Schools Struggle to Cope with New Curriculum Two Weeks After Resumption

Two weeks after schools resumed for the 2025/2026 session, many primary and secondary schools across Nigeria are still battling to implement the new curriculum introduced by the Federal Government.

A significant challenge is getting students to choose and learn at least one trade subject; however, the significant challenges include a shortage of teachers and a lack of textbooks. At the primary schools, several problems exist, but the most significant issues are the provision of teachers and materials for basic digital literacy and pre-vocational studies. Public schools, in particular, are struggling.

At the secondary school level, students are now expected to choose one trade subject from options such as Solar installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, and crop production.

While some large private schools have managed to establish workshops for fashion and livestock farming, most public schools cannot. Trade areas such as solar installation, GSM repairs, and beauty therapy have remained challenging for schools due to a lack of qualified teachers and suitable facilities.

Experts have said that, although curriculum review is necessary and even long overdue, they fear that rushing the implementation, as the government has done, without proper preparation, will confuse. They advise the government to test-run the curriculum through pilot schemes before full adoption.

At an event organised by the Concerned Parents and Educators Network (CPE), educationists expressed mixed feelings.

Taiwo Akinwalemi argued that Nigeria is “60 years behind in curriculum development” but questioned if immediate implementation was driven more by politics than education. He pointed out the gaps in infrastructure, the lack of trained teachers, and the exclusion of private school owners from the early planning stages.

Rhoda Odigboh, a school administrator, said reforms should focus on proper implementation. She noted Nigeria still has a 190,000 shortfall in qualified teachers, 60 per cent of teachers in public schools are not computer literate, and over 30 per cent of Nigerians lack internet access. She warned that rushing the rollout would fail unless gaps are closed gradually.

Dr Salisu Yahaya, a former director in the FCT Education Department, emphasised the importance of inclusive education, particularly for children with disabilities, and urged the need for greater input from private schools.

On the other hand, the Executive Secretary of NERDC, Prof. Salisu Shehu, maintained that the new curriculum is in the best interest of the country. He explained that the reform is part of the National Education Sector Renewal Initiatives (NESRI) and was informed by extensive consultations with stakeholders.

According to him, the curriculum focuses on 21st-century skills, including robotics, artificial intelligence, digital technologies, life and citizenship skills, and sports, to produce a skilled, patriotic, and employable workforce.

Prof. Shehu dismissed claims of poor consultation or divisive content, insisting the curriculum reflects Nigeria’s needs and global best practices. He added that it is better to start now and fix the problems that arise as we go, rather than delay the reforms for another year.