implementation of nigerian secondary school curriculum of nigerian secondary school... · a...

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ERNWACA Research Grants Programme

2009 edition

A Critical Appraisal of the Mode of Implementation of Nigerian Secondary School Curriculum: Towards Socio-economic Empowerment of Y outh

Researchers • Ofoha Dorothy, (F) lecturer • Uchegbu Catherine Ngozi, (F) lecturer • Anyikwa Blessing, (F) lecturer • Nkemdirim Micheal (M) Doctoral student

Mentor: Dr. (Mrs.) Lucy Ekwueme, University of Lagos

Country: Nigeria

Research financed by

Education Research Network for West and Central Africa (ERNWACA)

With project support from UEMOA regional Centre of Excellence and the Ministry of Foreign Affairs of the Netherlands

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Acknowledgements

This research has been made possible with funding support from Educational Research

Network for West and Central Africa (ERNWACA). To this Network, the research team expresses

profound gratitude for this unique opportunity.

We also thank the project mentor, Dr. Lucy Ekwueme for her significant contributions and

guidance.

We are also indebted in gratitude to members of ERNWACA National Coordination

including Prof. Kasali Adegoke, Prof. Temi Busari and Dr. Dayo Odukoya for their support and

encouragement, and not forgetting Mrs Kate Onuoha, as well as various other individuals who

contributed in one way or the other to making the project what it is.

Above all, we thank the Almighty God for giving us the privilege to undertake this study.

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Table of Contents

Title page …………………………………………………………………………....................................i Acknowledgement………………………………………………………………………………………….ii Table of Contents…………………………………………………………………………………………..iii List of Tables………………………………………………………………………………………………...v Executive Summary………………………………………………………………………………………..vi

1.0. CHAPTER ONE: INTRODUCTION

1.1. Background of the Study…………………………………………………………………………………1 1.2. Statement of Problem…………………………………………………………………………………….2 1.3. Purpose of Study………………………………………………………………………………………….2

1.4. Significance of Study……………………………………………………………………………………..3 1.5. Research Questions……………………………………………………………………………………...3 1.6. Scope of Study…………………………………………………………………………………………….4 1.7. Operational Definition of Terms and Variables………………………………………………………...4

2.0. CHAPTER TWO: LITERATURE REVIEW

2.1. Theoretical Framework –Functional Curriculum Theory……………………………………………….6 2.2. The Concept and Meaning of Curriculum………………………………………………………………..7 2.3. Nigerian Secondary Education Goals and Objectives………………………………………………….8 2.4. Curriculum for Wealth Creation /self-employment……………………………………………………..10 2.5. Concept of Vocational and Technical Education……………………………………………………....11 2.6. Secondary Education Curriculum Implementation in Nigeria…………………………………………12

3.0. CHAPTER THREE: METHODOLOGY

3.1. Research Design…………………………………………………………………………………………..17 3.2. Population………………………………………………………………………………………………….17 3.3. Sample and Sampling Technique……………………………………………………………………….17 3.4. Instruments………………………………………………………………………………………………...18 3.5. Pilot Study /Validation of Instruments…………………………………………………………………...20 3.6. Procedure for Data Collection……………………………………………………………………………20 3.7. Data Analysis………………………………………………………………………………………………20

4.0. RESULTS

4.1. Testing of Research Question one: Appropriateness of the Nigerian secondary education in terms of goals, content, method, in meeting the philosophy of Nigerian educational system ……21

4.2. Testing of Research Question two: Teaching method used in implementing the curriculum in Nigeria secondary schools……………………………………………………………………………….21

4.3. Testing of Research Question three: Number of skill-based subjects taught in Nigerian secondary schools………………………………………………………………………………………...22

4.4. Testing of Research Question four: Infrastructural facilities available in Nigerian secondary schools……………………………………………………………………………………………………..23

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4.5. Testing of Research Question five: Proportion of specialist teachers available in Nigerian secondary schools………………………………………………………………………………………...24

4.6. Testing of Research Question six: Practical (entrepreneurial) skills students have learnt in school with which they can create self-employment…………………………………………………..25

4.7. Testing of Research Question seven: Students entrepreneurial capability i.e. Products and services students have produced on their own………………………………………………………..27

4.8. Testing of Research Question eight: Effect of school location on the mode of curriculum implementation…………………………………………………………………………………………….28

4.9. Testing of Research Question nine: Effect of school type on the mode of curriculum implementation…………………………………………………………………………………………….28

5.0. DISCUSSION OF FINDINGS, RECOMMENDATIONS, AND CONCLUSION

5.1. Summary of findings………………………………………………………………………………………30 5.2. Discussion………………………………………………………………………………………………….31 5.3. Recommendations………………………………………………………………………………………...35 5.4. Limitation of the study…………………………………………………………………………………….36 5.5. Conclusion and policy implication of the findings………………………………………………………36 5.6. Suggestions for further research………………………………………………………………………...36

BIBLIOGRAPHY……………………………………………………………………………………………………37

APPENDIX

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List of Tables

TABLE PAGE 1 Description of student-sample by zone, state, school type, class and gender………..18

4.2.1. Descriptive data of use of theoretical-based teaching……………………………………22 4.2.2. Descriptive data of use of practical-based teaching……………………………………...22 4.3. Descriptive data of skill-based subjects taught in study schools………………………..23 4.4. Descriptive data of infrastructural facilities available in study schools…………………24 4.5. Descriptive data of proportion of specialist teachers available in study school……….25 4.6.1. Descriptive data of practical (entrepreneurial) skills students have learnt in school by school type………………………………………………………………………………...26 4.6.2. Descriptive data of practical (entrepreneurial) skills students have learnt in school by state/school location…………………………………….....……………………………..28 4.6.3. Descriptive data of practical (entrepreneurial) skills students have learnt in school by class…………………………………………………………………………………….....29 4.7. Descriptive data of products and services students have produced……………………31 4.8a. Descriptive data of effect of school location on mode of curriculum implementation…32 4.8b. Chi-Square Test data of effect of school location on mode of curriculum Implementation……………………………………………………………………………….32 4.9a. Descriptive data of effect of school type on mode of curriculum implementation……..32 4.9b. Chi-Square Test data of effect of school location on mode of curriculum Implementation……………………………………………………………………………….33

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List of Appendices

APPENDIX PAGE 1. Teacher Assessment Questionnaire……………………………………… A1 2. Student Assessment Questionnaire………………………………………. A3 3. Focus Group Discussion Guide…………………………………………… A5 4. Observation Guide………………………………………………………….. A6 5. Practical /Performance Test……………………………………………….. A7 6a, b, c. Observation Data: Nasarawa, Imo, Lagos States……………….……… A8 7a, b, c. Focus Group Discussion Data: Nasarawa, Imo, Lagos States……….. A10 8a, b, c. Practical Test Data: Nasarawa, Imo, Lagos States…………………….. A13

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Executive Summary Nigeria, having realized the effectiveness of education as a powerful instrument for

national progress and development, adjusted her secondary school educational system to encompass diversified curriculum that integrates academic with technical and vocational subjects with a view to empowering the individual for self-employment. However, the educational system does not seem to achieve its purpose as majority of school leavers are not equipped with necessary skills to empower themselves. Consequently they cannot raise their socio-economic standard and therefore cannot contribute to nation building; hence, the need for this study.

The broad aim of the study was to assess how the curriculum was implemented in Nigerian secondary schools with a view to identifying the root cause of the problem. Some of the specific objectives include: determine the appropriateness of Nigeria secondary education curriculum; find out type of teaching method used in implementing the curriculum; determine number of skill-based subjects taught in school; identify practical [entrepreneurial] skills students have learnt in school with which they can create self-employment; identify products and services students have produced. Following the objectives, nine research questions were formulated.

Adopting the descriptive survey research design and in order to have data that is nationally representative, out of the six geopolitical zones in Nigeria, three were selected for the study - North Central, South East and South West. One state per zone was randomly selected. The subjects comprised 380 junior and senior secondary school [JSS and SSS] students and 120 teachers, selected from twelve secondary schools drawn across the three states. The schools comprised four categories: federal government school [FGS], state government school [SGS], high class private school [HCPS], and low class private school [LCPS]. In choosing the student-subjects, stratified random sampling technique was used. Teacher-subjects were selected from variety of disciplines. The study utilized both quantitative and qualitative techniques with practical test, observation, focus group discussion, teacher and student questionnaires as instruments used in data collection, Data collected were analyzed using descriptive and inferential tools.

The study revealed remarkable findings some of which include: The curriculum was appropriate in terms of goals and content but found weak in its method of implementation; teaching method used in implementing the curriculum was mainly theoretical; Home Economics, Agricultural Science, Introductory Technology, Music, Fine Art, Food and Nutrition, Technical Drawing, Computer Science and Typing/Shorthand were the core vocational and technical subjects that were mostly taught while Art & Craft, Clothing & Textiles, Metal Work, Building Construction, Woodwork, Applied Electricity, Electronics and Auto Mechanic did not receive much attention; in the three states studied, SGS and LCPS lacked sufficient Infrastructural facilities needed for practical work; students have learnt significant self-employable entrepreneurial skills in the following areas: Fine Art [Drawing], Home Economics [Sewing], Agricultural Science [Farming], Food & Nutrition [Cookery], Introductory Technology [Electrical Works] and Music [singing]; students’ entrepreneurial capability was significantly low as there were no significant production of marketable goods and services to show for their practical knowledge. These findings are discussed and the policy implication highlighted.

Part of the recommendations proffered is the need for Federal/State Government to provide infrastructural facilities in all secondary schools across the nation with adequate provision of workshop equipment, Instructional materials, and tools to make teaching and learning of the skill-based subjects meaningful. This way, students will have opportunity to engage in practical works. Again, there is need for a change in the mind-set of youth to see self-employment as an option and be prepared psychologically for it. This will enable them to be motivated in identifying entrepreneurial opportunities; hence, entrepreneurship education should be made integral part of teaching-learning process.

