A CRITIQUE OF THE 1960 CURRICULUM REVIEW

EMPHASIZING ON THE HIGHLIGHTS THAT

STIMULATED NATIONAL DEVELOPMENT

AISHAT YUSUF PG8/EDU/2020/1134

OKPARAUGO OBINNA JOSEPH PG8/EDU/2020/0692
ZAKIYYU NASIRU PG8/EDU/2020/0765

COURSE CODE: CDE 807

COURSE TITLE
CURRICULUM AND NATIONAL DEVELOPMENT

DEPARTMENT OF EDUCATION FOUNDATION

FACULTY OF EDUCATION
FEDERAL UNIVERSITY, DUTSIN-MA
KATSINA STATE

MARCH, 2021
Abstract
Nigeria as a nation needs a functional educational system that can equip learners with
requisite knowledge, attitudes and skills to enable them relate and adapt successfully to the
rapid socioeconomic, cultural and political changes in the society which is summed up as
National Development and for global competitiveness. This essay document is an attempt to
critique the 1960 Curriculum review and its impacts as it relates to National Development. To
achieve national development through education, Nigeria have to examine the various
curriculum reviews made and the extent to which the intended goals and objectives for
national development have been achieved. The paper recommends that that strict measures be
put in place to evaluate the implementation of curriculum innovations and its consonance
with the national objectives vis a vis national development.

Key Words: Curriculum, Education, Development, National Development.

INTRODUTION
The independence granted to Nigeria by the colonial masters on October 1, 1960,
geared her towards the necessity of embarking on the processes of educational emancipation
through total decolonisation of the academic contents, principles and practices of education.
The 1969 curriculum conference, therefore, was an important practical step taken then by
Nigeria towards the emancipation of its educational system. The conference was a
culmination of expressions of general disaffection with the existing educational system which
had become irrelevant to national needs, aspirations and goals (Federal Republic of Nigeria,
2011: 14). Therefore, it was summoned mainly “to review old and identify new national goals
for education in Nigeria at all levels (primary, secondary, tertiary) and provide guidelines on
what the system should be accomplishing with respect to the needs of youths and adult
individuals in our society” (Adaralegbe, 1972).
The peculiarity of this conference was the caliber of people that participated:
Academic institutions at all levels, local governments, various ministries, trade unions,
publishing houses among others. They were drawn from all segments of the society to ensure
an emergence of a concrete educational policy. The effect of the curriculum conference on
the educational development in Nigeria has been monumental. It led to the evolution of the
first indigenous policy on education (National Policy on Education; NPE) that was first
published in 1977, and subsequently reviewed in 1981, 1988, 2004 and 2013. The policy
charted a direction for education in Nigeria by stating what the philosophy and goals of
education should be in an independent Nigeria, while a system of education, 6-3-3-4,
conceived to be relevant and functional was also adopted. That is why the importance of the
1969 curriculum conference cannot be overemphasised.
Education policy issues continue to be a question of critical concern in developing
countries in Africa (Tikly, 2001) as a tool for development. The relationship between
education and development has been established, such that education is now internationally
accepted as a key development index and it is in recognition of this importance that
governments all over the world have made commitments in their countries’ educational
policies for their citizens to have access to education (Odukoya, 2009). However, it is
essential that account is taken of political, economic and socio-cultural factors in examining
nations’ educational policies (Green, 1997).
“Education is the heart of national development and the source of quality human
capital development that will propel Nigeria to be among the top 20 economies in the world”
(President Jonathan, 2011.) “The quality of our workforce is a direct reflection of the quality
of our schooling system” (President Jonathan 2010).
The above quotations underscore the fundamental importance Nigeria attaches to education
as a vital instrument for national development. Since Nigeria got her political independence
in 1960, she has demonstrated her commitment to education as a tool for personal and
national development. In her effort to see education as a vehicle for national development,
Nigeria fashioned out the National Policy on Education as part of the post independent Pan-
African educational reforms in the early 1960s.
Educational reform was then seen an essential ingredient of the nation-building efforts
of the newly independent states of Africa. (Idris Wada, 2013). Nigeria also conducted a
National Curriculum Conference in 1969 to change the existing education system which had
become irrelevant and inappropriate to national needs, aspirations and goals. (National Policy
on Education: 1977). Since then, there have been several other educational reforms all aimed
at making the Nigerian educational system more relevant to nation-building and growth.
Education is basic to national development. Obviously, the standards and quality of the
educational system and the capacity to innovate determine the place of growth and
development of a nation.
Conceptual Overview
The word ‘Education’ etymologically comes from two Latin words ‘educare’ and ‘educere’.
‘Educare’ refers to train, to form or to mould. What this means is that the society trains,
forms or moulds the individual to realize his or her social needs and aspirations. ‘Educere’
means to build, lead or to develop. The Humanist in supporting this view, stated that the
function of education is to develop the innate potentials in the child to enable him fit in
adequately to function in the society in accordance with the child’s abilities, interests and
needs. (Amaele etal: 2011). They went further to define education as “the total development
of the child through established acceptable methods and techniques based on his abilities and
interests to make up the socio-economic and political needs of the society and to equip the
individual to take his rightful place and become useful citizen and contribute meaningfully to
the development of the society”.
For Fafunwa (1974), education means what each generation gives to its younger ones which
make them develop attitudes, abilities, skills and other behavioural attributes which are
germane to the growth of the society in which they live. Generally, education is the
instrument used for the development of human beings in the cognitive, affective,
psychomotor and psycho productive domains. This is achieved through the process of
teaching and learning.

