Proposed Curriculum Innovation for the Nigerian Teacher Education Programmes to Meet the Globalization Challenges


The importance of quality teacher education has been recognized both in developed and developing countries of the world. All the editions of the Nigerian National Policy on Education (NPE) have affirmed that no education can rise above the quality of its teachers (FRN, 1977, 1981,2004 & Draft, 2007). There is no other important thing to learning as the quality of the teacher. Teachers constitute the soul of any country and without them; a country would loose its identity, sense of direction, and merely be drifted. Teacher education must therefore prepare the teachers for their unique roles. However, according to Ajeyalemi (2007), there is no coherent teacher education policy in Nigeria. Ajayi (2007) also was of the opinion that our teacher education programmes in Nigeria is unsatisfactory and needs urgent solution. Recent studies have shown that most of the graduates from the Nigerian Teacher Education Programmes in the last 15 years are incompetent as teachers. They, according to Ajeyalemi (2002), and Okebukola (2005, 2006) are incompetent in the knowledge of subject matter as well as in teaching and in communication skills. In today’s globally competitive knowledge economy, updating of curricula needs to be an almost permanent undertaking. Clark (2001) in Saint,Hartnett and Strassner (2004) suggests that university departments will need to change their curricula every three or four years in order to ensure that the content of their teaching reflects the rapidly advancing frontiers of scientific knowledge . There is therefore the need also, for curriculum innovation of the teacher education programmes in Nigeria. This paper presents a preview of the present teacher education programmes in Nigeria, highlights their shortcomings and proposes some curriculum innovations that can assist the programmes to meet the challenges posed by globalization