Opinion
Taking Nigeria’s Education Beyond Curriculum
The current Minister of Education, Prof. Tahir Mamman, has so far taken some steps which give hope of the revival of Nigeria’s education sector in the near future. He recently inaugurated an eight man committee to set up a roadmap for the education sector in the country which he said was in line with the ‘Renewed Hope’ agenda of President Bola Tinubu. Among the committee’s mandate is to come up with a curriculum from basic to tertiary level that meets the demands of the current times and needs of Nigerian society. The committee is to also look into the issues of financial autonomy in tertiary institutions, access and equity, research and innovation as well as the government-industry-academic nexus.
The minister emphasised that “One thing I must not fail to add is that we must have an education system that embraces technology and moves into a digital future where our education responds to the demands of society. We need to move away from education for its sake to education for the development, not only of the individual but most importantly, of the society we live in.” Similarly, earlier in the week, the National Universities Commission (NUC) launched a newly restructured curriculum for Nigerian universities, called the Core Curriculum and Minimum Academic Standards (CCMAS). The new curriculum which replaces the Benchmark Minimum Academic Standards (BMAS) and is aimed at making university education in Nigeria more responsive to the needs of the society is to take effect from this month.
According to the NUC, the CCMAS is designed to reflect the 21st Century realities, in the existing and new disciplines and programmes in the Nigerian University System and is structured to provide for 70 percent of core courses for each programme, while allowing universities to utilise the remaining 30 percent for other innovative courses in their peculiar areas of focus. Although bodies like the Academic Staff Union of Universities (ASUU) have kicked against the new curriculum, describing it as a threat to university autonomy and that universities are statutorily responsible for academic programme development “instead of the top-to-bottom model used for the CCMAS”, the minister of education and some other stakeholders in the education sector have applauded NUC’s initiative, saying it is welcomed novel idea which would impact positively on Nigerian Universities.
Knowing Mamman’s pedigree and his track records of excellence in the education sector, there is no doubt that he will leave no stone unturned in ensuring that the right teachings are impacted on the Nigerian child and that quality education that will lead to the development of the citizens and the country is achieved. There have been calls for a comprehensive overhaul of the Nigerian education system both from the policy direction and in the area of standard. The introduction of the 6-3-3-4 system over 20 years ago was the last major tweak in our education system and many believed that there is a need to take a critical look at what obtains in our schools and have a system change since the current one has obviously failed.
It is a known fact that many graduates of secondary and tertiary education in Nigeria lack employable and requisite skills to function well in the society. No thanks to the doctrinal curriculum, poor quality of teachers, lack of infrastructure and other challenges bedevilling the education sector. The founder, Afe Babalola University, Ado Ekiti (ABUAD), Chief Afe Babalola, recently described the curriculum being used in schools as outdated, lamenting that several attempts at reviewing them over the years have not achieved desired results. However, to achieve the set goal, there is the need to embrace creativity in the teaching profession. The average Nigerian child is encumbered with a lot of learning. In many schools across the country, pupils and students are subjected to several hours of sitting down and listening to teachers talk with rarely an opportunity for practical.
For learning to be impactful a child should be exposed to the practical aspect of it. This makes it important and necessary that teachers should acquire practical skills in order to adequately pass on knowledge to the child. Aside from sitting in rows at desks, dutifully listening and recording what the teachers have to say, it is important that teachers employ the needed skills in offering every child a rich, rewarding and unique learning experience. Experts believe that the role of teachers in a child’s education has been fundamentally compromised, making the education environment go beyond the classroom to the home, the community and the world around. On the other hand, information no longer abounds primarily in books but is now available everywhere in bits and bytes as such following the education curriculum religiously to the end may not be the major requirement for a child’s development.
Educationists have always emphasised the need for teachers to be more creative in order to impact positively on a child. They say the transformative teacher is a creative teacher; that practical experiences and explanations while teaching tend to stick deeply with children and that it takes a creative teacher to give young people rich experiences that stay with them for life. “A teacher who practicalises his subjects makes it easier for the children to understand. “When the curriculum is followed as it is, without the teacher thinking creatively and engaging the kids, to enable them to relate with the topic, the child will find it difficult to grasp the subject.”
Associate Professor of Childhood Education, Tai Solarin University of Education, Ogun State, Dr Adefunke Ekine, identified ages zero to eight as the most critical in the developmental stages of a child. She said that the psychological makeup of the teacher handling children within this age bracket is very critical. According to her, about 90 per cent of children’s brains are developed within this age bracket; hence the need for a creative teacher or care giver. Why do primary and secondary school students perceive science subjects as abstract and difficult to understand? It is because of the way some teachers teach the subjects. Teachers should therefore, develop problem solving skills and not just teach the subjects as an abstract.
