AN APPRAISAL OF SECONDARY ECONOMICS CURRICULUM IN IMO STATE OF NIGERIA: IMPLICATIONS FOR HOLISTICISM, CURRICULUM DESIGN AND GLOBAL CITIZENSHIP EDUCATION

This research examined the implementation of Senior Secondary School Economics Curriculum in Imo State, Nigeria. Both qualitative and quantitative techniques were used in appraising four curriculum elements: objectives, content, facilities and funding, with the quantitative dimension warranting formulation and testing of four hypotheses. Through a structured questionnaire, data were collected from 138 economics teachers and 690 students randomly selected from the State’s three education zones.

The data were subjected to Chi-square analysis leading subsequently to the underlisted findings:
1. Both economics teachers and students shared common view of the inadequacy of economics curriculum for attainment of the knowledge and skill needed for development of self reliance.
2. The subject teachers and students had an identical opinion on the relevance of the set objectives of the economics curriculum towards meeting societal objectives.
3. Both teachers and students shared a common opinion on lack of basic facilities.
4. Economics teachers and students shared the same view on the insufficiency of funds for effective implementation of the curriculum.
5. Certain global/universal issues like economics and globalization, economics and drug trafficking, economics and child-trafficking, economics and global competitiveness, economics and Global Citizenship Education, economics and gun-running, economics, national development and international cooperation, progress and peace were not properly covered.
6. There was a virtual neglect of ICT in the implementation of the Secondary Economics Curriculum.

Consequent on the results of the study, it was recommended that:
1. The Economics Curriculum (in concept, content, delivery, evaluation) be revised for enhanced achievement of the stated objectives;
2. Adequate funding and facilities be provided urgently and subsequently, at all times;
3. Implementation of the curriculum be revolutionized, by complementing conventional teaching methods with ICT and related social action or community development elements.
4. An appropriate entrepreneurship element should become a cardinal element in the delivery and evaluation processes of the curriculum.
5. The curriculum and the overall educational system be guided by the new philosophy of the century, Holisticism, for a better sense of vision and mission.
6. Given the above, the Secondary Economics Curriculum should aim at, among other things, helping in the production of competent global citizens needed in the world of the 21st century.
7. A Global Citizenship Education element should be introduced and given its deserved place in the curriculum from the planning to the evaluation stages.
8. The Social Analysis and Reconstruction Curriculum Model be adopted for periodic and effective revision of the Secondary Economics Curriculum so that the subject can take its proper place in the school system and be a vital instrument of national development, international advancement and world peace.