Social studiesFrom Wikipedia, the free encyclopediaThis article is about the integrated study to promote civic competence. For the general study of society and human behavior, seeSocial sciences. For the band Social Studies, seeSocial Studies (Band). For the Carla Bley album, seeSocial Studies (Carla Bley album). For the Loudon Wainwright III album, seeSocial Studies (Loudon Wainwright III album).Social studiesis the "integrated study of thesocial sciencesandhumanitiesto promoteciviccompetence," as defined by the U.S. AmericanNational Council for the Social Studies.[1]Social studies is most commonly recognized as the name of a course or set of courses taught inprimaryandsecondary schoolsor elementary, middle, and secondary schools, but may also refer to the study of aspects ofhuman societyat certain post-secondary and tertiary schools around the globe. Many such courses are interdisciplinary and draw upon various fields, includingsociologybut alsopolitical science,history,economics,religious studies,geography,psychology,anthropology, andcivics.At the elementary school level, social studies generally focuses first on the local community and family. By middle and high school, the social studies curriculum becomes more discipline-based and content-specific. Social studies varies greatly as a subject between countries and curricula and is not synonymous withsociologyorsocial science; some courses borrow heavily from the social and political sciences, whereas others are created independently for schools.References[edit]1. Jump up^"About the National Council for the Social Studies". Retrieved 2009-08-31.Further reading[edit] M. Lybarger "Origins of the Modern Social Studies: 1900-1916"Categories: Education by subjectNavigation menu Create account Log in Article Talk Read Edit View historyTop of Form

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Social studiesFrom Wikipedia, the free encyclopediaThis article is about the integrated study to promote civic competence. For the general study of society and human behavior, seeSocial sciences. For the band Social Studies, seeSocial Studies (Band). For the Carla Bley album, seeSocial Studies (Carla Bley album). For the Loudon Wainwright III album, seeSocial Studies (Loudon Wainwright III album).Social studiesis the "integrated study of thesocial sciencesandhumanitiesto promoteciviccompetence," as defined by the U.S. AmericanNational Council for the Social Studies.[1]Social studies is most commonly recognized as the name of a course or set of courses taught inprimaryandsecondary schoolsor elementary, middle, and secondary schools, but may also refer to the study of aspects ofhuman societyat certain post-secondary and tertiary schools around the globe. Many such courses are interdisciplinary and draw upon various fields, includingsociologybut alsopolitical science,history,economics,religious studies,geography,psychology,anthropology, andcivics.At the elementary school level, social studies generally focuses first on the local community and family. By middle and high school, the social studies curriculum becomes more discipline-based and content-specific. Social studies varies greatly as a subject between countries and curricula and is not synonymous withsociologyorsocial science; some courses borrow heavily from the social and political sciences, whereas others are created independently for schools.References[edit]1. Jump up^"About the National Council for the Social Studies". Retrieved 2009-08-31.Further reading[edit] M. Lybarger "Origins of the Modern Social Studies: 1900-1916"Categories: Education by subjectNavigation menu Create account Log in Article Talk Read Edit View historyTop of Form

Bottom of Form Main page Contents Featured content Current events Random article Donate to Wikipedia Wikimedia ShopInteraction Help About Wikipedia Community portal Recent changes Contact pageToolsPrint/exportLanguages Deutsch Espaol Franais Bahasa Indonesia slenska Polski Simple English Tagalog Edit links This page was last modified on 16 April 2014 at 18:48. Text is available under theCreative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to theTerms of UseandPrivacy Policy. Wikipedia is a registered trademark of theWikimedia Foundation, Inc., a non-profit organization. Privacy policy About Wikipedia Disclaimers Contact Wikipedia Developers Mobile view UNIVERSITY OF PENNSYLVANIA - AFRICAN STUDIES CENTER