Teachers, especially at primary school level, must influence pupils to love Science, Technology, Engineering and Mathematics (STEM) which are critical in instilling passion for innovation. There is also the need for regular training of teachers, prompt payment of their salaries and adequate catering for their welfare to enable them to impact knowledge on the children creatively and enthusiastically. This will also attract qualified hands into the teaching profession. The nation cannot continue to prioritise politics to the detriment of health, education and other sectors and expect the best from them. In the twilight of the immediate past administration, the former Minister of Education, Adamu Adamu, disclosed that the federal government had approved a new National Language Policy which would make mother tongue a compulsory medium of instruction for public primary school pupils.
According to him, mother tongue would be used exclusively for the first six years of education, while it will be combined with English Language from Junior Secondary School. He said that the mother tongue to be used in each school will be the dominant language spoken by the community where it is located. Nigerians expect to see this incorporated into the schools’ curriculum that is underway. Nigerians will also want to see a curriculum that deemphasises examination rankings and certificates. Nigeria should toe the line of Singapore where school examination rankings had been abolished. Nigerian schools, especially the private schools should stop making the children see learning as a competition but a self-discipline they need to master for life. Of course, the report book should still contain some form of yardstick and information to allow students to judge their relative performance, and evaluate their strengths and weaknesses but no to exam rankings. Our schools and teachers should rather concentrate on imparting knowledge on the children in the most fun and interesting way. This will pay the children, their parents and the nation more in the long run.
By: Calista Ezeaku
Opinion
Empowering Youth Through Agriculture
Quote:”While job seeking youths should continuously acquire skills and explore opportunities within their immediate environment as well as in the global space through the use of digital platforms, government, corporate/ multinational organizations or the organised private sector should generate skills and provide the enabling environment for skills acquisition, through adequate funding and resettlement packages that will provide sustainable economic life for beneficiaries”.
The Governor of Rivers State, Sir Siminalayi Fubara, recently urged youths in the Rivers State to take advantage of the vast opportunities available to become employers of labour and contribute meaningfully to the growth and development of the State. Governor Fubara noted that global trends increasingly favour entrepreneurship and innovation, and said that youths in Rivers State must not be left behind in harnessing these opportunities. The Governor, represented by the Secretary to the State Government, Dr Benibo Anabraba, made this known while declaring open the 2026 Job Fair organised by the Rivers State Government in partnership with the Nigeria Employers’ Consultative Association (NECA) in Port Harcourt. The Governor acknowledged the responsibility of government to create jobs for its teeming youth population but noted that it is unrealistic to absorb all job seekers into the civil service.
“As a government, we recognise our duty to provide employment opportunities for our teeming youths. However, we also understand that not all youths can be accommodated within the civil service. This underscores the need to encourage entrepreneurship across diverse sectors and to partner with other stakeholders, including the youths themselves, so they can transition from being job seekers to employers of labour,” he said. It is necessary to State that Governor Fubara has not only stated the obvious but was committed to drive youth entrepreneurship towards their self-reliance and the economic development of the State It is not news that developed economies of the world are skilled driven economies. The private sector also remains the highest employer of labour in private sector driven or capitalist economy though it is also the responsibility of government to create job opportunities for the teeming unemployed youth population in Nigeria which has the highest youth unemployed population in the subSahara Africa.
The lack of job opportunities, caused partly by the Federal Government’s apathy to job creation, the lack of adequate supervision of job opportunities economic programmes, lack of employable skills by many youths in the country have conspired to heighten the attendant challenges of unemployment. The challenges which include, “Japa” syndrome (travelling abroad for greener pastures), that characterises the labour market and poses threat to the nation’s critical sector, especially the health and medical sector; astronomical increase in the crime rate and a loss of interest in education. While job seeking youths should continuously acquire skills and explore opportunities within their immediate environment as well as in the global space through the use of digital platforms, government, corporate/ multinational organizations or the organised private sector should generate skills and provide the enabling environment for skills acquisition, through adequate funding and resettlement packages that will provide sustainable economic life for beneficiaries.
While commending the Rivers State Government led by the People First Governor, Sir Siminilayi Fubara for initiating “various training and capacity-building programmes in areas such as ICT and artificial intelligence, oil and gas, maritime, and the blue economy, among others”, it is note-worthy that the labour market is dynamic and shaped by industry-specific demands, technological advancements, management practices and other emerging factors. So another sector the Federal, State and Local Governments should encourage youths to explore and harness the abounding potentials, in my considered view, is Agriculture. Agriculture remains a veritable solution to hunger, inflation, and food Insecurity that ravages the country. No doubt, the Nigeria’s arable landmass is grossly under-utilised and under-exploited.
In recent times, Nigerians have voiced their concerns about the persistent challenges of hunger, inflation, and the general increase in prices of goods and commodities. These issues not only affect the livelihoods of individuals and families but also pose significant threats to food security and economic stability in the country. The United Nations estimated that more than 25 million people in Nigeria could face food insecurity this year—a 47% increase from the 17 million people already at risk of going hungry, mainly due to ongoing insecurity, protracted conflicts, and rising food prices. An estimated two million children under five are likely to be pushed into acute malnutrition. (Reliefweb ,2023). In response, Nigeria declared a state of emergency on food insecurity, recognizing the urgent need to tackle food shortages, stabilize rising prices, and protect farmers facing violence from armed groups. However, without addressing the insecurity challenges, farmers will continue to struggle to feed their families and boost food production.
