The Federal Government, as part of reforms in the education sector, has introduced a new curriculum with strong emphasis on imbuing pupils with practical skills and making them “future-ready” as stated by Education Minister Dr. Tunji Alausa. While the development resonates with observers and stakeholders in the education space for aligning with global best practices and meeting demands of 21st century learning, some schools of thought also believe it is the right step in the right direction and the way to go in terms of producing skilled and competent innovators. However, they have underscored the need to tone down expectations and the euphoria in the wake of the announcement, stressing that without competent personnel, robust infrastructure, sustained funding, positive mental attitude and realising the objectives of the new curriculum might be a mirage in the long run, report
Buoyed by the need to adapt learning needs of pupils to meet current realities, the Federal Government announced the introduction of a new curriculum for basic, secondary, and technical education, which will be implemented at the commencement of the 2025/2026 academic session.
The curriculum, according to Education Minister, Dr. Tunji Alausa, is intended to emphasise skill-based learning such that Junior Secondary School (JSS 1) pupils pick at least one trade subject to enhance their practical skills.
A document developed by the Nigerian Education Research and Development Council (NERDC) revealed that the six practical skills available are Solar, Photovoltaic installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, Horticulture and crop production.
A statement by the Federal Ministry of Education’s spokesperson, Folasade Boriowo, indicated that the review was conducted in collaboration with the NERDC, the Universal Basic Education Commission (UBEC), National Secondary School Education Commission (NSSEC), National Board for Technical Education (NBTE), and other important stakeholders.
The statement noted that the new framework balances subject offerings with more practical learning.
The ministry said at the primary level, pupils in Primary 1-3 will offer 9-10 subjects, while those in Primary 4-6 will take 10-12 subjects.
For Junior Secondary School, they will take 12-14 subjects; Senior Secondary students will offer 8-9; and technical schools 9-11 subjects.
Alausa said: “The review of these curricula is based on best practices and design approach following the requisite stages, criteria and involving a broad-spectrum of critical stakeholders.”
According to the minister, the content covers new areas pertaining to digital literacy, robotics and artificial intelligence, new technologies and subject-based skills.
He said the new curriculum is learner-centred and focused on 21st-century skills that are transferable and issues of values, national heritage and effective citizenship.
“One thing we want to achieve in the curriculum reform process is to ensure content learnability and coverage, thereby improving learning outcomes across all subjects.
“Thus, the curricula and subject offerings have been scaled down drastically to align with global standards and engender effective learning at the various levels of primary and senior secondary education,” he added.
While the minister’s emphasis on digital literacy, robotics and artificial intelligence, new technologies and subject-based skills, and learner-centred curriculum resonate deeply with stakeholders, they, however, on the flip side remind him how essential it is to put proper structures in place to actualise the aims and objectives of the curriculum.
New curriculum imperative
The National President of Early Childhood Association of Nigeria (ECAN), Prof. Babajide Abidogun, noted that there was sufficient justification for adapting the new curriculum to modern trends. He cited the high unemployment and underemployment rates in the country, adding that introducing vocational training like solar photovoltaic installation, fashion design, livestock farming, and computer repairs directly addresses this by equipping students with skills that can lead to immediate employment or entrepreneurship.
He said: “In a country like Nigeria, where formal job opportunities are often limited, entrepreneurship is a major survival strategy. With this curriculum, students could gain hands-on skills that would allow them to become self-employed. It could also encourage innovation and youth-driven businesses, especially in areas like fashion design, computer repairs, or agricultural ventures, which are in demand.
“Agriculture remains a significant sector in Nigeria’s economy, and introducing trade subjects like horticulture and livestock farming is a direct response to the need for greater agricultural output. By providing students with these skills early on, the government is helping to build a future workforce that can contribute to food security and agricultural sustainability in the country.
“Around the world, countries are moving away from purely academic-focused education systems and embracing technical education. Germany, for example, has a highly successful vocational training system, and Nigeria could benefit from adopting a similar model. This curriculum change could be a step towards narrowing the skill gap in Nigeria and making the country more competitive in a globalised economy.”
