Evaluation On The Implementation Of The Marketing Trade Subject Curriculum In Anambra State.
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Evaluation On The Implementation Of The Marketing Trade Subject Curriculum In Anambra State.
Chapter one
INTRODUCTION
Background to the Study
In this era of globalisation and technological progress, education is regarded as the foundation for all human endeavour. It is important in the development of human capital since it is associated with an individual’s well-being and prospects for a better life. As a result, it assures that people acquire knowledge and skills that will allow them to boost productivity and improve their quality of life.
Nigeria, having realised the effectiveness of education as a powerful instrument for national progress and development, is constantly adjusting her educational philosophy and methodology to match the ideals and challenges of changing economic and social structures of a modern society by adjusting her secondary school educational system to encompass a diverse curriculum that integrates academic with technical and vocational subjects with a view to empowering the individual.
According to the National Policy on school (2009), the broad goals and objectives of secondary school in Nigeria’s educational system are to prepare students for productive lives in society (self-employment) and to prepare them for further education.
However, the educational system does not appear to be effective because the majority of school leavers lack the basic abilities to empower themselves. As a result, they are unable to enhance their socioeconomic status and so contribute to national development.
Many students who have completed their secondary education but have been denied entrance to further education institutions are in a difficult situation. This is because they lack the necessary abilities for both self-employment and paid employment (Igwe, 2007). It is no longer news that the nation’s youth unemployment rate has risen dramatically.
Igwe (2007) noted that the observed inadequacies in the former curriculum could not provide the necessary support for poverty alleviation and wealth growth.
Levin (2007) further noted that the existing curriculum is overloaded and does not adapt to students’ interests, and teachers are under pressure to cover the curriculum, which may be set at a level that kids cannot attain.
Furthermore, the former curriculum did not cover communication skills, entrepreneurship, functional literacy, or numeracy. Hence, there was a need to review, adapt, and update the current The most significant aspect of the National Policy on Education, as noted by Dike (2009), is the new focus it places on the Nigerian educational system
the need for the nation’s industrialisation, in which technical and vocational education play critical roles, and the recognition of the need to transition from a white collar job-oriented educational system to a science, vocational, and technical-oriented educational system that prepares individuals to be self-sufficient and useful to society.
This is reported to have prompted the Federal Government to place a greater emphasis on the inclusion of trade subjects into the curriculum. Dike (2009) went on to say that the five national goals cannot be realised without developing technical/vocational education, which, if well-rooted, will undoubtedly shift our nation’s economic, social, and political lifestyles from third to first world class.
Curriculum is a means by which education is obtained. The secondary school curriculum as it is currently executed is far from meeting the goals of the secondary school education system. Several academics have remarked that while the national education policy is well-structured and the contents are well stated, its implementation raises concerns.
According to Obanya (2004), the current secondary school curriculum falls well short of secondary education systems’ goals. Offorma (2005) concluded that Nigeria’s curriculum lacks effective execution and does not effectively educate pupils for the demands of a competitive, competent workforce.
Adeleke (2005) thought that one of the challenges with Nigeria’s secondary school curriculum is effective product completion (implementation). He believes that the inadequate execution of Nigeria’s secondary school curriculum has resulted in a missing link between the country’s educational aspirations and achievements.
The idea that secondary school graduates should have appropriate communication technology abilities is worthy of government support. The new secondary school curriculum aims to prepare secondary school graduates for postsecondary education.
Students are supposed to graduate with practical knowledge and professional skills that can be used to the country’s socioeconomic development.
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