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ABSTRACT
The term
curriculum refers to the lessons and academic content taught in a school or in
a specific course or program. However, experiences over time have shown that
there is an apparent gap between theoretical training and practice in Real
Estate Management (REM). This paper examined this gap in the current learning,
teaching and assessment (LTA) in the undergraduate Estate Management programme
in University of Uyo, Uyo, Akwa Ibom State. Data was obtained from interview
and questionnaires issued out to respondents. The research also adopted a
survey design with a sample of one hundred and fifty nine respondents. The
primary data was analysed and presented using statistical tools such as simple
tables, frequency distribution and percentages Findings revealed that there
were fundamental gaps between theoretical training and practice in Real Estate
Management (REM). Major gaps identified were gaps between the conceptions of
learning and the LTA practices in the traditional REM curricula, gaps revealed
by the lecturers’ methods of teaching, gaps revealed by the learning assessment
strategy, gaps inherent in the lecturers’ teaching qualifications and skills
and entrepreneurial learning gaps.The paper submits that these variations and
deviations may have adverse effect on the training of future professionals and
consequently on practice. The paper recommends that Estate Management by way of
policy should reinforce entrepreneurial skills in its teachings to enable
students to demonstrate graduate outcome.
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Since
the inception of western type of education in Nigeria, several attempts have
been made to formulate policies in order to improve education system. The
problem facing our different level of educational system is not the formulation
of policy but the curriculum implementation. Even though large sums of money
are spent on implementing new curriculum, several of these efforts have failed.
According to Alade (2011), the main reason for the failure is the lack of
understanding of the culture of the school by both experts outside the school
system and educators in the system. Successful implementation of curriculum
requires an understanding of the power of relationships, traditions, roles and
responsibilities of individuals in the school system.
The
word implementation connotes operationalization of a well-articulated and well
intentioned ideas packed as theory. Hence to implement is to put to action
packed ideas or theories into reality. Mezieobi (1993), conceptualized the term
implementation simply as a process of putting an agreed plan, decision,
proposal, idea or policy into effect. It is the bedrock of any plan success or
failure. It is the moving force of any plan without which a plan is only good
wish or intention. On the other hand, the word curriculum in a formal setting
can be seen as the planned learning experiences offered to the learner in
school. Esu, Enukoha and Umoren (2004) conceived curriculum as all learning
experiences a child has under the guidance of a teacher. According to Offorma
(2005), curriculum is a programme which is made up of three components:
programme of studies, programme of activities and programme of guidance. It is
therefore the blue-print or instrument by which school seeks to translate the
hope and values of the society in which it operates into concrete reality.
However,
the term curriculum implementation had been defined in different ways by
different scholars. Garba (2004) viewed curriculum implementation as the
process of putting the curriculum into work for the achievement of the goals
for which the curriculum is designed. Okebukola (2004) described curriculum
implementation as the translation of the objectives of the curriculum from
paper to practice. In a nutshell, Ivowi (2004) sees curriculum implementation
as the translation of “theory into practice”, or “proposal into action”. In a
similar vein,
Afangideh
(2009), sees the concept of curriculum implementation as the actual engagement
of learners with planned learning opportunities. It is the actual carrying-out
of societal culture and/or government policies spelt out in the curriculum.
It
is a stage in curriculum process when in the midst of learning activities, the
teacher and learners are involved in negotiation aimed at promoting learning.
This is the interactive stage of the curriculum process which takes place in
the classroom through the combined effort of the teachers, learner, school
administrators and parents. It also integrates the application of physical
facilities and the adoption of appropriate teaching strategies and methods. The
quality of curriculum implementation of any society is the bedrock of its
political, economic,
scientific
and technological well being. Little wonder, it is always said that no society
can rise above the standard of its education system.
The
job of a teacher, according to Davis and Krajkcik (2005) involves helping the
students to achieve their learning goals by teaching meaningful contents and
engaging the students in relevant activities. In the process, the teacher is
expected to address need of each student to ensure that all students are
successful. The learning goals are often specified in the curriculum for each
of the course. The Curriculum in Estate Management Education in Nigeria is
often a blend of requirements of The Nigerian Universities Commission (NUC),
The Nigerian Institution of Estate Surveyors and Valuers (NIESV) and the
mission of individual universities to meet the needs of the profession.
Although the content of each course is often explicitly set out, the
implementation depends on the way(s) each lecturer use the curriculum. This may
create a chasm between the overt curriculum, which is the intention of the
institution, and the operational curriculum, which is what the students
actually experience or the taught curriculum.
