he West African Examinations Council’s decision to adopt 39 new subjects in its examinations this year is attracting divergent
Jolayemi Jubril is a Senior Secondary 2 pupil in one of the public
schools in Lagos. Apart from being academically brilliant, he loves
photography. He, therefore, looks forward to getting his photography
skills honed via the new secondary school curriculum, which has
Photography as one of such trade subjects.
Unfortunately, there is a hole in his plan. The school he attends does
not have the facility, particularly a photo laboratory to enable him to
sharpen his skills in the subject. Instead, what the school has is the
facility for Painting and Decorating. So for Jubril, his passion for
photography is under threat. “I don’t like Painting and Decorating, I
love Photography”, he declares without any trace of pretence in his
voice.
This dilemma is not peculiar to Jubril. His likes are countless in many
of the nation’s private and public schools. Of course, this predicament,
stakeholders say, is not the fault of these youngsters. According to
them, the blame of truncating the dreams of many young Nigerians is on
the doorsteps of the federal and state governments. These authorities,
they allege, have failed in their onerous responsibility of providing
enough funding for education.
They also point to policy inconsistency on the part of the authorities
as another bane of the nation’s education, especially at the primary and
secondary school levels. For instance, they posit that the sector has
witnessed such policy somersaults in 6-5-4, 6-3-3-4 and 1-6-3-3-4, among
other changes.
Apart from policy changes, there has been arbitrariness in subject
registration in the nation’s school system. Observers also note that
while some subjects such as Yoruba, Igbo, and Hausa are now optional,
others like History have become extinct. Following this development, it
is not surprising that stakeholders converged on Lagos to appraise the
sector, particularly the place of the new subjects inaugurated by WAEC.
In the WAEC’s new subject arrangement, senior school pupils are to take
four core subjects, namely: English Language, General Mathematics, Civic
Education and one of the 34 Trade/Entrepreneurial Studies. Furthermore,
each of them is to select three to four electives from one of the four
departments, depending on their interest and capability.
The four departments are Humanities, Science and Mathematics, Technology
and Business Studies. Some of the trades studies in the curriculum are
Painting and Decorating, Auto Mechanical Work, Air-Conditioning and
Refrigeration, Carpentry and Joinery, Fisheries, Book Keeping, and
Marketing. The National Council on Education had approved the new
subjects prepared by the Nigerian Educational Research and Development
Council.
Indeed, the WAEC also stresses that it is the NERDC that introduced the
curriculum, adding that the examination council is only implementing it.
While some of them identify the government’s lack of commitment to the
sector, others argue that the abandonment of many of education policies
were because of poor implementation. For instance, an educationist from
Bishop Howells School, Bariga, Lagos, Mrs. Queen Onwere, notes that the
6-3-3-4 system introduced sometime ago failed to achieve tangible
results because of the non-commitment of federal and state governments.
She says, “Facilities were not brought to schools and the objective of
making pupils self-reliant failed eventually. I fear that the same fate
would befall the new trade subjects as many schools, if not all, cannot
teach effectively due to non-availability of facilities.”
Another educationist, Mr. Adebiyi Benjamin, laments that the new
subjects will make the senior secondary school curriculum more clumsy.
He notes, “The senior secondary education is not compulsory in the new
nine-year basic education programme. Therefore, it should not be
structured in a way that would make it look cumbersome.”
But beyond the problems identified by Onwere and Benjamin, the acting
head, Test Development Division, WAEC, Mrs. Olayinka Ajibade, in her
paper entitled, The New Senior Secondary Education Curriculum in
Nigeria: Implications for Assessment, says the dearth of qualified
teachers pose a major challenge to the teaching of the Trades subjects.
According to her, the non-provision of training and low motivation of
teachers could make it difficult for them to teach the subjects
effectively.
Making clarification on the council’s new subjects, Ajibade says the
teaching of the subjects is not exclusively for a conventional school
environment. She adds that entrepreneurship centres and vocational
institutions are to be part of the teaching and learning process.
She notes, “The intention behind the trade/ entrepreneurial subjects is
for schools to strike partnership with artisans and stakeholders in your
respective communities. You should take advantage of existing
structures in your community to teach pupils these trades.”
Also appraising the arrangement, the Lagos State Commissioner for
Education, Mrs. OIayinka Oladunjoye, says the state has mandated its
public schools to adjust to the new plan.
She, however, notes that the state recommended only 10 of the 34 Trade subjects to the schools.
She adds, “What we decided to do is to choose 10 out of the subjects
because we know we cannot possibly teach all of that because of the
constraint of facilities.”
Canvassing support for the fresh initiative, an Associate Professor of
Education at the University of Lagos, Dr. Ayodele Ogunleye, says the
idea is relevant for national development.
He declares, “I agree we do not have infrastructure and adequate
personnel, but we cannot also overestimate the importance of these
subjects to national development. In 2013, the Federal Government,
despite the underfunding of its existing universities, still went ahead
to create six new universities.
“Some people criticised the idea but we all know those institutions are
now finding their feet by the day and contributing to educational
development.”
For the proprietress of the Rose International Schools, Akute, Ogun
State, Mrs. Bamidele Okelola, the intention of the new scheme is noble.
She, nonetheless, notes that the FG erred by putting the cart before the
horse.
According to her, provisions were not made for the necessary facilities before the WAEC went public about the initiative.
She says, “What most private schools do is to select two to three of the
trade subjects for which we have the human resources and facilities.
For instance, we do Marketing, Painting and Decorating, Book Keeping,
and Animal Husbandry in my school.”
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