Scientific and technological literacy and UNESCO Project 2000+: and agenda for curriculum and professional development in Nigeria

This paper explores some of the issues facing both teacher and curriculum development and delivery in an environment of considerable poverty facing a legacy of past political upheaval. The current place of primary design and technology is explored, and questions asked regarding the relationship this currently shares with science education, particularly in the light of recent political changes which include a return to democracy and a return to the Commonwealth and international fold. A return to democracy will have implications for all levels of society, not least in primary teaching where scientific and technological literacy ‘of the people, by the people, for the people’ will need to take a key role in the raising of standards in education, in health, in individual wealth and in long-term safeguards for a sustainable environment. On the 29th May 1999 a new era began for Nigeria with the swearing-in of Olusegun Obasanjo to preside over a democratically elected government. New doors will undoubtedly open as Nigeria takes its place within the international fold and new accompanying opportunities and choices will follow. This paper explores some of choices that will need to be made in curriculum and professional terms in the fields of technological and scientific literacy. In particular, the paper explores the measures being undertaken to develop teacher expertise and the consequent enhancement of the science-technology experience for children. It also explores models of science-technology curriculum delivery and how these depend on factors such as context, needs and evolution from past frameworks. Scientific and technological literacy (STL) are key strands in Project 2000+, which is co-ordinated by UNESCO. A declaration of intent (UNESCO, 1994) pronounces that “sound basic education is fundamental to the strengthening of higher levels of education and of scientific and technological literacy and capacity and thus to self-reliant development” (p.7). This notion of “self-reliant development” is of central importance, for it is through measures such as STL that people can begin to make informed choices about their future. Informed choices will indeed need to be made as environmental issues gain a higher profile in people’s lives. UNESCO (1983) recognised this almost 20 years ago by registering a concern that education could and should contribute to solving problems which arise within the environment, adding that many of the problems were generated by human behaviour. Project 2000+ provides an overarching structure for a global array of regional organisations which support local projects within the promotional theme of STL.