Reforming the Curriculum for Sustainability in Nigeria: An Overview of Emergent Issues

Abstract

There have been a handful of curriculum reforms in Nigeria since the colonial days. Such reforms have been informed by various concerns, developments, experiences and needs, all of which were regarded as good rationale or justifications for such reforms. Yet the Nigerian education system has not attained a desirable and enviable state. The purpose of this paper was to analyze the various forms of curriculum reforms that have been introduced in the Nigerian system of education. The paper established a theoretical foundation for its subject by discussing various evaluation questions that normally inform curriculum reforms. The paper also discussed reform typologies and strategies with a view to situating various curriculum reforms in Nigeria in a proper theoretical context. For a meaningful analysis, the paper classified the discussion into four different eras in Nigeria namely pre-colonial, colonial, pre-independence and modern era and highlights the specific educational reforms experienced by Nigeria, in each of these eras. Employing a combination of historical and philosophical methods, the paper analysed the factors militating against sustainable curriculum reforms in Nigeria and offers guidelines and practical recommendations for sustainable curriculum reforms for the Nigerian educational system.