TEACHERS, PARENTS FAULT FG OVER SUDDEN INTRODUCTION OF NEW NATIONAL CURRICULUM

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By: Sefiu Ajape

Some teachers and parents have criticised the Federal Government over the sudden rollout of the new national curriculum, saying they were not consulted and warning that schools are unprepared for immediate implementation.

The concerns were raised on Sunday during a virtual meeting titled “Understanding the New Curriculum” organised by the Concerned Parents and Educators Network, where participants expressed fears that the rushed approach could undermine learning quality.

Child Protection and Education Advocate, Taiwo Akinlami, described the process as exclusionary.

“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 noted that Lagos alone has more than 18,000 private schools and 1,700 public schools, yet most operators only became aware of the changes when they were announced. He warned that the move appeared “more political than educational.”

He further stressed that infrastructure gaps pose a challenge to the policy, especially in subjects like ICT and agriculture that require laboratories and facilities 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 added.

Parents also raised questions about how the reforms would tackle the plight of over 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.

Curriculum theorist Rhoda Odigboh acknowledged that the reforms—which reduce the number of subjects and introduce digital literacy, trade skills, and citizenship studies—were a step forward but stressed that success depends on proper 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, warned that the education system is not yet ready 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.

Dr. Salihu Yahaya, a member of the Association of Nigerian Geographers, urged professional bodies and private school operators to engage government proactively in shaping curriculum content rather than reacting after decisions have been made.

Convener of CPE and Chief Executive Officer of Edumark Consult, Mrs. Yinka Ogunde, expressed optimism about the ongoing dialogue, emphasising collaboration.

“This discussion shows that teachers, parents and associations have a voice. We must get more involved and hold government accountable,” she said.