A Curriculum is regarded as a planned sequence of what students are to learn, how

students acquire that learning, and how students’ learning is verified (Akpan, 2010). It refers
to the means and materials with which students will interact for the purpose of achieving
identified educational outcomes. Curriculum according to Moronkola, Akinsola and Abe
(2000) must be seen as the reconstruction of knowledge and experience, systematically
developed with the guidance of the school or relevant agencies which will enable the learner
to have better mastery of learning experiences for the learners’ and society’s well-being.
Alieme & Osiesi, (2015) contend that the curriculum must be based on the level of
appreciation of the physical, social, emotional and intellectual needs of the learners in their
various stages of growth and development and upon their curiosity and interests. In broad and
simple terms, the curriculum is an educational proposal tailored towards achieving
educational goals.
 Development, in the other hand, is a multi- dimensional process involving re-
organization and reorientation of the entire economic and social systems. These dimensions
include; utilitarian, behavioural, institutional and structural dimensions. At individual level,
development implies increased skill and capacity to earn income, greater freedom of action,
creativity, self-discipline, responsibility and general material and psychological wellbeing.
This is realizable only in relation to the state of society

National development is the ability of a country to improve the social well-being of

its citizens through the provision of such social amenities as medical care, infrastructure,
quality education and other social services. National development also connotes the ability of
a state to provide a source of living for the majority of its inhabitants and elimination of
poverty, provision of adequate welfare, shelter, clothing to its citizens. This implies socio-
economic growth, social justice and positive changes in social relationship,
intergovernmental relationship, popular participation in politics and overall restructuring and
transformation of the society Ugwu (2015).
National development implies:
 Increased capacity to regulate internal and external relations.
 Increase in ability to guard national independence
 Self-sufficiency in food production
 High level of employment
 Equalization in the distribution of social services
 Self-Reliance
 Independent control of the Economy
 Equalization of Economic opportunity
 Ability to solve internal problems
 Greater share of international trade
 Quality Education (Ugwu 2015).
Lichman (1972) and Markovitz (1977) stress that a developed society is the one that
has succeeded in providing a source of living for the majority of its inhabitants and that in
such society, premium is attached to elimination of poverty, provision of food, shelter and
clothing to its members. Omoyibo and Agbonzeke (2010:284) also state that the former
Secretary of United Nations Organisation, Boutrous, B. Ghali, in May, 1994, issued a
document which categorizes development into five dimensions which are peace, economy,
environment, social studies and democracy.
The National Policy of Education from 1960
The Ashby Commission and its report, played a great role in the uniqueness of the
1960 Curriculum Review which laid the foundation upon which education in Nigeria is built.
It is for this obvious reasons that many scholars see the Ashby Commission and its
recommendations as the curriculum review that ushered in the 1969 Wholesome National
Curriculum Conference. In this section, the report and recommendations as presented by
Ashby commission will be discussed and how it contributed to the process of national
development, birthing the typical “Nigerialized” educational objectives. With the strides
made though with challenges, through various epoch and decades of traditional education and
the Colonial era, the policies and steps made to “Nigerialize” the educational objectives in
consonance with the national objectives vis a vis national development, Ashby Commission
of 1959 was introduced.
The Ashby Report of 1959
In April, 1959, the Federal Government of Nigeria constituted the Ashby Commission
led by Sir Eric Ashby, to investigate and report Nigeria's manpower needs for a period of
twenty years (1960-1980). According to Aliu, (1997), the Commission comprised of three
Nigerians, three Americans and three Britons. The commission also examined higher
educational structure in terms of the needs of the country and was the first official
comprehensive review of higher education in the country. The Ashby Report prescribed that
education was indeed the tool for achieving national economic expansion and the social
emancipation of the individual. He further stated that the report gave Nigerians opportunity
for participation in the deliberations that culminated in the report and reported:
The imbalance between one level of education and the other
Limited admission opportunities for primary school leavers
Few school teachers were qualified and certificated
That the Nigerian education was parochial and literary
Imbalance in the development of education between the North and South.

