IJCISS Vol.

03 Issue-06, (June, 2016) ISSN: 2394-5702

International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
CURRICULUM IMPLEMENTATION AND THE TEACHER: ISSUES, CHALLENGES AND THE WAY FORWARD

Nnabuike E.K
Department of Educational Foundation
Enugu State University of Science and Technology (ESUT), Enugu

Aneke M.C
Department of Educational Foundation
Enugu State University of Science and Technology (ESUT), Enugu

Otegbulu R.IPh.D
Department of Educational Foundations
Enugu State University of Science and Technology (ESUT), Enugu

Abstract
Although there are so many agents of curriculum implementation ranging from government activities of
provision of equipment and learning materials, human and material resources, physical facilities to
payment of salaries of all the personnel both teaching and non-teaching concerned with the
implementation of curriculum. Classroom is the center of curriculum implementation and the teacher is
at the middle of contents leading to the achievement of curriculum objectives and the learner.
Curriculum implementation is the process of interpreting contents of the curriculum by the teacher.
Therefore, curriculum implementation cannot be complete without the teacher. This paper is fashioned
to examine the concept of curriculum, concept of curriculum implementation, issues in curriculum
implementation, challenges and way forward
Keywords: Curriculum, Implementation, Teachers, Issues, Challenges

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 IJCISS Vol.03 Issue-06, (June, 2016) ISSN: 2394-5702
International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
Introduction
In order to achieve the objectives of education, an instrument that serves as a vehicle of operation is
required, that instrument is the curriculum which can be defined as all the learning experiences and
intended learning outcomes systematically planned and guided by the school through the
reconstruction of knowledge of the cognitive, affective and psychomotor development of the learner in
Aneke in 2016, Akundolu in Eya 2012). Curriculum is the instrument through which the society via the
schools educates its citizens, both adult and young. Therefore, the quality of education of every society
is subject to the quality of the society’s curriculum. Curriculum is planned, and implemented in
accordance with the societal needs. “Need” is the gap between what is and what aught to. Therefore
what ever the society wants is designed, and programmed trough its curriculum which is handed over to
the implementer (The teacher) for transmitting and inculcating to the learners.
In line with the above, Agangu (2009) in Aneke (2015) maintained that curriculum is the mechanism
through which the educational system inculcate into the learner, the knowledge, skills and attitudes
which the society has prescribed. Curriculum is the vehicle that contains the good (contents), the
teacher is the driver who delivers the goods (Contents) to the consumers of the goods learners.
Therefore the teacher is at the centre of activities in curriculum implementation.

Concept of Curriculum
The activity of all nations educational system is controlled by its curriculum. Such activities must fall
under any or all of the three programmes of curriculum viz; programme of studies, programme of
guidance and programme of activities.
Alebiosu (2005) in Obilo and Sanugoleye (2015) is of the opinion that curriculum is the instrument that
dictates the affairs of every educational system. “Curriculum is the planned and guided experiences and
intended outcomes formulated through the systematic reconstruction of knowledge and experience
under the auspices of the school for the learner’s continuous and willful growth and personal social
competence (Mkpa 1987 in Mkpa and Izuagba 2009:2 in Obilo and Saugoleye 2015)”.
Cognizance of the fact that no nation develops more than its education and curriculum being the
educational container of the nations, its implementation should therefore be regarded as serious as the
curriculum itself. This is because no matter how lofty the curriculum is designed, if it is not effectively
implemented, the objective of the education cannot be achieved.

Concept of Curriculum Implementation

Curriculum implementation according to Ivowi (2009) in Obilo and Saugoleye (2015) “Involves the
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 IJCISS Vol.03 Issue-06, (June, 2016) ISSN: 2394-5702
International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
dissemination of the structured set of learning experiences, the provision of resources to effectively
execute the plan, and the actual execution of the plan in the classroom setting, where the teacher-
learner interactions take place”. Curriculum implementation entails the interaction of the learner and
the curriculum contents under the guidance of the teacher in order to acquire desired knowledge,
attitudes, abilities and skills. In consance with the above, Mkpa and Izuagba (2009) in Obilo and
Saugoleye (2015) stated that in curriculum implementation, the learner for whom the programme is
being planned interacts with the contents and materials in order to acquire the necessary skills,
attitudes and abilities. Curriculum implementation equally connotes the activities of all those concerned
with the provision and distribution of materials that will enhance the achievement of the teaching and
learning objectives. Such materials include: textbooks, instructional, desks etc. this is because for the
curriculum contents to be effectively implemented at any stage of the educational system, some
materials which are expected to compliment the classroom activities of the teacher should be provided
for effective implementation at the classroom levels of any of the educational programmes. Mkpa and
Izuagba (2009) in Obilo and Saugoleye (2015). Also maintained that curriculum implementation is the
actual engagement of the learner with planned learning opportunities; this planning includes the
instructional materials that will be used for its implementation at the appropriate stages.

