Re-Imagining Core Curriculum Minimum Academic Standards (CCMAS) In French Language Studies for Employability in Nigeria
Keywords:
CCMAS, curriculum reform, Nigerian education sector, French language, employabilityAbstract
The Nigerian university education system has undergone several reforms over time to align with international standards and adapt to evolving technologies and global best practices. One of such reforms is the introduction of the Core Curriculum Minimum Academic Standards (CCMAS). While numerous studies have examined educational reforms in Nigeria, focusing on digitalization and pedagogy, less attention has been paid to CCMAS concerning French language studies for employability. This study, therefore, investigates the
CCMAS in repositioning French language education for employability in Nigeria. Relying on a qualitative research methodology, 5 universities were purposively selected from Edo and Delta State. This study attempts to re-imagine how well the CCMAS framework prepares French language students for employability. It also explores innovative strategies to improve learning outcomes, such as technology integration and industry partnerships. Despite French being an official language of regional bodies such as ECOWAS and the African Union, its instruction in Nigerian universities faces challenges, including inadequate funding, lecturer shortages, limited immersion opportunities, inconsistent policy implementation, and declining student enrollment. Although CCMAS seeks to standardize curricula and align them with labor market demands, its effectiveness in enhancing French for employability remains uncertain and potentially problematic. Findings from the study offer valuable insights for policymakers, educators, and stakeholders aiming to leverage French language education for employability and economic sustainability in Nigeria.
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