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Evidence yielded by the study suggest there is seemingly gradual progression towards 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 necessary entrepreneurial knowledge, skills, values and attitude for them to live as competent members of the society and contribute to nation building.

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

The universal declaration of Human Rights adopted by the United Nations General

Assembly in December 1948 guaranteed for the individual a whole range of basic freedom with

education serving as a basic right necessary for the achievement of all other freedoms.

The achievement of the right to education requires that young people be given the

opportunity necessary for the acquisition of the knowledge, skills, attitudes and values which will

enable them lead happy and productive lives as individuals and discharge their social duties for

the betterment of life in the society.

Nigeria, having realized the effectiveness of education as a powerful instrument for

national progress and development, adjusted her educational philosophy and methodology to

march the ideals and challenges of changing economic and social structure of modern society

(National Policy on Education 1981, revised 2004). Consequently, in 1982, Nigeria adjusted her

secondary educational system to encompass diversified curriculum that integrates academic with

technical and vocational subject intended to empower the individual for self-employment (Igwe

2000). According to the National Policy on Education 1981; 2004, the broad aims and objectives

of secondary education in Nigerian educational system are preparation for useful living within the

society (self-employment) and preparation for higher education. (The area that concerns this

study is the first objective - preparation for self-employment).

However, more than two and half decades after adoption of the laudable initiative, majority

of Nigerian youth are idle and some are involved in various vices due to unemployment. They do

not have the required skills to either fit into many types of jobs that are available or create jobs

(Igwe 2007). It is no longer news that the nation’s youth unemployment rate has been shooting

up the sky. The federal government recently acknowledged that about 80 per cent of Nigeria’s

youth are unemployed and 10 per cent underemployed. And the Minister of Education, Sam

Egwu, recently noted that the poor quality of graduates is worrisome. The major policy speeches

of President Yar’Ardua these days revolve around his aspiration of transforming Nigeria into one

of the first 20 largest global economies by the year 2020. This vision cannot be achieved without

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youth empowerment for job creation and wealth generation. Adekoya (1999) claimed that for the

Nigerian youth to be empowered economically they should be given the necessary skill

acquisition and for this to be done the curriculum should be effectively implemented. Oli (2000)

believed that to ensure a positive future for Nigeria, the youth who are believed to be the future

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 (Offorma 2005). The

secondary school curriculum as presently implemented is far from achieving the goals of

secondary educational system (Obanya 2004a). 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 (Babafemi 2007; Dike 2009). 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 a critical appraisal of the mode of implementation of Nigerian

secondary school curriculum in order to identify the root cause of the problem as well as gaps

needed for reformation. This study is timely and useful in providing the much needed empirical

data that will assist the Federal Government of Nigeria through its curriculum development

agency, Nigerian Educational Research and Development Council (NERDC), to gauge the level of

success of current implementation and be better able to plan towards an implementation that will

instill basic skills in Nigerian youth to ensure their socio-economic empowerment.

1.2 Statement of Problem

A good number of students who have completed their secondary education but do not wish to

continue with higher education are in dilemma. This is because they are not well equipped with

necessary skills to empower themselves. The training acquired at the end of secondary education

seems inadequate to make the school leavers competent and self-reliant, hence cannot contribute

to nation building. If the Nigerian society is not to be plagued by a breed of unemployable youth

who cannot raise the economic productivity of the country, it is desirable that a lasting solution be

provided. Thus, this study was designed to fill this gap.

1.3 Purpose of Study

The overall aim of the investigation was to assess how the curriculum was implemented in

Nigerian secondary schools with a view to identifying the root cause of the problem as well as the

underlying factors that might account for disparity, if any, on curriculum implementation.

Specifically, the objectives were to:

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1. determine the appropriateness of the Nigeria secondary education curriculum in terms of

the goals, content, method, in meeting the philosophy of Nigeria secondary educational

system.

2. find out type of teaching method used in implementing the curriculum in Nigerian

secondary schools.

3. determine number of skill-based subjects taught in Nigerian secondary schools.

4. assess infrastructural facilities available in Nigerian secondary schools.

5. assess availability of specialist teachers in Nigerian secondary schools.

6. identify practical (entrepreneurial) skills students have learnt in school with which they can

create self-employment

7. identify students’ entrepreneurial capability i.e. products and services students have

successfully produced/ marketed

8. determine the effect of school location on the mode of curriculum implementation.

9. find out if school type has effect on the mode of curriculum implementation.

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 towards effective

curriculum implementation in Nigerian secondary schools. This will go a long way in minimizing

the rate of unemployment among secondary school leavers thereby making them well adjusted

individuals who will raise the economic productivity of the country. Also, the result of the study will

contribute to policy formulation and practices, as inspectors from Federal and State Ministries of

Education will be sensitized on what to look out for during inspection. On a wider scale, African

countries will benefit from the study because its findings and recommendations will provide point

of reference. Above all, the Federal and state Ministries of Education as well as the Nigerian

Educational Research and Development Council (NERDC) will find the result of this study

valuable particularly in the current government effort towards implementation of the new 9-year

Basic Education Curriculum.

1.5 Research Questions

1. How appropriate is the present Nigeria secondary education curriculum in terms of the

goals, content, method, in meeting the philosophy of Nigerian secondary education

system?

2. What type of teaching method is used in implementing the curriculum in Nigerian

secondary schools?

3. How many skill-based subjects are taught in Nigerian secondary schools?

4. What are the infrastructural facilities available in Nigerian secondary schools?

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5. What is the proportion of specialist teachers available in Nigerian secondary schools?

6. What practical (entrepreneurial) skills have students learnt in school with which they can

create self-employment?

7. What products and services have students produced /marketed on their own?

8. What is the effect of school location on the mode of curriculum implementation?

9. What is the effect of school type on the mode of curriculum implementation?

1.6 Scope of Study

Nigeria is a large country with a lot of geographical differences. There are six geopolitical zones in

Nigeria each constituting several states. To ensure national coverage, three out of the six

geopolitical zones were purposely selected for the study, namely; North Central, South East and

South West. One state was randomly selected from each zone. A total of twelve secondary

schools comprising both public and private were drawn across the three states /zones. This was

considered adequate and sufficiently representative to make tentative generalization.

1.7 Operational Definition of Terms and Variables

Critical – In this study, it means to point out fault constructively.

Appraisal – Hornby (2000) refers to it as assessment of the value or quality of something. In this

study, it refers to assessment of how the Nigerian secondary school curriculum is implemented.

Mode – Hornby (2000) refers to it as ‘way and manner in which something is done’. In this study,

Hornby’s definition is adopted. i.e. way and manner Nigerian secondary school curriculum is

implemented.

Implementation – Oxford Advanced Learners’ Dictionary refers to it as putting into effect a plan

already mapped out. Obanya (2004) defined implementation of curriculum as day-to-day activities

which school management and classroom teachers undertake in the pursuit of the objective of

any given curriculum. In this study, it means processes involved in translating educational plan

into action to bring about change in the learner as they acquire the planned experiences, skills,

and knowledge that are aimed at enabling the learner function effectively in the society. In this

regard, implementation is seen as both the means and the means to an end.

Curriculum - According to Obanya (2004a), curriculum is the total package of what is to be

taught or learnt. He describes it as a process of translating national educational objectives into

‘within-school do-ables’. Offorma (2005) sees curriculum as the planned learning experiences

offered to the learner in the school. In this study, it refers to vocational and technical subjects

outlined in the National Curriculum for Secondary Schools manual as part of subjects for

secondary education.

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Skill-based subjects – As used in this study, these are practically-oriented subjects that are

designed to teach students skills which will empower them for job creation and self-reliance. The

subjects in this category fall under the vocational and technical field. Skill-based means the same

as practical-based and they are used interchangeably in this study. For purpose of this study,

subjects in the vocational field include Home Economics, Fine Art, Music, Typing and Shorthand,

Art and Craft, Clothing and Textile, Food & Nutrition, Home Management. While technical

subjects include Introductory Technology, Woodwork, Carpentry, Technical Drawing, Metal Work,

Agriculture Science, Computer Science, Auto Mechanic, Building Construction, Applied Electricity,

Theory-based – As used in the study, it means knowledge that is purely descriptive and devoid of

reference to purposeful action.

Practical-based – knowledge that deals with skills involving muscular dexterity and coordination

of mind and muscle (Aina 2009)

Socio-economic empowerment - It is used in this study to refer to ability of youth to organize

their finances, trade and industry for sustainable national development.

Youth - World Health Organization (WHO) defines youth as young people between the ages of

15-24 years. In this study, youth refers to young people between 10-24 years of age.

Specialist teachers – These are teachers trained in the vocational and technical field

Learner – It is used in this study to refer to secondary school students.

Infrastructural facilities – These refer to workshop rooms, equipments, and tools needed for

practical work in the skill-based subjects.

Entrepreneurial skills – Skills that will enable individual create employment or start up business.

