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
Ken Saro-Wiwa’s Unfinished Struggle (I)
On November 10, 1995, the Nigerian military government of General Sani Abacha executed Ken Saro-Wiwa and eight other Ogoni leaders after a deeply controversial trial. Their deaths marked one of the darkest chapters in Nigeria’s history. At a time when fear silenced citizens and sycophancy flourished around military power, Saro-Wiwa chose to confront tyranny. Many Nigerians retreated into silence, while others praised the regime to secure favour. He knew the risks, yet refused to abandon a people whose land had been devastated by oil exploration and whose lives remained trapped in poverty. His courage arose from the conviction that public responsibility sometimes demands resistance to authority. Saro-Wiwa understood that speaking against a military government could lead to imprisonment or death.
Nonetheless, he believed the suffering of the Ogoni people demanded a courageous response. While oil was extracted from their land, they were left with polluted rivers, damaged farmland, declining livelihoods and an environment hostile to human survival. Fishing grounds and sources of livelihood were threatened, while the people struggled to secure basic amenities. The wealth beneath their soil brought neither adequate development nor a fair share of national resources. For him, silence in the face of injustice would have amounted to complicity. Through the Movement for the Survival of the Ogoni People (MOSOP), he organised a peaceful campaign that took the Ogoni question to the international community. MOSOP gave ordinary people an organised platform through which to express their grievances and insist on recognition.
The Ogoni Bill of Rights, presented to the Federal Government in 1990, demanded political autonomy, economic justice, environmental protection and control over the people’s resources. The campaign exposed the human and ecological costs of oil operations, particularly those associated with Shell, and challenged the apparent alliance between corporate interests and an unresponsive State. The Ogoni struggle became a defining expression of minority rights and environmental justice in Nigeria and Africa. Saro-Wiwa’s writings and mobilisation drew attention to communities treated as expendable because of their limited population and political influence. He argued that numerical strength should never determine a people’s value or rights.
A minority community does not become less deserving of justice because it cannot command electoral numbers or political power. In Nigeria, every ethnic group deserves dignity, protection and a fair opportunity to benefit from the commonwealth. Rather than respond to peaceful agitation with dialogue, the Abacha regime resorted to repression. Ogoni leaders were harassed, detained and killed; others fled into exile. The crisis intensified after four Ogoni chiefs were killed in May 1994. Saro-Wiwa and other MOSOP leaders were arrested, tried by a special tribunal and executed despite international appeals for clemency and serious concerns about the trial’s fairness. The executions drew worldwide condemnation and intensified scrutiny of Nigeria’s human-rights record and oil companies in the Niger Delta.
They demonstrated the danger of using State institutions to suppress peaceful demands. The proceedings remain a reminder of the need for judicial independence and due process. Saro-Wiwa’s courage rested on the conviction that justice must be pursued despite the cost. His method combined non-violent resistance, public education and grassroots organisation. His struggle recalled the civil-rights campaign of Martin Luther King Jr. and the power of peaceful mobilisation against injustice. Saro-Wiwa linked environmental degradation to political exclusion, economic exploitation and the denial of democratic rights. Oil-producing communities, he insisted, should not remain zones from which wealth is removed to develop other parts of the country.
Their people must benefit through roads, schools, healthcare, jobs and clean water. Resource extraction carries a duty to protect host communities. His argument extended to the structure of the Nigerian federation. He challenged a revenue-allocation system that made oil-producing communities bear the environmental and social costs of extraction without commensurate benefits. Like advocates of fiscal federalism, he believed resources should be managed and shared equitably. He envisaged a society in which no community would be disadvantaged by its size, ethnicity, political affiliation, culture or religion. His vision was a country bound together by justice and equal citizenship. Saro-Wiwa was also a gifted writer, dramatist and public intellectual.
Through books, essays, plays and television, he documented Nigerian society’s contradictions and challenged abuses of power. His popular television series, Basi and Company, demonstrated his creative range, while his leadership of the Association of Nigerian Authors encouraged writers to engage national questions. He believed literature should not be detached from society’s struggles. His pen exposed environmental injustice, political repression and the dangers of silencing courageous voices. He used storytelling, satire and drama to shape public consciousness and expose social contradictions. His literary achievements gave his activism wider reach and made the Ogoni experience part of national conversation. His commitment to the Ogoni people extended beyond the oil question.
