NATIONAL OPEN UNIVERSITY OF NIGERIA
“MARRIAGE OF CURRICULUM AND INSTRUCTION
REASONS, RESULTS, AND WITNESSES”
3rd Inaugural Lecture
Delivered on 23rd April, 2012
Prof. Patrick Eke Eya (MNAE)
Professor of Curriculum and Instruction
&
Director, Enugu Study Centre
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“MARRIAGE OF CURRICULUM AND INSTRUCTION:
REASONS, RESULTS AND WITNESSES”
The Vice-Chancellor
Deputy Vice-Chancellor (Academic)
Deputy Vice-Chancellor (Administration)
Registrar
Librarian
Bursar
Deans, Directors, Professors, Members of Senate,
Academic Colleagues in and outside of this University,
Ladies and Gentlemen of the Press,
Distinguished Ladies and Gentlemen,
Opening
What shall I say unto the Lord?
All I have to say is thank you Lord Dc
Thank you Lord
Thank you Lord
All I have to say is thank you Lord
What can a man who did not know his father with an illiterate mother from one of
the remote areas of this country say than to thank God for what I am today.
God is great. I thank God for this great honour given me to deliver this inaugural
lecture - the third in the series. When I was given the invitation to deliver this
lecture last year, I thought I had a long time but today is here already! I want to
welcome you all to this lecture, especially those of you who have come from far
distances.
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My lecture is entitled “Marriage of Curriculum and Instruction: Reasons, Results,
and Witnesses” People marry for different reasons and usually there are witnesses
and results or fruits of such marriages.
The oldest institution on earth is marriage. Marriage is very important in our
Nigerian culture. Until one is married before one is considered responsible. One of
the purposes of marriage in Nigeria is for procreation and continuity of human
species on earth. Education also is a continuous process.
Mr. Chairman, Ladies and gentlemen, this lecture focuses on the following:

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Conceptual Framework: Education and Curriculum
Curriculum Development
Curriculum Implementation
Methodologies of Instruction
Curriculum Evaluation
Conclusion and
Acknowledgements
CONCEPTUAL FRAMEWORK: EDUCATION AND CURRICULUM
It is perhaps pertinent to give an explanation of education before proceeding to
what Curriculum is. This is because curriculum is the vehicle through which
educational objectives are achieved. Basically, education is a process of developing
individuals in a given society to acquire appropriate knowledge, skills, attitudes,
aptitudes and competencies in order to live useful life and contribute to the
progress of such a society in all its ramifications. Some sociologists see education
as a process of socializing an individual into the society. Others like Peters (1964)
see education as a process of cultural transfer of what is worthwhile in the society.
Moris (1961:4) defined education as “the gradual acquisition of information, facts,
understanding, attitudes, feelings and skills supplied by adults which the individual
takes in the course of growing up”. Fafunwa (1974:17) defined it as “the aggregate
of all the processes by which a child or a young adult develops the abilities and
other forms of behaviour which are of positive value to the society in which he
lives”. To educate is to teach as well as to inculcate desirable values in the learner.
The information, which the learner requires, is contained in the various subjects
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taught in the school. Each subject has a specific lesson to teach the learner. This is
because the content of each subject is carefully selected in such a way that it will
bring about the positive changes in the learner. It is perhaps for this purpose or
reason that the subject, Curriculum, exists. Thus, Mkpa (1998:54) said that “the
subject curriculum is an organization of the content of education into subject of
instruction”.
From these conceptualizations, education is not the same thing as schooling as
many mistake it to be. Education can be acquired outside the school. We can, in
fact, conveniently classify education into three categories: (a) Informal or
traditional education (b) Formal education and (c) Non-formal/adult education.
These three categories of education have their respective curriculum serving as
vehicles through which they achieve their objectives.
What then is Curriculum?
Curriculum was derived from a Latin word ‘currus’ which means ‘to run a race.’
When one begins to learn, it is believed that he/she has started a race. Originally it
was regarded as a track through which people ran to reach a goal, which was the
end. This race is on, until one reaches the end of one’s career. As one runs the race,
one gathers experiences which may be cognitive (intellectual ability), affective
(interest, emotion, feeling, disposition), and psychomotor (skills acquisition). Eya
(1999) regards curriculum as all that students do through which they learn from the
day they enter school to the day they leave the school.
The curriculum of any school consists of all the learning experiences provided for
the learner by the school for achievement of a predetermined goal. It includes the
teachers, subjects, content, infrastructural facilities, methods of teaching and
evaluation as well as the psychological dimensions of experiences.
It is also referred to as race course or race-track, which is the ground to be covered.
One often hears teachers talk of covering a course or a syllabus within a stipulated
period of time. A race course usually has a starting point and a finish line. It can be
likened to a programme of studies which runs from the time one enters school till
the time of graduation. The educational pursuit is then likened to a race which
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commences at the time of admission and ends at the time of graduation. The prize
for the race becomes the certificate, diploma, or degree.
Curriculum is also defined by several people in different ways as shown below:
1.
“the ground which pupils and teacher cover to reach the goals or objectives
of education” (Brubacher 1969 in Eya 1997).
2.
“the system of planned action for instruction” (Macdonald 1964).
3.
an educational programme of experience which is offered to the learner
under the guidance of a school in order to effect certain changes in behaviour
(Nicholls, 1972).
4.
plan for providing a set of learning opportunities to achieve broad goals and
related specific objectives for an identifiable population served by a single
school centre (Saylor and Alexander, 1974).
5.
a school experience which a school deals with in educating young people
(Onwuka 1981).
6.
reconstruction of knowledge and experience, systematically developed
under the auspices of the school, to enable the learner to increase his or her
control of knowledge or experience (Tanner and Tanner 1980)
7.
all the learning experiences and intended learning outcomes systematically
planned and guided by the school through the reconstruction of knowledge
for the cognitive, affective, and psychomotor development of the learner
(Akudolu 1996).
8.
the planned experience offered to the learner under the guidance of the
school (Wheeler 1967).
9.
“ a plan for learning” (Taba 1972).
10. the sum total of the school’s planned programme of education designed to
bring about desirable changes in behaviour (Onwuka 1996).
Oliva (1997:4) sums up several interpretations of curriculum and lists them as
follows:

that which is taught in school

a set of subjects

content

a programme of studies
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




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
a set of materials
a sequence of courses
a set of performance objectives
a course of study
that which an individual learner experiences as a result of schooling
everything that is planned by school personnel
a series of experiences undergone by learners in a school
everything that goes on within the school, including extra-class activities,
guidance, and interpersonal relationships.
