Some teachers and parents have criticised the Federal Government over the sudden introduction of the new national curriculum, saying they were not consulted in the process and warning that schools are ill-prepared for immediate implementation.
The stakeholders spoke on Sunday evening, during a virtual meeting titled “Understanding the New Curriculum,” organised by the Concerned Parents and Educators Network, where they expressed fears that the rushed rollout could compromise learning quality.
Child Protection and Education Advocate, Taiwo Akinlami, described the process as exclusionary, saying critical voices were sidelined.
“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.
“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 said.
Akinlami stressed that in Lagos alone, there are over 18,000 private schools and 1,700 public schools, yet most operators only became aware of the review when it was announced.
He warned that the decision appeared more political than educational.
He further noted that the infrastructure gap poses a major challenge to the new policy, especially for subjects like ICT and agriculture that require laboratories and facilities that many schools lack.
“Government schools already struggling with resources will not cope, while private schools will face rising costs without being allowed to adjust fees,” he said.
Parents also questioned how the reform would address the plight of more than 20 million out-of-school children.
“If we are serious about education reform, we must ask what provision has been made for them. Are we building classrooms or developing alternative learning pathways, perhaps through technology?” Akinlami queried.
On her part, curriculum theorist Rhoda Odigboh acknowledged that the reform, which reduces subjects and introduces digital literacy, trade skills, and citizenship studies, was a step forward but warned that its success hinged on adequate preparation.
“For years, Nigerian children carried a heavy load at senior secondary level, some with up to 20 subjects. Teachers skimmed, students skimmed, nobody mastered. Fewer subjects mean we can finally slow down and support struggling learners. That is real progress,” she said.
She, however, noted that the country’s education system was not yet equipped for digital literacy.
“One-third of basic school teachers and nearly half a million educators lack proper qualifications, while 60 per cent of public school teachers do not have digital literacy skills. We cannot ignore these realities,” she added.
A member of the Association of Nigerian Geographers, Dr. Salihu Yahaya, urged professional bodies and private school operators to engage proactively with the government to influence curriculum content rather than waiting until after decisions are made.
Convener of CPE and Chief Executive Officer of Edumark Consult, Mrs. Yinka Ogunde, expressed optimism about the ongoing conversations, stressing the need for collaboration.
“This discussion shows that teachers, parents and associations have a voice. We must get more involved and hold government accountable,” she said.
