Abstract:

Abstract This study sets out to explore the current Nigerian higher education institution curriculum and its relation to the notion of black consciousness. This study argues that for the curriculum of higher education institutions in Africa to be relevant to the notion of black consciousness, it should mirror the philosophies of Africa as a continent. The curriculum should mirror the lives of students of Africa and their learning needs at a particular place at a given time, not catering for the lives of students and the learning needs of students of other locations. To achieve this, a deliberate effort should be made to repudiate foreign philosophies and external behaviour patterns as they relate to curriculum development and the endorsement of traditionally accepted ways of thinking and acting in the process and execution of curriculum development activities. Nigerian higher education curriculum seems to mirror so much of the foreign philosophies rather than Nigerian native philosophies. However, the true relevance of this curriculum to the notion of black consciousness is still unclear. This study will therefore explore the Nigerian higher education institution curriculum to date to consider the content thereof and to ascertain its relevance to the notion of black consciousness.  This study adopts a historical and explorative design in describing the development of the Nigerian higher education institution curriculum. The finding of this study reveals that many influencing factors mitigate against the true relevance of the Nigerian Higher Education Institution Curriculum to the notion of Black Consciousness. These mitigating factors are culture, external influence (western influence), internal influence, political influence, and religious influence. The various curriculum players and philosopher are expected to adopt research and innovation policies in dealing with the various negative influences on the Nigerian HEI curriculum that makes it difficult to reflect fully the notion of black consciousness.

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