CURRICULUM DEVELOPMENT
Curriculum development refers to both the evolutionary trends in the formulation
of curriculum and the process of curriculum construction.
At the beginning of the 20th century, our conception of “education” was uniformly
a process of becoming knowledgeable. The field of curriculum was born with
Franklin Bobbitt’s small book entitled simply Curriculum (1918), and quickly
became an area of study that assessed and sorted out choices and procedures. As
the options for defining what constitutes education multiplied, the field of
curriculum expanded to address the development of entire educational
programmes.
Although the concept of curriculum has changed in response to social forces and
expectations for the school, the process of curriculum development has remained
constant. Through analysis, design, implementation, and evaluation, curriculum
developers set goals, plan experiences, select content, and assess outcomes of
school programmes. These constant processes have contributed to the emergence
of structure in curriculum planning.
Tyler’s Model or “The Tyler’s Rationale” centre around four fundamental questions
posed by Tyler (1949) which must be answered in the course of developing any
curriculum and plan of instruction. These questions are:
1.
What educational purposes should the school seek to attain?
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2.
3.
4.
What educational experiences should be provided that are likely to attain
these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained?
Taba in (1962) outlined seven major steps of curriculum development to include:
1.
Diagnosis of needs
2.
Formulation of objectives
3.
Selection of content
4.
Organization of content
5.
Selection of learning experiences
6.
Organization of learning experiences
7.
Determination of what to evaluate and means of doing it. (Evaluation)
Apart from Tylers and Taba’s Models of Curriculum development, there are other
Models such as Wheeler’s Model, Kerr’s Model, Nicholls’ and Nicholls’ Model, and
Skilbeck’s situational model. From a synthesis of these curriculum development
models, we have a modified cyclic curriculum process that is made up of the
following six steps:
1.
Needs assessment
2.
Selection of aims, goals and objectives
3.
Selection of content
4.
Selection of learning experiences
5.
Organization of content and learning experiences
6.
Evaluation
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This is represented in Fig 1 below.
2. Selection of Aims
Goals and
Objectives
1. Needs Assessment
3. Selection of Content
4. Selection of Learning
Experience
6.
Evaluation
5. Organization of
Content and Learning
Experience
Figure 1.
A modified Curriculum Process.
Curriculum development is the construction of the curriculum or the process of
making a curriculum. According to Offorma (2009) “it is the mapping out of what
ought to be covered within a stipulated period and at a certain level of education”.
The Nigerian Educational Research and Development Council (NERDC) is the
government agency responsible for the development of curriculum for all the four
levels of education in Nigeria. The levels of education in Nigeria as stipulated in the
National Policy on Education (2004) are as follows:1.
Early Childhood/Pre-primary education
2.
Basic Education (comprising Primary and Junior Secondary Education)
3.
Post Basic Education level (that is, Senior Secondary level)
4.
Tertiary Education level (that is Universities, Polytechnics/ Monotechnics,
Colleges of Education).
Early Childhood/Pre Primary Level
This level has been neglected for a long time and was left in the hands of private
individuals, with no official curriculum. The first national curriculum for pre-primary
education in Nigeria was developed in 1987 and was tagged “The Curriculum
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Guideline for Nigerian Preprimary (Nursery) School”. It was developed by the
NERDC.
Though this level of education was highlighted in 1969 Curriculum conference, the
national policies of education that followed (1977, 1981, revised and 1998) clearly
limited their attention to those between 3 and 6 years. However, Nigerian UBE
programme encompases those below 3 years. This is in conformity with the
convention of the Rights of the Child (CRC)
The first national curriculum for pre-primary education in Nigeria was developed in
1987 and it was tagged “the curriculum Guideline for Nigeria Pre-Primary (nursery)
school” it was developed by the NERDC. The second was also developed by the
NERDC in 1994 and it was titled “the Early Childcare Development and Education
ECCDE) Curriculum”. NERDC has since revised the 1994 curriculum to reflect extant
challenges.
The purpose of pre-primary education as stated in the National Policy on Education
(2004) shall be to:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
Effect a smooth transition from the home to the school
Prepare the child for the primary level of education
Provide adequate care and supervision for the childcare while their
parents are at work (on the farms, in the markets, offices, etc)
Inculcate social norms
Inculcate in the child the spirit of inquiry and creativity through the
exploration of nature, the environment, and music and playing with toys,
etc.
Develop a sense of co-operation and team spirit
Learn good habits, especially good habits; and
Teach the rudiments of numbers, letters, colours, shapes, forms etc.
through play.
The same document states that Government shall:
(a) Establish pre-primary sections in existing public schools and encourage both
community/private efforts in the provision of pre-primary education.
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(b) Make provision in teacher education programmes for specialization in early
childhood education.
(c) Ensure that the medium of instruction is principally the mother-tongue or
the language of immediate community; and to this end will
 develop the orthography of many more Nigerian languages and
 produce textbooks in Nigeria languages.
(d) Ensure that the main method of teaching at this level shall be through play
and that the curriculum of teacher education is oriented to achieve this;
regulate and control the operation of pre-primary education. To this end,
the teacher pupil ratio shall be 1:25
(e) Set and monitor minimum standard for early childcare centres in the
country; and
(f) Ensure full participation of government, community and teacher association
in the running and maintenance of Early Childhood education facility.
The problem with this curriculum is that of effective implementation. Edozie (2008)
raised ten relevant questions on this early childhood/pre-primary curriculum. The
questions include:
(i)
Are these curricula in crèches, nursery and kindergarten?
(ii)
Are the instructional personnel and caregivers to deliver these curricula?
(iii) Are there facilities for the delivery of ECCDE curricula?
(iv) Does ECCDE conform to the convention on Rights of the child?
(v)
Are ECCDE centres supervised, monitored and evaluated? If yes, by
whom?
(vi) Are ECCDE centres child –friendly?
(vii) Who established the ECCDE centres and for what purpose?
(viii) What do ECCDE centres do?
(ix) Are there linkage relations and integration between ECCDE and levels of
education in Nigeria?
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(x) What are the challenges facing ECCDE’s and the way forward?
Curriculum Development at the Basic and Post Basic Curriculum Levels
National Policy on Education (2004) states that Basic education shall be of 9 years
duration, comprising 6 years of primary education and 3 years of junior secondary
education. It shall also include adult and non-formal education programmes at
primary and junior secondary education levels for the adults and out –of – school
youths.
