Prof Essay

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IMPLEMENTING THE UNIVERSAL BASIC EDUCATION CURRICULUM FOR PEACE AND SUSTAINABLE DEVELOPMENT: A SOCIOLOGICAL DIMENSION Introduction: Contemporary issues in Nigerian education, especially the need for peace and sustainable development in all levels of the nation’s educational system has been attracting the attention and concern of all well-meaning Nigerians, both at home and the larger society. It is equally argued that the Nigerian educational system is at the cross-road, and at the verge of being collapse. In spite of these criticisms, the revitalization of the lost hope rest upon the shoulders of men and women of wisdom and knowledge who will imbibe the norms and values of the society through the implementation of the Universal Basic Education Curriculum. The Universal Basic Education (UBE) Programme is an educational programme aimed at eradicating illiteracy, ignorance and poverty. It is in compliance with the Declaration of the World Conference on Education for All (WCEFA) which was made in Jomtien, Thailand in 1990, and Battling clearly in Article 1 that every person - child, Youth on Adult - shall be able to benefit from educational opportunities designed to meet their basic needs. This declaration was reaffirmed at the World Summit for Children also held in 1990, which stated that all children should have access to basic education by the year 2000. The signing of the Universal Basic Education (UBE) Act, 2004 into law by former President, Olusegun Obasanjo in May 2004 ushered in the current UBE programmes (Onwe, Opa and Ugadu 2013). The word curriculum was derived from the Latin word “Curere”, which means to run a race. It is a race course, which implies that the moment a child starts school; the race begins and stops at the end of the child’s educational career. Curriculum in a formal setting can be seen as the planned learning experiences offered to the

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