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CHAPTER 2

LITERATURE REVIEW In this chapter relevant conceptual and empirical literature are reviewed under the following

dimensions:

1. Theoretical Framework –Functional Curriculum Theory (Obanya 2004a)

2. The Concept and Meaning of Curriculum

3. Nigerian Secondary Education Goals and Objectives

4. Curriculum for Wealth Creation /self-employment

5. Concept of Vocational and Technical Education

6. Secondary Education Curriculum Implementation in Nigeria

2.1 Functional Curriculum Theory

The theoretical framework of the study is hinged on Obanya’s (2004b) functional

curriculum theory which posits that for Africa to get to the level at which it can contribute to the

world pool of knowledge, ideas, 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 goal-setting:

a) Developing the deepest sense of pride in being African through a deep understanding of the

pride of Africa; the mother tongue or the community language, the African world view, Africa’s

contribution to world civilization over the ages, the nature and literature of Africa, the creativity of

African in various form, great Africans, past and present contemporary Africa’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

languages and their literatures, mathematics science and technology, informatics, tools and

methods of social analysis western and orient philosophies and religion.

c) Personal development for contributions to social transformation: A variety of core skills for life

long learning, vocational awareness and vocational activities, entrepreneurship, creativity,

communication and interpersonal conduct, self awareness etc.

According to Obanya (2004), these three goals should be pushed simultaneously from the

beginning with their horizons broadening 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

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programmes. According to him, functional content education simply says that the situation in

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 to be taught and learned.

Functional education states that the purpose of education is to 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 him, the notion of functional

skills education has already been applied to the 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. In science education, it refers to the abilities

required to consolidate the habits of scientific behaviour. In the training of teachers, it means the

aptitudes and abilities needed to promote learning to get the best out of learner.

The conceptual framework of the present study was derived from Obanya’s (2004)

concept of functional curriculum to show the symbiotic relationship between curriculum package,

its implementation, the youth who 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 1 below:

(Independent variable) (Dependent variable) Input Intervening variables 1st output 2nd output Figure 1: showing conceptual framework of the study

2.2 The Concept and meaning of Curriculum

Curriculum development is not a new concept in our educational system today. However,

issues of Curriculum, either in an explicit or an implicit are inextricably linked to current thinking

and action on educational system around the world (Ajibola 2008). The encyclopedia of

educational research (1969) gives the following definitions of curriculum as all the experiences a

learner has at school under the guidance of the 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

programmes 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” (to run). Thus the term curriculum in its original context means runaway or

Effective implementation

of curriculum package

- Learner ability - Learner interest

- Learner responsiveness

-Learner talent

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

Growth of the economy and national development

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racecourse. Offorma (2005) sees curriculum as a planned learning experiences 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.

According to Maduewesi (2007), the two basic philosophical issues in Nigerian education

emphasize integrating the individual so as to become a sound and effective citizen and providing

equal education for all citizens at primary through secondary and tertiary level. Maduewesi

reiterated the need for consistent change and review of Nigeria curriculum in other to integrate

new areas of concern. In the recent times, human activities and life have become highly

industrialized and technical hence the meaning of the term curriculum has also been changed to

meet the needs of education of different courses of studies. Curriculum in fact is an organized

plan of course outlined with the objectives and learning experiences 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 members of the society to which they belong. Thus, curriculum is a

tool of education to educate and humanize the whole man.

2.3 Nigerian Secondary Education Goals and Objectiv es

The broad aims of secondary education within the overall Nigerian education policy are:

(1) Preparation for useful living within the society

(2) Preparation for higher education.

Education is described as the totality of life experiences that people acquire, and which

enables 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 Nigerian education where every subject had

to ‘prove its usefulness’ to retain a place in the school curriculum. This was said to have led the

then National Educational Research Council (NERC) to convey a historic curriculum conference

at Lagos in 1969. This conference recommended new set of goals and provided directions for

major curriculum revision upon which the National Policy on Education of 1977 and the revised

policy in 1981 and 2004 were based. Against this background of national aspirations, a new

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

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(JSS), three years of senior secondary school (SSS) and four years of post-secondary education

(Omotayo, Ihebereme, & Maduewesi, 2008).

The implementation of the 6-3-3-4 education system began in 1982 and brought many

reforms 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 subjects

were introduced into the curriculum while vocational subjects were introduced into the senior

secondary level. The focus of the pre-vocational was to expose students at the junior secondary

school level to the world of work through exploration. Such exposure would enable junior

secondary school students make intelligent career choice and also intelligent consumption

patterns. Among the pre-vocational subjects are practical Agriculture, Home Economics, and

Business Studies. Introductory Technology is an integration of components of woodwork,

metalwork, basic electronics, applied electricity, water flow technology, airflow technology, food

preservatives, automobile, technical drawing, physics, rubber technology, chemistry, plastics,

basic building technology, and ceramics. While Business Studies has typewriting, shorthand,

bookkeeping, office practice, commerce and computer science as components. Fafunwa (2002)

stated that the specific objectives of the Junior Secondary School Education are to develop in the

students’ Manipulative skills (Manual dexterity) invention, respect for dignity of labor 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 &

Shorthand, Principles of Accounts, Commerce, Woodwork, Technical Drawing, Basic Electronics,

Building Construction, Applied Electricity and Auto Mechanics (Senior Sec. National 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 the realization to change

from white collar job oriented educational system to science, vocational and technical oriented

educational system which prepares individuals to be self-reliant and useful to the society. This is

said to have informed the Federal Government to lay emphases on technical education. Dike

(2009) further noted that the five National goals cannot be realized without developing technical

/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 would class.

According to Ajala (2002) “the new National Policy on education has all the necessary

ingredients for landing Nigeria into the future technologically, politically, Socially and Morally,

adding that the policy if well coordinated and implemented is a solid basis for the nation to launch

itself among the great nation”. Babafemi (2007) sees the 6-3-3-4 system of education as a step in

the right direction towards the technological development of the nation, describing it as laudable

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programme capable of ushering in an 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

others, 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 a 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’s education.

Uyanya (1989) stated that the most important thing that ever happened to Nigeria is the

1981 National Policy on Education, which emphasizes the acquisition of vocational skill and self-

reliance. Puyate (2004) quoted Sower (1971) who observed that vocational/technical education is

a means towards industrialization of Nigeria. Olaitan (2007) defines vocational/technical education

as that 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 places premium on manual

activities, technical proficiency, and 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.

2.4 Curriculum for wealth creation /self-employment

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 workplace

skills. Based on inarticulate policies, inadequate research, and poor planning, curriculum

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implementation has become ineffective and lacks any useful feedback mechanism anchored in

review, analysis and redesign 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 Stroke 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 this has been achieved

is however questionable as evidence from various studies has shown 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.

However, Nigeria’s curriculum lack effective implementation and does not adequately prepare

students for the demands of a competitive, talented workforce. Despite meaningful public policy

created to address the needs of Nigerian students, there remains systemic shortcomings that fail

to realize government goals.

The curriculum is expected to prepare people for entrepreneurship. It should prepare

people to be self-employed 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 certificates 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 influences their socio-economic 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 Nigerian educational system is expected to attend to the challenge of equipping the

youth with skills for self-employment /wealth creation. This can be achieved through effective

implementation of vocational and technical curricular.

2.5 The Concept of Vocational and Technical Educati on

Vocational-technical education is that aspect of education that gives its recipients an

opportunity to acquire practical skills as well as some basic scientific knowledge (Nigerian

National Policy on education, (1981). Oni (2007) quoted Puding (1994) who defined vocational-

technical education as that type of education which fits the individual for gainful employment in

recognized occupation as semi-skilled workers or technicians or sub-professionals.

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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 attitudes 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 service.

Two of the aims of vocational-technical education as stated in the Nigerian National Policy

on Education (NPE, 1981, p.28) are: to give training and impart the necessary skills leading to the

production of craftsmen, technicians and other skilled personnel who will be enterprising and self-

reliant, and to enable Nigerian young men and women to have an intelligent understanding of the

increasing complexity of technology. The above aims of vocation-technical education were stated

about three decades ago. Today, according to Oni (2007), the nation still lacks quality vocation-

technical education programmes in technical institutions. He however suggested the need to

establish good vocational and technical institutions to provide the required training and impart the

necessary skills leading to the production of craftsmen, technicians and other skilled personnel

who will be enterprising and self-reliant. Quality vocational-technical education is also essential in

Nigerian institutions to sustain the nation’s populace where quality of life is still very poor. The

United Nations 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 the skills to “live, learn and work as productive citizens in a

global society’’. Oni further argues 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 livelihood.

According to Obanya (2007) vocational and technical education is part of integral

development of the ‘three Hs’ - the head, the heart, and the hands which must not be neglected,

as doing that will amount to a denial of an individual’s integrated personality development, further

adding that any meaningful programme of technical /vocation education is to be predicated on a

sound general education.

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2.6 Secondary Education Curriculum Implementation i n 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, syllabuses and subjects (Chikumbi and Makamure 2000). Putting the curriculum into

operation requires 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 syllabuses, scheme

of work and lessons to be delivered to students. Implementation is said to take place when the

teacher-constructed syllabus, the teacher personality, the teaching materials and the teaching

environment interact with the learner. Implementation further takes place as 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 undertake

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 ‘the learned 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 teachers in curriculum planning, development and most importantly

implementation cannot be overemphasized. Teachers most times are not involved during policy

formulation even though they are expected to implement this curriculum. A major setback in

effective curriculum implementation is the problem of unqualified teachers, especially specialist

teachers in areas 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 secondary school level, due to shortage of teachers, the

requirements of two Nigeria languages is no longer strictly observed. In addition, there remains an

acute shortage of specialist teachers for 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 subjects introduced in the

curriculum.

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Amugo (1997) studied the relationship between availability of expert teachers and

implementation of secondary school curriculum in Nigeria. Her sample consisted of 50 secondary

school teachers who were randomly selected from the population of teachers in Lagos and Imo

States. She hypothesized that there will be no significant relationship between availability of

teachers and curriculum implementation in Nigeria and that available specialist teachers 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 teachers 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 Nigerian schools, especially, at the secondary school level (Junior

and Senior)

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 Ohiwerei 2008). Several authors have identified factors causing

this problem to include the lack of adequate instructional materials and/or poor 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 chalk-board. Kiboss

describe such teaching method as inadequate and limited that tends to negatively affect the

learners’ views of practical concepts and associated methods. Kiboss and Ogunniyi (2003) opine

that unless urgent measures are taken to curb the problem, the poor attitude towards vocational

and technical education in Nigeria educational system will continue to persist.