For convenience, the national curriculum has been divided into
 Lower Basic (Primary 1-3)
 Middle Basic (Primary 4-6)
 Upper Basic (Junior Secondary 1 – 3)
It is still the NERDC that is saddled with the responsibility of developing curriculum
for this level. Below is the subject groupings of basic and post levels of education
in Nigeria.
The 9 year Basic Education Curriculum Structure
Basic Education
Curriculum Levels
Lower Basic Education
Curriculum
(Primary 1- 3)
Core Compulsory
Subjects
1. English Studies
2. One Major Nigerian
Language (Hausa, Igbo, or
Yoruba)
3. Mathematics
4. Basic Science and
Technology
5. Social Studies
6. Civic Education
7. Cultural & Creative
Arts (CCA)
8. Religious Studies
9. Physical & Health
Education (PHE)
10. Computer
Elective Subjects
1. Agriculture
2. Home Economics.
3. Arabic Language
Note:
Must offer 1 elective, but
not more than 2
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Middle Basic Education 1. English Studies
Curriculum
2. One Major Nigerian
Language (Hausa, Igbo, or
(Primary 4 – 6)
Yoruba)
3. Mathematic
4. Basic Science and
Technology
5. Social Studies
6. Civic Education
7. Cultural & Creative
Arts (CCA)
8.
Religious Studies
(CRK/IRK)
9. Physical & Health
Education (PHE)
10. French Language
11. Computer Studies
Upper Basic Education 1. English Studies
Curriculum
2. One Major Nigerian
Language (Hausa, Igbo, or
(JSS 1 - 3)
Yoruba)
3. Mathematic
4. Basic Science and
Technology
5. Social Studies
6. Civic Education
7. Cultural & Creative
Arts (CCA)
8.
Religious Studies
(CRK/IRK)
9. Physical & Health
Education (PHE)
10. French Language
11. Basic Technology
11. Computer Studies
1. Agriculture
2. Home Econs.
3. Arabic Language
Note:
Must offer 1 elective, but
not more than 2
1. Agriculture
2. Home Econs.
3. Arabic Language
4. Business Studies
Note:
Must offer 1 elective, but
not more than 3
From the figure above, the following are features of 9- year Basic Educational
Curriculum:
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1.
Core subjects are English Studies, Mathematics, Basic Science and
Technology, Social Studies, Civic Education, Cultural and Creative Arts,
Computer Studies, Health and Physical Education, Language, Religious
Studies (Christian /Islamic) and French.
2.
Elective Subjects are Arabic, Agriculture, Business Studies and Home
Economics
3.
French is introduced from primary 4 as a core subject.
4.
The inclusion of the Study of Technology in the primary school curriculum
component.
5.
The infusion of creative and critical thinking, entrepreneurial skills and
relevant elements of the National Economic Empowerment and
Development Strategy (NEEDS) into the relevant contents of curriculum.
6.
The systematic connection between primary and junior secondary school
contents.
Curriculum Development at the Tertiary Level
As noted earlier that it is the NERDC that develops Curriculum at all levels of
education, at the tertiary level, it is not at the centre of activity. At this tertiary level,
three agencies coordinate curriculum development. The agencies are:
1.
National Universities Commission (NUC) for the Universities
2.
National Board for Technical Education (NBTE) for the Polytechnics
3.
National Commission for Colleges of Education (NCCE)
The procedure for developing curriculum at the tertiary level is slightly different
from that of basic and post basic levels. The three agencies - NUC, NBTE and NCCE
publish Minimum Standards for each programme, discipline or course of study.
Accreditation of programmes in Universities, Polytechnics and Colleges of
Education is based on these minimum standards.
At the colleges of Education level, each department in all colleges is notified by the
NCCE to make inputs into the curriculum. Such inputs may require them to suggest
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new content/course, expand, deepen, or reduce the content and so on.
Modifications made at the college level are then sent to the NCCE who schedules a
meeting of all heads of departments, of affected programmes to harmonize their
inputs.
Ministry of Education officials, policy makers, stakeholders’
representatives of the NERDC are usually at this meeting.
After the harmonization, another meeting of Deans of schools of affected
programmes will meet to deliberate on the harmonized draft and sharpen it for
functionality. This meeting focuses on credit weighting of courses and so on. In
addition, they play the role of the critique team. Their final work is again looked at
by a team of consultants and the NERDC to ensure that there is a connect between
the curriculum and those of the basic and post basic levels. This stage is very crucial
because colleges of education prepare teachers of the basic education level. A duly
edited and well-articulated draft is looked at by Provosts and relevant officials of
NCCE before it is presented to the JCC Referral for consideration. JCC Referral
makes a recommendation to the National Council on Education NCE for final
approval. The approved curriculum is known as Minimum Standards and the NCCE
publishes it for colleges of Education.
At the polytechnics and Universities, a similar procedure is followed. The
NBTE plays a prominent role in the development of curricula for polytechnics, while
NUC does that of universities. All curricula must pass through the JCC referral and
NCE before they can be used in schools.
The relationship between these co-coordinating units and the different levels of
education is shown below.
Level
Curriculum Agency
ECCDE
NERDC
Basic Education
NERDC
Upper Basic
NERDC
Colleges of Education
NCCE
Polytechnics
NBTE
Universities
NUC
Fig 6 levels of education and their co-coordinating curriculum agencies.
When curriculum is developed, the next thing is the implementation of the
developed curriculum. This is where instruction comes to play. Macdonald (1965:5)
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takes curriculum to mean “producing plans for further action”, and instruction as
“putting plans into action.” His definition of curriculum is clear on this curriculuminstruction relationship. He defines curriculum as those planning endeavours which
take place prior to instruction. Broudy, Smith and Burnett (1964:7) tried to separate
curriculum from instruction. They saw curriculum (as ends) separate from
instruction (as means). The question still remains as to whether ends can rightly be
separated from means? The answer to this question according to Mkpa (1987) is
aptly supplied by Dewey’s thesis of intrinsic continuity of ends and means. Thus,
curriculum should be seen as inseparable from instruction; hence, “the marriage
of Curriculum and Instruction” In the Faculties of Education in the Universities
where curriculum is a department of its own, it is always written as the Department
of Curriculum and Instruction.
CURRICULUM IMPLEMENTATION
Whatever goes on in the classroom is seen to be the implementation of
instructional plan. The actual execution of the contents of the curriculum
document is curriculum implementation.
