ACCEPTING PRACTICAL APPROACH AS A MEANS OF ENHANCING PEDAGOGICAL MODULES IN THE IMPLEMENTATION OF EDUCATIONAL CURRICULA FOR SUSTAINABLE DEVELOPMENT IN AFRICA

Abstract

Lack of standard practical approach in the implementation of the available modules in the educational curricula of African educational system has led to a great deficiency in the aggregate qualities and quantities of the students turn out in our various institutions of higher learning with focus on Nigeria. This problem has given many scholars: Etim Morgan, Egonwa Osas Denis, Ellis Oyekola, James Sandrunati, Emmy Eliot and Hazzan Kofi the opportunities to give different varieties of definitions on how a practical approach in the implementation of module should look like. These definitions are presented depending on whether the modules were viewed as a whole or in a plan form of educational programs that were planned for accidental learning experiences, actual occurrences, effects or others. But, in the phase of academic research, a practical module is a structurally planned instructional knowledge and skills premeditated to help learners develop and extend individual competence in their various areas of originality putting hand and brain into action in both lateral and logical approaches. In view of the above, this research paper tends to renew the trend of accepting the development of practical approach in the pedagogical modules of both teaching and learning without focusing only on the known practically oriented courses like Fine and Applied Art, environmental studies, Engineering and others. This will in turn aid the means of national growth and development. During the course of this research, available literature was properly reviewed and the method adopted was also concisely conducted and documented. Conclusion was carefully drawn with resourceful recommendations that both the teachers and the students should collaborate in both coding and decoding the contents of educational modules in the national educational curriculum.