Q1

A policy serves the purpose of ensuring that every official action of an

organisation must have a basis or a backing. Terry (1977: 1989) considers that
“a policy is an overall guide that gives the general limits and direction in which
administrative action will take place”. According to him, “a policy defines the
area in which decisions are to be made but it does not give the decision”.

Policy has been defined in different forms by different scholars. It has been
defined as a course-setting involving decisions of the widest ramifications and
longest time perspective in the life of an organization or institution (Gbadamosi,
2005).It has also been defined by Lindelon as cited in Gbadamosi, (2005) as a
system of industrial, corporate and planned action aimed at achieving set
objectives.

Q2

1) Federal Ministry of Education

2) Universal Basic Education Commission
3) State Ministries of Education
4) State Universal Basic Education Boards

Q3

1) Frequent Change of Policies: Often times, educational policies are

changed by Nigerian government. These are consequent upon the fast
changing socio-economic and political factors but these affect the
planning of education. Many policies have been jettisoned before they
were ready for implementation because of government directives and
counter directives.
2) Misplacement of Priorities: Nigerian policy makers have been criticized
for putting too much emphasis on the quantitative expansion of education
 as opposed to quantitative improvement. Of course, placing much
emphasis on what should not be emphasized has been one of the
challenges to policy success in Nigeria.
3) Lack of Monitoring, Supervision and Evaluation System: Most of the
educational policies in Nigeria have not been supported with effective
monitoring and supervision mechanism. The success of any good
educational policy depends to a great extent on efficiency of the
supervision machinery. There are schools that have not received any
inspectors for about three-school-year. It is possible to use the inspectors
in more positive ways as resource persons and as agents of plan and
policy implementation. Such inspections can yield adequate data or plan
evaluation and review. In Nigeria, it is often easier to make plans or
policies but to ensure the realization of the objectives of such plans and
policies is often difficult. Most policies often end at the spot of
preparation.

Q4

There is need for the provision of monitoring, coordination, supervision and

evaluation machineries which will serve as follow- up to the planned policy.

A much more stable government, void of frequent military interventions should

evolve.

There is need for a centralized decision- making structure to guide against

distortion in the course of achieving a basic objective.

There is the need for disciplined and effective leadership, train and use
educational planners and policy analysts for the purpose of planning policy and
not in experienced people.
There is need for improved resource management which can solve the problem
created by economy and which has been dictated by the international oil market.

Q5

Britannica:

culture, behaviour peculiar to Homo sapiens, together with material objects

used as an integral part of this behaviour. Thus, culture includes language,
ideas, beliefs, customs, codes, institutions, tools, techniques, works of art,
rituals, and ceremonies, among other elements.

The existence and use of culture depends upon an ability possessed by humans
alone. This ability has been called variously the capacity for rational or abstract
thought, but a good case has been made for rational behaviour among subhuman
animals, and the meaning of abstract is not sufficiently explicit or precise. The
term symboling has been proposed as a more suitable name for the unique
mental ability of humans, consisting of assigning to things and events certain
meanings that cannot be grasped with the senses alone. Articulate speech—
language—is a good example. The meaning of the word dog is not inherent in
the sounds themselves; it is assigned, freely and arbitrarily, to the sounds
by human beings. Holy water, “biting one’s thumb” at someone (Romeo and
Juliet, Act I, scene 1), or fetishes are other examples. Symboling is a kind of
behaviour objectively definable and should not be confused with symbolizing,
which has an entirely different meaning.
The concept of culture

Various definitions of culture

What has been termed the classic definition of culture was provided by the
19th-century English anthropologist Edward Burnett Tylor in the first paragraph
of his Primitive Culture (1871):

Culture . . . is that complex whole which includes knowledge, belief,

art, morals, law, custom, and any other capabilities and habits acquired by man
as a member of society.

In Anthropology (1881) Tylor made it clear that culture, so defined, is possessed

by man alone. This conception of culture served anthropologists well for some
50 years. With the increasing maturity of anthropological science, further
reflections upon the nature of their subject matter and concepts led to a
multiplication and diversification of definitions of culture. In Culture: A
Critical Review of Concepts and Definitions (1952), U.S. anthropologists A.L.
Kroeber and Clyde Kluckhohn cited 164 definitions of culture, ranging from
“learned behaviour” to “ideas in the mind,” “a logical construct,” “a statistical
fiction,” “a psychic defense mechanism,” and so on. The definition—or the
conception—of culture that is preferred by Kroeber and Kluckhohn and also by
a great many other anthropologists is that culture is an abstraction or, more
specifically, “an abstraction from behaviour.”

Curriculum development is not an easy process. Instructors across all education

levels may also face challenges that make the process more difficult. Some of
these challenges include:

Gathering Relevant Required Materials

Once the curriculum is mostly outlined, instructors will need to search for the
right required materials to align with course objectives. Often, it's difficult (and
sometimes impossible) to find an option that is affordable for learners and
works well for your course.
Institutional Requirements

You may need to conform to standards set by your state's board of education or
by institutional administration. This may mean covering material that will be
assessed by standardized tests, requiring you to incorporate product-focused
curricular elements.

Long Waits for Development Experts.

Your institution may have trained curriculum experts on staff to help professors
with course development. Unfortunately, there is usually a much higher demand
than these small teams have the capacity for, leading to long wait times.

In conclusion therefore, developing, designing and implementing a curriculum

is no easy task—especially with online learning. With educational technology
playing an increasingly essential role in higher education and with today’s
diverse learners’ body, instructors have their work cut out for them.