The classroom efforts of the teacher and students of a school in putting into
operation the curriculum document is curriculum implementation. When the
teacher is teaching his or her lesson, he/she is implementing the curriculum
because several lessons make up a unit of instruction and several units make up a
scheme of work; several schemes of work make up the syllabus and several syllabi
make up the curriculum. This relationship is as shown below:
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CURRICULUM
Prepared by (NERDC) an arm of federal Ministry of
Education to cover the entire programme for the years.
SYLLABUS
Prepared by the examination bodies such as WAEC, NECO,
NBTE showing all topics to be covered in each subject
SCHEME OF WORK
Prepared by the heads of subjects in schools to cover weekly
and termly workloads in each class-contained in Diaries.
UNIT PLAN
NOTE OF LESSON
Prepared by the classroom teacher to cover instruction that
can last between 2-4 weeks
Prepared by the classroom teacher to cover one or more
periods of instruction
Fig. 2. Relationships among levels of Instructional plan.
For implementation to achieve the curriculum objectives, it has to be effective.
Effective implementation depends very strongly on some factors such as fund,
politics, attitude and methodology among others. Eya (2001), for instance,
identified ten problems facing the effective implementation of Nomadic Education
in Enugu State to include:
i.
Inadequate fund
vi. Inadequate information
ii.
Mobility problem
vii. Poor accommodation
iii.
Low population target
viii. Disciplinary problem
iv.
Dangerous politics
ix.
Poor logistics
v.
Inadequate teachers both in quality
x.
Poor attitude
and quantity
Eya (2000) also suggested, for instance, eight strategies for successful achievement
of Universal Basic Education (UBE) objective. These strategies are:
1.
Adequate Funding: Enough money should be pumped into the programme.
Adesina (1982) observed that the decline in the Federal Government’s
financial responsibility in the primary education field led to the failure of the
Universal Primary Education (UPE). It also led to the shifting of primary
education from Federal to Local government. It is to be noted that when
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2.
3.
4.
5.
6.
7.
money is released for the implementation, regular supervision has to be
made to ensure that money released is used for the purpose.
Improvement of conditions of service of teachers: Conditions of service
nation-wide and at all levels have to be improved significantly so as to attract
and retain qualified and experienced teachers. A situation where lip service
is paid to teachers’ condition will never help matters. Teachers are the final
implementers of any education programme like the UBE. If they are
neglected, the objectives can never be achieved.
Gradual Implementation of the programme: The UBE Programme should be
implemented gradually. Any hurry over the implementation may bring about
serious mistakes that are not easily amenable to correction. Gradual
implementation will help identify problems that can quickly be solved.
Working with accurate data: Some states or local governments give
inaccurate data to attract more money or avoid taxation. Falsification of data
is common and if it is not checked it can lead to non achievement of UBE
objective. Going to the field to confirm data supplied is the only answer to
inaccurate data.
Regular supervision of Schools: Regular supervision of schools ensures that
both teachers and learners perform their parts properly. Supervision of
schools should not be restricted to urban schools alone. Inspectors should
be enabled with cars and motorcycles so as to go round all schools regularly
and write reports. Such reports should be read and acted upon. Regular
supervision will also give the true picture of teacher distribution in schools.
Some urban schools have surplus teachers while village schools do not have
enough teachers.
Job creation for school products: When graduates of schools are employed
or employ themselves, both parents and students will see the need for
education apart from education’s intrinsic values. This can also be achieved
by fully implementing the 6-3-3-4 education system and establishing
industries that will absorb school leavers.
Implementation of guidelines: If the UBE guidelines are implemented to the
letter, the five objectives will be successfully achieved. The guidelines are
very well articulated and if fully implemented, there will be no problems.
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8.
Leadership: One of the problems of Nigeria is that of leadership. If people
who can perform are placed at the head, things will definitely work. Starting
with School Heads up to the National Coordinator, appointment should
strictly be on merit and performance. If this is neglected, the objectives of
the programme cannot be achieved.
I studied Geography as one of my teaching subjects. I am not happy that the subject
is losing popularity in some states. This decline has been attributed partially to poor
implementation of Geography curriculum and the consequent poor performances
in School Certificate Geography results. In addition, the subject is no longer studied
at the primary school level. Rather, it is studied under Social Studies which have its
own curriculum implementation problems. A study I carried out in Cross River State
Primary Schools shows that:
(1) 60% of the teachers who were teaching Social Studies never offered Social
Studies in their teacher training institution. Today, in our schools, teachers
teach subjects that they never offered in their institutions. This is also
happening a lot in science subjects. The truth is that one cannot give what
one does not have especially if one hates the subject one is asked to teach.
(2) 41% of the Social Studies teachers did not have instructional materials for
the teaching and learning of Social Studies in their classes. The importance
of instructional materials in curriculum implementation can never be over
emphasized. Eya (2004), found that secondary school students taught
Biology with instructional materials performed better than those taught
without instructional materials. Again, instructional materials that appeal to
both audio and visual senses are more effective in achieving better results
than those that appeal to only one sensory modality. He recommended that
Geography should be taught with audio and visual materials in the secondary
schools.
Eya (2000) attributed poor performance in core subjects like English
Language and Mathematics partly to non use of relevant instructional
materials in the classroom. Table 3 below shows the performance of
students in the two subjects for three consecutive years.
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Table 3: Candidates’ performance in English language and Mathematics in
the West African School Certificate Examination in Nigeria (1983-85)
English language
Grade
1-6 Credit
9 failure
Mathematics
Grade
1983
10.96%
65.75%
1983
1984
14.46%
59.08%
1984
1985
5.14%
82.49%
1985
1-6 credit
8.89%
10.48%
11.44%
9 failure
63.15%
63.67%
62.68%
Source: WAEC Annual Report
From table 3 above, over 60% of the candidates failed English Language and
Mathematics for the three years under review. The position has not changed
significantly now, although there have been improvements over the years
due to emphasis on a shift from traditional teaching method to active
learning process in the Mathematics classroom added to the regular
retraining workshops for Mathematics teachers. A recent result published by
WAEC office in Mathematics is shown below.
Table 4: Results of students in Mathematics (WASCE) between 1997 and 2003
for Nigeria
Year
1997
1998
1999
2000
2001
2002
2003
%
Credit 7.62
10.91
18.7
32.62
36.18
34.41
36.83
Pass
Source WAEC office
Table 4 shows that less than 19% and 37% passed Mathematics at credit level in
the 1990s and early 2000s respectively.