In addition, parts of northwest and northeast Nigeria have experienced changes in rainfall patterns making less water available for crop production. These climate change events have resulted in droughts and land degradations; presenting challenges for local communities and leading to significant impact on food security. In light of these daunting challenges, it is imperative to address the intricate interplay between insecurity and agricultural productivity. Nigeria can work toward ensuring food security, reducing poverty, and fostering sustainable economic growth in its vital agricultural sector. In this article, I suggest solutions that could enhance agricultural production and ensure that every state scales its agricultural production to a level where it can cater to 60% of the population.
This is feasible and achievable if government at all levels are intentional driving the development of the agricultural sector which was the major economic mainstay of the Country before the crude oil was struck in commercial quantity and consequently became the nation’s monolithic revenue source. Government should revive the moribund Graduate Farmers Scheme and the Rivers State School-to-Land agricultural programmes to operate concurrently with other skills acquisition and development programmes. There should be a consideration for investment in mechanized farming and arable land allocation. State and local governments should play a pivotal role in promoting mechanized farming and providing arable land for farming in communities. Additionally, allocating arable land enables small holder farmers to expand their operations and contribute to food security at the grassroots level.
Nigeria can unlock the potential of its agricultural sector to address the pressing needs of its population and achieve sustainable development. Policymakers and stakeholders must heed Akande’s recommendations and take decisive action to ensure a food-secure future for all Nigerians.
By: Igbiki Benibo
Opinion
Of Protests And Need For Dialogue
Quote:“.Across Abuja, Anambra, and Lagos, a common thread emerges: a disconnect between authority and empathy. Government actions may follow policy logic, but citizens respond from lived experience, fear, and frustration. When these realities collide without dialogue, the streets become the arena of engagement”
It was a turbulent week in the country, highlighting the widening gap between government intentions and public perception. From Abuja to Anambra and Lagos, citizens poured into the streets not just over specific grievances but in frustration with governance that often appears heavy-handed, confrontational, or insufficiently humane. While authorities may genuinely act in the public interest, their methods sometimes aggravate tensions rather than resolve them.
In Abuja, the strike by workers of the Federal Capital Territory Administration (FCTA) and the Federal Capital Development Authority (FCDA) under the Joint Union Action Committee (JUAC) brought the capital to a near standstill. Their demands included five months’ unpaid wages, hazard and rural allowances, promotion arrears, welfare packages, pension and National Housing Fund remittances, and training and career progression concerns. These are core labour issues that directly affect workers’ dignity and livelihoods. Efforts to dialogue with the FCT Minister reportedly failed. Even after a court ordered the strike to end, workers persisted, underscoring the depth of discontent. Threats and sanctions only hardened positions.
The FCT crisis shows that industrial peace cannot be enforced through coercion. Dialogue is not weakness; it is recognition that governance is about people. Meeting labour leaders, listening attentively, clarifying grey areas, and agreeing on timelines could restore trust. Honesty and negotiation are far more effective than threats.
In Anambra, protests by Onitsha Main Market traders followed the government’s closure of the market over continued observance of a Monday sit-at-home, linked to separatist agitation. Governor Chukwuma Soludo described compliance as economic sabotage, insisting Anambra cannot operate as a “four-day-a-week economy.” While the governor’s concern is understandable, threats to revoke ownership, seize, or demolish the market risk escalating tensions. Many traders comply out of fear, not ideology. Markets are social ecosystems of families, apprentices, and informal networks; heavy-handed enforcement may worsen resistance. A better approach combines persuasion, dialogue with market leaders, credible security assurances, and gradual confidence-building. Coordinated political engagement with federal authorities could also reduce regional tensions.
In Lagos, protests erupted over demolition of homes in low-income waterfront communities such as Makoko, Owode Onirin, and Oworonshoki. The state defended these actions as necessary for safety, environmental protection, and urban renewal. While objectives are legitimate, demolitions drew criticism for lack of notice, compensation, and humane resettlement. Urban development without regard for human consequences risks appearing elitist and anti-poor. Where demolitions are unavoidable, transparent engagement, fair compensation, and realistic relocation must precede action to maintain public trust and social stability.
Across Abuja, Anambra, and Lagos, a common thread emerges: a disconnect between authority and empathy. Government actions may follow policy logic, but citizens respond from lived experience, fear, and frustration. When these realities collide without dialogue, the streets become the arena of engagement.
Democracy cannot thrive on decrees, threats, or bulldozers alone. Leaders must listen as much as they command, persuade as much as they enforce. Minister Wike should see labour leaders as partners, Governor Soludo must balance firmness with sensitivity, and Lagos authorities should align urban renewal with compassion and justice. Protests are signals of communication failure. Dialogue, caution, and a human face in governance are not optional—they are necessities. Police and security agencies must respect peaceful protest as a constitutional right.
By: Calista Ezeaku
Opinion
Empowering Youth Through Agriculture
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