Issues and Challenges in Curriculum Implementation

Non participation of teachers who are the curriculum implementers in curriculum planning constitutes a
clog in the effectiveness and efficiency of their work as curriculum implementers. An Igbo adage says
“that a person who was not present at the burial of a corpse will not know the best way to exhume it if
need be”. Nwanze (2015) is of the opinion that the performance and efficiency of teachers can among
other things depend on the extent which they can participate in curriculum decision which they
implements. Curriculum implementation which is at the center of the curriculum process is the stage
where all the curriculum contents are made to come in contact with students through the various
activities of the teachers and other agents. Yobe (2011) in Aneke (2015) viewed curriculum
implementation as the task of translating the curriculum concept into operating curriculum by the
combined efforts of the teachers and society. Fullan in Owusi (2009) is of the opinion that curriculum
implementation is a process of putting a document or an instructional programme into practice. It is
pertinent to note that the process of putting either document or instructional programme into practice
can not be completed without the efforts of the teachers.
Zumwalt in Akwesi (2012) asserted that curriculum implementation is the practical application of theory
into practice in a way that the eventual outcome is evidenced through the learners’ performances in and

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 IJCISS Vol.03 Issue-06, (June, 2016) ISSN: 2394-5702
International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
outside the classroom. When teachers deliver both the curriculum contents and instructional strategies
in the way and manner they were designed to be delivered, curriculum implementation is said to have
occurred (Gana 2006, Akanbi 2008, Ajemole 2011) in Aneke (2015). From all the above definitions, it
could be deduced that teachers’ role in curriculum implementation is invaluable. However, the ability
and effectiveness of the teacher to carry out curriculum implementation depends to large extent on
some variables like knowledge/experience qualification, availability of resources and motivational issues
among others. Things depend on the extent to which they can participate in curriculum decision which
they implement. Nwankwo (2006) in agreement with the above statement, asserted that poor
involvement of teachers in matters relating to curriculum either in planning or reform makes good
performances impossible, no matter the teachers methodological competence; unfortunately teachers
are not involved at this stage of curriculum process. Ibrahim (2003) in Nwanze (2015) stated that the
involvement of teachers in curriculum planning induces good quality into the curriculum, enriches the
activities and makes them more worthwhile. He further maintained that, the conditions under which
education can be made to serve the expressed aspirations of any nation revolve around the quality of
the teachers. This quality will be optimally enhanced if the teachers are fully involved in the curriculum
planning and other curriculum processes not only in the classroom implementation.
The teacher takes the final decision as regards the actual learning experiences to be provided and so not
involving or incorporating him in the planning and development process is like separating the curriculum
from instruction. (Mkpa and Izuagba (2009) in Obilo and Sangoleye (2015). The implication of the above
is that in as much as the design and how its objectives should be achieved cannot be separated, teachers
cannot be separated from curriculum planning and development if effective implementation is to be
achieved. It further implies that the teacher is not just a receiver of the curriculum but a modifier and
transmitter; and for him not to derail from the objectives, goals and aims of planned curriculum, he
must be part of the planning and development processes (Obilo and Sangoleye 2015).
Excess contents to be covered by both the students and teachers posses serious challenges in
curriculum implementation. Some global and emerging issues, such as family life education. Citizenship
education, education on HIV/AIDS and drug abuse among others which are recently introduced in the
school curriculum as contents to be learnt by student/pupils, (Afangideh (2009) in Obilo and sangoleye
(2010). He further maintained that the above is in addition to the already existing subjects. Obilo and
Saugoleye (2010) further maintained that the time allotted for the implementation of these heavy
academic loads is not adequate enough. A followed up issue on this matter is that when these new
causes are introduced or included in the existing curriculum, new personnel who specialized in them
were not usually employed neither do government send the old staff on training on how to implement
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 IJCISS Vol.03 Issue-06, (June, 2016) ISSN: 2394-5702
International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
the new programmes. The implication is that no one can give what he does not have. A casual reflection
of what happened with the inclusion of intro tech in the curriculum of junior secondary school during
the 6-3-3-4 system of education will prove this point better. It could be noted that the teacher in the old
6-5-4 system of were charged with the responsibility of implementing the curriculum contents of the 6-
3-3-4 system including the intro-tech being used as example here, the consequences is that government
huge investment in that subject was almost a waste.
Teacher effectiveness; the national policy on education (2004) stated that no nation can rise above the
qualities of its teachers. The implication of the above is that the over all educational objectives cannot
be achieved if the instructional objectives at the various classroom levels are not achieved probably as a
result of teacher ineffectiveness. Nnabuike (2012) identified some factors that could hinder the
achievement of instructional objectives to include the following:
i. Lack of knowledge of the objectives
ii. Inability to communicate the language of the subject matter
iii. Application of inappropriate teaching methods
iv. Non utilization of instructional materials.
v. Inability to manage the classroom among others.
Where the instructional objectives are not achieved as result of one or combination of the above
factors, curriculum at that stage cannot be claimed to have been implemented.

