Philosophical appraisal of the new nine-year basic-education curriculum: towards mutual peace and development of Nigerian nation
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Date
2018-09
Authors
Akinsanya, P.O.
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, Kampala International University of Tanzania, Dar Es Salaam, Tanzania
Abstract
This paper considered the new curriculum for Universal Basic Education in Nigeria with the view to pointing out the teething areas which seem to work against peace and development, covertly and overtly. The paper adopted the method of philosophical critique which helped to expose and challenge the new curriculum and its features through a prescriptive mode which offered the possibility of having mutual peace and actual development in Nigerian society via some modifications in the new basic education curriculum. Findings from the study exposed some germane issues bordering on mutual peace and meaningful development in Nigeria. These issues bordered on priority in subjectplacement;
right direction and focus; appropriate nomenclatures; rightful or wrongful additions and subtractions, among others. The study recommends that children should be prepared adequately for the challenges they will encounter in life immediately after basic education In this vein, teaching Home Economics, Agriculture and Entrepreneurship as introductory subject shauld be changed to full immersion into the world of vocations. Thus, a change of nomenclature from Pre-vocational Studies to Vocational Studies is necessary. The option of Arabic language should be removed totally from lower basic education curriculum. It should however come up as an alternative to French language at the middle and upper basic education curricula.
Description
Staff publications
Keywords
Basic education , Mutual peace , Development , Currriculum , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Akinsanya, P.O. (2018). Philosophical appraisal of the new nine-year basic-education curriculum: towards mutual peace and development of Nigerian nation. KIU Journal of Education, Vol.13(2), 66-82.