Lecturers' Perceptions of the Implementation of the Revised English Language Nigeria Certificate in Education Curriculum

Abstract

This paper examines the perceptions of English language lecturers from three colleges of education on the factors that inhibit the implementation process of the revised English Language Nigeria Certificate Education Curriculum. The study which is underpinned by the CIPP Evaluation model is part of a larger study on the evaluation of the curriculum. The Nigeria Certificate in Education is the minimum qualification for teaching in Nigeria (National Policy Brief, 2005). The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized the problem of inadequate training of teachers at the NCE level in 2010 and proposed to obliterate the colleges of education and phase out the Nigeria Certificate in Education (The Nigerian Voice Online, 2010).
The recent review of the Nigeria Certificate in Education is a laudable feat; however, the effective implementation of the provisions of the revised curriculum may be a source of apprehension (Tom-Lawyer, 2014) as there are factors that limit its implementation. Therefore, this paper views the perspectives of the lecturers on the factors that impede the implementation process of the curriculum and proposes measures to enhance its implementation.
The study adopted a mixed study approach, within the framework of the CIPP model while utilizing a case study. The sample comprised twenty lecturers from three colleges of education in the country drawn through purposive sampling. The instruments used were questionnaires, interviews, field notes and observation checklists and documentary analysis. The methods of analysis were descriptive/ inferential and thematic content analysis.
The findings showed that the views of the lecturers on the implementation of the curriculum were that in-service training was not available for lecturers; the abilities of the students influenced their teaching. It recommends among other things, an immediate review of the admission policy and an extensive involvement of the lecturers in the future review of the curriculum.