Because Nigeria's original secondary education system transmitted the alien British culture of power and status, it was only able to help a small percentage of Nigerians receive the preparation necessary for their adult lives. The Curriculum Conference of 1969 developed a new national educational philosophy based on prevocational curriculum innovation. Nigeria's teacher education curriculum was subsequently revised to provide teachers with the intellectual and professional background necessary to further innovation in the country's prevocationally oriented secondary school curriculum. Although teacher education is traditionally based in the college of education and school system for which the teachers are being trained, a basic premise of the prevocational curriculum is that the economic and social community constitute curriculum materials. Nigeria's new teacher education curriculum has thus been geared toward extending its contextual boundaries to include those economic and social institutions and settings that are related to the subjects being taught at the college of education. Because the curriculum has the multiple objectives of developing not only factual/conceptual knowledge but also skills and behaviors for learning, teaching, and doing, it incorporates the process of contingency pedagogy and recognizes the needs of prospective teachers as adult learners. Other important aspects of the new pedagogy are its horizontal and vertical view of the map of learning and its shift toward continuous assessment of prospective teachers, which implies a shift in emphasis from selection to stimulating effort and developing individuality. (MN)