Schools and Experts Identify Barriers to New Curriculum Launch

Stakeholders Express Concerns Over Implementation of New National School Curriculum

Stakeholders, including school administrators, education experts, and technology professionals, have voiced concerns about the implementation of the newly introduced national school curriculum. Designed to equip students with 21st-century competencies such as digital literacy, practical skills, and emerging trades, the curriculum has received both praise and criticism.

While many acknowledge the positive intent behind the reform, they emphasize that several challenges must be addressed for its successful rollout. One of the most pressing issues is the need for improved infrastructure, particularly in terms of power supply and internet access. These are essential for teaching tech-related subjects like robotics and data science. In regions where electricity and internet connectivity are unreliable, the ability to deliver these subjects effectively becomes a major hurdle.

The timing of the curriculum’s announcement has also come under scrutiny. It was released shortly before the start of the 2025/2026 academic session, leaving little time for proper orientation, training, practice, and evaluation for teachers and school staff. This lack of preparation has raised concerns about the readiness of schools to implement the new program effectively.

The reform aims to tackle graduate unemployment and the long-standing gap in practical, employable skills. However, stakeholders point out that the scarcity of necessary materials, qualified teachers, and infrastructure remains a significant challenge, especially in areas with limited resources.

Abuja: A Sudden Rollout

In Abuja, schools welcomed the initiative but noted that the rollout was too sudden. Dr. Mary Chinwuba, founder of Chalcedony School Kubwa, said the new curriculum took schools by surprise and would likely take two years to be fully implemented. She explained that while her school already teaches some of the listed programs like coding and robotics, adjustments will be needed to align with the new curriculum. “Ideally, in very developed countries, when there is going to be a new curriculum, they give about one or two academic sessions,” she said.

Idiong Godwin, a JSS3 student at Chalcedony School, expressed a more optimistic view. “I feel it's okay. It has reduced the number of subjects and students will now be learning more and more. It will be easier for students.”

Mr. Solomon Alimi, Director of Christ Chosen Group of Schools in Gwarinpa, described the policy as long overdue. He emphasized that the world is now driven by ICT, and the new curriculum will make graduates more employable and globally competitive.

Kano: Embracing the Digital Age

In Kano, parents and teachers also described the new curriculum as a step forward. Ambassador Usman Inuwa Dutse, Director of Inuwa Dutse International School, said the overhaul is a welcome development that can change the fortunes of the nation’s education sector. However, Malam Zangina Muhammad, a teacher at a government school in Tarauni LGA, cautioned that challenges remain. He highlighted the lack of qualified teachers, proper training, and infrastructure as major hurdles.

Tijjani Sarki, a good governance and public policy analyst, suggested that Kano State must strengthen technical and digital skills among students. He proposed the formation of an Independent Standing Committee on Education Accountability and Quality Assurance to ensure that reforms are not only implemented but sustained.

Benue: Waiting for Directives and Materials

Similar concerns were echoed in Benue State. Agatha Yanaga, proprietor of Goodly Seed Christian Academy, Makurdi, said her school is willing to adopt the policy but noted that necessary materials are not yet available. Jerry Akya, principal of Community Secondary School, Apir, said the policy would be implemented once directives are received from the Federal Ministry of Education.

A student, Shidoo Edmond, expressed excitement about the prospect of learning practical skills. “I will be so happy to learn practical skills. We mostly used to do only theory.”

Infrastructural Challenges: Power and Internet

Hon. Nic Uzor, Director of Divine Gems School, commended the new curriculum as a step in the right direction but questioned how tech-related subjects can be taught without proper infrastructure. “You can't teach robotics and coding without gadgets, and the gadgets cannot work effectively without electricity,” he said.

Abiodun Adu, a parent and tech expert, stressed the importance of digital literacy but noted that the country is playing catch-up. He emphasized the need for a stable power supply, describing the current power generation of 6,000MW as a “far cry” from the required capacity of 50,000MW for a nation of Nigeria’s size.

The Problem with Poor Timing

Education expert Michael Omisore criticized the timing of the curriculum’s announcement, which was made just before the new academic session. “The timing of releasing the information about the curriculum is odd in my opinion. It was so close to a new academic session. Does the government mean the new curriculum should start running immediately as this new session begins? That, to me, is a joke,” he said.

He noted that significant preparation, including orientation, training, practice, and evaluation, needs to happen first. Omisore argued that the government’s “top-bottom” approach is not effective and that stakeholders at the grassroots level need to be informed and equipped.