By Musa Luka Musa, Dalhatu Liman (Abuja), Peter Moses (Lagos), Bassey Willie (Yenagoa), Mohammed I. Yaba (Kaduna), Mumini Abdulkareem (Ilorin), Usman A. Bello (Benin) & Hamisu K. Matazu (Maiduguri)
The Federal Government has released the full list of subjects under the newly introduced national school curriculum.
Daily Trust earlier reported that the curriculum was unveiled on Sunday, with an emphasis on digital literacy, entrepreneurship, programming, and artificial intelligence (AI) across junior and senior secondary school levels.
The Special Assistant to President Bola Ahmed Tinubu on Social Media, Dada Olusegun, shared the subjects on his X handle on Wednesday, describing it as part of the government’s effort to modernise Nigeria’s education system.
“The new curriculum for Nigerian schools, which will commence from the next session in September 2025, has been released,” Olusegun wrote.
At the junior secondary school (JSS) level, the new curriculum makes digital literacy and coding compulsory alongside traditional subjects such as Mathematics, English, Integrated Science, Physical Education and Social Studies, which covers Nigerian and African history, Geography, Civics, Economy (trade, money, entrepreneurship basics), global issues.
Students will also be introduced to basic entrepreneurship, robotics, creative arts, and conversational fluency in at least one foreign language.
For senior secondary schools (SSS), the curriculum features:
Mathematics & Advanced Applications: Algebra, trigonometry, calculus basics, probability, statistics, financial maths, applied maths.
English & Communication: Advanced essays, academic writing, literary analysis, world literature, research skills, public speaking, journalism, fact-checking.
Sciences: Physics (mechanics, waves, electricity, nuclear physics), Chemistry (organic, inorganic, industrial, analytical), Biology (genetics, ecology, biotechnology), environmental science.
Technology & Innovation: Programming (Python, JavaScript, HTML/CSS), data science basics, AI & robotics, digital entrepreneurship, cybersecurity.
Social Sciences: Government & law, Economics (micro, macro, trade), History (Africa, world revolutions), philosophy & ethics, entrepreneurship.
Languages: Advanced mother tongue literature, fluency in international language (French/Arabic/Chinese optional).
Creative Arts & Innovation: Fine arts, music, drama, film/media production.
Physical & Health Education
Students will also undertake research and project work before graduation.
Teachers raise concerns over workload, training
Secondary school teachers have expressed mixed feelings about the newly introduced curriculum, praising its modern focus but raising concerns about implementation, teacher training, and infrastructure gaps.
Alfred Daniel, a teacher, described the curriculum as a “very good development” with digital skills such as Word, Excel, coding, Python and robotics introduced at JSS level. He, however, questioned the preparedness of teachers to deliver effectively, warning that poor training would harm students. He also feared the subjects were “too bulky” for the available timeframe.
Similarly, Ginikachukwu Blessing, a class teacher and mother of four, welcomed the reform but argued that senior secondary subjects were “too ambiguous.” She suggested drama, music, film, and advanced sports remain extracurricular, and warned against duplication, citing civic education and government, or biology, agriculture, and animal husbandry as overlapping.
Mrs. Abisola Pedro, a private school teacher, described the curriculum as timely but feared public schools would struggle due to poor facilities.
She noted that while private schools only need teacher workshops and gadgets, most state-owned schools, especially rural ones, lack infrastructure for digital learning.
Daniel Militus, principal of NAMU Model School Maiduguri, said success depended on training and facilities, especially for AI and robotics, which are new to most schools. He noted that few universities even offer such courses. He also raised concerns over WAEC’s plan to require 250 computers before accreditation, saying many schools lack such capacity and may rely on external CBT centres.
Parents have welcomed the newly introduced national school curriculum but raised concerns about teacher training, funding, and infrastructure required for its success.
Mr. Abayomi Peter praised the initiative but questioned teacher preparedness. “If we have trained tutors who can impart this knowledge, then we are on the right path. But are our teachers ready to handle these subjects?” he asked.
Mrs. Alheri Cliff commended the inclusion of entrepreneurship and research, saying it would prepare students for higher education. However, she doubted the feasibility of cost-intensive subjects like robotics.
Similarly, Mr. Habeeb Isah supported the reform as “a 21st-century necessity” but urged the government to provide facilities and teacher training to ensure smooth implementation.