African Social Studies ProgramTITLE: THE AFRICAN SOCIAL STUDIES PROGRAMME: AN EFFORT TO IMPROVE CURRICULUM AND INSTRUCTION ACROSS 17 NATIONSAUTHOR: Merry M. MerryfieldSOURCE: ERIC Clearinghouse for Social Studies/Social Science EducationYEAR: 1988ABSTRACT: This digest examines the origins, organizational structure, goals and accomplishments of the African Social Studies Programme since 1967.KEYWORDS: Educational History, International Education, Curriculum, Curriculum Development, Methods, International Organization, Educational PhilosophyTEXT: As African nations achieved independence in the late 1950s and early 1960s, they sought ways to change inherited educational systems to make them more suitable to the needs of new nations. "No courses in the curriculum were viewed as more closely tied to national aspirations than those dealing with the country, its people, and the responsibilities of citizenship" (Dondo, Krystall and Thomas, 1974, p. 6).By the late 1960s, new approaches to inherited history and geography courses became known in Africa as "social studies." Eleven nations founded the African Social Studies Programme (ASSP), and continue to monitor the development of social studies curriculum and instruction in the continent. This digest examines (1) the origins and goals of ASSP, (2) ASSP's organization and operation, and (3) ASSP's major achievements and current challenges.WHAT ARE THE ORIGINS AND GOALS OF THE AFRICAN SOCIAL STUDIES PROGRAMME?The ASSP is a nonpolitical and nonprofit intergovernmental organization of 17 African nations that stimulates, promotes, and monitors innovative curriculum. In September 1967, concerned educators from 11 African countries (Botswana, Ethiopia, Ghana, Kenya, Lesotho, Malawi, Nigeria, Sierra Leone, Tanzania, Uganda, and Zambia) met at Queen's College, Oxford with representatives of the U.S. Education Development Center (EDC) and the English Centre for Curriculum Renewal and Educational Development Overseas (CREDO) to discuss needs and priorities in curriculum development in Africa. Social studies was one of these priorities.The fledgling organization wanted to promote curriculum development, research, and the development of new materials (Muyanda-Mutebi, 1984). ASSP would provide a core secretariat as a clearinghouse of ideas and would assist member states to organize national seminar courses, workshops, and conferences with both African and non-African educators. In order to work together more closely, the participating nations agreed to meet the following year in Mombasa, Kenya.Twenty-five African educators, seven British, and six American representatives met at the Mombasa Conference of August 1968. There they addressed questions such as these: (1) What is social studies? (2) What should be the objectives in social studies education? (3) What approach should be used in teaching social studies?The conference concluded that a new approach based on integration of the traditional subjects (history, geography, and civics), and some elements from economics, sociology, and anthropology, was needed.Teaching methods were also to change. Inherited methods were criticized as didactic, passive, discouraging "the development of initiative, interest, excitement and joy of learning," and focusing "the attention of the African on a few abstract ideas that are usually unrelated to the economic activities, social aspirations, and political goals of his own people" (Report on a Conference of African Educators, EDC and CREDO, 1968, p. 6).In describing the role of social studies in a changing society, the Conference articulated three areas where social studies could make a contribution: "national integration," "problems of rapid economic development," and "the promotion of self-confidence and initiative based on an understanding of one's own worth and of the essential dignity of man" (1968, p. 9). An additional benefit of social studies was that children would become capable of coping with social change without despising traditional values and institutions.The participants agreed that one person from each African country represented would join an "Exploratory Committee," and thought it was advisable to begin with a process for exchanging information and mutual assistance. One year later, the Exploratory Committee became the Coordinating Committee of the African Social Studies Programme, the organization that would take up where the Mombasa Conference left off, and lead the social studies movement in Africa.HOW IS THE ASSP ORGANIZED AND OPERATED?The ASSP is organized by a Coordinating Committee composed of one government-appointed representative from each member country. These national coordinators are usually national curriculum developers, national inspectors, or university professors. An Executive Committee of six members is set up by the Coordinating Committee. The Committee works with the Executive Director and makes decisions on behalf of the Coordinating Committee. The Executive Director is responsible for day- to-day operations through the ASSP Secretariat in Nairobi, Kenya. The present Executive Director, Dr. Peter Muyanda-Mutebi, took the office in February 1984.The ASSP is funded by member states at the rate of $5,000 per annum in U.S. currency. Grants from private foundations, the Commonwealth Secretariat, and other sources have provided critical monies for conferences, workshops, and publications.WHAT ARE THE MAJOR ACHIEVEMENTS OF THE ASSP?The major accomplishments of the ASSP center on its role in supporting national efforts within member nations to introduce, develop, and expand social studies education. Perhaps the most significant accomplishments of the ASSP have been its considerable efforts in bringing African nations together to define social studies and articulate goals, content, and methods for Africa. Member