Traditional, teacher-centered methods of teaching do 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 foster innate abilities for problem solving and decision-making. He calls for the need

to incorporate child-centered approaches in curriculum development. These approaches foster

cooperation, tolerance, self-reliance, and self-expression. According to Ajibola, when teaching

and learning is directed towards 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 understands; what meaning he makes of his

understanding; and, whether he can apply the knowledge and meaning in real-world situations.

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This is the measure of an effective educational system. Amuseghan (2007), in discussing English

language instruction at the SSS level, points out that 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 implementation of the curriculum

whose key implementers are not well trained and/or 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 order to find out whether the Nigeria secondary school system is well implemented

or not. The responses showed that 160 of the sampled students and 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, 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 findings, Adeleke (2006) believes that one of the problems of

Nigeria secondary school curriculum content is effective 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

subjects are not effectively implemented as most of the subjects are not offered due to lack of

teachers, workshops for practical work, and further notes that where there are teachers the

delivery is usually theorized because of lack of competence on the part of the teacher or due to

lack of equipment, thus students graduate without any hands-on experience. Mohammed (2005)

opined that there 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 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 (2000) 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 study and the Pearson Product

Moment Statistics was used to check if there is a significant relationship between the methods

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applied by teachers in the class and the consequent implementation of the school curriculum. The

result indicated a positive relationship between teaching method and curriculum implementation.

The implication of this result is that teachers as one of the main stakeholders of the school

curriculum do not seem to promote the effective implementation of Nigeria secondary school

curriculum, due to many factors ranging from lack of specialist teachers to lack of teaching

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 design in Nigeria. According to him, Nigeria has a very good curriculum based

on the lofty ideas embedded in the 6-3-3-4 system of education in Nigeria, in which youth are to

be educated and employed in four stages depending on their levels of cognition and skills.

Uzodinma observed that the 6-3-3-4 education system failed because it was not duly

implemented in Nigeria due to faulty method of teaching that is centered on theory only.

From the foregoing, it is apparent that Nigerian secondary school teachers use theoretical

method in the teaching-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 methods of teaching and learning.

Infrastructural facilities

Ajayi (1999) in a study on ‘’relationship between infrastructure availability and curriculum

implementation in Nigeria schools’’ and using 250 respondents found that no significant

relationship exists between school facilities availability in Nigeria secondary schools and

curriculum implementation in those 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 puts it, without the availability of functional infrastructures in the schools,

the skill-based curriculum will not be effectively implemented in Nigeria, and 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).

Summary

Various studies that addressed the pertinent issues relating to this study were reviewed.

However, most of the studies focused more on the nature of curriculum implementation and

various factors that affect its effectiveness. Less attention was given to the root cause of the

problem facing Nigerian youth who after graduation from secondary school find themselves idle

and unable to contribute to nation building. This is the crux of this study.

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CHAPTER 3

METHODOLOGY

3.1 Research Design

The descriptive survey research design was adopted for the study. This method was deemed

appropriate as it involved the collection of extensive and cross-sectional data for the purpose of

describing and interpreting an existing situation under study. The independent variables include

gender, school type (FGS, SGS, HCPS, LCPS), school location (North Central, South East, South

West). The dependent variable is mode of curriculum implementation measured in terms of:

appropriateness of the Nigerian secondary education curriculum, teaching method [practical-

based and theory-based], number of skill-based subjects taught in secondary schools, availability

of infrastructural facilities, availability of specialist teachers, entrepreneurial skills students have

learnt in school, students entrepreneurial capability [products /services produced]

3.2 Population

The target population for this study included all students and teachers from public and

private secondary schools in Nigeria.

3.3 Sample and sampling technique

The study adopted multi-stage random sampling procedure. Out of the six geopolitical

zones in Nigeria, three zones were selected, namely; North Central, South East and South West.

Their selection was purposeful in order to have a data that is nationally representative. North

Central zone was made up of seven states, South East had five while South West had six. Using

the ballot technique, one state per zone was selected, namely; Nasarawa, Imo and Lagos

respectively. In each state, four school categories were used: federal government-owned school

[FGS], state government-owned school [SGS], high class private school [HCPS], low class private

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school [LCPS]. The criteria used in the selection of HCPS and LCPS include: school environment

(school climate /facilities), quality of teachers, school plant /building, school fees, school location.

The subjects for the study comprised two sample groups – students and teachers.

Student-sample consisted of 380 junior and senior secondary students [JSS 1-3 and SSS 1-3]

randomly selected from twelve secondary schools. In choosing the subjects, stratified random

sampling technique was used. Stratification was by class, number of classrooms, and gender with

members of each stratum selected by use of table of random numbers. The average age of Junior

students was 12.6 years while that of senior students was 15.3 years [The initial sample size was

480 but information supplied by 380 was used due to completion defects]. The composition of

student-sample by zone, state, school type, class and gender is summarized in Table 1.

Table 1 Composition of student-sample by zone, state, school type, class and gender

North Central South East South West Nasarawa State Imo State Lagos State

Public school Private school Public school Private school Public school Private school School type FGS SGS HCPS LCPS FGS SGS HCPS LCPS FGS SGS HCPS LCPS

Total

No. of schls 1 1 1 1 1 1 1 1 1 1 1 1 12 Male 8 6 6 5 8 6 8 5 7 6 10 7 82 JSS Fem 7 3 9 7 8 9 12 8 9 9 12 7 100 Male 5 8 14 12 5 7 8 8 7 7 7 6 94 SSS Fem 5 5 18 6 6 7 12 8 8 8 11 10 104

Total 25 22 47 30 27 29 40 29 31 30 40 30 380 KEY: FGS = federal government school, SGS = state government school, HCPS = high class private school, LCPS = low class private school

For teacher-sample, a total of 120 were drawn from the twelve selected schools and

derived from variety of disciplines including humanities, sciences, commercial, technical and

vocational. The composition of the sample is summarized as follows: On sex, 60 (55%)

constituted male while 55 [45.8%] were female, (5 [4.2%] did not indicate their sex). On age, 12

[10.1%] were 20-25 years, 25 [21%] were 26-30 years, 46 [38.7%] were 31-35 years, 16 [13.4%]

36-40 years, while 20 [16.8%] were above 41 years. On educational qualification, 15 [12.7%] had

NCE, 34 [28.8%] had OND/HND, 51 [43.2%] had B.A /BSc /B.Ed, 17 [14.4%] had M.A / MSc /

M.Ed, while1 [0.8%] had M.Phil / PhD. On years of service, 47 [39.8%] had served 1-5 years, 31

[26.3%] 6-10 years, 29 [24.6%] 11-20 years, 11 [9.3%] had served over 21 years.

3.4 Instruments

This study utilized both quantitative and qualitative techniques for purpose of enriching the

findings. The following five instruments were used in data collection: Practical Test, Observation

Guide, Teacher Assessment Questionnaire [TAQ], Student Assessment Questionnaire [SAQ],

and Focus Group Discussion [FGD].

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1. Practical test – Vocational and technical subjects were used for practical test. A total of

24 teachers from the selected schools (two from each school) carried out teaching during which

they were rated on degree of practical skill demonstration as well as usage of instructional

materials. The rating was structured on a four Likert-type scale of very much, much, a little, not at

all. Students were also rated on the degree of practical skills acquired based on their practical

activities in the class. The rating guide had two parts each for vocational and technical subject

taught. To ensure validity and reliability, both teachers and students were not aware they were

rated. In all, a total of 24 practical test sessions were held.

2. Observation Guide – With the use of guide, observation was conducted in all selected

schools by the research team. The observation guide had three parts. Part A contained checklist

of infrastructural facilities to check facilities available in school. Part B required assessment of the

quality of the available facilities on a four Likert-type scale of very good, good, bad, very bad. Part

C contained list of 18 vocational and technical subjects on which to identify type of instructional

materials available as well as products and services produced by teachers and student.

3. Teacher Assessment Questionnaire [TAQ] - The TAQ was designed by the researchers

to measure how the curriculum was implemented in Nigerian secondary schools. It had three

parts. Part one sought necessary background information on respondents’ age, gender,

educational qualification, number of years of service, etc. Part two contained fourteen questions

requesting respondents to indicate: subjects they teach, use of scheme of work, how often they

write /use lesson note, skills they have imparted on students, instructional materials used,

products they have produced in the course of teaching, constraints encountered, etc. Part three

had eleven main items divided into five sections, each section measuring different variables under

study, thus: items 1-5 sought information on teaching method structured on four Likert scale of

strongly agree, agree, disagree and strongly disagree. Items 6 and 11 each contained list of 18

vocational /technical subjects requesting respondents to indicate the one(s) offered in school and

the one(s) taught by specialist teachers, respectively. Item 7 had list of 14 infrastructural facilities

for respondents to indicate the available one(s) in schools.

4. Student Assessment Questionnaire [SAQ] - The SAQ was designed by the researchers

to assess the mode of curriculum implementation from students’ perspective. It had two parts.

Part one sought necessary background information in respondents’ age, gender, class, and

school location. Part two contained eleven items. Items1-3 requested respondents to assess

teaching method used by their teachers on agree /disagree scale. These items were intended to

crosscheck the responses of their teachers. Items 4, 7 and 9 each contained list of 18 vocational

/technical subjects requesting respondents to indicate the one(s) offered in school, frequency of

practical work on the subjects offered and the subject(s) that offer the most practical skill in the

course of their studies, respectively. Item 5 had list of 14 infrastructural facilities requesting

xxvii

respondents to indicate the one(s) available in school. Item 6 contained list of 36 practical

(entrepreneurial) skills for respondents to indicate the one(s) they had learnt in school with which

they could create self-employment, Items 8 and 10 each contained list of 22 entrepreneurial

trades for respondents to indicate the one(s) they could do well and the one(s) they had tried on

their own, respectively. Item 11 contained list of 24 products and services requesting respondents

to indicate the one(s) they had produced /marketed in the course of their studies.

