As schools in Nigeria reopen in January 2025, uncertainty surrounds the implementation of the much-anticipated new curriculum.
Intended to modernise education and better prepare students for future demands, the reform has faced significant challenges regarding the readiness of schools, teachers, and resources.
The then Minister of Education, Prof. Tahir Mamman, had hinted that the new academic curriculum for basic and junior secondary schools would begin in January 2025.
To prepare, the government planned to fine-tune arrangements from October to December 2024, including teacher training and infrastructure development.
These efforts were aimed at ensuring that both private and public schools would be ready for full implementation by January 2025.
However, with only a few days left in the month, it is clear that critical challenges remain. Reports indicate significant shortages in school facilities and a lack of teacher training, with stakeholders unsure of how the changes will unfold.
Earlier reports indicated that the curriculum would introduce 15 new trades for basic education, focusing on skills that would enhance the employability of graduates from primary and junior secondary levels. The trades include basic digital literacy, IT, robotics, building and construction, hospitality, garment making, and agriculture.
Despite the reform’s potential, a recent tour of several public and private schools in the Federal Capital Territory revealed little evidence of readiness.
Many schools continue to struggle with outdated classrooms, insufficient learning materials, and inadequate support services, all of which threaten the successful implementation of the curriculum.
In the midst of these challenges, the newly appointed Minister of Education, Tunji Alausa, has pledged to continue the progressive reforms of the previous leadership.
However, stakeholders are increasingly concerned about the practical obstacles to the curriculum’s success. Experts also emphasised the need to address infrastructure issues, particularly the shortage of vocational training facilities and modern equipment.
Chizuruoke Collins Ezem, an international educator from the UK, described the introduction of a skills-based curriculum in basic education as a timely and positive move.
He stressed that it aligns education with workforce needs, equipping students with practical skills and fostering entrepreneurial thinking.
However, he cautioned that its effectiveness would depend on proper implementation and consistent teacher training.
“Most schools currently lack adequate facilities for vocational training. Upgrading existing workshops, investing in modern equipment, and providing training for instructors should be prioritized,” Ezem said.
Students of Divine Academy, Lugbe, David Tor also voiced concern about the new curriculum. He said if implemented, subjects like robotics and hospitality, would provide practical skills for the modern job market.
“When government announced that the new curriculum would incorporate trade subjects, I was so excited. The new curriculum aligns with my interests and strengths, which will allow me to explore potential career paths. I’m particularly excited about the hands-on training and project-based learning, which will enhance my problem-solving skills and creativity if implemented.
“Our school’s labs and workshops lack modern equipment, software, and tools necessary for hands-on training,” she explained. “To fully benefit from this curriculum, our school needs investments in state-of-the-art facilities.”
A teacher from Stella Maris School in Gwarinpa, who requested anonymity, revealed that the curriculum has yet to be implemented at their school. Like many others, they are waiting for tangible preparations before the new system can take effect.
As the countdown continues, stakeholders are urging the government to address these challenges promptly to ensure the new curriculum’s success and accessibility for all students.
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