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Students’ performance in elective subjects has not been impressive either. It is
important to note that mere availability of instructional materials cannot perform
any magic in students’ academic achievement. It is the effective use of relevant
instructional materials at the right time and place for the right learner that can yield
good results
3.
The third finding shows that 42% of the schools especially in Odukpani Local
Government Area do not have enough teachers both in quantity and in quality.
Teacher factor is a very serious factor in curriculum implementation as noted
earlier in this lecture.
When we talk of quantity and quality, we also talk of competence, commitment,
and motivation. There are competencies expected of every teacher such as:

Good knowledge of subject matter

Effective use of teaching strategies

Effective use of teaching learning resources

Effective use of classroom management technique

Effective use of communication skills

Teacher pleasing personality

Teacher/Student rapport and interaction
A teacher with all these competencies but is not committed cannot effectively
implement curriculum. If one has interest and job satisfaction in teaching, one will
most likely be committed. A committed teacher needs motivation to sustain
his/her commitment.
Many teachers take to teaching because they do not have other jobs and not that
they are interested in teaching. Some who even read Education in the university
were probably rejected in other high sounding courses like Medicine, Engineering,
Accounting and Law. The point being made here is not that teaching is bad. It is
that in teaching, there exist poor conditions of service and low motivation. There is
also low societal rating of teaching in spite of the fact that teaching is very
demanding. The fact, nevertheless, is that we need great and excellent teachers for
20
effective implementation of curriculum in Nigeria. Suffice it to say that, according
to Ukeje (1979):
A poor teacher tells
An average teacher informs
A good teacher teaches
An excellent teacher inspires
METHODOLOGY OF INSTRUCTION
As Aristotle put it, “the surest sign of wisdom is a man’s ability to teach what he
knows”. “Teaching is the most difficult job but when it is done well, it is the most
rewarding” (Onwuegbu 1979). It is considered the most difficult job because it
deals with human behavior. Human behavior is complex and once it is established,
it is hard to modify and difficult to change, especially if one is not equipped to do
so. The teacher is called upon to change and modify existing behaviours, and to
establish new ones as well. Unfortunately, some teachers in Nigeria are not
equipped to change or modify human behavior. These are the quacks in the
profession.
There is always a better way of doing anything one does in life. This is one of the
reasons people who want to teach are usually sent to Teacher Training Institutions
for professional training. We have general and specific methods of instruction.
General method will expose teachers to general principles and practice of
education, while specific method deals with individual subjects like Science and
Arts.
A method, according to Eya (1999), is a special way of doing something. It is an
approach or a position which a teacher adopts to explain a subject matter to
learner/learners. Methodology involves all the things the teacher does in
enhancing teaching and learning. Some of the things which the teacher does,
according to Unachukwu (1990), include: how to state correct instructional
objectives, different learning methods, lesson presentation skills, questioning skills,
how to write and follow a good lesson plan etc. Teaching and learning involve the
teacher, the learner, the subject matter and the method. The relationship of these
21
components of teaching and learning can be represented diagrammatically as
shown below.
22
The Teacher
METHOD
The Learner
The Subject Matter
Fig 5. Relationship of the method with other components of teaching and learning
Method is central to the teacher, the subject matter, and the learner. For teaching
to achieve its objective of giving rise to students’ learning, both the teacher and the
students must be sufficiently motivated. By this, the teacher would need to
demonstrate certain knowledge in the use of different methods or techniques of
teaching. Teaching in itself can be considered as an art, but the method used in
teaching is scientific.
Methods of Teaching
There are many methods of teaching as there are professional teachers. The history
of teaching method is a record of several attempts of pioneer educators to reform
the traditional teaching methods. New methods are from time to time introduced,
criticized, dropped or upheld. Some of the methods used by teachers include:
 Discovery
 Cooperative Learning
 Project
 Demonstration
 Lecture
 Laboratory
 Field Trips
 Programmed Learning
 Play
 Questioning techniques
 Problem Solving Technique
 Discussion
 Inquiry
 Concept Mapping
 Games and simulation
 Story
23
 Role play
 Debate
 Team teaching
 Resource person, etc
No single method can be regarded as the best. They are all good, depending on
who is applying which and for which subject. Aggrawal (2008) outlined some
general principles of teaching. On a lighter mood, let me remind us that there are
many principles of living. Let us consider one basic life principle of making and
sustaining peace between people such as husband and wife. This principle uses
three words:
1. Please
2. Sorry
3. Thanks
These words are simple and common but when used appropriately and sincerely,
they perform wonders in terms of good human relations. Try using the three words
lavishly but sincerely on your wife/husband and you will see the miracle.
General Principles of Teaching
1.
Principle of definite goals or objectives
This must be clear to the teacher and the students to keep them on the track.
It helps in planning, executing and evaluating every step, phase, or act of the
teaching-learning process.
2.
Principle of child centeredness.
The entire teaching endeavour is for the child. It then means that teaching
strategies should cater for the aptitude, interest and abilities of the students.
3.
Principle of Individual differences
No two children are alike. For teaching to be effective, it must cater for
individual differences of children.
4.
Principle of linking with life
In the teaching of all school subjects, examples from everyday life should be
given their due place. This will drive home the lesson and make it more
meaningful to the learner
24
5.
Principle of correlation
Knowledge is a “whole”. Various ideas and events are interrelated. There are
links among various subjects.
6.
Principle of active involvement and participation of Students
Teaching and learning is a two-way traffic. Current trends and strategies
emphasize that students must actively participate in all the stages and steps
of teaching-learning.
7.
Principle of co-operation
Classroom environment becomes lively when the teacher and the learner
work in vision, helping each other in carrying out the task of teaching and
learning.
8.
Principles of remedial teaching
Some learners are slow while others are fast. Some are good in some
subjects but poor in others. The teacher should organize remedial,
compensatory, or extra teaching for students so as to remove their specific
difficulties.
9.
Principle of creating conducive environment
The teacher should prepare the learning environment to enhance learners’
motivation. Physical and social environment are very important in teaching
and learning process. The teacher needs to arrange the light, furniture and
other facilities properly. He should maintain discipline and order. He should
be sympathetic but firm.
10. Principle of Planning
Planning in teaching involves the preparation of lesson notes,
provision of instructional materials, thinking of best methods to apply.
A lesson planned is already half taught.
11. Principle of Flexibility
Strategies should serve as a guide for effective teaching. Strategies may have
to be changed if the classroom situation so warrants.
12.
