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1.1  Background of the study

The word curriculum comes from the Latin word “currere,” which means “race course,” and refers to the series of actions and experiences that children go through as they grow into mature people, according to Collins English Dictionary (2003). A school’s or university’s curriculum is the collection of courses and their contents. A curriculum is prescriptive and is based on a more basic syllabus that simply specifies which topics must be studied and to what level in order to obtain a specific grade or standard. In other words, a curriculum might relate to all of a school’s courses. “Curriculum is all the learning that is organized and guided by the school, whether it is done in groups or individually, within or outside the school,” Kelly (2003) says. In other words, curriculum lays out in advance what we want to accomplish and how we’ll do it. Curriculum, according to Offorma (2005), is a planned learning experience provided to a student at school, and it is made up of three components: a program of studies, a program of activities, and a program of guidance. As a result, the meaning of the term curriculum has been charged to meet the educational needs of various courses of study.

Curriculum, according to Blenkin (2012), is a collection of knowledge topics and/or subjects. That is, curriculum is the process of transmitting or delivering knowledge and skills to learners using the most effective ways available. Curriculum is a well-organized course plan that outlines the objectives and learning experiences that will be used to attain these goals. It is a method of preparing individuals to become productive citizens and helpful members of the society to which they belong in a broader sense. As a result, curriculum is an educational tool used to educate and humanize the full person. The curriculum, according to a modern view, is all of a child’s knowledge and experience gained within and outside of the school walls, on or off the timetable, i.e. the experiences the learner has regardless of when or how they occur (Akinsola & Abe, 2006). According to Jeffs and Smith (2010), the concept of curriculum serves as a major dividing line between formal and informal education. Recognizing that some informal educators adopted curriculum theory and practice in order to be more explicit about material, and that curriculum approaches that focus on objectives and comprehensive programs appear to be compatible with the learner’s overall development. A plan of action or written document that includes techniques for accomplishing desired goals or ends is referred to as a prescriptive perspective of a curriculum. To put it another way, a curriculum is a written account of what happens over a period of study.

Kelly (2008) defined curriculum as those elements that kids learn as a result of the method in which the school’s work is planned and structured, but which are not overtly included in the planning or even in the consciousness of those responsible for the school arrangements. Many African educationists have recognized curriculum implementation as a major roadblock to achieving the continent’s educational goals (Obanya, 2007). Curriculum implementation comprises putting into effect the officially approved courses of study, syllabi, and subjects (Chikumbi & Makamure, 2005). Mkpa (2007) defined curriculum implementation as the task of transforming the curriculum document into the operating curriculum through the combined efforts of students, teachers, and others involved. In other words, curriculum requires concerted efforts from end-users at all levels in order to achieve the desired goals. Curriculum implementation, according to Garba (2004), is “putting the curriculum to work for the attainment of the goals for which it was established.” Okebukola (2004) defined curriculum implementation as the translation of curriculum objectives from paper to practice. That is, only effective curriculum implementation ensures that the goals for which the curriculum was created are met. Curriculum implementation, as defined by Ivowi (2004), is the translation of theory into practice, or proposition into action.

1.2  Statement of research problem

Despite the widespread recognition and adoption of curriculum as a career of national philosophy in the Nigerian educational system, there appear to be challenges in putting this crucial educational blueprint, such as the Sustainable Development Goals, into action. Due to poor execution, many noble curriculum aims have failed to make it past the planning stage. Curriculum ideas that were well-intentioned have remained largely inactive and dysfunctional. As a result, half-baked, ill-trained, and occasionally confused graduates are produced by higher education graduates who are found to be grossly inadequate in practical and professional capabilities. All patriotic and serious-minded stakeholders in the educational sub-sector should be concerned about these and other related issues. In this context, we shall investigate Curriculum Innovation And Its Impact On Long-Term Education In Nigeria.

1.3  Objectives of the study

The primary objective of the study is as follows

1.        To examine curriculum innovation and how it affect the educational sector in achieving sustainable development goals for enhanced basic education.

2.        To examine the impact of curriculum in achieving sustainable development goals for enhanced basic education.

3.        To find out if the curriculum used presently is able to cover up all academic areas

4.        To find out how to make improvement in the curriculum in other for sustainable development of the educational sector.

1.4  Research hypothesis

The following hypothesis have been formulated for the study

H0: there can not be improvement in the curriculum in other for sustainable development of the educational sector.

H1: the curriculum used presently is not able to cover up all academic areas

1.5  Significance of the study

The significance of this study cannot be underestimated as:

l  This study will examine Curriculum Innovation And Its Impact On Sustainable Education In Nigeria

The findings of this research work will undoubtedly provide the much needed information to government organizations, radio stations, broadcasting commission and academia.

1.6  Scope of the study

This study will examine Curriculum Innovation And Its Impact On Sustainable Education In Nigeria

1.7  Limitations of the study

This study was constrained by a number of factors which are as follows:

just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by  the researcher ,in getting relevant materials  and  in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

1.8  Operational definition of terms

Curriculum: the subjects comprising a course of study in a school or college.

Innovation: the action or process of innovating.

Sustainable education:  Education for Sustainable Development (ESD), which has been defined as: UNESCO, 2014. “Education for Sustainable

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