Remilard
(2005) suggested the teachers use curriculum materials in flexible ways,
depending on their interpretation. This results in varying classroom
experiences. In addition, Sherin and Drake (2009) identified three stages of curriculum
implementation. These are reading, evaluating and adapting. In reading the
curriculum, the teacher attempts to get the big idea, while in evaluating, the
teacher attempts to judge aspect of the curriculum. Thereafter, the teacher
adapts the curriculum to the students. In this case, the teacher makes changes
to the curriculum in terms of structure, activities and purpose to suit a
particular set of students at a particular time. This is often the reason the
overt curriculum is different from the operational curriculum.
Sherin
and Drake (2009) observed that while some teachers may omit some aspects of the
overt curriculum in their adaptation, others would add new components to the
curriculum to meet perceived needs of the students. In fact, suggest that the
implementation of the curriculum is determined by the teacher’s perceptions of
the needs and capabilities of the needs of the students. There are very few
studies however, that investigated the gap between the formal or overt
curriculum. O’ Donnell (2008) linked the fidelity to the implementation of
overt curriculum to the students’ academic achievements. The focus of this is
that estate management education has often been identified with some
professionalism, where skills in daily practice are modeled in the classroom.
There
is therefore the need to understand how teachers, particularly in Estate
management use the overt curriculum. Although the bodies that dictates the
components of the curriculum specified what should be taught, however, it is important
to perceive the gaps that may exist in terms of what the students are expected
to know and what they are actually taught. In the light of the fact that
different teachers interpret the curriculum in different ways, it is expedient
to know how the interpretations of same curriculum vary with different
teachers. This investigation is made in Estate Management Education, University
Of Uyo, using five courses that have been taught by different lecturers over
the years. A study of this nature may give an insight into the level of
preparedness of the students for professional practices. This is because such
investigation would reveal if the course objectives were being achieved. It may
also reveal how a change in the teacher teaching a particular course may modify
overt curriculum. Another important justification for this study is, it may
suggest needed reviews in the course investigated.
1.2
STATEMENT
OF A PROBLEM
Despite
the wide recognition and acceptance accorded the role of curriculum as a career
of the national philosophy in Nigerian educational system, there seems to be
problems in the implementation of this important educational blue-print. Many
laudable goals of the curriculum have failed to pass the planning stage of the
curriculum due to faulty implementation. Well conceived curriculum ideas have
remained virtually inert and dysfunctional. The outcome of this is the bred of
graduates of higher institution who are found to be grossly deficient in
practical and professional competences (Izuagba and Afurobi 2009).
The
euphoria of new, energetic and dedicated teachers wears with the increasing
numbers of years in the field. Besides, some teachers do not know or were
ill-informed in the utilization of the overt curriculum which is the intention
of the institution and may feel some confident when they make use of none so as
not to embarrass themselves and disappoint their lecturers. Some teachers may
omit some aspects of the overt curriculum in their adaptation; others would add
new components to the curriculum to meet perceived needs of the students. This
is often the reason overt curriculum is different from the operational
curriculum.
There
are also problems militating against the effective and efficient implementation
of overt curriculum and these include: lack of teacher participation on
decision making and curriculum planning, lack of sufficient finance, frequent
turnover of teachers, policy changes, poor
ICT, attitude of schools/ college heads, curriculum review when needed,
rapid increase in knowledge, incompetency of teachers etc.
Consequent
upon this type of development, the government loses nothing except half-baked
and incompetent students to the labor market; the parent cannot get value for
their legitimate right. The result of this state of affair according to Idaka
and Joshua (2005) is the production of half baked, ill trained and sometimes
confused graduates. This problem and other related problems should be a cause
for concern to all patriotic and serious minded stake holder of the educational
sub-sector.
How
the teachers fares without the proper implementation of overt curriculum
grossly weakens the channel of achievement of the behavioral objectives, hence
the persistent decline in the quality of the outputs from our higher
institution educational system. This study therefore evaluates the Gap between
Overt Curriculum and Operational Curriculum in Estate Management Education:
Implication for Professional Practices.
1.3 AIM AND OBJECTIVES
The
aim of this research is to evaluate The Gap between Overt and Operational
Curriculum in Estate Management Education: Implication on Professional
Practice, Case Study of the University of Uyo, Uyo, Akwa Ibom State. To achieve
this aim, the following objectives shall be pursued.
i.
To assess the overt and operational
curriculum in Estate Management Education.
ii.