Principle of variety
A variety of instructional materials and methods should be adapted to
motivate and sustain the interests of the students. Variety serves as
great tonic for creating fresh environment and checking boredom and
25
lethargy.
Apart from principles of teaching, there are maxims of teaching.
Maxims of Teaching
Maxims make learning effective, inspirational, interesting and meaningful. They
keep the students attentive to the teaching –learning process.
These maxims include that the teachers while teaching should;
1.
Proceed from the known to the unknown
2.
Proceed from simple to complex
3.
Proceed from easy to difficult
4.
Proceed from concrete to the abstract
5.
Proceed from particular to general
6.
Proceed from indefinite to definite
7.
Proceed from empirical to relational
8.
Proceed from psychological to logical
9.
Proceed from whole to parts
10. Proceed from analysis to synthesis
12. Proceed from actual to representative
Note: These maxims are meant to be our servant and not masters. They are all
interrelated. We should also remember that there are individual differences.
Children differ in their aptitudes, capacities, interests, mental and physical make
up. Different maxims suit different situations and different children. It becomes
very necessary that judicious use should be made of each maxim
I want to propose here and now that Teacher Training programme be
incorporated into National Youth Service Corp (NYSC) orientation programme.
Over 90% of NYSC members each year posted to our schools to teach and
implement curriculum at different levels. More than 80% of them never did
Education in their Universities or Polytechnics. Worse still is that majority hate
teaching and see it as punishment. You can imagine what happens in the classroom.
I feel that if Educational Foundation courses are introduced to them in the
Orientation camps it will help to a great extent. We know that some states depend
largely on corps members for teaching in their schools. Knowledge of subject
matter alone is not enough to make an effective teacher.
CURRICULUM EVALUATION
26
Evaluation seeks to identify the strength and weakness of a plan from the designing
stage to the implementation stage. According to Ekpo (2005), its efficiency
depends on sound knowledge of the component parts of a curriculum (ie aims,
goals and objectives, content, materials, learning opportunities, methods and
evaluation). Evaluation is important in curriculum as it helps society to ascertain
how successful schools have been in achieving societal goals.
Evaluation is inbuilt in all the stages of the curriculum development process. When
we are selecting goals and objectives; and even evaluation on the basis of some
criteria, we are involved in some form of evaluation.
According to Ughamadu (1998), Curriculum Evaluation is a very elaborate exercise
that considers all aspects of the curriculum – the adequacy of goal and objectives,
content, learning experiences, instructional process, organization of content and
learning experience, methods of instruction, materials for curriculum
implementation, teachers and the evaluation procedures.
Curriculum evaluation can be viewed as the systemic process of examining all the
components of the curriculum – the goals and objectives, and knowing how far the
learners have achieved the planned goals and objectives of the curriculum, in
addition to determining the effectiveness of curriculum itself and all the
instruments (teachers, materials, methods, etc) used for the curriculum
implementation.
According to Mkpa (1987), Curriculum Evaluation seeks to determine the adequacy
of the objectives being pursued by the schools, the relevance and functionality of
the learning activities or experience to which learners are exposed in schools, the
appropriateness of the organizational structure of the content and learning
experiences offered to the learner, the sustainability of the instructional
methodologies adopted in the schools, and the utility of the assessment
procedures or programmes used in evaluating learner progress toward the
objectives. It is to be noted that curriculum evaluation goes even beyond what
Mkpa (1987) highlighted to include determining teacher effectiveness,
effectiveness of curriculum materials used, students’ level of achievement of
objectives and the overall effectiveness of the curriculum when fully implemented.
27
Types of Curriculum Evaluation
We have basically two types of evaluation
1.
Formative Evaluation
2.
Summative Evaluation
Formative evaluation
Formative evaluation is undertaken or conducted during the development stage of
a curriculum. The feedback information from this type of curriculum evaluation is
used as an input to improve or modify the curriculum further before its final
adoption. When we talk of students’ achievement under curriculum evaluation, it
is expected to show the students’ learning progress and to provide feedback to the
learner and the teacher. It is carried out periodically while instruction is in progress.
Formative evaluation of students’ achievement in a programme is analogous to
continuous assessment of students’ learning and progress.
It is unfortunate that some teachers abuse continuous assessment by awarding
scores without really assessing the learners. Others administer invalid and
unreliable tests thereby giving wrong information about the learners. The National
Policy on Education NPE (2005) specifically allotted 30-40% of the learners’
performance to continuous assessment.
Summative Evaluation
Summative evaluation, as it concerns curriculum, is the evaluation undertaken
when the development of the curriculum has been completed or fully developed.
Usually, the entire curriculum package - the students’ performance, the quality of
instruction, the teachers, the methods and materials utilized by the teachers are
evaluated so as to pass judgment on the overall usefulness or otherwise of the
curriculum. In terms of students’ achievement, this type of evaluation is not
encouraged for the promotion or certification of students because of its inherent
demerits.
Evaluation is very important in our everyday lives, starting from self, through family
and government to the entire society. Whenever this evaluation is neglected,
28
things do not go well. Going round to supervise what is going on is an aspect of
evaluation.
In 2003, I went to find out what was happening in the nursery schools in Emene,
Enugu. What I saw was quite revealing. Out of 31 nursery schools surveyed, only 8
(26%) had copies of curriculum guidelines. The remaining 23 (74%) had none. In
fact, out of those 31, only 13 (42.03%) were approved by the State Ministry of
Education. 52% of the schools’ proprietresses/ head teachers did not have any
knowledge of curriculum guidelines. One can then imagine what was happening in
these nursery schools.
Still on supervision, which we earlier said is an aspect of evaluation, Eya and Neboh
(2001) found that, out of the four main types of instructional materials stipulated
for the effective implementation of the Universal Basic Education (UBE)
programme, only the two-dimensional aids and Boards are available in primary
schools in Enugu Educational Zone of Enugu State. This was not adequate at all
and we made our recommendations. I am using this opportunity to urge the
supervisory agencies of our education (head teachers/principals, school boards,
ministries of education, NCCE, NBTE, NUC, etc) to perform their supervisory roles
regularly, effectively, and efficiently to ensure that the correct things are done.
Results of Curriculum and Instruction Evaluation
Many people are worried and want to find out if learning has really taken place or
not. If it has taken place, we want to know the quality and quantity.
One of the major results of curriculum and instruction evaluation is the students’
performances. Through the diagnostic function, one can assess the weakness and
strengths of an educational programme by careful assessment of the achievement
of learners in the programme. From students’ performances, one can know
whether certain types of educational objectives are under-emphasized, adequately
emphasized or over-emphasized by the curriculum or pattern of instruction. This
can provide the basis for curriculum revision or improvement.
