Keywords
Secondary school
Adamawa
Empowerment
Youth
Abstract
This research evaluates the execution of the secondary school curriculum in Nigeria and its effectiveness in fostering youth empowerment within Adamawa State. Based on Tyler’s Objective Model and Stenhouse’s Process Model, the study employs a descriptive survey approach that includes 374 students and 60 teachers selected from twelve public and private secondary schools across the state’s three senatorial districts. Information was gathered using assessment questionnaires for students and teachers, alongside focus group discussions, and analysed using descriptive statistics. The results indicate that although the curriculum aligns well with its goals and content, its application tends to be predominantly theoretical, with minimal practical involvement. Instruction in skill-based subjects is inconsistently provided, and many schools lack adequate infrastructural facilities and specialised teachers, resulting in a low level of students’ attainment of self-employable entrepreneurial skills. In order to improve youth empowerment outcomes, the study proposes strengthening teacher training, improving infrastructure, and placing more focus on practical, context-sensitive learning. It concludes that poor implementation undercuts the curriculum's empowerment objectives.
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