Poverty Alleviation Education Integration in Social Studies Curriculum: Implications for Developing Sustainable Skills in Nigerian Child

Abstract

The descriptive survey design was adopted in investigating the extent of integration of poverty alleviation education contents in social studies curriculum of Nigeria junior secondary schools.  The study was carried out in the six states of the south-south geo-political zone of Nigeria.  180 social studies teachers were purposefully used as respondents for the study.  Five research questions guided the study.  The study utilized a social studies curriculum content analysis and a 50-item researchers developed questionnaire structured on a 4-point likert modified scale.  Mean rating scores were used to answer the research questions.  Research findings indicated that poverty alleviation education was not significantly integrated in the social studies curriculum.  There are qualitative benefits to be derived from the inculcation of  poverty alleviation education, social studies teachers were not aware of the need for the inculcation of poverty alleviation education through social studies instruction, in addition, there were potential obstacles mitigating the integration of poverty alleviation education in social studies curriculum.  Some of the established strategies for achieving integration of poverty alleviation education in social studies curriculum were: constant curriculum revision, expansion of social studies curriculum on national economic issues, emphasis on productive living amongst others.  Conclusions and recommendations were articulated based on research findings.