Aderonmu, P. A (2012) A Framework for Sustainable Education in Nigeria: Strategies of Re-integrating Vocational Skills into Educational Curriculum. A Framework for Sustainable Education in Nigeria: Strategies of Re-integrating Vocational Skills into Educational Curriculum. pp. 1-24.
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Abstract
The Curriculum of education in Nigeria and some other developing countries has been based partly on the theory and in another view as virtually on academic certification. Prior to this basis, the national policy on education originally had its cardinal objective to promote the acquisition of appropriate creative skills, abilities and competence both mental and physical as equipment for the individual to live in and contribute to the development of the society. Up till now, there seemed to be no established institutional Apparatus nor did it seem likely that a sustainable curriculum would appear in the nearest future. What is emergent now, is a dynamic pedagogy that can serve the society with required diets needed for early discoveries of potentials and acquisition of ‘employable’ skills from school. In this way the ‘unemployment and ‘unemployable’ issues will be resolved within the training periods and productive professional contributions to the society can be procured after school. This study devised that a ‘dynamic mechanism’ can be strategize within the existing curriculum for schools by pragmatic approach. The existing syllabus or curriculum can be redesigned, monitored, controlled and implemented with vocational genres, capable of engendering sustainable development across all fields of human endeavour, including all civic engagements in the society. This paper, therefore, examined and drew heavily on the strength, weaknesses, opportunities and threats of the existing fundamentals of the historic-Bauhaus curriculum which form the modus operandi of most architecture schools all over the world, including Nigeria context. The results were ‘the therapeutic approach of redesigning curriculum in content and form of vocationalism, yielded strengths from the synergy of the monitored and controlled programme and feasible implementation culture by concerned stakeholders. It also generated a reasonable style of independent life in knowledge and skill acquisition required for best professional practice and right attitude to community project participation.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Architecture, Vocationalism, Curriculum, Pedagogy |
| Subjects: | N Fine Arts > NA Architecture |
| Divisions: | Faculty of Engineering, Science and Mathematics > School of Civil Engineering and the Environment |
| Depositing User: | Mr Solomon Bayoko |
| Date Deposited: | 17 Dec 2014 16:27 |
| Last Modified: | 22 Sep 2015 09:56 |
| URI: | http://eprints.covenantuniversity.edu.ng/id/eprint/3105 |
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