Utilization of Instructional Materials

The importance of instructional materials in teaching and learning cannot be over emphasized.
Instructional materials promote efficiency of education by improving the quality of teaching and
learning (Adeoye 2010).
In a summary, Okobia (2011) in Aneke (2015)state that instructional material makes the subject-matter
more real, helps to enhance the learners’ imagination, helps to prevent misconceptions and also makes
learning more interesting”. The use of instructional material enhances permanent retention. It is
unfortunates that despite all these advantages of instructional materials, and the fact that they are part
of the curriculum planning and design, the governments do not provide them as required in many
schools; and even where some of them are available, teachers do not utilize them. In agreement with
the above statement, Ani (2000) in Nwanze (2015) stated that most secondary schools in Enugu State,
Nigeria are hardly properly equipped with audio-visual materials. He also maintained that even where
some schools are privileged to have instructional materials, the materials were not adequately utilized.
Generally most schools in Nigeria lack infrastructure and other facilities that enhance teaching and
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 IJCISS Vol.03 Issue-06, (June, 2016) ISSN: 2394-5702
International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
learning. This is evidenced from UNESCO (2004) report which indicates poor infrastructure like shortage
of desks and chairs in most secondary schools in Nigeria. UNESCO (2004) report further stated that most
schools especially secondary schools lack water and sanitation facilities. The implication of the above is
that a teacher leaves his class for his house or to any other place of convenience whenever he/she is
pressed by nature during school hours. Equally there is the tendency that students could contact some
contagious diseases as a result. Consequently the coverage of some important curriculum contents
could be missed by both the students and the teachers.
Furthermore, Okebukola (2005) stated that other issues affecting curriculum implementation by the
teachers include the following:
a. Inadequate teaching materials
b. Insufficient funding
c. Over crowded curriculum
d. Too much work load for the teachers
e. Inadequate supervision
f. Lack of incentives
g. Use of unqualified teachers
Employment of unqualified teaching personnel- employment of public officers like teachers are in the
hands of government, when government employs an unqualified persons to teach in our schools as a
result of connection or membership of the same political parties, curriculum implementation at the
classroom is adversely affected because no one can give what he does not have.
In his own opinion, Ifiok (2012) stated that “lack of required background and orientation relevant to
curriculum on the part of the teacher leads to poor attitudes towards the implementation of a new
curriculum, no matter how expertly the pages of the curriculum were designed”. Ukamupong (2012)
asserted that training has positive effect on the teachers’ efficiency towards teaching. He also stated
that teachers with lower educational qualifications will definitely implement the curriculum in the wrong
way. He also maintained that quacks jump into the teaching field because of dearth of job.
Lack of Job satisfaction: Most of the teachers in Nigeria are not well paid. The poor salaries are not even
regular. Their promotions are not released as at when due. There are cases of non payment of teachers
leave allowances. Moreover many of the teachers are not sure of their pension and gratuity. All these
could make them loose focus on the actual teaching job and focus on means of personal survival at the
detriment of curriculum implementation. In his own contribution to the above, Adebayo (2011) stated
that the performance of a person on a job is a function of two variables viz: the individual’s skill on the
job and the motivation he received to apply the skill. Lack of job satisfaction can make a teacher
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 IJCISS Vol.03 Issue-06, (June, 2016) ISSN: 2394-5702
International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
degenerate to extortion of money from his students and the exhibition of other deviant behaviour like
lateness to work, and apathy of his work, and even the tendency to withdraw his services unduly.
The Role of the school leader: School leaders are expected to play a very important part in the
implementation of curriculum in their schools. UNESCO (2004) stated that curriculum and its
implementation require an effective management. Further more, most school leaders do not supervise
their workers (teachers) adequately to ensure effective curriculum implementation. Where the
leadership of the school is weak, curriculum implementation by the teachers will not be achieved. On
the side of the supervisors from ministry of education; some of them are lakardezik and nonchalant with
their work and some may not visit the school under their schedule for supervision. Some see it as an
avenue of making money from the schools all to the cost of curriculum implementation.
Societal factor: This involves both the parents and the students, some students probably because of
their parental influence do not attend classes; associated with this one is even when some of them
belong to some cult groups.
Generally many organs of the society encourage examination malpractice. On this note many students
do not study their books or even attend classes. They solely depend on examination malpractices.
Furthermore, many parents encourage this art by sponsoring malpractice for their children. Also some
parents because of their poor level of awareness do not understand the value of education and will
consequently consider the payment of necessary fees as waste of money.

