Year: 2015 | Month: April | Volume 6 | Issue 1
Adequacy of Tertiary Education Curricula for Sustainable Development of the Graduating Students in Nigeria
Abstract:
Curriculum paradigm is among some other parameters which have participative roles to play in the global vision of sustainable development. In Nigeria case, despite the several reform measures towards sustainable development (SD), tertiary education curricula have been doubted in their viability to attend to sustainable development vision. On this premise, this descriptive survey investigated the adequacy of tertiary education curricula for sustainable development of the graduating students in Nigeria. Two research questions and one research hypothesis and guided the study. A sample of 525 tertiary institutions lecturers participated in the study. The instrument used had a reliability value of 0.79. The findings revealed that the tertiary institutions curricula in Nigeria are somewhat adequate (32.6%). Statistically significant difference was also recorded between university lecturers and colleges of education mean ratings of the adequacy of the curricula ( t-cal (3.39) > t-crit )1.92), while their responses on gender basis did not yield any significant difference (t-cal (0.47) < t-crit (1.92) The tilting responses observed in the findings of this study is a pointer to the inadequacies in the curricula which pose challenges to preparing graduating students for the global world advocating for sustainable development. The author recommends among others interconnectedness by collaboration/partnership among agents of sustainable development.
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