The Curriculum Review of 1960, stimulated National Development through

education in the highlighted ways:
 The Ashby commission recommended the establishment of University Commission in
Nigeria so that the universities will maintain a uniform academic standard. The post-
secondary school system was to produce the post-independence high-level manpower
needs of the country. The findings and the recommendations of the commission assisted, to a
great extent, the establishment of more universities in the country. For instance, in 1962,
the number of universities in Nigeria rose from one in 1948 to five. These universities are:
University of Ibadan, Ibadan, 1948; University of Nigeria Nsukka, 1960; University of Ife,
Ile Ife, 1962; Ahmadu Bello University Zaria, 1962, and University of Lagos, 1962. These
Universities were planned to take care of the lapses created in the early years of the
University of Ibadan. They were established as full autonomous Nigerian universities aimed
at raising the required manpower to take their respective places in the country.

The 1960 Curriculum Review

The nationalists of Nigeria continued to press for self-actualization, and finally gained
independence in 1960. The Federation of Nigeria was granted full independence from the
United Kingdom on the 1st of October 1960 under a constitution that provided for a
Parliamentary government and a substantial measure of self-government for the country's
three regions. At independence, educational policy in Nigeria was mostly concerned about
using schools to develop manpower for economic development and Africanisation of the civil
service (Woolman, 2001). The Federal Republic of Nigeria was also faced with the
challenges of post colonization and nation building. The foundation of Nigeria's young
democracy was shaking. In 1969 the National Curriculum Conference was convened which
reviewed the educational system and its goals, and identified new national goals for Nigeria
which would determine the future and direction of education in the country (Nigerian
Educational Research Council, 1972). The conference was the first ever and only national
attempt to change the colonial orientation and National curriculum of the Nigerian
educational system and promote national consciousness and self-reliance through the
education process.
Some of the major steps taken by the federal government on education after
independence, despite the setback caused by the Nigerian civil war, were the institution of the
National Curriculum Conference in 1969, the introduction of universal [free] primary
education [1976] and the establishment of more Federal Universities, Colleges and
Polytechnics to boost the nation’s productivity. Prominent among the points to be
considered here is that the policy aim in line with the formulated policy is to supplies the
needed manpower for national development through education. Afolabi and Loto (2012)
support this argument by stating that a developed or educated polity is the one that has
enough manpower and each person occupies his or her rightful position to enhance the
growth of the society. To support this, Ajayi and Afolabi (2009) have also remarked that
education is largely perceived in Nigeria as an indispensable tool which will not only assist in
meeting the nation’s social, political, moral, cultural and economic aspirations but will also
inculcate in the individual knowledge, skills, dexterity, character and desirable values that
will foster national development and self-actualization. The Curriculum review of 1960,
which led to the drastic surge schools at all levels brought about trained engineers,
teachers, medical doctors and other field experts. This explains why it is argued also that
the quality of a nation’s education determines the level of its national development.
Teachers' education, education of women, education for living and science and
technology were introduced to equip learners with universal knowledge for national
development and global coherence. Through this, it provides a forum for the development of
many kinds of acceptable person-to-person behaviour patterns as the school classes include a
variety of individuals. In these classes, learners meet people from different social, ethnic
and cultural backgrounds from their own. Here, male-female relationships begin to
develop as young people mature. It is obvious education through the system inculcates
much to learners beyond the prescribed academic curriculum and also encourages the
development of social behaviours that will be useful to them as adulthood. education
promotes social and group relationships (Armstrong, D.G. et al 1981:142). In this regard,
Obasanjo (2010) states that education trains individuals to relate to and interact meaningfully