nations agree that the "Social Studies Approach," or "ASSP Approach" as it is often called, has certain outcomes and methods.ASSP stresses the study of the local and immediate before the foreign and remote. This local emphasis is seen as a nation-building tool.The skills and attitudes which develop through social studies teaching are those required by citizens in a free society. These skills are those of discovery (question-raising, observing, collecting, recording, classifying, and experimenting); critical thinking (analysis and inference); and problem-solving (planning, innovating, and decision- making). The attitudes expected of citizens are considered to be respect, appreciation, cooperation, and compassion.ASSP stresses that these skills and attitudes can only be developed through participating in experiences which call for their use. Therefore, according to ASSP, social studies must be taught through inquiry, with students learning to ask and answer questions and solving their own problems.ASSP also stresses that students need stimulation from a variety of media and the ability to express themselves through these media. Although ability to interpret and use the written word is important, it is also important to interpret interactions between people and the physical environment or the arrangement of a market or town.The ASSP gives both educational legitimacy and hands-on technical aid to institutions and governments that are interested in social studies. The program has not only managed to bring together a cross-section of Africans to exchange ideas, materials, expertise, and personnel among participating member states, but it has also succeeded in the development of a common language in social studies across the African continent.The ASSP has sponsored a number of international, subregional and in- country activities geared towards promoting the teaching of social studies. It also produces a variety of informative and useful teaching materials such as learning units on topics that cut across national boundaries in Africa.As part of a review of ASSP effectiveness which was conducted during the March 1985 Seminar, the Coordinating Committee identified several ways in which the ASSP has influenced social studies in its respective countries. Thirteen coordinators presented evidence that ASSP has directly influenced national planning and policy with regard to social studies education. The methods most frequently mentioned were conferences, meetings, and seminars from which individuals carried back ideas and materials that affected policy and planning at the national level (ASSP 1985).A variety of informative and useful teaching materials have been produced by the ASSP. Examples are (1) sourcebooks for each member state, as well as teacher's guides which go with each of the sourcebooks, (2) learning units on topics that cut across national boundaries in Africa, for example, "People are the Same" or "The Market," and (3) sourcebooks on "Population Education in Sub-Saharan Africa" (Muyanda-Mutebi, 1984.) The African Social Studies Forum is an ASSP publication which encourages a smooth flow of information among its member states.ASSP has not been without its problems. Largely dependent upon contributions of its member nations, ASSP is constrained by scarcity of resources. Although ASSP wishes to remain an organization of African states, it is often forced to turn to international donor agencies and Western countries for funding for major seminars, conferences, and curriculum development efforts. The priorities of these donors have influenced the agenda of the ASSP.Other problems stem from the innate sensitivity of the social studies subject matter. Education in citizenship, politics, and population, and even the teaching of a nation's history, have political implications and ramifications in contemporary Africa. A course on civics may become extremely controversial as leadership changes, a one-party state emerges, or coups d'etat refashion the government.The ASSP operates under a Coordinating Committee make up of governmental appointees from 17 nations. The current member nations of ASSP are Botswana, Ethiopia, The Gambia, Ghana, Kenya, Lesotho, Liberia, Malawi, Nigeria, Sierra Leone, Somalia, Sudan, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe. Finding common ground and agreement for action among these nations requires flexibility and broad commonalities (Hawes, 1979; Merryfield, 1985.)FOR MORE INFORMATIONAfrican Social Studies Programme. REPORT ON THE SEMINAR OF THE COORDINATNG COMMITTEE OF THE ASSP, Nairobi, Kenya, March 4-9, 1985.Dondo, Joseph M.C., Abigail Krystall and Dorothy Thomas. REPORT OF AN EVALUATION OF THE AFRICAN SOCIAL STUDIES PROGRAMME, 1974.Howes, Hugh. CURRICULUM AND REALITY IN AFRICAN PRIMARY SCHOOLS. Essex, England: Longman Group Limited, 1979.Merryfield, Merry M. SOCIAL STUDIES EDUCATION AND NATIONAL DEVELOPMENT IN SELECTED AFRICAN NATIONS. Unpublished doctoral dissertation, Indiana University, l985.Merryfield, Merry M. TEACHING ABOUT AFRICA. ERIC Digest No. 36, Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education, 1986. ED 278 602.Muyanda-Mutebi, Peter. QUESTIONS AND ANSWERS ABOUT THE ASSP. Nairobi: The African Social Studies Programme, 1984.Osunde, Egerton. "A Global Perspective in Social Studies Curriculum in African Public Schools." SOCIAL STUDIES 75 (l984): l49-l52.Quansah, Kofi B. BASIC TRAINING COURSE IN SYSTEMATIC CURRICULUM DEVELOPMENT. COURSE ONE: GENERAL BACKGROUND TO CURRICULUM DEVELOPMENT IN AFRICA. Nairobi, Kenya, 1983. ED 237 476.REPORT OF A CONFERENCE OF AFRICAN EDUCATORS, EDC AND CREDO ON SOCIAL STUDIES, Mombasa, Kenya, August 19-30, 1968.Yoloye, E. Ayotunde. "Dependence and Interdependence in Education: Two Case Studies from Africa." PROSPECTS: QUARTERLY REVIEWS OF EDUCATION 15 (1985): 239. ED 324 507.

