– Assessment of Teachers Readiness for the Implementation of the New Cultural and Creative Art Curriculum in Primary Education –
Download Assessment of Teachers Readiness for the Implementation of the New Cultural and Creative Art Curriculum in Primary Education. Arts Education students who are writing their projects can get this material to aid their research work.
This study assessed teachers’ readiness for the implementation of the new Cultural and Creative Art Curriculum (CCAC). The purpose specifically found out the qualifications of teachers handling the subject, their content competences,
their competences in the use of the suggested methods of teaching the subject, teachers access to varieties of professional development opportunities in CCAC, available instructional materials for the study of CCAC and teachers ability in improvising the unavailable ones.
Six research questions guided the research project. A survey research design was used. Probability simple random sampling techniques was used to collect data from 120 sampled teachers in primary schools in Enugu State which were considered representative of the entire population.
The on-going global challenges are threatening many nations of the world like Nigeria. The need to face the challenges squarely motivated the executives of the Federal Republic of Nigeria (FRN) since its inception in 1960 to plan ahead of time. An adage says that the best way to solve a problem is to prevent its occurrence.
Therefore, to prevent the occurrence of a problem is to get the people concerned well informed. Being well informed means being well educated about the present situation in the environment. That was why the FRN chose education as an ‘instrument par excellence’ for effective national development.
Owing to the above reasons, the Nigerian Educational Sector made a policy, which since 1981 had been hammering on the need to inculcate in the child the spirit of inquiry and creativity. This recommendation implies that inquiry and creativity are important life skills.
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