Likely hurdles, hindrances
Abidogun noted that while the curriculum was well-intentioned, there were several hurdles, which need to be scaled to make it feasible.
The don said: “The Nigerian education system already faces challenges in terms of a shortage of qualified teachers, especially in specialised fields. For the new curriculum to be effectively implemented, there would need to be an influx of skilled instructors for each of these trade subjects. For example, solar photovoltaic installation is a highly technical field that requires expertise not just in theory, but also in practical application. Similarly, for fields like fashion design or GSM repairs, the teachers need both the technical know-how and pedagogical skills to transfer knowledge effectively.
“Even if there are teachers available, many may need to undergo specialised training to adapt to the new curriculum. Continuous professional development programmes would be necessary to equip teachers with up-to-date knowledge and teaching methods.
“The availability of teaching materials and infrastructure is another significant hurdle. For subjects like solar panel installation or GSM repairs, specialised equipment and labs are required. Without proper funding and resources, these subjects may only remain theoretical. For example, in the rural areas, where schools might lack basic facilities, implementing such a curriculum would be even more challenging.”
The need for ample time for more consultation
For Head of School, Mare Schools, Lagos, Mr. Onanuga Olubayo, when a new curriculum is released, there is usually a window period for schools to align, but hurrying compliance and expecting great results is just “one recipe for failure”.
He said: “To start with, we simply as of now do not have the required personnel to actualise the curriculum and a window period of nothing less than 6 months or even a full academic year should be given to allow for further consultation with stakeholders and organise on-point, adequate training to prepare the personnel that would then be deployed to schools nationwide to help actualise or facilitate the execution of the curriculum.
“Secondly, one of the major issues we have had with education in this part of the world is not properly defining educational objectives and even if this one achieves excellent returns, an instance of unstable government policies that has plagued the country would always be a major point of reference.”
Effective implementation crucial
For effective implementation, Abidogun highlighted recruitment and retraining of teachers, partnership with the private sector, proper funding, awareness campaign and advocacy as essential elements.
“The Ministry of Education, along with the relevant state and local education authorities, should prioritise the recruitment of qualified personnel to teach these trade subjects. Additionally, extensive teacher training programmes must be implemented to ensure that educators are not just knowledgeable in their fields, but are also trained in the methods of imparting practical skills.
“To bridge the gap in expertise, the government could collaborate with industry leaders and businesses in fields like solar technology, fashion, and ICT. These partnerships can lead to the establishment of apprenticeship programmes and professional training workshops for both students and teachers. It could also lead to donations of equipment and learning materials by companies that operate in these sectors.
“The government needs to invest heavily in modernising schools, particularly in rural areas. This includes building technical training facilities, providing essential equipment, and ensuring that students have access to the materials required to learn and practise their trade.
“The government should also create incentives for private companies to invest in vocational education. For instance, tax breaks for companies that sponsor vocational training programmes or provide equipment to schools could help fill the resource gap.
“There is a need for a stronger public-private partnership to support the implementation of this curriculum. This could include the involvement of companies in curriculum development, provision of materials, and internships for students. Additionally, setting up business incubators and entrepreneurship hubs within schools or communities could be a viable way to make sure students can utilise their trade skills for self-employment.
“It will be crucial to educate both parents and students about the value of vocational education. There is often a societal bias towards academic learning, especially university degrees, and vocational training is sometimes viewed as a last resort. The government, with the help of stakeholders, should launch campaigns to change this mindset and highlight the benefits of acquiring trade skills early on.”
Olubayo added that political will on the part of the government to see to the successful execution of the objective should be strong. He stressed the need for proper dialogue with stakeholders on education and creating an avenue to market the idea to them, adding that it is essential to adequately equip schools and provide all necessary materials and facilities across the federation.
“Adequately equipping teaching personnel with the materials and requisite training needed to train the students, organising regular workshops and training for them, providing a well-defined framework for teaching, execution of the objective and method of effective evaluation and giving meaningful incentives to exceptional students, schools and teaching personnel across the nation are extremely important,” he said.
