Abstract
This
paper takes a look on social studies and family life education for national
transformation people differ, so also does family differ. These individual
differences give rise to reasons for people actions and behaviours. The paper
x-rays how both social studies and family life education contributes to
national transformation.
It adopts the functionalist perspective to the
understanding of the social studies and family life education as a means for
achieving national transformation. The backlash of the increasing number of
maladjusted children, high school dropout and juvenile delinquents the paper
assert from both functional and psychological view points that social studies
and family life education protects those ills that may erupt from family if
proper education is not given to the society.
Introduction
Social
studies is an innovation in the curriculum of schools in Nigeria its
introduction into schools in Nigeria is very recent and it dates back to the
early 1960s. Education has been consciously by nations all over the world as
the vehicle to covey them to the final destination. Government in all angle
believed that education is a way of attaining that part of its national
objectives that can be believed using education as a tool. Among the main factors
hindering the actualization of the national transformation and philosophy of
education in Nigeria today are the process and method of teaching a particular
course.
In
the first instance, not many people have been trained to teach the subjects.
Secondly, instructional materials in the discipline are scanty. The rise and
fall of the standard of education has a lot of things to do with taught. This
also applies to the ultimate learning in the class-room.
Social
studies education is one of such course of study which requires the urgent
input of well trained and equipped teachers to realize its mission which are in
line with the national policy on education.
The
fact that social studies is quite young through unique, in the Nigeria
educational systems makes this work at this level most imperative. More so when
many stake holders in curriculum planning still consider social studies
education and family life education as a tool for national transformation.