Another result is the provision of information on the variation in the achievements
of individual learners. This could make the teacher vary his or her methods of
teaching to meet the needs of more learners. The teacher can vary his/her teaching
materials, time, personality and even environment.
29
Another important result is provision of adequate and relevant data. This data will
enable the teacher to report to parents and the school management about the
success or otherwise of the school. Because of the importance of this result, the
teacher should properly examine the instrument that will be used for evaluation
that will generate the data. This is to ensure that the instrument is objective,
reliable and valid. When the instrument has these vital characteristics, the result
will no doubt be accepted and generalized.
One of the greatest services of evaluation is the identification of aspects of the
course/programme where revision is desirable. Ugwoke (1988) advised that
evaluation of the contents and learning experiences should be conducted on a
regular basis to incorporate new knowledge, current ideas and research findings
into the curriculum so as to make the curriculum more functional and better
related to the needs of the society.
CONCLUSION
It is always good to plan what we want to do if we want to succeed. It is better to
effectively implement our plans to ensure success and it is best to evaluate what
we have done to avoid failure in future. In this lecture, I have tried to take you
through the processes of curriculum development starting from conception of
education and curriculum.
When a people have general problems like the issue of kidnapping and Boko Haram
activities, HIV and AIDS, unemployment, etc, they call for the inclusion of security
education, sex/moral education, and entrepreneurship education in the school
curriculum. This is so because curriculum is the vehicle through which educational
objectives are achieved. I even want to add that curriculum is the beginning of
education.
Nigeria is not lacking in plans. We have very beautiful plans in all sectors like
Agriculture, Health, Politics, and Education. The problem has always been the
effective implementation of these plans and programmes. I carried out a lot of
research on the effective implementation of education programmes in this country.
The essence of curriculum is for implementation so as to achieve predetermined
30
objectives. Curriculum is the plan and instruction is the implementation hence the
marriage of curriculum and instruction.
The reason is for the achievement of purpose while the result is learners’
performances.
Methodology is the life wire of effective instruction. In life, there is always a better
way of doing things to achieve better result. I hope we still remember the efficacy
of the three words of please, thank you, and sorry which I said that if used
sincerely, will save us from many troubles. Teachers are made, not born. Teacher
training institutions are established primarily for pedagogy. People who are
teaching at any level of education without professional qualifications are quacks
and are cheating rather than teaching. You may say “but they are getting some
results”. Yes, even the patent medicine dealers are getting some results. “If it is
not panadol, it is not panadol”.
We believe that there is a day of reckoning. Every religion believes that there is life
after death. Christians believe that it is appointed for man once to die, after which
judgment follows (Heb 9:27). Evaluation seems to be the end as well as the
beginning of curriculum development. Evaluation reveals areas of weaknesses and
strengths at all stages of curriculum process. The results of evaluation show details
of successes and failures. Evaluation is very important. All regulatory agencies of
education such as the school boards, the ministries of education the NCCE and the
NUC should supervise institutions under their jurisdiction regularly so that the high
standard of our education will be sustained and our certificates accepted in all parts
of the world.
I know that with you all as witnesses of this marriage of curriculum and instruction,
the marriage will continue to stand strong.
ACKNOWLEDGEMENTS
Vice Chancellor Sir, several organizations and individuals have played significant
roles at one time or the other in getting me to this level of scholarship. It is,
however, impossible to enumerate all of them here in order to pay my debt of
appreciation.
31
In a very special way, I appreciate my parents Mr. Eya, Nwabutu and Mrs. Lolo
Ugwu of the blessed memory. My father died the very year I was born. My mother
single-handedly brought me up. She was a unique, special, hardworking and caring
mother. Without her, I would not have even completed my primary school
education. She so loved me that she waited until I came back from my National
Youth Service before she died. The very day I came back was the day she died after
welcoming me. Nnenne Lolo, you were great. YOU PREPARED ME FOR WHAT WE
ARE WITNESSING TODAY. I SPECIALLY DEDICATE THIS INAUGURAL LECTURE TO
YOUR MEMORY. May your gentle soul continue to rest in the bosom of the Lord.
Amen.
I thank my God for giving me LADY GLORIA EYA, the only lady who has been
effectively playing the roles of a mother, a sister, a friend and a wife all at the same
time. Glo, since you came into my life and met only one brother I had then who
died four days to our wedding day, you have been my prayer warrior and
intercessor. Your prayers have indeed worked. Without you I would not have gone
beyond Masters Degree level. The most beautiful lady, I love you.
My children, Chukwunonso, Nnabuike, Nwakego, Ogochukwu, Chizoba and
Izuchukwu, you are special gifts to me from God. I salute all of you for your
immense understanding. I know that my long hours in the office must have
deprived you of maximum fatherly love and care.
My brother Johnson Odo Eya of the blessed memory was my surrogate father. He
went to school and passed his standard six in the fifties and was given a teaching
appointment by the missionaries- Church Missionary Society (CMS). He took me at
very early age to live with him. Hence, I started school earlier than my age mates in
the village. He trained me from primary one with my mother up to secondary class
five when I got my West African School Certificate. He continued sponsoring me at
St. Patrick’s College Asaba, (SPC) for my Higher School Certificate (HSC). He died
when I was in lower six.
Johnson was a disciplinarian. He never spared the rod on me. He was not married
before his death as he was bent on seeing me through before getting married. He
suffered so much for me. After the Nigerian Civil War in 1970, we used to travel to
Nsukka from Amachalla Enugu Ezike together on his Raleigh bicycle. After tapping
32
palm wine every morning, we took off to Nsukka a distance of 20 miles. He dropped
me at Anglican Grammar School Nsukka while he continued to St. Cyprians Teacher
Training college Nsukka where he was doing his Teachers Grade Two Training,
another distance of about 3km kilometers. After the school hours, I would come
out to the school gate to wait for him. We did that for six months before one Mr.
Odo Omada Eze my maternal Uncle who was a staff of Nsukka Local Council
discussed with one Mr. Vincent Okonkwo to accommodate me in his house at the
quarters. Johnson, I am very grateful to you for all you did to see me educated.
My brother –in-law Bartholomew Odo, you are more than a brother- in-law to me.
