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.