Abstract:

The Federal Government of Nigeria in its official document, National Policy on Education, proclaims education as the “instrument par excellence for national development”, in all its ramifications. The purpose of this study was to isolate seven vital societal issues and examine the teacher education curricular response as part of the process of producing the human capital needed for sustainable development. Adopting some of the research techniques often referred to as Qualitative Studies in Education (QSE) it was found that while some were adequately catered for in the content of Nigerian teacher education, there was only partial curricular response to others, and a few were virtually neglected. Part of the problems highlighted have to do with the lingering predominance of abstract learning and an almost total neglect of global citizenship education in the present age of conflict and globalization. Given the foregoing, a research-based, quinquinnial and innovative curriculum model, Social Analysis, a new teacher education model, a new philosophy of education, Holistic Globalism/Holistic/Universalism (Holisticism), and Global Citizenship Education are recommended as part of the teacher formation imperative that would enable the education sector be a true instrument par excellence, not only for sustainable development, but also for production of the global citizens needed to continuously enhance world peace and progress.

Keywords:

Teacher Formation Imperative, Education For Sustainable Development, Global Citizenship.