In Nigeria, the start of a new school year is almost like a ritual. From primary to secondary school, children return to classrooms with new school accessories like bags, books, uniforms, and shoes, among others.
For many parents, however, this period brings mixed feelings. Beyond school fees, there’s the financial burden of buying these essentials. But for the children, it’s usually all excitement—new things for new classes.
This year, though, the excitement goes beyond new stationery. Pupils and students across the country will be welcoming the 2025/2026 academic session with a brand-new curriculum.
On September 8, 2025, the Nigerian Educational Research and Development Council unveiled the revised Basic and Senior Secondary Education Curriculum. The overhaul, carried out by the Federal Ministry of Education under its National Education Sector Reform Initiatives, is designed to reduce subject overload and promote “positive learning outcomes” nationwide.
According to the NERDC, this marks a new chapter for education in Nigeria—one that promises relevance, flexibility, and skill acquisition right from the early years. The Minister of Education, Dr Tunji Alausa, stressed that the revision placed stronger emphasis on skill-based learning.
Primary 1–3: Pupils will now take 9–10 subjects, including English, mathematics, a Nigerian language, basic science, history, social and citizenship studies, physical and health education, cultural and creative arts, and either Christian religious studies or Islamic studies. Arabic remains optional.
Primary 4–6: Subjects increase to 11–13, with new additions like basic digital literacy, pre-vocational studies, and French as an optional subject.
Junior Secondary School (JSS 1–3): Students will handle 12–14 subjects, including digital technologies, business studies, and a compulsory trade subject. Available trade options range from solar photovoltaic installation and fashion design to livestock farming, GSM repairs, beauty and cosmetology, and horticulture.
Senior Secondary School (SSS 1–3): Five core subjects—English, Mathematics, a trade subject, citizenship and heritage studies, and digital technologies—are now mandatory. Students can then choose from a wide pool of electives in sciences, humanities, business, and technical fields. Options include everything from physics and literature to catering craft, visual arts, and horticulture.
In addition, compulsory digital literacy and entrepreneurship have been introduced at the JSS level, while programming, artificial intelligence, and new languages now feature prominently in senior secondary schools.
The new framework ensures a balance between academic knowledge and hands-on skills. Six practical trade areas—solar energy, garment making, livestock farming, cosmetology, computer hardware/GSM repairs, and horticulture—are highlighted as pathways to employability and self-reliance.
Educationist and researcher, Dr Harmony Mark-Ewa, described the curriculum as a welcome development in a chat with BBC News Pidgin. While she praised the initiative, she noted that the government has yet to release a detailed blueprint on how it will be implemented.
“The curriculum is now more specific and targeted,” she explained.
“In terms of employment, teachers will be recruited based on the new focus areas, and students will get more time and exposure to different fields of study. This means better opportunities for them to align their learning with future careers.”
Many other education stakeholders have welcomed the long-awaited curriculum review, noting that Africa is still decades behind the rest of the world in basic education delivery—some estimates place the gap between 60 and 80 years. They see the reform as necessary progress, but they also point out the hurdles ahead: crumbling infrastructure in public schools, a shortage of qualified teachers, poor pay for educators, and the ever-rising costs of private schooling.
On paper, the curriculum looks like a bold step forward. It signals Nigeria’s desire to compete in a global economy and to treat education as the foundation of national progress. But the truth is that its success will depend less on the Federal Government and more on the 36 governors across the federation who run the classrooms in their states.
This is because the Federal Government may design the curriculum, but it is governors who will decide what it looks like in practice. According to the Universal Basic Education Commission’s 2022 report, Nigeria has 65,529 public primary schools, while the Federal Ministry of Education puts the number of public secondary schools at 25,540. Out of these, only 104 belong to the Federal Government; the rest are under the state governments.
And right now, governors have no excuse. Since the fuel subsidy removal, state allocations from Abuja have increased tremendously. Governor Umo Eno of Akwa Ibom openly credited the President for the funds that made his state’s big projects possible. Governor Uba Sani of Kaduna was even more direct: “If not for the removal of the fuel subsidy, the Kaduna State government would have been stagnant today.” The same money they proudly channel into roads, health, and agriculture must now flow into classrooms.
The new curriculum introduces subjects like digital literacy, agriculture, and garment-making. But without computers, labs, farms, and workshops, students will learn only theory. That would be a wasted opportunity, and the blame would lie at the feet of governors.
The issue of inadequate and unqualified teachers is another primary issue that must be dealt with. It is sad that about one-third of Nigeria’s basic schoolteachers, nearly half a million, lack the required qualifications. Sixty per cent of secondary school teachers lack even basic digital literacy skills.
The Federal Government cannot retrain them all; states must step in. And beyond training, teachers need to be paid decently. Too many state schoolteachers still earn less than N70,000 despite the implementation of the new minimum wage.
As one University of Warwick professor, Joshua Fullard, found, “Teachers’ wages also affect their pupils’ well-being, measured by the enjoyment of learning… salaries are not only important for recruitment and retention but also help ensure teachers feel valued and motivated.”
Governors also need to give the local government education authorities the freedom to truly do their jobs. These authorities are the ones closest to the grassroots, yet they’re often sidelined because the State Universal Basic Education Boards, which report directly to state governments, tend to see themselves as superior. By granting LGEAs administrative autonomy and fostering real collaboration with SUBEBs, states can close the gap between policy decisions and what actually happens in classrooms at the local level.
Private schools also play an important role in Nigeria’s education system. In many states, they actually outnumber public schools. Governors cannot ignore them; they must involve them, guide them, and avoid stifling policies. Without their participation, reforms will fall flat.
Then, there’s the painful reality of out-of-school children. Only 29 per cent of Nigerian children aged 7–14 possess basic literacy and numeracy. UNESCO puts the number of out-of-school children between ages 6 and 18 at 20 million—equivalent to the entire population of Zambia. UBEC’s figure of 10 million is lower but covers only ages 6–11. Either way, the crisis is massive.
UBEC provides grants to states to expand access, but those grants require counterpart funding. If governors fail to bring their share to the table, millions of children risk being left behind—and this new curriculum will be nothing more than another well-written document.
The new curriculum is a chance to finally align education with Nigeria’s future needs—skills, innovation, and employability. But it will remain just a dream unless governors roll up their sleeves and take responsibility.
If each state channels resources into teacher training, equips schools with modern tools, and ensures consistent monitoring, in a few years, Nigeria could move from being “the sleeping giant” to a rising force. But if governors continue to pay lip service, the reform will join the long list of abandoned policies.
The curriculum is ready. The children are ready. Even the parents, despite their struggles, are hopeful. Now, it’s over to the governors; they need to show workings because Nigeria’s educational future is sitting in their offices, waiting for action.
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