‘Important to start from scratch, objectives will be met’
On the flipside, Vice Chancellor African School of Economics, Prof. Mahfouz Adedimeji, in a terse message, said: “I deem the reform one of the best to happen to the education sector. I consider it a smart curriculum for smart students.
“I believe efforts are on to train teachers, who will in turn train their colleagues in the TTT format. Everything doesn’t have to be ready immediately.
“I remember that when the Computer-Based Test first started as an approach of screening undergraduate students, people were concerned about students from rural areas and infrastructure. Today, everyone is used to it. What is important is to start from somewhere.
“I have a positive mental attitude that objectives will be met. Whatever can be conceived and believed can as well be achieved.”
Ibrahim: it must not be rushed
According to the Founder, Baiwa Foundation for Human Development, Dr. Mikailu Ibrahim, the scope and intention of reviewing the curriculum are good. However, Ibrahim warned about rushing to implement it in 2025/2026 academic session. He added that approving and launching the curriculum is one thing, but strategies for implementing it is another.
“A lot of engagements are required to build the capacity of education stakeholders, administrators, teachers, communities, and parents- to understand the import of the curriculum for implementation,” he noted.
A welcomed initiative, says APSON
According to the National Deputy President, Association of Private School Owners of Nigeria (APSON) Nigeria, Hajiya Maryam Magaji, the development is a welcomed one. She noted that it will equip students with practical skills, making them more employable and self-reliant in the future.
“The six practical skills introduced, including Solar Photovoltaic installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, and Horticulture and crop production will provide students with diverse opportunities for personal and professional growth.
“APSON looks forward to collaborating with the government to ensure a smooth implementation of the new curriculum, starting with the 2025/2026 academic session. We are confident that this initiative will enhance the quality of education in Nigeria and produce ‘future-ready’ students,” she said.
AFED lauds development
The National President of the Association for Formidable Educational Development (AFED), Orji Kanu Emmanuel, who lauded the development, noted that for too long, pupils have been burdened with an excessive number of subjects that often lack practical application.
Orji noted that the reduction in the number of subjects is a significant step towards ensuring that students are equipped with relevant knowledge and skills.
On the way forward to ensure the successful implementation of this curriculum, the AFED president, urged the government to collaborate with stakeholders, including school associations, to monitor adherence to the new framework.
He also appealed to the government to provide support to low-cost schools in implementing the new trade subjects, given the tight timeline.
“The Minister of Education’s assertion that this curriculum is “future-ready” resonates deeply, as it streamlines subject offerings to focus on essential skills and trades.
“This development is long overdue, and it’s imperative that Nigerian schools prioritise teaching children skills that will make them future-ready.
“The new curriculum represents a crucial shift towards equipping students with practical skills, digital literacy, and trade expertise. We commend the government for this initiative and look forward to seeing its positive impact on our education system,” Orji noted.
Also lauding the development, the State Controller, AFED, Mr. James Lartey-Lartey, said it has been long overdue. He noted that the new curriculum is well-balanced and the subjects are coordinated in such a way that it will prepare the children for the future.
However, he also appealed that the necessary needed manpower and infrastructure should be put in place for its implementation.
“Before this would be implemented, the government should ensure that the content of the curriculum is well spelt out. Teachers should be well-trained to handle these subjects as well as the machinery needed to implement the subjects,” Lartey-Lartey advised.
President, Coalition of Non-State School in Nigeria, Dr. Saleh Adamu Kwaru, stated that the recent curriculum review is undoubtedly a positive and timely development, adding that as global innovation accelerates, it is imperative that the educational framework evolves to meet emerging demands.
However, Kwaru expressed one pressing concern; being that many schools had already acquired textbooks prior to the announcement, and with classes now in session, they are still awaiting comprehensive details. He hopes the rollout will be expedited to ensure smooth and full implementation
“The appointment of Prof. Salisu Shehu as Executive Secretary of NERDC has ushered in a wave of transformative initiatives within the agency. Stakeholders across the board have expressed strong support, especially for the revised curriculum, which now reflects contemporary realities and avoids the pitfalls of obsolescence,” Kwaru said.
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