5. Focus Group Discussion [FGD] - The researchers conducted focus groups with

teachers. Ten teachers from each of the twelve schools took part. The FGD guide contained

eleven open-ended question guides designed to elicit information on: appropriateness of

secondary education curriculum, how teaching is conducted, why students lack basic skills,

teacher effort at ensuring student skill acquisition, challenges encountered in the course of

teaching, constraints hindering effective curriculum implementation, suggestions on way forward.

The researchers moderated the focus group sessions while the research assistants took notes

and also operated the tape recorders. In all, twelve focus group sessions were held.

3. 5 Pilot study /Validation of Instruments

The face and content validity of the instruments were determined through experts’ judgment

including the project mentor and three other experts in the field of research and curriculum. Their

suggestions and recommendations were affected to produce a final draft. It was then pilot-tested

to check for its internal consistency as well as for clarity and ambiguity. The pilot study was

administered in state not used for the main study and under conditions as similar as possible to

those anticipated in the main study. Thus, four secondary school categories [FGS, SGS, HCPS,

LCPS] were used. In each school, ten teachers and forty students took part. No ambiguity was

detected in the instruments. For reliability, the test-retest method was employed with two weeks

interval between first and second administration. The correlation coefficient values of 0.89, 0.87,

0.88, and 0.89 were obtained for FGS, SGS, HCPS, and LCPS respectively.

3.6 Procedure for Data Collection

Three research assistants were recruited and trained to assist in the administration of the

questionnaires as well as serve as note takers during the focus group sessions. Data for the study

were collected during regular school hours in the first term of 2009/2010 academic session.

Permission was sought from both the Federal Ministry of Education as well as State Ministries of

Education to allow the use of schools in respective states. Permission granted, the principals of

the selected schools were contacted and briefed about the purpose of the study who in turn gave

their full cooperation and assigned specific teachers for assistance.

In each school visited, instruments were administered following same sequence: First,

selected students were assembled and administered with SAQ questionnaire, followed by

xxviii

teachers’ questionnaire (TAQ) which were administered in their respective staff offices and

collected back. Then, the research team was taken round school for observation of available

infrastructural facilities, instructional materials, as well as products /services produced by teachers

and students. Thereafter, focus groups with selected teachers were conducted. And lastly,

selected vocational and technical teachers carried out practical teaching during which both

teachers and students were rated on practical skill demonstration and usage of instructional

materials.

3.8 Data Analysis

Data collected were subjected to appropriate quantitative and qualitative analyses using

basic descriptive statistics including frequency counts and percentages for easy interpretation, as

well as chi-square test.

CHAPTER 4

RESULTS The results obtained, sequel to analysis of data collected in the course of this study, are

presented in this chapter using the research questions as guideline.

4.1 Appropriateness of current Nigerian secondary s chool curriculum

Qualitative data obtained via focus group discussion [FGD] and observation revealed that the

Nigerian secondary school curriculum was appropriate in terms of goals and content. However, it

was found weak in its method of implementation. See Appendix 7a, b, c for details.

4.2 Type of teaching method used in implementing the c urriculum

Table 4.2.1: Teachers use more theory than practica l demonstration

Frequency Percent Valid Percent Cumulative

Percent No 122 32.1 32.1 32.1 Yes 258 67.9 67.9 100.0

Valid

Total 380 100.0 100.0

Table 4.2.2: Teachers use mainly practical demonstr ation when teaching

Frequency Percent Valid Percent Cumulative

Percent No 220 57.9 57.9 57.9 Valid

Yes 160 42.1 42.1 100.0

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Total 380 100.0 100.0

N= 380 [Students] Source : Field Data [2009]

Tables 4.2.1 and 4.2.2 show that majority of the sampled students [67.9%] perceived the

teaching methods used in the implementation of the Nigerian secondary school curriculum during

the period of this study as theoretical.

From the focus group discussion held in Nasarawa State, 70% of the respondents

reported that real practical work was not done in the state government and high class private

schools while 40% of the respondents from the low class private schools reported same. To

corroborate this observation, 70% to 100% of the respondents from the three categories of

schools in Nasarawa State further reported that the teachings in the schools were more theory

based than practical. See Appendix 7a for details.

From the focus group discussion held in Imo State, 100% of the respondents from state

government, high class private and low class private schools reported there was no real practical

work done. Eighty percent [80%] of the respondents from the federal government school in the

same state gave the same report. 70% to 100% of the respondents affirmed that their teachings

were more theoretical than practical.

From the focus group discussion held in Lagos State, the trend appeared to be reversed

as 60% to 80% of the respondents from federal government, high class private and low class

private schools reported that real practical works were done. However, 70% of the respondents

from the Lagos state government school reported that no real practical works were done.

Ironically, in the same focus group discussion, 70% to 100% of the Lagos respondents

reported that teachings in their schools were more theoretical than practical. The exception was

in the federal government colleges located in Lagos State where only 40% of the respondents

reported that their teachings had a blend of theoretical and practical.

4.3 Skill-based subjects taught in Nigerian secondary schools

Table 4.3: Skill-based [vocational /technical] subj ects offered in Nigerian schools

Subjects Frequency of Selection % 1 Home Economics 287 75.5 2 Agriculture Science 286 75.3 3 Introductory Technology 284 74.7 4 Music 268 70.5 5 Fine Art 236 62.1 6 Food & Nutrition 224 58.9 7 Technical Drawing 215 56.6 8 Computer Science 207 54.5 9 Typing and Shorthand 163 42.9

10 Arts & Craft 140 36.8 11 Clothing & Textile 101 26.6

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12 Metal work 74 19.5 13 Building 69 18.2 14 Woodwork 62 16.3 15 Applied Electricity 37 9.7 16 Electronics 36 9.5 17 Auto-Mechanic 11 2.9

N= 380 Source: Field Data [2009] – Students

Using 40% as the cut off mark, it is apparent from Table 4.3 that Home Economics,

Agricultural Science, Introductory Technology, Music, Fine Art, Food and Nutrition, Technical

Drawing, Computer Science and Typing/Shorthand were the core skill-based vocational and

technical subjects that received priority attention in Nigerian secondary schools to date. On the

contrary, Art & Craft, Clothing & Textiles, Metal Work, Building, Woodwork, Applied Electricity,

Electronics and Auto Mechanic appeared to be poorly handled in Nigerian secondary schools.

From the focus group discussion, it was reported in Nasarawa state that only 4 to 5 skill-

based vocational subjects were regularly taught in the sampled schools. In Imo State,

respondents from state government and low class private schools reported that only one skill-

based vocational subject was taught in their schools. Respondents from Lagos State government

schools also reported they had only one skilled-based vocational subject taught. See Appendix

7a, b, c for details.

4.4 Infrastructural facilities available in Niger ian secondary schools

Table 4.4: Proportion of Facilities Available in Ni gerian Schools Facility Freq %

1 Computer Science Room 60 50.0 2 Home Economics Laboratory 59 49.2 3 Agriculture Science Farmland 46 38.3 4 Introductory Technology Workshop 45 37.5 5 Music room 41 34.2 6 Typing Room 28 23.3 7 Technical Drawing Room 24 20.0 8 Art & Craft Workshop 24 20.0 9 Woodwork Workshop 21 17.5

10 Carpentry Workshop 21 17.5 11 Metal workshop 17 14.2 12 Auto-Mechanic Workshop 15 12.5 13 Electronic Workshop 14 11.7 Note: 1445 Respondents [35.4%] were of the opinion that these workshops were well maintained; N=120 [Teachers]

Using the 40% cut off point, it is apparent from Table 4.4 that only Computer Science

laboratory and Home Economics laboratory were fairly equipped with basic facilities in Nigerian

Secondary schools.

From the focus group discussion held in Nasarawa, Lagos and Imo state, respondents

from state and low class private schools were of the opinion that the infrastructural facilities in

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their schools were not sufficient. However, 80% of the respondents from the high class private

schools reported they had sufficient infrastructural facilities. In Nasarawa, Imo and Lagos state,

respondents from the federal government schools reported they had sufficient infrastructural

facilities.

Observations made by the researchers during field work in Nasarawa state high class

private schools revealed that well maintained infrastructural facilities were only available for

Computer Science laboratory, Agricultural Science farmland and Technical Drawing room.

Though the state government schools had facilities in the Introductory Technology workshop and

Agricultural farmland, they were in very bad condition. The science laboratory sighted in some of

the low class private schools was also in bad condition.

In Imo state, the federal government school and high class private school sampled had the

following infrastructural facilities Introductory Technology workshop, Agriculture Science farmland,

Computer Science room, Technical Drawing room, Home Economics laboratory, Metal Work

workshop, Art and Craft workshop, Music room, Electronics workshop and Typing /Shorthand

room and they were in good condition. No facility was observed in the sampled low class private

schools while the few facilities observed in the state government schools were in bad state.

Observation of the sampled schools in Lagos State revealed the state has more

infrastructural facilities in all school categories except state government schools. Only the

facilities in the low class private schools were in bad condition.

