Published by: Oravbiere Osayomore Promise.
The Executive Chairman of the Nasarawa State Universal Basic Education Board (NSUBEB), Dr. Kassim Muhammad Kassim, has participated in high-level national discussions on the reform of Nigeria’s basic education curriculum, underscoring renewed federal and state commitment to transforming foundational schooling in Africa’s most populous nation. The talks come amid a broader push by policymakers and education stakeholders to modernise a curriculum that experts describe as outdated and misaligned with 21st-century learning needs.
Dr. Kassim’s presence at the gathering, held earlier this week in Abuja and bringing together federal education officials, state SUBEB leaders, curriculum experts, legislators, and civil society organisations, reflects the government’s directive that sub-national actors such as state universal basic education boards play a critical role in shaping how national policy translates into classroom realities across Nigeria’s diverse regions. Participants reviewed proposals aimed at strengthening teaching quality, aligning learning outcomes with labour market needs, and addressing persistent gaps in basic education delivery that have hindered progress for millions of children.
The federal government’s education reform agenda has been progressively evolving over recent years, seeking to respond to longstanding challenges. These include weak literacy and numeracy outcomes, large numbers of out-of-school children, inadequate teacher capacity, and systemic underfunding of foundational schooling systems. Nigeria’s Universal Basic Education Commission (UBEC), which coordinates basic education policy implementation across all states, has repeatedly emphasised the need for multi-stakeholder engagement to ensure reforms are comprehensive and sustainable.
At the centre of national deliberations in 2025 was the controversial proposal to transition to a 12-year uninterrupted basic education model — extending compulsory education in a way that removes disruptive external examinations between Junior Secondary School (JSS) and Senior Secondary School (SSS). Originally introduced for discussion at the National Council on Education meetings, the proposal was framed as a means to eliminate systemic barriers such as the Basic Education Certificate Examination (BECE), which critics argue can contribute to dropout rates by creating exam-driven bottlenecks partway through schooling. Officials have emphasised that the proposal remained subject to extensive consultation and was not immediately adopted as policy. This includes widespread deliberations with state education authorities, teachers, parents, and legislative bodies.
Experts acknowledge that changing a national curriculum is a complex endeavor. Nigeria’s education structure and the National Policy on Education — rooted in decades of reform and revisions — have historically focused on balancing general academic learning with vocational and life skills that prepare learners for global competitiveness. A revised curriculum — developed under the oversight of the Nigerian Educational Research and Development Council (NERDC) — aims to anchor future schooling on competency-based learning, emphasising critical thinking, digital literacy, creativity, and problem-solving skills that align more closely with economic and technological demands.
However, implementation delays have been persistent. As far back as early 2025, the federal government postponed the rollout of a revised basic education curriculum to September 2025, citing the need for extensive teacher training, resource development, and sufficient preparatory groundwork. Officials said this would help ensure readiness at both federal and state levels and guard against rushed adoption that could overwhelm schools without adequate support. One of the goals of the revision was to provide a clearer schooling pathway that enables smoother transitions from primary through secondary education while addressing systemic weaknesses that have affected learning outcomes.
The national talks convened this month also highlighted Uganda-style pilots and pilot state reforms as potential pathways for rollout, aligning with expert recommendations that suggest phased implementation, robust monitoring and evaluation, and contextual adaptation across Nigeria’s federating states. Analysts say that curriculum change cannot occur in isolation from other systemic interventions — citing the need to strengthen teacher preparation, enhance instructional materials, improve school infrastructure, and refine assessment systems to reflect the principles of modern curricula.
Teacher quality remains one of the most stubborn challenges in basic education. Data from national audits show that a large proportion of teaching personnel lack continuous professional development — weakening the efficacy of curriculum reforms at the classroom level. Stakeholders at the Abuja meeting reiterated commitments to boosting teacher training and capacity building as part of a broader strategy to improve learning outcomes for children.
Another central issue discussed was the sheer scale of out-of-school children in Nigeria. While figures vary depending on sources and methodologies, recent reports and international data highlight that millions of Nigerian children remain outside formal schooling due to poverty, insecurity, cultural barriers, and geographic disparities. Education leaders at the national talks stressed the urgent need for curriculum reforms to dovetail with targeted strategies to enrol and retain learners, particularly in underserved rural and conflict-affected communities.
The talks in Abuja were also attended by representatives of the Nigerian National Assembly’s House Committee on Basic Education and Services, which provides legislative oversight and ensures that reform proposals align with legal and governance frameworks governing basic education. Lawmakers have increasingly signalled willingness to review and update relevant education laws — including the Universal Basic Education Act — to support effective curriculum implementation and accountability frameworks.
Stakeholders expressed cautious optimism following the sessions. Education advocates praised the inclusive nature of the dialogue and underscored the importance of collaboration between federal and state governments, school leaders, teachers, parents, and international partners. They emphasized that curriculum reform must be part of a long-term, coherent strategy that embraces both institutional and instructional improvements to deliver quality learning for all children.
Civil society groups also called for equity-focused strategies, ensuring that reforms prioritise the needs of marginalized populations — including girls, children with disabilities, and children in remote or impoverished areas. Advocates stress that learning outcomes should improve equitably across regions if Nigeria aims to meet national development goals and commitments to global education targets under the United Nations’ Sustainable Development Goals.
For Nasarawa State, Dr. Kassim’s engagement at the national forum signals the board’s intent to actively contribute to shaping and implementing future reforms. His participation underscores the recognition that sub-national leadership must be closely integrated into national policy processes — particularly in a federal system where education functions are shared between levels of government.
Looking ahead, reform proponents suggest additional working sessions, technical committees, and consultative meetings will be scheduled as part of an extended roadmap toward nationwide curriculum reform. These engagements are expected to focus on fine-tuning implementation plans, mobilising resources, building consensus among stakeholders, and monitoring progress in the early years of rollout. Authorities have said the ultimate objective is to deliver a curriculum that equips children with the knowledge and skills needed in a rapidly changing world while fostering equitable access to quality education across Nigeria’s states and communities.
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