future in the emerging global community.

b) Access to a wide world of people, knowledge, techniques, ideas and practices, the

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) (Dependent Variable) Intervening Input Variables 1st Output 2nd Output

Effective implementation of curriculum package

*Learner ability*Learner interest*Learner responsiveness*Learner talent

Skill acquisition for self-employment and socio-economic empowerment of youth

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 Nigeria’s 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 don’t 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 nation’s

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 cross-

cutting 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 Humanities Science/ Math’s

Business studies Technology

1. English 1.Nigerian Language.

1. Biology 1. Accounts 1. Technical drawing

2. Mathematics 2. lit- in eng 2. chemistry 2. Store management

1. 2. basis 2. electricity3.

3. Trade 3. Geography 3. Physics 3.Office practice

3. Metal work

4. Computer studies

4.government 4. Further math’s

4. Insurance 4. Electronics

4. 5. Civic 5. education

5. CRS 5. Agriculture 5. commerce 5. Mechanics

6. IRS 6. Physicaleducation

6. buildingConstruction

7. History 7. Health education

7. wood work

8. visual art 6. 8.Home 7. management

9. music 9. food & Nutrition

10. Arabic 10. clothing& textiles

11. French

12. Economics

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 / math’s 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/ math’s Business studies

Core subject 1. English Lang2. Mathematics3. Trade4. Computer/Ict5. Civic Edu.

1. English lang.2. Mathematics3. Trade4. Computer5. Civic Edu.

1. English lang.2. Mathematics3. Trade4. Computer 5. Civic Education

Specialization 6. Yoruba / French7. Lit-In- English 8. Government9. Geo/Agri/F&N

6. Biology7. Physics8. chemistry9. Further math’s

6. Account7.Insurance8. Commerce9. Further math’s

Elective 10. CRS/eco/ v.artMusic

10. Td/F&N / agric 10. Economics

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 4 3 2 1

F 35 45 70 50 200

Fx 140 125 140 50 455

x 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 4 3 2 1

F 40 78 36 46 200

Fx 160 234 72 46 512

x 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 4 3 2 1

F 30 51 51 68 200

Fx 120 153 102 68 443

x 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

51

secondary curriculum and the significant relationship between the new senior secondary

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 4 3 2 1

F 61 13 34 32 200

Fx 244 219 68 32 563

x 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 education52

X 4 3 2 1

F 87 59 19 35 200

Fx 348 177 38 35 598

x 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 it’s 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 don’t 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. Research on technical & vocational institution to asses their training programmes

2. Research on suitability of Nigeria environment for entrepreneurship.

3. 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 Nigeria’s 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 Nigeria’s Development,

http://www.nigeriavillagesquare.com/articles/victor-dike/technical-and-vocational-

education-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

64

Ofoha D., Uchegbu C.N., Anyikwa B and Nkemdirin M, (2009) A Critical Appraisal of

Mode of Implementation of Nigerian Secondary School Curriculum: Towards Socio-

Economic 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, Asia-

Pacific 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. Name of School: _______________________________________________

2. Sex: Male Female

3. Position: Principal Vice Principal H.O.D.

Subject Teacher Class Teacher

4. Qualification: M.Ed/M.Sc Ed B.Ed/B.Sc Ed

NCE Others

5. Years of experience: 21 – 30 11-20 1 – 10

SECTION B

The instrument below is a Likert rating scale questionnaire. It is designed in a four points

rating scale, viz:

SA = Strongly Agree = 4

A = Agree = 3

D = Disagree = 2

SD = Strongly Disagree = 1

67

Please tick as you deem appropriate in the column below

S/N STATEMENT SA A SD D

1. Students who have completed the secondary education do

not wish to continue with higher education

2. Students preferred to stop at secondary school level

3. Students acquired more skills appropriate for life-time in

secondary school

4. Secondary education is the foundation for higher

education

5. Students do not have necessary skills to empower

themselves

6. Students are more expose to skills empowerment subjects

7. Secondary school students are taught vocational subjects

8. More students lose interest on vocational subjects

9. Secondary education seems inadequate to make school

leavers competent and self-reliant

10. Secondary education is self-reliant

11. Secondary education can build a self-reliant nation

12. Secondary school leavers are competent in nations

building

68

13. Unemployment youth cannot raise the economic

productivity of the country

14. Youth that are unemployed influence the socio-economic

development of the country

15. Unemployable youth are not skilled to empower

themselves

16. More youth are self-reliant through self-employment

17. The new senior secondary curriculum has impact on

educational objectives

18. The new senior secondary school curriculum does not

hold key to Nigeria socio-economic transformation

19. Secondary school students are exposed to new

technologies

20. The new senior secondary school curriculum will change

the Nigeria educational system

69