Published Paper Details:

The 1950�s and 1960�s were eras of absolute faith in education as a major instrument of social or economic development. This saw the unprecedented curriculum development efforts geared towards a new interpretation of the role of education in development, this was so, as many developing countries at that time were getting independence from colonial administration. Thus, the changing economic, social and political situation in both developed and developing countries combined to create needs for constant innovations and reforms in education. Due to this new social configuration it is necessary that new ideas and needs have emerged in which the former system is no longer adequate. This is more so as by early 1970�s to date there is general agreement among politicians, educational and social plainness, and schools that education is a key change agent for moving societies towards development. Within this context expanded and improved educational provision became a focus of development efforts, especially in developing countries as a means of acquiring new teaching methods. The rationale behind this paper is the evident failing of the educational system in response to new methods and techniques in teaching and learning. The primary obstacle to the introduction of new teaching methods and techniques into the system was partly the inertia of the educational system itself and partly the inability of government to muster the sum of money required to provide teaching instructional aides.