Speaker
Description
Olisa, J. A.
Federal College of Education (Technical), Asaba Delta State
dr.jamesazukaolisa@gmail.com
Track: Sustainability and the Future
Despite Nigeria’s commitment to Agenda 2030, Technology Education curricula in Colleges of Education appear insufficiently mapped to the competencies required for sustainable development. Technology education is critical for equipping pre-service teachers with skills that drive national development, yet concerns persist about curriculum mismatch with global priorities such as the UN Sustainable Development Goals. This proposed study aims to examine the extent of congruence between the current NUC/NCCE Dual Mandate Technology Education curriculum and SDG 4 – Quality Education, SDG 9 – Industry, Innovation and Infrastructure, and SDG 12 – Responsible Consumption and Production. Using a combination of survey and document analysis, the study will review NUC/NCCE curriculum documents, administer questionnaires to lecturers and final-year students in selected federal Colleges of Education, and conduct focus group discussions with lecturers and Federal Ministry of Education curriculum officers. The study will identify gaps in content coverage, pedagogical approaches, and assessment practices related to sustainability and green technologies. Based on the findings, a competency-based model will be proposed to guide curriculum reform through SDG-based learning outcomes, project-based learning, and school -industry collaboration. The study is expected to provide practical recommendations for NCCE, NUC, and the Federal Ministry of Education to embed SDG targets into curriculum review cycles, teacher training, and assessment frameworks.
Keywords: Technology Education, Curriculum Mapping, Sustainable Development Goals, Dual Mandate; Teacher Training; Colleges of Education,