4.5 Proportion of specialist teachers available in Nige rian secondary schools

Table 4.5: Proportion of specialist teachers availa ble in Nigerian secondary schools

Subject No. % 1 Agriculture Science 90 75.0 2 Home Economics 84 70.0 3 Introductory Technology 83 69.2 4 Food and Nutrition 76 63.3 5 Fine Art 61 50.8 6 Music 58 48.3 7 Computer Science 47 39.2 8 Technical Drawing 45 37.5 9 Metal work 35 29.2 10 Typing & Shorthand 28 23.3 11 Clothing & Textile 28 23.3 12 Art & Craft 27 22.5 13 Home Management 27 22.5 14 Woodwork 22 18.3 15 Building Construction 16 13.3 16 Applied Electricity 16 13.3 17 Auto Mechanic 11 9.2

N= 120; Source: Field Data [2009] - Teachers

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Using 40% as cut off point, Table 4.5 indicates that the subjects that predominantly

enjoyed the service of specialist teachers in Nigerian secondary schools were Agricultural

Science, Home Economics, Fine Art, Introductory Technology, Food and Nutrition, Fine Art and

Music. On the contrary, the following subjects appeared to lack enough specialist teachers:

Computer Science, Technical Drawing, Typing & Shorthand, Art & Craft, Clothing & Textiles,

Metalwork, Home Management, Woodwork, Applied Electricity, Building Construction, and Auto

Mechanic.

From the focus group discussion held in Nasarawa, Lagos and Imo states, virtually all the

respondents from state and low class private schools were of the opinion that the number of

specialist teachers in their schools was not sufficient. However, 70% to 100% of the respondents

from the federal government schools and high class private schools from Imo and Lagos states

reported they had sufficient specialist teachers.

4.6 Practical (entrepreneurial) skills students hav e learnt in school with which they can create self-employment

Table 4.6.1: Students who felt they have acquired basic e ntrepreneurial skill by school type

S/N Entrepreneurial Skill FGC % SGS % HCPS % LCPS % Total % 1 Drawing (Fine Art) 55 14.5 35 9.2 97 25.5 27 7.1 214 56.3 2 Sewing (Home Economics) 56 14.7 29 7.6 60 15.8 47 12.4 192 50.5 3 Farming (Agric Science) 41 10.8 34 8.9 58 15.3 45 11.8 178 46.8 4 Cookery (Food & Nutrition) 57 15.0 45 11.8 45 11.8 22 5.8 169 44.5 5 Electrical work (Introductory Tech) 46 5.0 37 9.7 44 11.6 29 7.6 156 41.1 6 Singing (Music) 36 9.5 27 7.1 63 16.6 26 6.8 152 40.0

Keys : FGS [Federal Govt. School] SGS [State Government Schools] HCPS [High Class Private Schools] LCPS [Low Class Private Schools] N=380

Still going by the cut off point of 40%, and going by school type, Table 4.6.1 indicates that

only in Fine Art [Drawing], Home Economics [Sewing], Agricultural Science [Farming], Food &

Nutrition [Cookery], Introductory Technology [Electrical Works] and Music [singing] did the

sampled students signify having acquired significant self-employable entrepreneurial skill. The

proportion of students’ indication in other vocational areas was rather low Except in Cookery,

which was led by federal government colleges, high class private schools consistently led with

high margin in all the areas listed above. Vocational areas where sample students indicated low

entrepreneurial skill acquisition include: painting [Art & Craft], typing & shorthand [typing], interior

decoration [Home Economics], tie & dye [Fine Art] [Clothing & Textile], composing songs [Music],

data processing [Computer Science], computer services [Computer Science], catering [Home

Economics], weaving [Art & Craft], poultry [Agricultural Science], sculpture [Fine Art], carving [Fine

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Art], dress making [Clothing & Textile], fishery [Agricultural Science], electrical work [Applied

Electricity] [Introductory Technology], furniture making [Wood Work], gardening [Home

Management], mechanical work, welding [Metal Work], bricklaying [Building Construction],

draughtsmanship [Building Construction], flower arrangement [Home Management], TV and radio

work, carpentry [Wood Work], auto mechanic [Metal Work], calligraphy/sign writing [Fine Art].

From the focus group discussion held in Nasarawa, Lagos and Imo states, 100% of the

respondents from state government and low class private schools consented that the practical

skill that students were taught was not sufficient to allow for their self-employment. However,

40% of the sampled teachers from the high class private schools and 80% of the sampled

teachers from the federal government school located in Imo state reported that the practical skill

taught could earn their students self-employment. Seventy percent [70%] of the sampled

teachers from the federal government school and 40% of the sampled teachers from high class

private schools in Lagos state reported that the practical skills taught could earn their students

self-employment.

Table 4.6.2: Students who felt they have acquired b asic entrepreneurial skill by stat e/school location

S/N Entrepreneurial Skill Imo % Lagos % Nasarawa % Total %

1 Drawing (Fine/Art) 77 20.3 97 25.5 40 10.5 214 56.3

2 Sewing (Home Economics) 70 18.4 77 20.3 45 11.8 192 50.5

3 Farming (Agric Science.) 61 16.1 51 13.4 66 17.4 178 46.8

4 Cookery (Food & Nutrition) 68 17.9 70 18.4 31 8.2 169 44.5

5 Electrical work (Introductory Tech) 50 13.2 70 18.4 36 9.5 156 41.1

6 Singing (Music) 57 15.0 63 16.6 32 8.4 152 40.0

With the cut off point of 40%, and going by state, Table 4.6.2 further confirms that only in

Fine Art [Drawing], Home Economics [Sewing], Agricultural Science [Farming], Food & Nutrition

[Cookery], Introductory Technology [Electrical Works] and Music [singing] did students signify

having acquired significant self-employable entrepreneurial skill. The proportion of students’

indication in other vocational areas was rather low (i.e. painting, typing & shorthand, interior

decoration, tie & dye, composing songs, data processing, computer services, catering, weaving,

poultry, sculpture, carving, dress making, fishery, electrical work, furniture making, gardening,

mechanical work, welding, bricklaying, draughtsmanship, flower arrangement, TV and radio work,

carpentry, auto mechanic, calligraphy/sign writing). Except in farming which was led by

Nassarawa state, Lagos state consistently led with high margin in all the areas listed above

Table 4.6.3: Students who felt they have acquired b asic entrepreneurial skill by class

S/N Entrepreneurial Skill JSS1 % JSS2 % JSS3 % SS1 % SS2 % SS3 % Total %

1 Drawing (Fine Art) 5 1.3 31 8.2 63 16.6 8 2.1 42 11.1 65 17.1 214 56.3

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2 Sewing (Home Economics) 6 1.6 37 9.7 54 14.2 8 2.1 26 6.8 61 16.1 192 50.5

3 Farming (Agriculture Science) 4 1.1 16 4.2 57 15.0 0 0.0 38 10.0 63 16.6 178 46.8

4 Cookery (Food & Nutrition) 5 1.3 16 4.2 27 7.1 4 1.1 32 8.4 85 22.4 169 44.5

5 Electrical work (Introductory Tech) 2 0.5 21 5.5 52 13.7 6 1.6 29 7.6 46 12.1 156 41.1

6 Singing (Music) 8 2.1 20 5.3 45 11.8 7 1.8 17 4.5 55 14.5 152 40.0

With the cut off point of 40%, and going by class in school, Table 4.6.3 indicates that only

in Fine Art [Drawing], Home Economics [Sewing], Agricultural Science [Farming], Food & Nutrition

[Cookery], Introductory Technology [Electrical Works] and Music [singing] did students signify

having acquired significant self-employable entrepreneurial skill. The proportion of students’

indication in other vocational areas was rather low [i.e. painting, typing & shorthand, interior

decoration, tie & dye, composing songs, data processing, computer services, catering, weaving,

poultry, sculpture, carving, dress making, fishery, electrical work, furniture making, gardening,

mechanical work, welding, bricklaying, draughtsmanship, flower arrangement, TV and radio work,

carpentry, auto mechanic, calligraphy/sign writing]. Except in Introductory Technology [Electrical

work], which was led by junior secondary students [JSS] 3, senior secondary students [SSS] 3

consistently led in all the other subject areas listed above.

The Practical /Performance Test administered by the researchers showed that the

sampled teachers and students from federal government and high class private schools in Lagos

State consistently demonstrated high degree of practical skill as opposed to teachers and

students from low class private schools and state government schools. It was the same pattern in

Imo State. In Nasarawa State Government Schools, sampled teachers displayed high degree of

practical skill while their students were poor in practical skill. See appendix 8a, b, c for details.

4.7 Products and services students have produced /marketed on their own Table 4.7: Products and services successfully produ ced /marketed by students while in school by school type

FGS SGS HCPS LCPS Total Product/Service No. % No. % No. % No. % No. % 1 Cake Production 30 8.0 29 7.8 35 9.4 20 5.3 114 30.5 2 Farm Produce 31 8.3 20 5.3 18 4.8 9 2.4 78 20.9 3 Acting 7 1.9 10 2.7 36 9.6 17 4.5 70 18.7 4 Art Work 10 2.7 19 5.1 34 9.1 5 1.3 68 18.2 5 Cookery 12 3.2 22 5.9 16 4.3 17 4.5 67 17.9 6 Tie & dye 19 5.1 9 2.4 20 5.3 17 4.5 65 17.4 7 Typing 23 6.1 6 1.6 28 7.5 5 1.3 62 16.6 8 Dress Making 19 5.1 12 3.2 13 3.5 6 1.6 50 13.4 9 Song Composition 4 1.1 8 2.1 15 4.0 8 2.1 35 9.4 10 Weaving 9 2.4 5 1.3 9 2.4 10 2.7 33 8.8 11 Computer Services 4 1.1 3 0.8 13 3.5 10 2.7 30 8.0 12 Calligraphy 8 2.1 4 1.1 0 0.0 6 1.6 18 4.8 13 Woodwork 2 0.5 0 0.0 11 2.9 4 1.1 17 4.5

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14 Mechanical 0 0.0 9 2.4 5 1.3 1 0.3 15 4.0 15 Throw Pillow 5 1.3 3 0.8 2 0.5 4 1.1 14 3.7 16 Electrical repairs 0 0.0 1 0.3 4 1.1 8 2.1 13 3.5 17 Bricklaying 4 1.1 2 0.5 0 0.0 6 1.6 12 3.2 18 Carving 0 0.0 1 0.3 5 1.3 5 1.3 11 2.9 19 Sculpture 1 0.3 1 0.3 2 0.5 4 1.1 8 2.1 20 TV Repairs 0 0.0 0 0.0 1 0.3 7 1.9 8 2.1 21 Radio Repairs 0 0.0 2 0.5 1 0.3 4 1.1 7 1.9 22 Welding 0 0.0 0 0.0 0 0.0 4 1.1 4 1.1 23 Furniture 0 0.0 0 0.0 2 0.5 0 0.0 2 0.5

N= 374

With the cut off point of 40%, it is apparent from Table 4.7 that there is no significant

production of marketable goods and services by Nigerian secondary students within this period of

study. Nevertheless, Cake production [30.5%], Farm produce [20.9%], Acting [18.7%], Art work

[18.2%], Cookery [17.9%], Tie & Dye [17.4%] and Typing [16.6%] topped the list of goods and

services some students have been able to successfully produce.

