Two weeks into the 2025/2026 academic session, many primary and secondary schools in Nigeria are struggling to implement the new federal government curriculum. The main challenges include ensuring students gain proficiency in at least one trade subject, securing necessary textbooks, and finding qualified teachers for certain subjects.
Public primary schools face difficulties in obtaining materials and teachers for basic digital literacy and pre-vocational studies. In secondary schools, students must choose a trade subject from options like solar photovoltaic installation, fashion design, livestock farming, beauty and cosmetology, computer hardware and GSM repairs, or horticulture and crop production. While some private schools can provide equipment for subjects like fashion design and livestock farming, most public schools lack the resources and teachers for trade subjects, especially solar installation, computer repairs, and cosmetology. Access to facilities and instructors for GSM repairs is limited to urban areas with “Computer Villages.”
Experts advocate for a gradual implementation of the curriculum, suggesting pilot programs to test its feasibility. At a Concerned Parents and Educators Network event, Taiwo Akinwalemi highlighted that Nigeria’s curriculum is outdated but questioned the rushed implementation, citing gaps in infrastructure, teacher training, and stakeholder involvement. Rhoda Odigboh, a school administrator, noted a shortage of 190,000 qualified teachers in public schools, with 60% lacking computer literacy and 30% of the population without internet access. She emphasized the need for pilot schemes to assess and scale the curriculum effectively.
Dr. Salisu Yahaya stressed the importance of an engaging curriculum and inclusive education for children with disabilities. Experts recommended pilot programs, teacher training, textbook provision, and private sector involvement, with the Nigerian Education Research and Development Council (NERDC) clarifying implementation plans.
NERDC’s Executive Secretary, Prof. Salisu Shehu, expressed confidence in the curriculum’s success, stating it aligns with national education renewal initiatives and reflects global best practices. The curriculum emphasizes skills like robotics, AI, digital technologies, and citizenship, aiming to produce a productive workforce and patriotic citizens. Shehu clarified that the curriculum underwent extensive stakeholder consultations and contains no divisive elements, promoting unity and national values.
