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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1650

Title: 9-3-4 Curriculum in Nigeria: Verification for its Accomodation of Kanuri Culture in Maiduguri Metropolitan Area of Borno State, Nigeria
Authors: Sule, M. N.
Bawa, A. G.
Issue Date: Apr-2012
Publisher: Journal of Research in Education and Society.
Series/Report no.: Vol. 3;No.1; Pp 22-40
Abstract: This research work on 9-3-4 school curriculum and the National Policy on Education in Nigeria was carried out to verify its accommodation of Kanuri culture in Maiduguri Metropolitan Area of Borno State. The study is descriptive and ethnographic in nature and was intended to describe the nature of the phenomenon of discrepancy between school curriculum, National Policy on Education(NPE) and Kanuri culture. The purpose of the study is to study the relationship between 9-3-4 school curriculum,National Policy on Education(NPE) and Kanuri culture. A sample of 137 respondents was randomly selected from 18 primary schools in Maiduguri Metropolitan area of Borno State. The selection was based on systematic sampling of 36 primary schools in the area. However, the study used a structured questionnaire as the instrument for data collection. The questionnaire was administered on Kanuri Teachers Educators and Kanuri Education Administrators in the 18 selected primary schools. The data obtained were analysed using boh descriptive and inferential statistics methods. The study revealed that there was disconnect between the school curriculum, National Policy on Education(NPE) and Kanuri culture which was the basis resisting modern knowledge i Maiduguri Metropolitan Area of Borno State. The study recommends that the government should find means or possibility of blending all the Nigerian cultures into the education policy. This is to be done through cultural pluralistic, multi-cultural society in which each ethnic or religious group contributes to the larger society within the context of its own unique cultural traditions.
URI: http://hdl.handle.net/123456789/1650
ISSN: 2141- 6745
Appears in Collections:Educational Foundation

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