When the Federal Government on Friday, August 29 announced the completion of a thorough review of school curricula for basic, senior secondary, and technical education, not many of the stakeholders knew the implementation will be immediate.
According to the Ministry of Education’s Director of Press and Public Relations, Boriowo Folasade, the Minister of State for Education, Prof. Suwaiba Said Ahmad, unveiled the revised curriculum on behalf of the Minister of Education, Dr. Maruf Alausa, during an event in Abuja.
The minister noted that the curriculum overhaul was conducted in partnership with major education bodies, including the Nigerian Educational Research and Development Council, the Universal Basic Education Commission, the National Senior Secondary Education Commission, and the National Board for Technical Education.
The new framework is designed to reduce content overload, improve learning outcomes, and ensure Nigerian students are equipped with skills relevant to today’s global demands.
Prof. Ahmad said the exercise went beyond merely trimming subjects, stressing it focused on improving content to promote deeper learning and reduce overload for pupils and students.
“Under the revised structure, pupils in Primary 1–3 will study a minimum of nine and a maximum of 10 subjects; pupils in Primary 4–6 will take 10 to 12 subjects. Junior secondary students may offer 12 to 14 subjects, senior secondary students will take eight to nine subjects, and technical schools will offer nine to 11 subjects,” the statement read.
“The revised curricula will reduce content overload and create more learning time for students,” Prof. Ahmad said, adding that the changes reflect the government’s commitment to delivering quality, practical and relevant education in a rapidly changing world.
The Nigerian Educational Research and Development Council (NERDC) subsequently released the official subject list to reflect the revised structure.
In a communique signed by its executive secretary, Salisu Shehu, it said that publishing the officially approved version became necessary to disprove what it described as “unauthentic versions.”
The council said a nationwide sensitisation and teacher capacity building has been scheduled for effective implementation.
It said implementation would commence at the beginning of each three-year education circle (Primary 1, Primary 4, JSS1 and SS1) as the revised curricula are unveiled.
However, many had thought, the government would allow for consultations with education stakeholders nationwide and agree on a take off date to allow for proper preparations and alignment to new reality.
NewsClick Nigeria reports that the rollout of the new curriculum has triggered mixed reactions with school owners, teachers, and parents raising concerns about costs, training, and the long-term sustainability of the reforms. While some welcome the innovation, others fear the burden may outweigh the benefits especially because the new session commencing on September 15 is days away.
Good policy, bad timing
The government’s decision to immediately implement the curriculum without allowing for schools, parents, teachers and other stakeholders to fully digest and prepare for likely challenges during implementation has continued to raise concerns.
A Child Protection and Education Advocate, Taiwo Akinlami, questioned the government’s capacity to deliver the curriculum effectively from the 2025/2026 academic session, stressing that critical stakeholders were not adequately carried along in the process.
Speaking during a virtual meeting titled, ‘Understanding the New Curriculum’, organised by Concerned Parents and Educators Network (CPE), Akinlami said while the curriculum review is long overdue, given that sub-Saharan Africa is estimated to be 60 to 80 years behind in basic education delivery, the lack of proper planning, infrastructure and stakeholder consultation raises doubts about successful implementation.
“If you are rolling out a new curriculum, stakeholders such as private school associations, parents, teachers and even children who have the right to participate in education decisions must be part of the process,” Akinlami said.
“Instead, what we saw was a sudden announcement, leaving even those in the school system learning about it at the same time as the general public.”
He noted that in Lagos State alone, there are over 18,000 private schools and 1,700 public schools, yet most operators were unaware of the curriculum review until its announcement.
He argued that this points to a top-down decision that could be more political than educational.
Akinlami also highlighted the infrastructure deficit as a major barrier, saying subjects like ICT and agriculture require investments in laboratories, equipment and facilities that many schools currently lack.
He questioned how government schools already struggling with resources would cope, and warned that private schools would face rising costs without being allowed to adjust fees.
Beyond implementation, he stressed that the curriculum does not appear to address the plight of over 20 million out-of-school children in Nigeria, a figure confirmed by UNESCO.
“If we are serious about education reform, we must ask, what provision has been made for the out-of-school children? Are we building classrooms, or developing alternative learning pathways, perhaps through technology?” he asked.
