he study examined the major problems militating against administration of
curriculum implementation of entrepreneurship education in secondary schools
in Nigeria. The paper discussed the concept of curriculum, curricular
development prospects for curriculum development, relevance of curriculum
development, the concept of entrepreneurship education, objectives of
entrepreneurship education and its challenges. The researchers made the following
recommendations among others based on the study, that both government and
stakeholders should articulate a proper entrepreneurship education curriculum that
would enhance the youth self-dependency after graduation from secondary school to
enable them be useful to themselves and contribute meaningfully to societal
development; there should be proper funding of entrepreneurship education through
partnership so that the programme would function effectively since entrepreneurship
education lay enormous emphasis on skills acquisition and skills are acquired through
the use of certain equipment such as electronic gadgets, plants and machineries etc.
regular workshops, seminars, conferences and symposia should be organized for
teachers, who are the paramount implementer of any educational programme to train
and re-train them on entrepreneurship education subjects to make them efficient
instructors of the programme so as to instil requisite skills in the learners because for
some youths, education is terminal at this level and educational board members
appointment should be based on merit, knowledge experience and qualifications.
Administration is a careful and systematic arrangement and use of human and
material resources, situations and opportunities for the achievement of specific
objectives (Nwan, 1987). Similarly, Peretomode (1991) defines administration as the
performance of executive duties, the carrying out of policies or decisions to fulfill a
purpose and the controlling of the day-to-day running of the organization. Curriculum
issues have always occupied the centre stage in academic discourse in Nigeria.
Starting from the colonial era through the independence period, different ideas and
views were expressed over what should constitute a functional utilitarian school
curriculum. According to Gift and Fiokedu (2014), the deliberations at the 1969
national conference led to the adoption of the National Policy on Education in 1977.
The subsequent editions on the national policy integrated needs and aspiration of the
Nigerian society towards developing in society scientific and technological
According to Bilbao, Lucide, Iringan and Javier (2008), curriculum is
considered the “heart” of any learning institution, which means that schools or
universities cannot exist without a curriculum. With its importance in formal
education, curriculum has become a dynamic process due to the changes that occur in
our society. Therefore, in its broadcast sense, curriculum refers to the “total learning
experiences of individuals not only in school, but in society as well”. Offorma (2005)
viewed curriculum as a planned learning experiences offered to a learner in school. It
involves three components such as programme of studies, programme of activities and
programme of guidance. In recent time, human activities and life have become highly
industrialized and technical hence the meaning of the term curriculum has been
changed to meet the needs of society different cases of studies.
Curriculum development is defined as planned, purposeful, progressive and
systematic process in order to create positive improvements in the educational system.
Every time there are changes or developments happening around the world, the school
curricular are affected. There is a need to update them in order to address the society‟s
needs. According to Ajibola (2008), curriculum development is not a new concept in
our educational system today. However, issues of curriculum, either in an explicit or
implicit are inextricably linked to current thinking and action on educational system
around the world.
Prospect for Curriculum Development
1. Nigeria should begin to use the diamond based shaped curriculum, the
curriculum process will be electively developed. This is due to the fact that this
model takes into cognizance the flows of other models. It is also Nigerian based
unlike the foreign models we have been using that are alien to use (Esu, Enukoha
and Umoren, 2009). It makes form of interactions between the society, learner
and education process