with others in the society and to appreciate the importance of effective organization for
human progress. Here, the school system within the educational system fosters this
development. The school brings people of different cultural backgrounds together for a
common purpose. This promotes mutual co-existence among the different students.
The introduction of technical Education promoted the culture of productivity by
enabling individuals to discover the creative potentials in them and apply same the
improvement of the existing skill and technique of performing specific tasks, thereby
increasing the competence of their personal societal efforts (Obasanjo 2010). Since education
teaches or trains people to be useful to themselves and the society they live, by this, through
the recommendations and implementations of the 1960 curriculum reviews, they have to be
productive and discover their creative abilities and use this to perform specific tasks to attain
self-actualisation.
 The formulation of the National Policy on Education necessitated the introduction of
subjects as social studies which helps to develop in individual values which make for good
citizenship, such as honesty, selflessness, tolerance, dedication, hard-work and personal
integrity, all of which provide the rich soil from which good leadership potential is groomed.
As already noted, education trains an individual to be responsible in the society. From this, it
is clear that education gives moral training. Consequently, if the Boko Haram Islamic sect
had received quality and sound education, they would have abstained from violence and it
follows that if our elected representatives also This, therefore, shows that Nigerian leaders are
morally bankrupt and have nothing to offer in terms of national development from their
leadership style. This therefore demonstrates that education has not fully impacted positively
on Nigerian leaders.
Since independence the demand for a well-defined national policy on education has
generated much debate. This debate has led to many Federal and State commissions, all of
which have made recommendations that would help to eliminate the strong bias toward the
traditional literary and academic subjects. In January, 1977, the Nigerian government
issued a policy statement on education which contained the government's views on the
philosophy of Nigerian education from preschool through the university levels. The specific
national aims and objectives to which the philosophy is linked are: (1) the inculcation of
national consciousness and national unity; (2) the inculcation of the right type of values
and attitudes for the survival of the individual and the Nigerian society; (3) the training
of the mind in the understanding of the world; and (4) the acquisition of appropriate
skills, abilities and competencies, both mental and physical, as equipment for the
individual to live in and contribute to the development of his society.
The report of Ashby Commission, no doubt, had a profound influence on the national
development evident in the surgical increase in primary and secondary schools cutting
across the regions same also as universities. Because of this obligatory manual projects into
secondary schools was introduced.
The introduction of curricula on Commercial, vocational and agricultural courses
were introduced during this era and this helped to boost the manpower, expertise and
contribution of diversified local trade and export products. Intensified pre-service and in-
service training of teachers, witnessed breakthrough that eradicated the shortage of man
power, reduced unemployment thereby increasing self-reliance and discovery.
Introduction of agencies like the Nigeria Educational Research Council (NERC),
the National Curriculum Conference (1969), and the National Policy on Education,
(1977) which had been revised on some occasions have significantly influenced curriculum
review in Nigeria since independence. The Nigerian Educational Research Council (1972),
had started coordinating research activities in Nigeria since 1960s. In fact, the National
Curriculum Conference held in Lagos in 1969 was co-ordinated under the auspices of
N.E.R.C. The curriculum conference called for a well-defined philosophy of education for the
Nigeria and suggested the principles that should guide the formulation of the objectives and
curricula of primary, secondary, teacher and higher education in the country. The
recommendations of the 1969 National Conference on Curriculum Development formed the
basis for drawing up the National Policy on Education (NPE) of 1977. With specific
reference to curriculum development in Nigeria, the policy advocates a 6-3-3-4 system and
suggested that the secondary schools should operate a 3-3 comprehensive curriculum, in
preparation for useful living and higher education.

