Nigeria’s New Curriculum Faces Setback: Specialised Skills Without Skilled Teachers Raise Fears of Failure
Story: written by Uzuh Rita September 18,2025
Nigeria’s newly revised curriculum, designed to equip students with specialised 21st-century skills, has sparked debate among educators and policy experts. While the policy aims to prepare learners for future work demands, concerns are growing that its implementation may collapse under the weight of poor teacher preparedness and inadequate infrastructure—especially in rural schools.
The new curriculum, covering basic, secondary, and technical education, is scheduled to roll out in the 2025/2026 academic session. Many stakeholders argue the timeline is too rushed and risks deepening inequality in the education system.
Gift Osikoya, a teacher, warned that beyond adding new subjects, the curriculum demands large-scale teacher retraining and upgraded facilities. “The government should invest in train-the-trainer workshops before mandating full adoption. Most schools in rural areas still lack laboratories, workshops, and digital tools. Without infrastructure, the new policy will remain theoretical rather than practical,” she explained.
Osikoya added that the sudden launch creates confusion, with urban schools in Lagos and Abuja likely to keep pace, while rural institutions lag behind. “This uneven adoption will widen educational inequality,” she said.
Infrastructure and manpower gaps
Education administrator Isaiah Ogundele stressed that the success of the curriculum depends on two major elements: skilled personnel and adequate learning infrastructure. “Teachers must be trained in line with the new policy, and schools must be equipped with materials to make learning practical, cost-effective, and impactful,” he said.
Experts argue that without addressing these gaps, urban schools with better resources will thrive, while their rural counterparts continue to struggle, undermining the core goals of competence-based learning.
Competence vs. certificates
Jessica Osuere, CEO of RubiesHub Educational Services, criticised the federal government’s push for immediate implementation without thorough groundwork. “That is putting the cart before the horse. Implementation cannot start without surveys, clear goals, and realistic planning,” she cautioned.
Similarly, Olukayode Olusola, a civil servant, raised concerns about the government’s insistence on TRCN certification for all teachers. He noted that new subjects like film production require industry expertise, not just formal certificates. “Competence-based learning is about what you can do, not just the paper qualification. Industry experts and adjunct teachers should be part of the system,” he said.
He cited Germany’s dual education model, where students alternate between school and workplace training, as an example Nigeria could adapt.
Teacher retraining critical
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has repeatedly emphasised that education reform is only as effective as its teachers. SDG 4 highlights the urgent need for more qualified teachers and increased investment in teacher training, especially in developing countries.
Experts warn that unless Nigeria invests heavily in retraining teachers—particularly for technical and practical subjects—the new curriculum risks failing to deliver on its promise of future-ready skills.
“The big question is: how prepared are our teachers to handle these specialised subjects, especially in rural and underfunded private schools?” one education expert asked.
