REVIEW OF SOCIAL STUDIES CURRICULUM FOR POVERTY ALLEVIATION IN THE NIGERIAN SCHOOL SYSTEMS

Abstract

Nigeria is one of the typical poor countries of the Sub-Saharan African which is saddled with the problems of poverty reduction alleviation and elimination (Ojie, 2007). Federal Republic of Nigeria (2004) National Policy on education applauds that the objectives of social studies is to equip the learner with basic skills and information to survive and respond to the emerging dynamic challenges and progress of the society. There cannot be an effective social studies programme without value education (on how to develop work habits and orientations for alleviating mass poverty in Nigeria) (Mezieobi & Danlad, 2012). The need for integration and inculcation of poverty alleviation education in junior secondary schools social studies curriculum in Nigeria, was illuminated by the comments of Dania (2010:11) “for a society like Nigeria where all the sectors of the economy are collapsing, there is an urgent need to reappraise the social terrain and the need to inculcate in the citizenry positive (poverty alleviation education skills and) values” geared at preparing the learner for sustainable living, adjustment to the harsh economic conditions and improvement of the dilapidated economy. The acquisition of skills for learners worthwhile contribution to the growth of Nigeria’s economy is further buttressed by Ibezim (1999:68) observation “….a population with more skil led manpower is likely to produce more”. Productivity enhances the scope and level of national economic advancement with business enterprises, materials, services and products for economic interrelationships and exchange. Poverty alleviation education integration and inculcation in social studies curriculum of junior secondary schools in Nigeria is ideal for the youth in Nigeria in order for them to be encouraged and prepared to make viable in put into the economy in future.