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Bottom of FormBrowseWelcome to Scribd, the world's digital library. Read, publish, and share books and documents.See more DownloadStandard viewFull viewOF815Origin and Historical Development of Social Studies_the Case of NigeriaRatings:(1)|Views:18,870|Likes:14Published byAugustine Bisina AustenAusten BisinaPost Graduate StudentFaculty of...See Moremessageofthe Aiyetoro experimentwhichwas highly fruitful (Ezeudu 1996:4).TheformerComparativeEducationstudyandAdaptationCentre(CESAC)ofUNILAG was also instrumental in the development of social studies through theorganization of conferences and writers workshop in social studies. In 1971 thenow Nigerian Educational Research and Development Council (NERDC) workedon theprimary social studiesprogrammeand organizedworkshop onNigerianTeachersCollegesocialstudiesprogramme in1972.Ezeudu(1996)statesthatworthy of note is the Institute of Education of the Ahmadu Bello University ZariathatpropagatedthesocialstudiesprogrammeintheNorthernstatesrightfrominception.It is also worthy to note that UNICEF also played a leading role in the revision ofthe1973socialstudiescurriculumguide(Iyamun.d).TheSocialStudiesAssociation of Nigeria (SOSAN), higher educational institutions, publishers andmanufacturersofinstructionalmaterialsalsocontributedimmenselytothedevelopment of social studies education in Nigeria.TheNationalPolicyonEducation(FRN,1981)broughtsocialstudiestothelimelight bymakingitacompulsorysubjectbothatthe primaryand JuniorSecondary School (JSS)levels. Todaysocial studies istaught atmost collegesofeducationandinmanyNigerianuniversitieswiththeobjectiveofproducingcitizensthatcanparticipateeffectivelyinnationaldevelopmentprogrammes,armed with the key to unlock and atool to understand the world phenomena.CONCLUSIONThe origin and historical development of social studies in the world and Nigeriahas witnessed a lot of discrepancies among scholars. While some scholars are ofthe view that the subject originated from U.S.A and spread to Europe others haveargued inthe reverseflow.Alsowithin theNigeriancontextwhileaschool ofthought is of the view that subject social studies was imported into Nigeria fromAmerica and Britain others have argued that the statement is only correct to theextent of concept otherwise the content of social studies as been an integral part ofthe Nigerian curriculum right from earliest times. On the development of thesubject in Nigeria, scholars agreed that it was borne out of the need to NigerianizetheNigerianintheoveralldevelopmentoftheNigeriansociety.Therolesofinternationalorganizations,localgroupsaswellastheacademiawerekeyinstrumentinthe development ofthesubject.Worthyofnoteisthe Mobassaconference of 1968 and the Aiyetoro comprehensive high school experiment.REFERENCESAdewuya , S. A (2010)Historical Development of Social Studies Teaching inNigerian Secondary Schools.Akubue, F.N (2008) Introduction to Social Studies Education and Nation Building:Fundamentals of Social Studies for Universities Education. Universityof Nigeria Virtual Library. Retrieved from (http://www.unn.edu.ng)Osakwe, E.O & Itedjere, P.O (1993) Social Studies for Tertiary Students inNigeria; Benin City, Justice Jeco Pressand PublishersEzeudu, S.A (1996) Foundations of Social Studies: University of Nigeria VirtualLibrary. Retrieved from (http://www.unn.edu.ng)Iyamu ,E.O & Onyesom, L.O (n.d) Readings in Social Studies (vol. 1)