To evaluate the gap between overt and
operational curriculum in Estate Management Education.
iii.
To identify the problems militating
against effective implementation of overt curriculum in Estate Management
Education.
iv.
To assess the implications of the
identified problems on professional practice.
1.4 RESEARCH QUESTIONS
The
research questions are given as follows:
i.
What is the assessment of the overt and
operational curriculum in estate management education?
ii.
Is there any gap between overt and
operational curriculum in estate management education?
iii.
What are the problems militating against
the proper and effective the proper and effective implementation of estate
management education?
iv.
What is the implication of the identified
problems of curriculum implementation for professional practice?
1.5 THE SCOPE OF STUDY
The
scope of the study was limited to The Gap between Overt Curriculum and
Operational Curriculum: In Estate Management Education: Implication for Professional
Practice, Case Study the University of Uyo, Uyo, Akwa Ibom State. Hence, every
other institution in Akwa Ibom state or other states was not taken into
consideration. Secondly, the study was restricted to curriculum studies in
estate management discipline. Hence, every other courses/discipline was not
taken into consideration. Furthermore, six courses studied in first semester
which includes: ESM 211, ESM311, ESM 412, ESM 415, ESM 514 and ESM 516, will be
used in evaluating the gap. The curriculum will be qualitatively analyzed by
comparing the contents with the subject areas of the course objectives as
identified by the overt(written) and operational(taught) curriculum in terms of
the specification in the handbook and outlines as taught over the years. Hence,
every other course taught will not be taken into consideration.
1.6 SIGNIFICANCE OF STUDY
The
significance of study lies to a great extent in setting a stage for a more
urgent and more evaluation of The Gap between Overt Curriculum and Operational
Curriculum in Estate Management Education: Implication for Professional
Practices. This work will also be of importance to all those who may carry out
further studies on the examination of proper curriculum implementation in
schools and how it affects professional practice. Among whom are:
a. Research
students for whom it will open an avenue for further research work.
b. Educational
administrators and policy makers to whom it will give a general view of the
problems and thereby pave way for possible solutions through implementation of
policy to ensure the establishment of quality control and monitoring mechanism
measure that would ensure that ‘what is written’ is actually ‘what is taught’.
c. Learners
or students to whom it will give them the understanding that whatever
educational curriculum provided by the school are meant for them to use in
learning either by the assistance of the teacher or independently.
d. Teachers
to whom it will ensure the proper and effective implementation of overt
curriculum intended by the institution.
e. The
general public at large who may now find it easier to have access to
information on curriculum studies in Estate Management Education.
1.7 THE STUDY AREA
The University of
Uyo (UNIUYO) lies between
longitude 5.04080N, 7.91980E is located in Uyo, capital
of Akwa Ibom State, Nigeria.
The
university was formerly known as the University of Cross River State
(UNICROSS). On October 1, 1991 the federal government of Nigeria established it
as a federal university and the name was changed to the University of Uyo. The
university inherited students, staff, academic programmes and the entire
facilities of the erstwhile University of Cross River State established by
Cross River State in 1983. Academic activities commenced during the 1991/92
academic session. UNIUYO has about 12
faculties and the school of continuing Education, the various faculties are as
follows:
1. Faculty of Agriculture
2. Faculty of Arts
3. Faculty of Basic Medical Sciences
4. Faculty of Business Administration
5. Faculty of Clinical Sciences
6. Faculty of education
7. Faculty of Engineering
8. Faculty of Environmental studies
9. Faculty of Law
10. Faculty of Science
11. Faculty of Social Sciences
12. Faculty of Pharmacy
13. School of Continuing Education.
UNIUYO is in the heart of Uyo, capital of Akwa Ibom,
Nigeria’s second largest oil-producing state. Uyo is easily accessible by road,
though there is an international airport for external use(s). It operates from
four campuses:
- The Permanent Site/Main Campus
which accommodates Parts of Central Administration, Faculties of
Engineering and Natural and Applied Sciences, International Centre for
Energy and Environmental Sustainability Research (ICEESR), and the
Postgraduate School - The Town Campus which
accommodates Faculties of Arts, Education, Social Sciences, Pharmacy - The Annex Campus, home for the
Faculties of Agriculture, Business Administration, Law, Environment
Studies and General Studies - The Ime Umana Campus, Ediene
Abak, which accommodates the Pre-Degree, JUPEB and other special courses.
The Permanent Site/Main Campus of the university along
Nwaniba Road, Uyo is about 4.5 km from the city centre and covers an area
of about 1,443 hectares.
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