Observation made by the researchers showed that except in Fine Art, Computer Studies,

Music and Technical Drawing, teachers and students had no product or service to show for their

practical knowledge in Nasarawa and Imo, in all the school categories sampled. Lagos State also

furnished more students’ and teachers’ products and services than the other states sampled. See

appendix 6a, b, c for details.

4.8 Effect of school location on the mode of cur riculum implementation

Table 4.8a: effect of school location on the mode o f curriculum implementation

State in which the school is located Total

Imo Lagos Nassarawa No 28 55 39 122 teacher use more theory

than practical demonstration Yes 97 (77.7%) 76 (58.0%) 85 (68.5%) 258

Total 125 131 124 380

Table 4.8b: Chi-Square Tests

Value Df Asymp. Sig.

(2-sided) Pearson Chi-Square 11.292 2 .004 Likelihood Ratio 11.396 2 .003 Linear-by-Linear Association 2.355 1 .125

N of Valid Cases 380

The results in Tables 4.8a & b students reported that a greater proportion of teachers use

more theoretical approach in the implementation of the curriculum in Imo [77.6%] followed by

Nasarawa [68.5%] and Lagos state [58.0%] in that order. The Chi-square test result indicates that

the difference observed here is significant at .05 level of significance. This result tend to suggest

xxxvi

that Imo state schools were the poorest in terms of usage of practical teaching, followed by

Nasarawa state schools.

4.8 Effect of school type on the mode of curricul um implementation

Table 4.9a: Effect of school type on mode of curric ulum implementation

School type Total

FGS SGS HCPS LCPS No 19 30 41 32 122 Teacher use more theory

than practical demonstration Yes 64 (77.1%) 51 (63.0%) 86 (67.7%) 57 (64.0%) 258

Total 83 81 127 89 380

Table 4.9b: Chi-Square Tests

Value Df Asymp. Sig.

(2-sided) Pearson Chi-Square 4.743 3 .192 Likelihood Ratio 4.912 3 .178 Linear-by-Linear Association 2.274 1 .132

N of Valid Cases 380

Majority of the students who participated in this study were of the opinion that their

teachers use more theoretical than practical method in the implementation of the curriculum in the

four school types. However, the highest percentage of students who held this opinion were from

federal government schools [77.1%], followed by high class private schools [67.7%], low class

private schools [64%] and state government schools [63%]. The Chi square test indicates that the

difference observed was not significant at p < 0.05. This tends to suggest that the school type did

not have significant effect on mode of implementation of the Nigerian secondary school

curriculum.

xxxvii

CHAPTER 5

Discussion of findings, Recommendations, and Conclu sion

This chapter presents summary of findings, discussion, recommendations, limitation of study,

suggestion for further study and conclusion.

5. 1 Summary of Findings

The results revealed the following major findings:

1. Nigerian secondary school curriculum was considered appropriate in terms of goals and

content in meeting the philosophy of Nigerian secondary educational system but found

weak in its method of implementation.

2. The teaching method used in the implementation of Nigerian secondary school curriculum

was mainly theoretical, with exception of few sample schools where teaching had a blend

of theoretical and practical demonstration. The practical test conducted showed teachers

and students from FGS and HCPS in Lagos State demonstrated high degree of practical

skill as opposed to SGS and LCPS. The same pattern was found in Imo State. In

Nasarawa State, teachers displayed high practical skill but their students did not.

3. Home Economics, Agricultural Science, Introductory Technology, Music, Fine Art, Food

and Nutrition, Technical Drawing, Computer Science and Typing/Shorthand were the core

xxxviii

vocational and technical subjects that were mostly taught in Nigerian secondary schools.

On the contrary, Art & Craft, Clothing & Textiles, Metal Work, Building, Woodwork, Applied

Electricity, Electronics and Auto Mechanic did not receive much attention.

4. In all three states studied, SGS and LCPS lacked sufficient Infrastructural facilities needed

for practical work, available facilities were just computer science laboratory and home

economics laboratory, which were fairly equipped. FGS schools and most HCPS schools

had sufficient facilities that were well maintained. Facilities observed in the state

government schools were in bad state.

5. Skill-based subjects that predominantly enjoyed the services of specialist teachers in

Nigerian secondary schools include Agricultural Science, Home Economics, Fine Art,

Introductory Technology, Food and Nutrition and Music. On the other hand, the following

subjects appeared to lack enough specialist teachers: Computer Science, Technical

Drawing, Typing & Shorthand, Art & Craft, Clothing & Textiles, Metalwork, Home

Management, Woodwork, Applied Electricity, Building Construction and Auto Mechanic.

SGS and LCPS had fewer number of specialist teachers as opposed to FGS and HCPS.

6. Students from SGS and LCPS have not learnt sufficient practical [entrepreneurial] skills to

allow for self-employment, while those from FGS have learnt sufficient skills to allow for

self-employment. In all, Nigerian secondary students have learnt significant self-

employable entrepreneurial skills in the following areas: Fine Art [Drawing], Home

Economics [Sewing], Agricultural Science [Farming], Food & Nutrition [Cookery],

Introductory Technology [Electrical Works] and Music [singing]. Going by school type,

HCPS consistently led with high margin in all the areas listed. By state, Lagos led with

high margin with exception of Nasarawa that led in Agriculture science [farming]

7. Students’ entrepreneurial capability was significantly low as there were no significant

production of marketable goods and services to show for their practical knowledge.

Nevertheless, Cake production, Farm produce, Acting, Art work, Cookery, Tie & Dye and

Typing topped the list of goods and services some students were able to successfully

produce. Observation conducted in Nasarawa and Imo States showed that except in Fine

Art, Computer Science, Music and Technical Drawing, teachers and students had no

product or service to show for their practical knowledge, in all school categories.

8. School location had significant effect on the mode of curriculum implementation with Imo

state schools being the poorest in terms of usage of practical teaching followed by

Nassarawa state schools, and lastly Lagos state schools.

9. There was no significant difference in the mode of curriculum implementation at the four

school categories.

5. 2 Discussion

xxxix

The first research question probed the appropriateness of Nigerian secondary school

curriculum in meeting the philosophy of Nigerian secondary educational system. The focus group

discussion held with teachers revealed that the curriculum is appropriate in terms of goals and

content but weak in its method of implementation. This notion was shared by virtually all the

teachers in the three sampled states. This result is not surprising as it justifies the reason for

undertaking this study. The result clearly indicates that Nigeria educational system, though with its

inherent advantages, does not seem to achieve its purpose, as it has not provided adequate

opportunity for skill learning and practical experience needed for self-employment and self-

reliance to our teeming jobless youth who are product of the system. This finding validates several

other views expressed by Ajala (2002), Babafemi (2007) who described Nigerian secondary

education system as laudable but seems to suffer from poor implementation. Commenting on the

poor implementation, Igwe (2007) noted that the secondary school curriculum only prepares

secondary school leavers to seek admission to the university as the only option available.

Fabunmi (2009) corroborated this view and observed that the school curriculum is not structured

to make students self-employable upon graduation. It is therefore pertinent to remind that the

goals and objectives of secondary education in Nigeria, which are linked to the philosophy of

education, are clearly stipulated in the National Policy on Education (2004). As noted by Offorma

(2005), these are laudable goals which if earnestly pursued would produce functional Nigerian

citizens who would contribute to the political, social, economic, educational, scientific and

technological development of the nation.

The testing of the second research question revealed that the teaching method used in

implementing the curriculum in Nigerian secondary schools was mainly theoretical, with exception

of FGS and HCPS where teaching had a blend of theoretical and real practical. This result

contradicts several authors (Ajibola 2008; Offorma 2005; Kiboss 2002) who consider theory based

teaching as the dominant pedagogical mode used in Nigerian secondary schools. Focus groups

with teachers revealed the following factors as responsible for use of theory method: lack of

adequate instructional materials and lack of workshops for practical work. Focus group further

revealed that majority of teachers in the three states studied used improvisation in the absence of

instructional materials and learning equipments. Essentially, the primary education goal for

teaching vocational and technical subjects is to teach students both practical and theory as such

subjects are very practical in nature and should ideally be taught through methods that maximize

the active participation of the learner (Aina 2009). Teachers are therefore expected to properly

blend theory with practice for effective learning and transfer of knowledge. More so, students will

have more interest in what they see, touch and work with than what they are taught in abstract.

