Challenges in the Implementation of Innovations in Curriculum Development in Distance Education Programmes
CHALLENGES IN THE IMPLEMENTATION OF INNOVATIONS IN
CURRICULUM DEVELOPMENT IN DISTANCE EDUCATION
PROGRAMMES
Dr. (Mrs.) U. Ebirim
Department of Adult Education,
University of Nigeria, Nsukka
Abstract
Various education reforms have been carried out in the field of distance education by different successful government and ministers of education in Nigeria. This study examines challenges in the implementation of innovation in curriculum development of the various education reforms. A review of history of distance education, innovations in curriculum developments, constraints to the implementation of innovations and prospects for the implementation of innovations in curriculum development were carried out. The paper concluded by recommending that government should provide the basis for evaluation on the extent of the implementation of innovations in distance education and that government should fund distance education adequately for the procurement of facilities among others.
INTRODUCTION
Nigeria is the most populous nation in sub-Sahara Africa with about 140 million people (CIA World Factbook, 2012), with over 274 ethnic groups making up the federation. The attendant escalating demand for education at all levels, the difficulty of re-sourcing education through the traditional means of face-to-face classroom bound mode and the compelling need to provide education for all irrespective of environmental, social, political, economic or cultural circumstances have meant that the country must of necessity find appropriate and cost effective means to respond adequately to the huge demand for education. All these emerging situations have signal to the need for a comprehensive search for a more viable, reliable, effective and cost effective education solution, which according to Sadeq (2003) the most logical pathway to achieve these is by embracing distance education mode of study. Distance education according as defined by Szűcs (2001) is formalized
CURRICULUM DEVELOPMENT IN DISTANCE EDUCATION
PROGRAMMES
Dr. (Mrs.) U. Ebirim
Department of Adult Education,
University of Nigeria, Nsukka
Abstract
Various education reforms have been carried out in the field of distance education by different successful government and ministers of education in Nigeria. This study examines challenges in the implementation of innovation in curriculum development of the various education reforms. A review of history of distance education, innovations in curriculum developments, constraints to the implementation of innovations and prospects for the implementation of innovations in curriculum development were carried out. The paper concluded by recommending that government should provide the basis for evaluation on the extent of the implementation of innovations in distance education and that government should fund distance education adequately for the procurement of facilities among others.
INTRODUCTION
Nigeria is the most populous nation in sub-Sahara Africa with about 140 million people (CIA World Factbook, 2012), with over 274 ethnic groups making up the federation. The attendant escalating demand for education at all levels, the difficulty of re-sourcing education through the traditional means of face-to-face classroom bound mode and the compelling need to provide education for all irrespective of environmental, social, political, economic or cultural circumstances have meant that the country must of necessity find appropriate and cost effective means to respond adequately to the huge demand for education. All these emerging situations have signal to the need for a comprehensive search for a more viable, reliable, effective and cost effective education solution, which according to Sadeq (2003) the most logical pathway to achieve these is by embracing distance education mode of study. Distance education according as defined by Szűcs (2001) is formalized
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