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An attempt has been made in this paper to analyze the development of Social Studies education in Nigeria. It examines how Social Studies was introduced as an experimental subject and later as a compulsory one in the primary and junior secondary school. The paper identifies those organizations that were responsible for its introduction and growth. Social Studies has integrated population education, environmental education, peace education, human rights education, AIDS/STD education and family life education into its curriculum. Regardless of the giant strides made in the discipline since its introduction four decades ago, the subject is yet to be offered at the senior secondary school level. It is, therefore, suggested that the subject be upgraded to senior secondary school level. Social studies education has therefore contributed to the overall education development of Nigeria.

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OVERVIEW OF EDUCATIONAL DEVELOPMENT: PRE-COLONIAL TO PRESENT DAYOTHER EDUCATIONAL DEVELOPMENTSEDUCATIONAL DEVELOPMENT: TRADITIONAL AND CONTEMPORARYFORMAL EDUCATION/WESTERNEXPANSION OF PRIMARY EDUCATIONEDUCATIONAL ADMINISTRATION AND ORGANISATIONEducation in Nigeria

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OTHER EDUCATIONAL DEVELOPMENTSToday:Thursday, April 24, 2014

A few other significant developments during the post-colonial era include National Policy on Education, 1977/1981 and the Universal Primary Education experiment in 1976.

The National Policy On Education: In 1969, a national curriculum conference was held in Lagos to review the existing educational system and pro pose a better set of national goals. Several others were held subsequently. The recommendations eventually led to the formulation of the National Policy On Education in 1977 which was revised in 1981 (FRN, 1981).

The document spells out the philosophy for Nigerian education and presents the goals, purpos es and orientations of various levels and aspects of the education system. The sections include: the philosophy of education in Nigeria, pre-primary edu cation, primary education, secondary education, teacher education, technical education, higher edu cation, adult education, special education, educa tional services, administration of education and financing of education.

The Universal Primary Education: In 1976, the nation embarked on a free primary education programme. The programme took off but before long, collapsed on account of poor planning, faulty statistics and inadequate funding. The programme was proposed during the days of Nigeria's "oil boom" but the days of economic recession caught up with it. As a result, the programme collapsed.

A lot of harm was done to the country as a result of the generally low quality of teachers recruited to man the programme. The trainees were rushed through short-term, often ineffective, training programmes. The Universal Basic Education programme launched in September 1999 is designed as an improvement on the Universal Primary Education.

Some Problems In the Nigerian Education System: The Nigerian educational system is faced with a number of problems which include: lack of access, low discipline and low funding.