Mr. Bake Gideon worried about sustainability, citing the government’s poor funding record in tertiary education.
In Maiduguri, Aminu Galadima, a parent and teacher, said WAEC has yet to update subject names, raising fears over exam readiness. Parents in Bayelsa also welcomed the reforms but emphasised practical implementation. Mrs. Thalma Olawari cautioned against introducing subjects without qualified teachers.
However, Chief Hanson Apangolo argued that the priority should be basic infrastructure.
Private school owners across different states have expressed mixed views on the newly introduced national curriculum, acknowledging its potential benefits but warning of implementation challenges.
They emphasised the need for proper sensitization, teacher training, and phased implementation to ensure smooth adoption.
In Edo State, Bishop Elakhe Emmanuel, Chairman of the Coalition of Private Schools, said private schools were obliged to implement government policies but stressed the need for adequate consultation.
Emmanuel added that although there might be initial hitches, schools would adapt as the session progresses.
In Kaduna, education stakeholders raised concerns over timing. Busayo Akintunde, State Chairman of the National Association of Proprietors of Private Schools (NAPPS), said the notice was too short for schools to make a smooth transition, as many had already distributed textbooks based on the old curriculum.
In Kwara State, Imam Taiye Agaka, Chairman of the League of Muslim School Proprietors, noted that most of the new subjects were already being taught in private schools. He admitted, however, that many schools were not fully prepared.
Sulaiman Ahmad Liman, Proprietor of Assalam Academy, Gombe, said the reform reflects a positive shift in educational planning but stressed the need for sustained government commitment.
Another proprietor in Gombe, Yusuf Abubakar, said that private schools would require clarity on implementation timelines, teacher training, and access to updated materials.
“Curriculum reform is not just about changing subjects; it’s about ensuring that schools are equipped to deliver the new content effectively. Without textbooks, teaching aids, and proper orientation for educators, the impact may be limited,” he said.
State governments have expressed varying levels of readiness regarding the newly introduced national curriculum, with some pledging immediate support and others opting for further deliberation.
In Edo State, the Commissioner for Education, Dr. Emmanuel Paddy Iyamu, assured that the state has the capacity to implement the curriculum.
“We will work around it, fine-tune our plans, and make sure we fit into the implementation of the new curriculum,” he said.
In Kwara State, however, the Commissioner for Education and Human Capital Development, Dr. Lawal Olohungbe, said the government would need to carefully assess the new policy before taking a decision.
In Borno State, a source within the Ministry of Education advised parents to exercise caution, particularly with the purchase of new textbooks.
Reactions have continued to trail the rollout of Nigeria’s newly introduced national curriculum, with educationists and analysts describing it as both a welcome innovation and a daunting challenge.
Dr. Aminu Makama Ilelah of the Abubakar Tafawa Balewa University, Bauchi, hailed the review as timely and aligned with global best practices, particularly with its emphasis on digital literacy, entrepreneurship, and vocational skills. He argued that the inclusion of employability-driven subjects could reduce youth unemployment.
“Students that learn these hands-on subjects and practicalize them in school will likely be self-employed after they leave school,” he said.
However, Dr. Ilelah warned that the absence of trained personnel and proper facilities could derail the initiative. “Where will you get the digital literacy teachers the government is talking about, especially in public schools where many cannot even operate a desktop computer?” he asked, stressing that subjects like robotics, plumbing, or cosmetology require real equipment, not improvisation.
Similarly, public affairs analyst and parent, Dr. Isah Nasidi of the Baze University, Abuja, described the curriculum as “innovative and futuristic” but cautioned that poor infrastructure and lack of political will may hinder success. He warned that disparities between urban and rural schools could worsen if the government fails to provide resources and training.
Other stakeholders echoed concerns over timing. Former Kaduna South Education Secretary, Sanusi Surajo, said the late rollout leaves schools and teachers unprepared. He also pointed to poor teacher motivation, citing that many in government schools are still not on minimum wage.
A secondary school teacher, Mrs. Uthman, urged the government to provide teaching aids and ensure subject specialization. “Many teachers who did not pass through the teaching line will find it more difficult since it is not their area of specialization,” she said.
Private school proprietor, Yusuf Oriyomi of Voyage School, Abuja, called the review “a commendable initiative” in line with national development aspirations but argued that implementation should have been given at least a year’s notice.