He explained that government must respect the expertise of the private sector, which currently shoulders the bulk of Nigeria’s education delivery, and to engage them meaningfully in curriculum reforms.
“For decades, private schools have done what government schools could not sustain. Instead of taxing them heavily or sidelining them in critical reforms, government should work with them as partners to make education better for all,” he said.
Financial and infrastructural burdens on schools
Some school owners who spoke with NewsClick Nigeria expressed mixed reactions on the timing of the policy implementation especially as relates to financial implications, training, infrastructure and issues of concern.
Mrs. Akinwale Oladipo, a private school owner in Ogun State, lamented the financial strain:
“The cost is honestly overwhelming. Some of the new subjects require practical tools we don’t currently have. I’ve had to invest heavily in textbooks and equipment for the new term beginning later this month, and it’s not easy convincing parents to pay higher fees.”
Similarly, Mr. Abiola Uthman Sanni, administrator at ILEAD College, Otta, warned that facilities are lagging behind expectations:
“The curriculum demands better ICT, labs, and workshops, but most schools don’t have the facilities. Rising costs make it difficult to maintain standards without pushing fees up.”
Teacher training gaps
While some administrators admit training has started, the consensus is that it remains shallow.
Mrs. Oladipo argued: “Training is far from adequate. Teachers get one- or two-day workshops, but that doesn’t prepare them for long-term delivery.”
Mr. Sanni added: “Workshops are irregular and lack depth. Teachers rarely gain practical skills from them, which affects delivery.”
Student preparedness and sustainability
For Mrs. Oladipo, the worry is long-term continuity: “My main concern is continuity. Will these subjects still be here in ten years, or will another government scrap them? Frequent changes confuse everyone.”
Mr. Sanni agreed, stressing practicality: “Some new subjects are relevant, but others are less practical. Without funding, policy stability, and trained teachers, sustainability is uncertain.”
Job security in jeopardy
Mrs. Nkechi Onuoha, a primary school teacher in Lagos, admitted anxiety among colleagues:
“Some of us feel insecure. If the subject you’ve been teaching for years is suddenly merged or removed, you can’t help but wonder if your role is still needed.”
Mr. Samuel Adeniran, a secondary school teacher also in Lagos, echoed this fear: “I know colleagues who are already considering other career paths. It’s a real worry.”
Miss Rebecca, a teacher in Ikotun, added: “Teachers who specialized in subjects considered less essential feel redundant. Some may even lose their jobs unless they can take core subjects.”
Redeployment and retraining challenges
Mr. Adeniran explained: “Private schools often try to retrain us internally, but in public schools, many teachers are just reassigned without real preparation.”
Mrs. Onuoha shared: “Sometimes, teachers are asked to handle subjects they never studied deeply themselves.”
Miss Rebecca noted a mixed approach: “Some schools provide retraining workshops. Others redeploy teachers to admin roles or even dismiss them if they can’t fit into core subjects.”
Motivation at stake
Mrs. Onuoha warned: “It’s discouraging. Imagine investing years in one subject only to be told it’s no longer relevant.”
Yet Mr. Adeniran offered a more optimistic view: “On the flip side, I see it as a chance to learn new skills, though it’s not easy.”
Rising cost of textbooks and other educational materials
For Mrs. Bisi Okoro, a Lagos mother of a JSS2 student, the expenses are biting hard: “It’s quite high. Almost every term, we’re asked to buy new books, and the old ones become useless.”
Mr. Ibrahim Musa, father of a primary school pupil, added: “It’s overwhelming, especially for large families with school children. It adds up quickly.”
Extra tutoring and wellbeing
Mr. Musa expressed concern: “Some of the new skill-based subjects are challenging, so we’ll need to hire tutors. That’s an extra cost.”
Mrs. Okoro also worried about balance: “Kids spend so much time studying that playtime and rest are shrinking. Parents must step in to protect their wellbeing.”
Mr. Musa questioned the long-term value: “Some subjects sound impressive but don’t really connect to career opportunities in Nigeria.”
Mrs. Okoro concluded with an appeal to government: “Government should subsidize books or provide them directly. Right now, parents feel abandoned.”
The new curriculum may promise innovation and skills for Nigeria’s future workforce, but as the testimonies of school owners, teachers, and parents show, the transition has left stakeholders divided between cautious optimism and deep frustration.