Problem of Inadequate Access: All Nigerian children who should be in school are not in school. In the eastern (especially lgbo-speaking) parts one prevalent problem is the boy-child drop-out syn drome. The boys, for economic reasons, refuse to go to school, and those who enter primary schools drop out prematurely. They refuse to complete pri mary and secondary education because of the eco nomic problems encountered by the educated in society. Many boys are found in mechanic villages as apprentices to crafts masters, in various types of businesses, or in other engagements outside the school.

In the northern parts of tine country, the problem is that of girl-child drop-out from school, for reasons ranging from early marriage to cultural values opposed to female education as well as ignorance. Thus, there are more boys than girls in schools in that part of the country.

Specialised programmes have also been designed for such disadvantaged groups as the nomads and migrant fishermen and for the dis abled, especially blind or visually impared. These groups, for environmental and economic reasons, cannot benefit from formal education offered in the normal schools. So it becomes necessary to extend access to them.

Combined efforts of the United Nations Children's Fund (UNICEP), the Federal Ministry of Education and State Agencies for Mass Education have been directed at providing Non-formal Education Curriculum and the associated reading materials development for the out-of-school learn ers. The Universal Basic Education programme recently launched by the Obasanjo Administration will, it is hoped, help to solve the problem of access to formal education for many school-age children. Problem of Indiscipline: This is one seem ingly intractable problem in the educational system. Indiscipline manifests in such areas as examination malpractices and secret cult menace.

Crises in the universities has led to "brain-drain" syndrome. Academics drift away from the universi ties in search of greener pastures in other sectors of the Nigerian economy or outside the country. If the trend is not checked through improved working conditions for academics and appeals to their patriotic spirit, the result could be disastrous for the country.

Problem of Inadequate Funding of Education. The managers of primary, secondary and tertiary institutions in Nigeria are in consensus that these institutions are grossly under-funded. Evidence exists on the degree of dilapidation that charac terises the primary and secondary school buildings in parts of the country; the non-payment of teach ers salaries and allowances as a result of which strikes are the order of the day; the lack of neces sary teaching and learning materials at all levels of the educational system; poor working conditions of all teachers in the country, among other indices. It has also been argued that financial misman agement and lack of accountability by officials led to diverting substantial resources from the education al institutions to other ends.

Two issues are relevant: need tor enough funds and the need for responsible and proper manage ment of the funds. How to achieve these two is a major problem in the Niqerian educational system, and achieving them holds the key to educational development in the country.

CONCLUSIONObviously, the western educational tradition has remained the most functional in Nigeria's edu cational history, although the others, indigenous and Islamic education, served the needs of the var ious communities where and when they existed.

There have been remarkable advances in the nation's educational system at all levels, although several problems, have continued to plague the educational system. If the proposed Universal Basic Education scheme takes care of the problem of access, those of discipline and funding are yet to be seriously addressed, and addressing them should be one of the major policy thrusts of the present democratic dispensation at both state and federal levels.

Undoubtedly, education must be adequately funded if quality must be guaranteed. In pursuing the ideals of quality, the Nigerian Educational Research and Development Council (NERDC) should be strongly supported in its efforts at cur riculum reform towards greater relevance. Accountability must be enshrined in our socio-eco nomic philosophies and policies. The anti-corrup tion crusade initiated afresh by the Obasanjo-led administration deserves to be widely supported.

REFERENCESAdeyegbe, S. 0. (1992): 'The West African Examinations Council (WAEC) and curriculum development" in: lvowi, U. M. 0. (ed) Curriculum Development in Nigeria, lbadan: Sam Bookman. Aliu, Y. 0. (1997): "Introduction to Manual on University Management" in National University Commission, Manual on University Management, Abuja, Espec Printing & Advertising Company. Fafunwa, A. B. (1974): History of Nigerian Education, London: George Alien & Unwin Ltd. Federal Republic of Nigeria (1981): National Policy on Education, Lagos: Federal Ministry of Information.

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