Since Nigeria obtained independence from Great Britain in 1960, emphases in education have been placed on developing the major subject areas of all educational levels in a manner congruent with the goals, needs, and values of Nigerians. Thus, various standards have been suggested, as guidelines to achieve excellence in all fields of education, aiming at outlining educational policies which are deemed suitable for Nigerians. The pursuit of excellence created an obvious opportunity for the improvement of curriculum contents, format, and strategies in all subject areas including textiles.
The intent of this study therefore, was to develop a university level textile curriculum model which is consistent with the current educational policies, and to increase the present fund of information about the methods, techniques, and the processes of textile production in Nigeria.
The study reviewed topics relevant to the development of a curriculum model for the teaching of textiles at the higher education level. The objectives of the study provided an outline for a review of three major points, designed to provide the background information for the development of the model. These include: (1) An historical survey of the literature reflecting major concepts of the traditional textiles in Nigeria. (2) Current methods in textiles as being taught at the higher education level. (3) Curriculum theory relevant to the topic studied.
The information collected from these three sources were synthesized and used as a basis for designing a criterion for the development of a textile curriculum. The study provided an outline for a four year teaching program which incorporated both the traditional and the contemporary modes of fabric art with due regard for curriculum specifications as suggested and prescribed in the literature. A sample lesson focused on design networks was also developed to demonstrate how the model might be implemented to achieve a successful result.
Finally, it was concluded and recommended that curriculum specifications should serve as a basis for developing instructional materials. It was also emphasized that major and relevant aspects of traditional, contemporary, and foreign textiles that might enhance the development and production of Nigerian fabrics should be adopted and incorporated in the textile curriculum.
