Abstract
This paper takes a look on social studies and family life education for national transformation people differ, so also does family differ. These individual differences give rise to reasons for people actions and behaviours. The paper x-rays how both social studies and family life education contributes to national transformation.
It adopts the functionalist perspective to the understanding of the social studies and family life education as a means for achieving national transformation. The backlash of the increasing number of maladjusted children, high school dropout and juvenile delinquents the paper assert from both functional and psychological view points that social studies and family life education protects those ills that may erupt from family if proper education is not given to the society.
Introduction
Social studies is an innovation in the curriculum of schools in Nigeria its introduction into schools in Nigeria is very recent and it dates back to the early 1960s. Education has been consciously by nations all over the world as the vehicle to covey them to the final destination. Government in all angle believed that education is a way of attaining that part of its national objectives that can be believed using education as a tool. Among the main factors hindering the actualization of the national transformation and philosophy of education in Nigeria today are the process and method of teaching a particular course.
In the first instance, not many people have been trained to teach the subjects. Secondly, instructional materials in the discipline are scanty. The rise and fall of the standard of education has a lot of things to do with taught. This also applies to the ultimate learning in the class-room.
Social studies education is one of such course of study which requires the urgent input of well trained and equipped teachers to realize its mission which are in line with the national policy on education.
The fact that social studies is quite young through unique, in the Nigeria educational systems makes this work at this level most imperative. More so when many stake holders in curriculum planning still consider social studies education and family life education as a tool for national transformation.
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