CURRICULUM IMPLEMENTATION AND 21ST CENTURY SKILLS IN TERTIARY INSTITUTIONS AS A TOOL FOR SUSTAINABLE DEVELOPMENT

CURRICULUM IMPLEMENTATION AND 21ST CENTURY SKILLS IN TERTIARY INSTITUTIONS AS A TOOL FOR SUSTAINABLE DEVELOPMENT.

Abstract:
In the context of a rapidly evolving global landscape, the integration of 21st-century skills into curriculum implementation in tertiary institutions has emerged as a crucial tool for fostering sustainable development. This abstract explores the significance of incorporating 21st-century skills within the tertiary education system to address the complex challenges of the 21st century and promote sustainable socio-economic growth.

The 21st century is characterized by rapid technological advancements, globalization, and the need for critical thinking, problem-solving, innovation, collaboration, and adaptability. These skills, often referred to as 21st century skills, go beyond the traditional academic knowledge and serve as essential competencies for individuals to thrive in the modern world.

Tertiary institutions play a pivotal role in equipping students with the necessary skills and knowledge to become active contributors to sustainable development. By integrating 21st century skills into the curriculum, these institutions can prepare students to tackle real-world problems, embrace diversity, and engage in lifelong learning.

The implementation of a curriculum that emphasizes 21st century skills requires a multidimensional approach. It involves designing relevant and adaptable learning experiences, fostering interdisciplinary collaboration, promoting digital literacy, and cultivating a student-centered learning environment. Furthermore, partnerships with industry and community stakeholders can facilitate the alignment of educational offerings with the evolving needs of the labor market and society at large.

By prioritizing the integration of 21st century skills into tertiary education, institutions can produce graduates who possess the competencies to address sustainability challenges effectively. These skills enable students to be critical thinkers, effective communicators, ethical decision-makers, and innovative problem solvers. Moreover, they empower individuals to navigate the complexities of the globalized world while considering environmental, social, and economic dimensions of sustainable development.

In conclusion, curriculum implementation in tertiary institutions that embraces 21st century skills holds immense potential as a tool for sustainable development. By equipping students with the necessary skills and knowledge, tertiary institutions can empower individuals to become active agents of positive change in their communities and contribute to a sustainable future. The integration of 21st century skills should be a priority for educational policymakers, institutions, and stakeholders to ensure the holistic development of students and the advancement of sustainable development goals.

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

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