Way Forward
Onyeachu (2010) in Nwanze (2015) opined that provision of infrastructure/facilities, instructional
materials, teachers’ participation in decision making and curriculum planning, adequacy of qualified
teachers, adequate funding, motivation of teachers are required for curriculum implementation
succingly put;
Government and non governmental organizations should strive to provide conducive learning
environment by making available the necessary facilities like good classroom, desks and chairs,
instructional materials.
Teachers should be encouraged to go on training, seminar/ workshops to be abraze with the current
curriculum trends and new methods of teaching.
Teachers should also participate in other stages of curriculum process, such as at the planning and
development stages.
Teachers should be more creative and innovative in their work to enable them improvise where the
actual materials/resources are not available.
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International Journal in Commerce, IT & Social Sciences (Impact Factor: 3.455)
- Working conditions of the teachers should be improved to enable them put in their best in their
services.
- Campaign on the importance of education should be carried by both the government and non-
governmental bodies to make parents and guidance contribute their own quotas to the
education of their wards by paying the necessary school fees. This could be done through the
churches, mosques, radio and television announcements and jingles.
- Whenever a new curriculum is introduced, teachers should be made to go on training on the
implementation modalities.
- Teachers should be made to teach only subjects of their specialization.

References
Aneke, M. N(2016) Unpublished M.Ed Dissertation, Enugu State University of Science and Technology.

Adeoye S.R (2010) Curriculum for the information Age: Implication for teachers. Global Journal,
http:/www.global.journal.series.com.

Adebayo A.A (2011) Practices of teaching in secondary schools, Ibadan, University Press.

Akwesi J.B (2012) Implementation, issues in secondary schools in Ghana. Problems and prospects
International Journal of Research Dev 1(4) 546-574

Federal Government of Nigeria (2004) National Policy on Education. Lagos NERDC.

Ifioke P.O (2012) Practicing Teaching, Kano Danladi Press Ltd.

Nnabuike E.K (2012) Practical Guide to Effective Teaching. Hall Mark publishers Enugu.

Nwanze SC (2015) Unpublished M.ed Dissertation Enugu State University of Science and Technology.

Nwankwo K.O (2006) Education and Wealth of Nations Enugu: JTC publishers.

Obilo P.I & Sangoleye S.A (2015) Curriculum implementation and the teacher: Challenges and Way
forward.

Okebukola P. (2005) The Teacher: A basic fundamental unit in National development. The teacher A book
of reading.

UNESCO (2004) The quality of primary schools in Different development context, Paris UNESCO.

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