You are a very good brother to me. Brother Barth, you are very supportive to me,
you paid regular visits to my family right from Calabar and protected my interest in
the village. Without you, I would not have gotten a shelter over my head in the
village. I cannot explain all you have done for me and my family to ensure my
academic advancement. May God bless you.
My relations, you have been very wonderful to me. I specially appreciate Mr. Eric
Eze who gave me my late brother Johnson loans for my two terms schools fees in
secondary class one. Agu Chief Emmanuel Onoja Ugwu of the blessed memory
wrote a strong worded letter to my brother Johnson which prompted him(Johnson) borrow money for my secondary education. Mr. S.M Chukwelu our
headmaster then, who came to the village looking for me as I had withdrawn from
the primary school as a result of non-payment of primary six school fees, was told
that Johnson had gone for Grade III teachers training.
The headmaster, still bent on having me back to Central School Ekposhi Enugu
Ezike, then scheduled another visit to my mother. This time he agreed to pay the
fees on the condition that when my brother completed his grade III teacher training
programme, he would pay back. My mother started crying, expressing surprise and
joy to such magnanimity to someone that had not been known to us. The following
week I was back to school to complete my primary six.
A similar thing happened in 1973/1974 when I was in my lower six at St. Patrick’s
College Asaba. Johnson died in 1974 and I was to withdraw from the college. After
the burial, I could not go back but late Mr. R.C Mogo who had taught Johnson talked
33
to the Principal of the College then Dr. G.U Onukaogu of the blessed memory who
sent for me. When I went back, he asked me to sign an undertaking that I would
pay back the remaining school fees. I signed and completed the Higher School
Certificate (HSC). I paid back before October 1st 1975 when I left for the University
of Ibadan. I was admitted into the faculty of Science but I changed to read
education when I learnt that I would be given Teachers Bursary allowance. Thanks
to one Dr. Abiri who reluctantly accepted me and gave me the bursary form.
In 1981, when I went back for my Masters degree at the University of Ibadan, I ran
short of money after registration. I decided to defer the admission as I had no
money to eat. Prof. T.A Balogun who was the Head of Department of Teacher
Education discouraged me from deferring the admission. He promised to give me
feeding money if I would assist him in his research by analyzing the data he
collected from field. He taught me what to do and I was happy doing that and he
was paying me. I did not defer the admission again.
By the end of the first semester, I had two scholarships – Federal and University of
Ibadan Postgraduate Scholarships. Prof. T.A Balogun advised me to accept that of
the University of Ibadan which was slightly higher and more accessible than that of
the Federal Government Postgraduate Scholarship. From then, Prof. Balogun
treated me like his son. Even today, he has not left me. He mentored me. Thank
you my dear Professor T.A Balogun.
I thank, in a special way, my lecturers in the Universities. These lecturers include
Dr. Ayo Oguranti who supervised my M.Ed. project, Prof. T.A Balogun who
supervised my B.Ed project, Prof. O.O Areola, Prof. Faniran, Prof. N.N. Okoye, Prof.
Akueshi, Prof. Onyemelukwe, Prof. Otonti Nduka, Prof. Pai Obanya all of the
University of Ibadan. You are wonderful. Prof. L.E. Amadi and Prof Olu Sule who
supervised my Ph.D Thesis, Dr. E. Okon, Prof. S.C. Uche, Prof. Nenty, Prof. E.E.
Okwueze and Prof. D. Denga all of the University of Calabar. You all helped me to
become what I am today.
I appreciate my colleagues at Enugu State University of Science and Technology
(ESUT). They include Prof. L.O Ocho my Academic Model, Prof. M.O Nduanya, Prof.
A.S Onyehalu, Prof. O.O Anowor, Prof. Doris Umeh. These senior colleagues helped
34
in building me. Others are Prof. A.E. Eze, Prof. A.E Uzoagulu, Prof. C. Ani, Prof.
Mbajiogu, Prof. SGN Eze, Dr. Mrs. A.E Onuorah, Dr. Mrs Rosemary Igbo, Dr. Olive
Neboh, Dr. C. Idoko, Rev. Prof. J.I. Obasikene , Prof E.C. Iloputaife, Dr. D. Akubuilo,
Dr. C. Aguba, Dr. I.O Nwangwu, Dr Joy Anyafulude and a host of others. We were
all competeing in journal publications. Prof A.O Abolade and Prof Wilson Onuigbo.
I am grateful to you.
My Vice Chancellors at ESUT Prof. J. Onah, Prof. S. Chukwu, Prof. Chinedu Nebo
(DVC), Prof. J. Chidobem and Prof. C. Onyeji. I thank you for all your
encouragements. What do I say to you Prof. Umeano for all your assistance in
writing this lecture right from the topic to proof-reading, under short notice. You
are wonderful. Prof. V.O Adedipe, you encouraged me enough. My Secretary Mrs.
Chinedu Okoye kept on reminding me to face the writing so as to meet the
submission deadline. She typed the entire work with the help of Miss Ogochukwu
Iloduba. I am grateful to you.
Prof. Joy Eyisi, your award which I won as the Best Study Centre Director in the
country motivated me greatly. I thank you. My hardworking staff of Enugu Study
Centre, your co-operation and dedication to duty makes me proud. You are the
secret behind my success and completion of this lecture. You gave me the
conducive climate and I praise God for you.
My Postgraduate students – Drs. Enem Maduewesi, Nwokenna, Nnadi, Eni,
Nnabuike, Anibueze, Egbo, Hajia Mohammed, Jummai Aliyu, Mrs. Umerah, Mr.
Ndem, and Barr Onovo challenged me and made me work extra hours and kept my
brain busy. I acknowledge you. The Deputy Vice Chancellor academic Prof. Mba,
Ogbureke Okoronkwo (OON). I appreciate you and your wife Patience in a special
way for all the encouragements which helped to make this lecture a reality. You
motivated me a lot.
I received a lot of inspiration from the following organizations- University of Ibadan
Alumni Association Enugu Branch, Association of Nsukka Professors and the Council
of Knights, Nsukka Diocese. Bishops of Nike, Nsukka, Eha Amufu; Prof J.E Ibeagha,
A.E Agbo and Olinya respectively prayed for me. I cannot forget the prayers of my
Archdeacons C.O Agbo, C.O Onyia and other priests.
35
Finally, I thank the Vice-Chancellor Professor Vincent Ado Tenebe for the
opportunity he has given me to deliver this inaugural lecture and the enabling
support from the University administration. I congratulate you for the good works
you are doing in this University. I appreciate you.
And to the Almighty God who made all things possible for me to be where I am
today I adore YOU.
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