‘Private schools’ foreign academic curricula disadvantageous to Nigerian children’

A professor of Science Education at the Nasarawa State University, Keffi (NSUK), Benneth Uzoechi, says foreign academic curricula being used in some private schools are disadvantageous to Nigerian children.
Uzoechi stated this at the university’s 51st Inaugural Lecture held in Keffi on Wednesday with the theme: “Creating Equitable Science Learning Environments: Integrating Nature and Nurture in Nigerian Classrooms.”
According to Uzoechi, private schools in the country must stop the trend because it is inconsistent with Nigeria’s National Policy on Education.
“The Nigerian child is put at a disadvantage because such curricula are not culture-friendly in terms of language, examples, illustrations, attitude development and culture heritage.
“This does not provide for equity and citizenship development,” he said.
Uzoechi called on the Federal Government to regulate curriculum development and usage to monitor the schools to ensure they comply with the National Policy on Education.
He said that this should be carried out by the Nigerian Educational Research and Development Council.
“I belong to the group that reviews curriculum at the basic education level and secondary education level.
“There are many inputs we have made. We talk about examples, issues in our environments, illustrations.
He further said: “But when you are implementing foreign curriculums you are using foreign examples which do not augur well with our own society,” he said.
“What are we teaching our children? To become Americans, British, Non-Nigerians? So we should help them to become Nigerians.
“Becoming Nigerian means they should be able to fuse into our culture, traditions and into things that we do here in Nigeria.
“You can only do that by using examples from the environment that they are in and they learn more, using those local examples or materials” he said.
The don explained that the inaugural lecture topic aimed to shed more light on creating equitable science environment and integrating the nature and nurture approaches to help children to learn science better.
“For nature, children come into the world with their natural characteristics and then they are influenced by environment and social existence in the community.
“So when you get into the classroom situation you integrate these two, and when you do you, will see that you will make a complete child and a well educated person.
“So we are advocating for creating a conducive environment for learning for everybody irrespective of culture, economic status, everybody has the right to learn and science which is a basic need,” he said.
Prof. Saadatu Liman, the Vice Chancellor of the university, described the topic as apt and resonated deeply with the academic community.
“The theme of the lecture requires that as educators we are to create learning environments that will foster curiosity, creativity and critical thinking.
“However, in attending to these goals we often overlook the inherent inequalities that exist within our classrooms,” she said.
She called for a rethink in the approach to Nigeria’s Science Technology Engineering and Mathematics (STEM) education, which according to her, is characterised by disparities in access, equality and outcomes.
“Our students face numerous challenges from inadequate equipment and resources to outdated technological techniques.
“We shall acknowledge these challenges and work towards creating inclusive learning environments that cater for our diverse learning needs,” she said.
Liman added that creating equitable and integrated STEM learning environment required a deliberate effort of integrating nature and nurture approaches so as to improve students learning outcomes.