CURRICULUM
INTRODUCTION
Nigerian educational system has gone through various developments and changes viz-a-viz curriculum issues. The dynamic nature of the curriculum process lead to the history of curriculum development for basic education in Nigeria. Analysis of the Nigerian education sector reveals the challenges of incoherence in policy Formulation and implementation. The selection and organization of curriculum content, curriculum implementation and evaluation, the development, distribution and use of teaching materials, and the relevance of the curriculum to the needs of society Therefore, the need for transformation in curriculum for all the educational levels becomes necessary.
COMPARISON BETWEEN COLONIAL PERIOD AND PRESENT PERIOD
The Missionary Curriculum, 1842-1882
The history of curriculum development in Nigeria was the arrival of the Christian Missions towards the end of the first half of the nineteenth century, followed closely by the Establishment of missionary schools and the teaching of the Four R 's. From the time of their arrival from September 1842, until 1882, the Christian Missions alone controlled the school curriculum in Nigeria. They alone opened maintained and controlled schools. They alone formulated the objectives, content and methods of teaching the subjects included in the curriculum of those schools. Basically, the schools provided instructions in the four R 's: Reading, Writing, Arithmetic and Religion (Fajana, 1969). Apart from Badagry, Abeokuta and Lagos, where the missionaries opened their first set of primary schools, there were also primary schools in Ijaiye, Ogbomosho, Ibadan and later across the Niger in Calabar, opened through the joint efforts of the Christian missions and the local communities.
The Early Curriculum/and The Impact of British Examining Bodies, 1882 - 1925
The year 1882 was a landmark in the history of education in Nigeria, a major trend in the development of the curriculum, for it was from that year that the
Nigerian educational system has gone through various developments and changes viz-a-viz curriculum issues. The dynamic nature of the curriculum process lead to the history of curriculum development for basic education in Nigeria. Analysis of the Nigerian education sector reveals the challenges of incoherence in policy Formulation and implementation. The selection and organization of curriculum content, curriculum implementation and evaluation, the development, distribution and use of teaching materials, and the relevance of the curriculum to the needs of society Therefore, the need for transformation in curriculum for all the educational levels becomes necessary.
COMPARISON BETWEEN COLONIAL PERIOD AND PRESENT PERIOD
The Missionary Curriculum, 1842-1882
The history of curriculum development in Nigeria was the arrival of the Christian Missions towards the end of the first half of the nineteenth century, followed closely by the Establishment of missionary schools and the teaching of the Four R 's. From the time of their arrival from September 1842, until 1882, the Christian Missions alone controlled the school curriculum in Nigeria. They alone opened maintained and controlled schools. They alone formulated the objectives, content and methods of teaching the subjects included in the curriculum of those schools. Basically, the schools provided instructions in the four R 's: Reading, Writing, Arithmetic and Religion (Fajana, 1969). Apart from Badagry, Abeokuta and Lagos, where the missionaries opened their first set of primary schools, there were also primary schools in Ijaiye, Ogbomosho, Ibadan and later across the Niger in Calabar, opened through the joint efforts of the Christian missions and the local communities.
The Early Curriculum/and The Impact of British Examining Bodies, 1882 - 1925
The year 1882 was a landmark in the history of education in Nigeria, a major trend in the development of the curriculum, for it was from that year that the
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