CURRICULUM PLANNING/DEVELOPMENT IN NIGERIA, 1932-2010: REDESIGNING HIGHER EDUCATION CURRICULUM DYNAMICS WITH PARTICULAR REFERENCE TO TEACHER EDUCATION

The paper at hand, using the methodology of historical survey, investigates the evolution of tertiary curriculum in Nigeria. Focusing on the University, College of Education and Polytechnic sub-sectors, the survey identified three major curriculum models that featured in Nigerian higher education during the 68-year period of the study, 1932 to 2010. The researcher used archival materials, government, UNESCO, and relevant institutions documents to raise the characteristics profiles of the three models. Treatment of the emergent challenges against the backdrop of some of the ideas and practices that UNESCO has been promoting resulted in the development of two innovative curriculum paradigms, the NCCE and the Social Analysis Curriculum Models, as well as the formulation of a new philosophy of education. Holistics Globalism/Holistic Universalism (Holisticism). Holisticism is summarized by the maxim: Education of the Whole Person for the Whole World, Education of the Total Person to be a Global Citizen. The study concludes with a set of guiding principles or recommended strategies for more effective curriculum planning/development in Nigeria, which could be of global interest and application.