On the other hand, teachers (and schools) should not be expected to perform miracles when they

lack teaching and learning tools.

xl

The third research question on the number of skill-based subjects taught in Nigerian

secondary schools revealed the following subjects mostly taught: Home Economics, Agricultural

Science, Introductory Technology, Music, Fine Art, Food and Nutrition, Technical Drawing,

Computer Science and Typing/Shorthand. While Art & Craft, Clothing & Textiles, Metal Work,

Building, Woodwork, Applied Electricity, Electronics and Auto Mechanic did not receive much

attention. This result shows that vocational and technical subjects are offered in schools though in

limited number. Going by states and school type, SGS and LCPS in Imo State, as well as SGS in

Lagos State offered between one to two vocational subjects. Four to five were taught in Nasarawa

sample schools, while FGS had up to seven /eight subjects. In line with the goals of secondary

education, each school is required to include a range of skill-based subjects to cater for individual

differences and designed to prepare students for self-employment. Focus group with teachers

further revealed that because of the bias against vocational education and the public perception of

vocational and technical education being for school dropouts, Nigerian parents seem to prefer the

academic subjects to vocational and technical subjects. This could possibly explain why some

schools seem to play down on vocational/technical subjects, forgetting that the secondary school

curriculum requires individuals to possess a combination of academic knowledge as well as

practical skills, which Obanya (2007) termed the three Hs’ – the head, the heart and the hand, all

three considered important for the individual’s integrated personality development.

The fourth research question on availability of infrastructural facilities revealed that SGS

and LCPS in the sample schools were found to lack sufficient Infrastructural facilities needed for

practical work on the skill-based subjects, available functional facilities include computer science

laboratory and home economics laboratory, which were fairly equipped. On the contrary, FGS and

most HCPS had practically sufficient facilities that were well maintained. The explanation is that

federal government schools are well funded by the Federal Government as they are supposed to be

model schools carrying and maintaining the ideals of secondary education for Nigerian students.

Similarly, HCPS schools are owned by business people who recognize that they offer a service to

customers and they stand to lose their valuable customers and their profitability if service delivery

is not satisfactory. State-owned secondary schools on the other hand are funded by each state

government and are not comparable to the federal government schools. Be that as it may, schools

and their owners should be aware that students will acquire skills when they are exposed to regular

workshop practice with adequate equipment and instructional materials. These measures will

concretize teaching/ learning and make learning to be permanent in the students. One wonders why

Nigeria cannot adequately fund its schools with its huge oil earnings over the years. Nigeria will be

facing more difficult problems if the leaders fail to provide the necessary infrastructure for good

quality education. Again, without channeling adequate resources to the education sector and

xli

without motivating the teachers to provide good quality education to the youth, Nigeria will

continue to lag behind socially, politically and economically.

The fifth research question on the proportion of specialist teachers available in Nigerian

secondary schools revealed the following six subjects that predominantly enjoyed the services of

specialist teachers: Agricultural Science, Home Economics, Fine Art, Introductory Technology,

Food and Nutrition and Music. On the other hand, the following ten subjects appeared to lack

enough specialist teachers: Computer Science, Technical Drawing, Typing & Shorthand, Art &

Craft, Clothing & Textiles, Metalwork, Home Management, Woodwork, Applied Electricity, Building

Construction and Auto Mechanic. Judging from the result, there are more technical than

vocational subjects that lacked specialist teachers, suggesting the need for Nigerian technical

institutions to adequately train both vocational and technical teachers so that such trained

teachers can in turn provide necessary training for students who are required for the sustenance

of manpower and technological development in the country.

The sixth question was on practical [entrepreneurial] skills students had learnt in school

with which they could create self-employment. Results derived from focus groups indicated that

sampled students from SGS and LCPS were not taught sufficient practical [entrepreneurial] skills

to allow for self-employment, as opposed to FGS and HCPS. However, further analysis showed

that generally Nigerian secondary students have learnt significant self-employable entrepreneurial

skills in the following areas: Fine Art [Drawing], Home Economics [Sewing], Agricultural Science

[Farming], Food & Nutrition [Cookery], Introductory Technology [Electrical Works] and Music

[singing]. If properly harnessed, these areas offer income-generating ventures with opportunity for

job creation where young people could start up businesses. Unfortunately, Nigerian environment

is not business-friendly as electricity situation does not promote entrepreneurship. The fact

remains that without first fixing power problem, it is difficult to empower the youth for job creation

and wealth generation. This result partially contradicts studies and opinions of experts who

indicated that products of Nigeria secondary school lack basic skills needed for self-employment.

The analysis of data testing seventh question revealed students’ entrepreneurial capability

was significantly low as there were no significant production of marketable goods and services to

show for their practical knowledge. Nevertheless, Cake production, Farm produce, Acting, Art

work, Cookery, Tie & Dye and Typing topped the list of goods and services some students were

able to successfully produce. There is a strong possibility that students’ low entrepreneurial

capability resulted from lack of entrepreneurial knowledge, not knowing they could create wealth

with skills acquired. This calls for the need to integrate entrepreneurship education in the teaching

/learning process. It could also be due to their lack of interest resulting from public bias against

vocational and technical education, in which case adequate public enlightenment campaigns be

xlii

carried out to emphasize their importance. Without entrepreneurial skills for self-employment, our

youth cannot function as the real catalyst of the socio-economic agenda to make Nigeria great.

The testing of the eighth research question revealed that school location had significant

effect on the mode of curriculum implementation, with Imo state schools being the poorest in

terms of usage of practical teaching followed by Nasarawa state schools, and lastly Lagos state.

This result is somehow surprising and not in the predicted direction. One would have expected

Nasarawa state, which is situated in Northern part of Nigeria where education is perceived less

valued, to have achieved the poorest result. This finding suggests that the perception is

inaccurate and demonstrates that Northern Nigeria is as favourably disposed to education as the

southern part.

The analysis of data testing the ninth research question revealed a non-significant

difference in the mode of curriculum implementation at the four school categories. This result is

quite surprising as inspection of the qualitative data revealed otherwise. FGS and HCPS in the

three states studied appear to lead with high margin in almost all the variables studied. For

instance, FGS was found to have greater number of skill-based subjects, sufficient infrastructural

facilities that were well maintained, and demonstrated higher degree of practical skill, more than

SGS and LCPS. However, the direction of the result should not be overemphasized, what is

important is for both public and private schools to work hand in hand to foster growth in Nigerian

educational system by ensuring proper development of students’ potentials and providing

conducive learning environment necessary for achieving the goals of secondary education. Again,

schools should endeavour to adequately maximize human and material resources required for

effective implementation of the curriculum for the benefit of the youth.

5.3 Recommendations

Results of the research study revealed several remarkable findings. Based on the findings, the

following recommendations are made.

1. The Federal and State Government should make it a point of duty to build infrastructural

facilities including functional workshops in all secondary schools across the nation with

adequate provision of workshop equipment, Instructional materials, and tools to make

teaching and learning of the skill-based subjects meaningful. This way, students will have

the opportunity to engage in practical works, which is the major aspect of the curriculum.

2. Students should be encouraged 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

psychologically and emotionally for it. This will enable them to be more motivated in

identifying entrepreneurial opportunities. To this end, entrepreneurship education should

be made integral part of vocational and technical teaching-learning process.

xliii

3. With the recent emphasis on the need for 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 the 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 teachers must be highly trained

and acquire enough skills 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 towards vocational and technical

education should be changed. Adequate enlightenment campaigns should be carried out

to emphasize their importance in light of the prevailing economic circumstances of the

nation and the unemployment rate, which is on the increase.

6. Practical project work in vocational and technical subjects should be made compulsory for

JSS 3 and SSS 3 students as part of their requirements for graduation. Each student is to

produce marketable product or service and such products should be put up for exhibition.

This will further create motivation for entrepreneurship.

7. Teachers should be supported through continuing professional development & motivation

to enable them prepare the youth for success in the competitive global economy

8. Parents, teachers, principals, students, policy makers and other education stakeholders

should be made aware of the findings of this study, during such fora as Parent-Teachers

Association meetings, Town Hall meetings, seminars, conferences and workshops.

5.4 Limitation of the study

A number of factors militated against this study. The major set back was the strike action

embarked upon by Nigerian public secondary school teachers around the period of the study. The

study was also limited by certain constraints including uncooperative attitude of most teachers

during the focus group session who did not want their contribution tape recorded for fear of

implication, despite assurance of anonymity and confidentiality. In such cases, note taking became

the only option, thus prolonged the FGD sessions. Again, getting permission from relevant

authorities for use of schools for fieldwork was Herculean task due to bureaucratic formalities.

These limitations not withstanding, the experience had been worthwhile.

5.5 Conclusion and policy implication of the findin gs

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The findings of the study revealed that Nigerian 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 teachers, lack of

infrastructural facilities and workshops for practical work, lack of entrepreneurial knowledge.

Further evidence yielded by the study suggest there is seemingly gradual progression towards

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, values and attitude for them to live as

competent members of the society and contribute to nation building.

The findings of the study have some policy implication. The current Nigeria education

curriculum structure on which this study hinged is on the verge of being phased out come 2011 to

be replaced with the new 9-year Basic Education Curriculum and Senior Secondary School

Curriculum structure, with stronger emphasis on the need for skill acquisition, job creation, and

wealth generation, among other objectives (Obioma 2009). In effect, 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, Nigerian Educational Research and

Development Council (NERDC), to gauge the level of success of current implementation and be

better able to plan towards an implementation that will instill basic skills in Nigerian youth to

ensure their socio-economic empowerment.

5.6 Suggestions for further research

The findings of this study have opened up several noteworthy areas for future research some of

which include:

1. Research on technical & vocational institutions to assess their training programmes

2. Research on suitability of Nigerian environment for entrepreneurship

3. Determination of link between skill acquisition and desire for self-employment

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