FG rolls out new curriculum for 2025/2026 academic session

The Federal Ministry of Education has announced that a revised curriculum for basic and senior secondary schools will take full effect from the 2025/2026 academic session, ushering in sweeping reforms for Nigeria’s education system.

The overhaul, developed by the Nigerian Educational Research and Development Council (NERDC), moves away from the long-standing 6-3-3-4 model by reducing the number of subjects and prioritising competency-based learning. The objective, according to education authorities, is to replace rote memorisation with practical skills that match the demands of the 21st-century job market.

One of the most notable features of the curriculum is the introduction of digital literacy and entrepreneurship as compulsory subjects. Senior secondary students will study core concepts in programming, data science, and cybersecurity, while also selecting a trade subject such as solar panel installation or computer hardware repairs. Officials say this dual approach is intended to provide students with marketable skills to help address Nigeria’s rising youth unemployment.

The reforms also introduce “Citizenship and Heritage Studies,” a subject that merges history, civics, and social studies to strengthen national identity and civic responsibility among young people.

Yet questions are being raised about whether the government has the capacity to deliver on its vision. Critics point to inadequate resources and a widening gap in teacher training that could stall progress.

Despite the sweeping policy, the education sector continues to grapple with deep-rooted challenges, especially underfunding and poor teacher capacity. Nigeria’s allocation to education has consistently fallen short of UNESCO’s recommended 15–20 percent benchmark, leaving public school infrastructure in decay.

Teacher readiness also poses a major hurdle. A recent report found that around one-third of basic school teachers lack proper qualifications, and most public school teachers are not digitally literate. This has sparked concerns about how a technology-focused curriculum can be effectively taught by a workforce struggling with the very skills it is expected to pass on.

The government has pledged to invest in training programmes, but scepticism remains. Many teachers argue that without improved remuneration and sustainable professional development, the reforms could end up as another ambitious policy unable to transform classroom realities.