Education Administrators’ Perceived Political Influence On Curriculum Development in Tertiary Institutions of Bauchi State, Nigeria

Abstract:
This abstract provides a concise overview of a study exploring the perceived political influence of education administrators on curriculum development in tertiary institutions located in Bauchi State, Nigeria. The research aims to shed light on the extent to which political factors shape the curriculum development process and the implications for educational quality and relevance.

The study employed a qualitative research design, utilizing semi-structured interviews with education administrators from various tertiary institutions in Bauchi State. The participants were selected using purposive sampling to ensure representation from a diverse range of institutions and administrative roles. Data were analyzed using thematic analysis to identify common themes and patterns related to perceived political influence on curriculum development.

Preliminary findings indicate that education administrators in Bauchi State perceive a substantial level of political influence on curriculum development processes. The perceived political influence manifests in several ways, including external pressures to include particular topics or ideologies, interference in the selection of teaching materials, and the imposition of political agendas on curriculum content. Furthermore, administrators reported challenges in maintaining academic autonomy and ensuring the quality and relevance of curricula due to these political influences.

The perceived political influence on curriculum development has significant implications for the quality and relevance of education in Bauchi State's tertiary institutions. It raises concerns about academic freedom, intellectual diversity, and the ability to meet the evolving needs of students and society. The findings underscore the importance of ensuring an inclusive and participatory curriculum development process that prioritizes educational goals, pedagogical best practices, and the needs of students over political interests.

To address these challenges, the study recommends strengthening the role of education administrators as advocates for academic integrity and the preservation of educational standards. It suggests the adoption of transparent and participatory curriculum development processes, involving stakeholders from diverse backgrounds, including educators, subject matter experts, students, and policymakers. Additionally, fostering a culture of open dialogue, critical thinking, and evidence-based decision-making can help mitigate the negative impact of political influence on curriculum development.

This study contributes to the growing body of literature on curriculum development in the Nigerian context and provides valuable insights into the intricate relationship between politics and education. Further research is warranted to explore the experiences of other stakeholders, such as faculty members, students, and policymakers, to develop comprehensive strategies that promote an unbiased and student-centered curriculum development process in Bauchi State and beyond.