Two weeks into the new 2025/2026 academic session, many primary and secondary schools across Nigeria are struggling to fully implement the new curriculum introduced by the Federal Government. The most pressing challenges include inadequate textbooks, shortage of qualified teachers, and the difficulty of making pupils and students proficient in at least one trade subject as required.

For public primary schools, the introduction of basic digital literacy and pre-vocational studies has been met with serious hurdles due to lack of materials and teachers. At the secondary school level, students are expected to choose a trade subject such as solar photovoltaic installation, fashion design, livestock farming, beauty and cosmetology, computer hardware and GSM repairs, or horticulture. While private schools in big cities are making progress with equipment for some subjects, public schools remain largely unprepared.

Experts at a recent event organised by the Concerned Parents and Educators Network (CPE) warned against rushing the reforms without pilot testing. Education consultant, Taiwo Akinwalemi, noted that although the previous curriculum was obsolete, immediate implementation of a new one raises questions about whether the decision was educational or political. School administrator, Rhoda Odigboh, also raised concerns about the shortfall of 190,000 teachers in public schools, low digital literacy among teachers, and poor internet access in many communities. She stressed that Nigeria should not be in a hurry but rather implement the curriculum gradually through pilot schemes.

However, the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC), Prof. Salisu Shehu, expressed confidence that the reforms will succeed. He described the revised curriculum as “needs-driven and evidence-based,” designed to equip learners with skills in robotics, artificial intelligence, digital technologies, life skills, and citizenship. He emphasized that it would produce employable graduates, promote peaceful coexistence, and reflect Nigeria’s values and heritage.

Despite the optimism, the reality in classrooms shows that without urgent provision of teachers, facilities, and teaching materials, the lofty objectives of the new curriculum may remain a distant goal.