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Integrating Sustainable Development Education into Secondary Education Curricula in Nigeria
Abstract
Sustainability of any programme depends largely on the involvement of all stakeholders in the society. If sustainable development involves meeting the needs of the present without compromising the ability of future generations to meet their own needs, then youth, representing about 30 percent of the world's population, must be involved in the development process. In developed countries, there are specific programmes for youth empowerment, through which they are trained in such key areas as energy, environment, leadership, culture, climate and even defence. This is at present, not so in Nigeria. The average secondary school leaver in Nigeria is ill-equipped in the basics of sustainable development. Hence by the time they get to tertiary institutions, it becomes somewhat difficult to internalize the idea and principles. This is more so, at the tertiary level where disciplinary integration, which is now a global norm is still an evolving process in this clime.
This paper opines that principles and practice of sustainable development education should be incorporated in key subjects like geography, history, government, introductory technology, home economics, agricultural science and the sciences. A cursory look at the subjects offered at the elementary level of the country's education system would show serious gaps in several issues on sustainable development. This therefore, calls for curricula review, training and re-training of teachers, provision of modern teaching and learning equipment and the publication of textbooks, which will factor in, and entrench contemporary issues in sustainable development. This will require commitment on the part of education authorities through injection of funds and adequate monitoring in the system. Community Based Organizations, Non-Governmental Organizations, Faith-Based Organizations and media organizations also have key roles to play in information dissemination, mobilization of resources and monitoring and evaluation that will enhance the achievement of stated objectives.
This paper opines that principles and practice of sustainable development education should be incorporated in key subjects like geography, history, government, introductory technology, home economics, agricultural science and the sciences. A cursory look at the subjects offered at the elementary level of the country's education system would show serious gaps in several issues on sustainable development. This therefore, calls for curricula review, training and re-training of teachers, provision of modern teaching and learning equipment and the publication of textbooks, which will factor in, and entrench contemporary issues in sustainable development. This will require commitment on the part of education authorities through injection of funds and adequate monitoring in the system. Community Based Organizations, Non-Governmental Organizations, Faith-Based Organizations and media organizations also have key roles to play in information dissemination, mobilization of resources and monitoring and evaluation that will enhance the achievement of stated objectives.
