Basic education curriculum in South-South Nigeria: challenges and opportunities of quality contents in French language learning

Abstract

The modern Nigerian society is dynamic, divided into zones based on economic, political and educational resources often shared across the zones. The six geopolitical zones in Nigeria are major divisions in modern Nigeria, created during the regime of President Ibrahim, Badamasi Babangida. The Federal Government of Nigeria in accordance with its National Council on Education had earlier directed the Nigerian Educational Research and Development Council to restructure its basic education curriculum with the hope to enable the nation meet national and global developmental goals. One of the goals of the 9-year Basic Education Programme is developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion. This paper therefore, focused on Basic Education Curriculum in South-South Nigeria: challenges and opportunities of quality contents in French Language learning. It aimed at describing some key issues in Nigeria’s experience on the implementation of the Basic Education Curriculum. One research question was proposed to guide the study. One hundred and eighty (180) teachers were purposefully sampled for the study. Data were collected via group discussions on seven (7) curriculum themes emphasizing learner-centred educational practices. The findings reveal that the curriculum content, among others is inadequate and should be re-examined. Recommendations were made as a panacea to concrete implementation of the basic education curriculum in Nigeria.

Keywords: Basic education, quality content, south-south zone