AN ASSESSMENT OF PERSONNEL AND INFRASTRUCTURAL READINESS FOR THE IMPLEMENTATION OF BASIC SCIENCE AND TECHNOLOGY CURRICULUM IN KATSINA STATE

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ABSTRACT

The study assessed personnel and infrastructural readiness for the implementation of basic science and technology curriculum in katsina state. The study was guided by six (6) research questions. The population of the study comprised of forty three (43) basic science and technology teachers in Dutsin-ma Local Government Area of Katsina State from which a sample of forty three (43) was drawn. The main research instrument was personnel and infrastructural assessment  tools (PIAT). However , interview was also used as a reference guide to complement the some of the questions posed to the respondents questionnaire. The study reveals that some respondents’ view of the current Curriculum in use for Science Teaching Basic Science and Technology at the JSS classes, the Teachers’ Knowledge of the awareness of new Basic Science and Technology Curriculum, Also, the study reveals that most of the schools are not ready in terms of infrastructure for the implementation of the new basic science and technology curriculum. Based on the findings, some recommendations were made which include ranging from mobilization, motivation and retraining of qualified personnel to the adequate provision and maintenance of infrastructural facilities for successful implementation of the Basic Science and Technology curriculum in Dutsin-ma LGA of Katsina state.


TABLE OF CONTENTS

Title Page
Table of Contents
List of Tables
List of Figures
List of Appendices
Abstract

CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Operational Definition of key term

CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2   Conceptual Framework
2.2.1   The Concept and Meaning of Curriculum
2.2.2 The Basic Science and Technology Curriculum
2.2.4 Integration
2.2.5 Challenges in the Implementation of Basic Science Curriculum in Nigeria
2.2.6 Trends in Basic Science Education Curriculum Development in Nigeria
2.2.7 Factors Affecting Curriculum Implementation
2.3 Theoretical Framework
2.4 Empirical Studies
2.5 Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Research Instruments
3.6 Validation of Research Instruments
3.7 Procedure for  Data Collections
3.8 Method of Data Analysis

CHAPTER FOUR:  DATA ANANLYSIS, RESULTS, AND DISCUSSION OF FINDINGS
4.1Introduction
4.2 Data Analysis and Result
4.3 Summary of Findings
4.4 Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATION, AND SUGGESTIONS
5.1 Introduction
5.2  Summary of the Study
5.3 Conclusion of Findings
5.4 Recommendations
5.5 Suggestions for Further Research
REFERENCES
Appendix 


CHAPTER ONE
INTRODUCTION
1.1  Background to the Study
Curriculum is a dynamic programme that is expected to address the changing needs and aspirations of any society (Igwebuike, 2008). Nigerian policy-makers and educators recognize the role of science and technology in the achievement of education for all and national development in the present millennium. This has informed an evaluation process that led to the development of the nine-year basic science and technology curriculum of the universal basic education. The curriculum was implemented in September 2008 in primary one in Nigeria. This study is an investigation into the level of implementation of the basic science and technology curriculum at the junior secondary school level.
In Nigeria, education is perceived as an instrument for achievement of national objectives. According to the National Policy in Education (Federal Republic of Nigeria, 2004), education is an “instrument per excellence” for achievement of national development. This explains the huge amount of money government earmarks for education in its annual budget. The basic education curriculum is an innovation in Nigerian education system. It was developed by the Nigerian Educational Research and Development Council (NERDC) following a directive it received from the National Council on Education  (NCE)   in 2005 to restructure and re-align the existing primary and junior secondary school curricula to meet the targets of the nine-year basic education. The nine-year basic education curriculum is structured into three stages:lower Basic Education (Primary one to three), Middle Basic Education (Primary four to six) and Upper Basic Education junior secondary school (JSS one to three);The overall objectives of the curriculum are to develop interest in science and technology, acquire basic knowledge and skills in science and technology, apply their scientific and technological knowledge and skills to meet societal needs, take advantage of the numerous career opportunities offered by science and technology and become prepared for further studies in science and technology (NERDC, 2007). In addition to these, the curriculum emphasizes the following process skills: enquiry, intellectual, manipulative and societal values.
The basic science and technology curriculum for junior secondary school level shares these features.  The provisions of the millennium development goals (MDGs) and the national economic empowerment and development strategies (NEEDS) profoundly influenced the objectives, contents, materials and methods of the nine-year basic education curriculum. According to Gidado (2002) UBE (Universal Basic Education) is aimed at development of life-long education. This is one of the provisions of the MDGs. Gidado (2002), Okam and Bozimo (2002) and Faure (1972) explained life-long education as that which is concerned with helping learners to develop skills, competencies and attitudes which enable him/her to live successfully in the society as well as prepare him/her to assume roles as an adult in future.
Before the introduction of the UBE, the UPE (Universal Primary Education) was in existence. It provided six-year primary education. Junior secondary school was provided as a part of secondary education. Gidado (2002) criticized the UPE on the following grounds. It was elitist and failed to emphasize life-long learning and vocational education. Thus, its products were characterized with unemployment and inability to apply knowledge to their environment. Gidado further noted that another problem with UPE is that its implementation was not evaluated on regular basis. Thus, it became difficult to monitor implementation for possible improvement. Curriculum evaluation is making value judgment about decision alternatives on the curriculum based on valid data. It is an important stage in curriculum.....


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