Impediments to the full implementation of the 1960 Curriculum Review

thereby is short-lived effect:
From the above, it is clear that education has a critical function in national development. But
in the Nigerian, context, education has not fully played its roles in the regard. This is as a
result of certain inherent problems in the Nigerian education system.
First among these problems is inadequate funding. Education is no doubt, directly
linked with the processes of nation building and development. Education in Nigeria has not
been properly funded and this leads to poor infrastructure developed in the universities,
secondary and primary schools. This poor infrastructure makes the environment very hostile.
This explains why highly placed Nigerians like senators and state legislators are cruel to each
other to the point of fighting in their legislative houses.
Another point to be considered here is unsteady political environment. From
independence till date, there have been several administrations in Nigeria. The successive
political leaders either military or civilian often suspend the existing educational policies and
replace them with the newly fashioned ones which typify their own political agenda. By this,
the educational policy planners are compelled to jettison a plan still on the drawing board and
take up new policies which must be geared towards meeting the current political demands.
This has become a serious bottleneck to education in term of achieving national development.
There explains lack of continuity in educational policy formulation.
Still in the same vein, education in Nigeria is politicized (Afolabi, F.G. and Loto,
A.B. 2012). Educational policy decisions in Nigeria are highly political orders, directives,
and assertions bereft of synergy. Nevertheless, incessant change of educational policies also
impacts negatively on national development. A policy requires sufficient time to mature from
planning phase to implementation phase and finally to review phase. For instance, a policy
that affects the secondary level of Nigerian educational system would definitely require
twelve years to have just two complete cycles that is Junior Secondary School (JSS) and
Senior Secondary School (SSS). This is the reverse in the Nigerian context as the usual
practice is to jettison such policy, drastically modify or completely abandon it for reasons
obvious to the policy makers who are political leaders in power (Afolabi and Loto 2012).
Particular examples here include the phasing out of Teachers Grade II programme in the late
1980s and the establishment of National Teachers’ Institute (NTI), replacement of Modern
Mathematics in schools with General Mathematics and incessant changes in school calendar
for flimsy excuses.
Also important to be mentioned is corruption. In most cases, budgetary allocation to
the sector is always embezzled. At the same time, politicians use their offices to accumulate
more money. These problems so identified explain why the crises in the sector have lingered
for a long period.
Recommendations
The discussion above illustrates the desirable effect of the 1960 Curriculum review in
charting the course national development. The crisis which has engulfed the Nigerian
education sector centres on government neglect of funding education, politicization of
education, changing political environment, incessant change of educational policies and
corruption. Below is a recipe or lasting solutions to the perennial crisis that has bedeviled the
Nigerian educational system evident in various policy failures. Kingdom and Maekae (2013).
Prominent among the solutions is that government should be determined to make
provision for effective funding of education and full implementation of adopted Educational
policy. The Federal Government should endeavour to ear mark 26% of the total budget for
educational development as recommended in the United Nations Organisation. Again,
education should be a tripartite affair and responsibility of federal, state and local
governments. At the same time, the private sector should also be made to participate in the
funding. This will be successful if government on its part shows its seriousness and
commitment to the system in terms of funding. The private sector can participate by
providing research grants, awarding of scholarships and endowment of Professorial Chairs in
universities. An enabling law should also be enacted making it mandatory for multinational
companies operating in Nigeria to set aside a minimum of 5% of their profits to finance
education and allied projects.
There should also be the need for strong political will among political leaders to
ensure continuity of educational policies and doggedness in the fight against corruption in the
country. Severe punishment should be meted to financial crimes and other corrupt practices
in the educational sector. Education should not be politicized as identified above and there
should be a steady political environment to ensure continuity and maturity of educational
policies.
- Nigerian Government should painstakingly select a credible education policy.
- Professionals should always be engaged in policy formulation and implementation.
- Policy implementation should be done religiously to a logical conclusion.
- The country should entrench the culture of continuity in all their policy frame works.
- The policy should run uniformly throughout the country.
- Education process in Nigeria should be studied in retrospect as to discover the pitfalls in
order to make amends. Amakiri and Igani (2015).

Conclusion
Education is a vital instrument for national development. It must be noted that
educational system cannot grow more than the political system which makes the policies that
regulate education. A country that does not have good and quality leadership cannot
tangentially have a sound educational system that is capable of contributing adequately to
national development. According to Adegoroge (2013) “the form of education that the world
needs in 21st century is one that will emphasize the development of ‘New Being’- a whole
total packaged human being, whose training is based, not on discipline alone but on the full
integration and internalization of human and societal values and respect for the environment
in a holist interface that seeks to achieve justice, equity and world peace".
There’s need to revisit the 1960 Curriculum review reports and its recommendations
as its evident the base of our national policy, goals and objectives were formed in that era.
Therefore, a full re-adoption of the policy and also full implementation. This will help to
realign the nation on the part outlined by the curriculum review policy they adopted but have
derailed from.
There is need for change of attitude. It must be noted that Nigeria can appreciate the
impact of education if we change our attitude towards national aspirations and give selfless
service to the country. Our universities must play a central role in rebuilding Nigeria’s
economy and in meeting our society’s most crucial needs; an educated citizenry.
References

Adaralegbe, A. ((ed., 1972)). A philosophy for Nigerian education. Ibadan, Nigeria:: Heinemann
Educational Books (Nigeria) Ltd.

