REVITALIZING THE YORÙBÁ LANGUAGE CURRICULUM IN NIGERIAN COLLEGES OF EDUCATION FOR SELF-RELIANCE AND ENTREPRENEURSHIP

Abstract

One of the problems observed in the Yorùbá language curriculum in Colleges of Education in Nigeria is its inability to make students self-reliant after graduation. The main objective of this paper is to explore ways of upgrading the Yorùbá language curriculum in these Colleges of Education so as to make language students self-reliant upon graduation. The paper examines the meaning and scope of curriculum, Yorùbá as a language, and the relationship between Yorùbá and entrepreneurial curricula. In addition, some courses are proposed to upgrade the Yorùbá language curriculum to meet the economic challenges facing the country. Metod of data collection for this paper was secondary data, using Kolb’s Experiential Learning Theory as postulated by David Kolb. The findings of the study reveals that for students who struggle with the current one-size-fits-all schooling system, the new Yorùbá–Entrepreneurial curriculum will help them to develop their creativity and design a life where earning and learning become lifelong activities. The major finding of the study suggests that Yorùbá traditional entrepreneurial skills provide a pathway for learners to survive in the business world. The paper concludes that the present Yorùbá language curriculum in Colleges of Education in Nigeria needs to be upgraded or revitalized in order to meet global demands. Traditional Yorùbá occupations such as hair plaiting, soap making, and tie-and-dye are recommended for inclusion in the curriculum, as research has shown that the government can no longer provide jobs for all Nigerian youths.