Assessment of Teachers Readiness for the Implementation of the New Cultural and Creative Art Curriculum in Primary Education.
ABSTRACT
This study assessed teachers’ readiness for the implementation of the new Cultural and Creative Art Curriculum (CCAC). The purpose specifically found out the qualifications of teachers handling the subject, their content competences,
their competences in the use of the suggested methods of teaching the subject, teachers access to varieties of professional development opportunities in CCAC, available instructional materials for the study of CCAC and teachers ability in improvising the unavailable ones.
Six research questions guided the research project. A survey research design was used. Probability simple random sampling techniques was used to collect data from 120 sampled teachers in primary schools in Enugu State which were considered representative of the entire population.
Validated and reliable instruments such as questionnaire and observation schedule were used to collect data from the sample. The data were analyzed and results that were obtained were interpreted as follows: Primary school teachers are all qualified but those that specialize in CCAC are lacking.
Teachers in the lower basic educational level are content competent while those in middle basic educational levels are not. The teachers are more used to the old methods of teaching but are not competent in using the newly suggested methods of teaching CCAC.
The teachers do not have access to varieties of professional development training in CCAC. Most of the instructional materials needed for the implementation of CCAC are not available. The teachers cannot improvise the unavailable instructional materials. Observational findings include: Little or no time is allocated for the study of CCAC in schools.
INTRODUCTION
The on-going global challenges are threatening many nations of the world like Nigeria. The need to face the challenges squarely motivated the executives of the Federal Republic of Nigeria (FRN) since its inception in 1960 to plan ahead of time. An adage says that the best way to solve a problem is to prevent its occurrence.
Therefore, to prevent the occurrence of a problem is to get the people concerned well informed. Being well informed means being well educated about the present situation in the environment. That was why the FRN chose education as an ‘instrument par excellence’ for effective national development.
Owing to the above reasons, the Nigerian Educational Sector made a policy, which since 1981 had been hammering on the need to inculcate in the child the spirit of inquiry and creativity. This recommendation implies that inquiry and creativity are important life skills.
The inquiry approach to problems has to do with scientific investigation while creativity is a skill that leads to invention. Creative critical thinking according to Marvin (2006: 1-10 Online: Retrieved on April 25, 2008) is so essential as a survival and success skill in today’s world.
REFERENCES
Adeniyi, e. O. (2006), 9-year basic education curriculum draft, nerdc. Abuja.
Agulanna, f. G. And nwachukwu, f. J. (2001); psychology of learning: putting theory into practice. Nigeria:new vision publishers,mkpogwu, mbaise imo state
Aguokogbuo, c. N. (2000); curriculum development and implementation for Africa Nigeria: mike social press, nsukka.
Akudolu, l.r. (1995, 5); concept of curriculum implementation, in g.c. offorma (eds), curriculum implementation and instruction (pp1-15), nigeria: uni-world education publishers (nig) ltd.
Amabile, t. M. (1993), commentary, in d. Goleman, p. Kaufman, & m. Ray, the creative spirit. New york: plume.
Amabile, t. M.& hennesey, b. A. (1992), the motivation for creativity in children.
StudentsandScholarship Team.
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