Afolabi F.O. & Loto, A. .. (2012). Socio-Political Vicissitudes & Bureaucratic Constraints on
Educational Formulation & Implementation in Nigeria. In V. &. Edo, Issues & Trends in
Nigeria Development (p. 330 and 339.). Nigeria.

Akpan, B. i. (2010). Foreword of Fundamental of Curriculum and Instruction. Eji Production, , pg. vii-
viii.

Alieme, S. &. (2015). Introduction of the Statistics Curriculum in Primary School Education: Essence
and Guidelines. Ibadan: Esthom.

Alieme, S. &. (2015). Introduction of the Statistics Curriculum in Primary School Education: Essence
and Guidelines. In A. O. (Eds.), Educational Counselling and Evaluation. Readings in honour
of Prof. E. Adenike Emeke (pp. pg. 288-302). Ibadan: Graphic Prints.

Aliu, Y. (1997). Introduction to Manual on University Management. Abuja: National University

Commission.

Amakiri, A. &. (2015). Confronting the Challenges in the Education Sector in Nigeria. IOSR Journal of
Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume
5, Issue 4 Ver. I (Jul - Aug. 2015), , PP 37-43.

Armstrong, D. e. (1981). Education: An Introduction. 4th edition. Canada: Macmillan Publishing

Company, p 142 and 143.

Ashby, E. (1964). African Universities and Western Tradition in Tropical Areas. London: George Allen
and Unwin.

C., U. S. (2015). Education and National Development: Nigerian Experience. Volume 32 No. 1:
Knowledge Review .

etal, A. S. (2011). History of education from ancient to contemporary era: The Global and Nigeria
perspective. (pp. pp 6-7). Port Harcourt: Hvey Publication.
F.O, A. A. (2009). The role of tertiary education in Nation development. The Nigeria Scenario. Journal
of Teacher Education, 34-46.

Fafunwa, A. (1974). History of Education in Nigeria. London: George Allen and Unwin Ltd.

G, A. (2014). Revisiting our education system as platform for National Transformation and
sustainable Development. Nigeria: Guardian. p 7.

Green, A. (1997). Education and Globalization in Europe and East Asia: Convergent and Divergent
Trends. Journal of Education Policy, 14, 55-71.

Jonathan, G. (2013 , ). On the Marble. Abuja: Clear Coast Communication Ltd.

Kingdom, E. O. (2013). The Role of Education in National Development: Nigerian Experience.

European Scientific Journal October 2013 edition vol.9, No.28, ISSN: 1857 – 7881 (Print) e
-ISSN 1857- 7431.

Lichman, W. (1972). The Political Economy of Development. Berkeley and Los Angeles: : University of
Califonia Press, P. 57.

Markovitz, I. L. (1977). Power and Class in Africa. Engel Wood Cliffs, N.J.: Printice Hall.

Moronkola, O., & Akinsola, M. &. (2000). The Nature of Curriculum. . Ibadan: Royal People
Publishers.

Nigeria, F. R. (2011). Main Report of the Presidential Task Team on Education. Abuja: Federal
Ministry of education.

Nigeria, F. R. (2013). National Policy on Education and 4-year strategic plan for the development of
the education sector (6th Edition). Lagos: NERDC.

Odukoya, D. (2009). Formulation and Implementation of Educational Policies in Nigeria, Educational

Research Network for West And Central Africa (ERNCAWA). www.slideshare.net.

Olusegun, O. (2010). Education and National Development”, A Lecture Presented at the 2012
Graduation Ceremony of University of Nigeria. Nsukka, p. 3.: University of Press.

Omoyibo, K. U. (2010). Obasanjo’s Leadership and National Development (1999-2007): A Critical

Appraisal,. In W. a. Terhemba, Governance and Economic Development in the Fourth
Republic. . Nigeria State: Aboki publishers, P. 284.

Tikly, L. (2001). Globalisation and Education in the Postcolonial World; Towards a Conceptual
Framework. Comparative Education, 37(2), 151-171.

Wada, I. (2013). Education and national development: The way Forward paper presented at 24th
Plenary and Election of the Unity school Old Student Association held . Abuja: NUC,
Auditorium.

Woolman, D. (2001). Educational Reconstruction And Post-Colonial Curriculum Development: A

Comparative Study of Four African Countries. International Education Journal, 2( 5), 27-46.