During the Civil War, he worked to protect his vulnerable community. He urged younger generations to reject subservience and complacency and pursue change through lawful, peaceful means. Citizens, he believed, must not surrender their responsibility to challenge wrong doing. An injury to one community threatens the rights and security of all. The return to democratic government in 1999 and the establishment of the Niger Delta Development Commission, the Ministry of Niger Delta Affairs and the Hydrocarbon Pollution Remediation Project (HYPREP) are among developments that have kept the region’s demands in public view. Saro-Wiwa did not create these institutions, but his movement helped expose the urgency of intervention and sustain pressure for redress.
His death made it harder to ignore the Niger Delta’s environmental and political grievances. Yet, interventionist institutions do not prove that the original demands have been met. Their effectiveness depends on competent leadership, transparent spending, measurable outcomes and community participation. Yet, thirty-one years after his execution, the central concerns of the Ogoni struggle remain unresolved. The HYPREP-led clean-up has offered hope, but many residents await meaningful improvements. Questions persist about the programme’s pace, quality and transparency, and whether its benefits reach ordinary people. A clean-up should be judged not by ceremonies or contracts, but by restored land and waterways, safe drinking water, improved livelihoods and better public health.
It must include long-term monitoring to ensure treated sites remain safe. Residents deserve information about contamination, remediation methods and completion timelines. Reports that water projects in Gwara and Ebubu Communities, in Khana and Eleme Local Government Areas respectively, failed weeks after commissioning have raised further concerns. If confirmed, the failures would indicate weaknesses in supervision, procurement and quality control.
To be continued in our next edition.
Taneh Beemene
Opinion
Reforming NYSC For Practical National Service
The National Youth Service Corps (NYSC) was established in 1973, after the Nigerian Civil War, to promote national unity, reconciliation and integration. By deploying graduates beyond their States of origin, its founders hoped to encourage understanding among Nigeria’s diverse peoples and help rebuild a divided country. However, the difficulties confronting corps members and their families now demand a comprehensive review. For many graduates, national service has become a period of uncertainty, financial pressure and exposure to risks. Parents who have spent years financing their children’s education must still find money for transportation, camp necessities, accommodation, feeding and other expenses. The monthly allowance may provide some relief, but often cannot meet the cost of living, especially where the place of primary assignment offers no accommodation or support.
Security is another serious concern. Corps members may be posted to communities affected by kidnapping, communal violence, insurgency or other threats. Government cannot eliminate every danger, but it must assess locations, provide reliable security information and avoid deployments where safety cannot reasonably be assured. National service should promote patriotism, not expose graduates to preventable harm. There is also the problem of securing meaningful places of primary assignment. A graduate trained in engineering may perform duties unrelated to engineering; a journalist may spend the year in an office with no opportunity to practise journalism. Graduates in agriculture, health, education and other specialised fields may likewise be assigned routine tasks that contribute little or nothing to their professional growth. Some depend on personal contacts or incur expenses to obtain suitable placements.
A year is significant for a young graduate entering a competitive labour market. National service should not be merely a compulsory waiting period before the search for employment begins. It should help bridge the gap between academic learning and practical work. The time has therefore come to review the structure of NYSC, not necessarily abolish it. I propose that the one-year programme should become vocational and professionally oriented. Graduates should, as far as practicable, be posted to institutions where they can gain supervised experience in their fields of study. Teachers should serve in schools; health graduates in suitable health facilities; engineers in technical organisations and public works departments; agricultural graduates in farms and extension services; and communication graduates in media and public information establishments.
NYSC should partner with ministries, state and local governments, private companies, professional bodies, universities, hospitals, schools and credible organisations to identify genuine training opportunities. Each member should have defined duties, a supervisor and clear learning objectives. At the end of the year, each should receive a record of duties performed and competencies acquired. The reform must also address remuneration and welfare. Corps members should receive fair pay that reflects the demands of their placements, while host organisations should provide reasonable support where possible. Government must establish transparent funding arrangements so that the new system does not become another burden imposed on employers or parents. Transport or accommodation assistance should be considered for difficult postings.
Graduates seeking jobs after service would have more than a discharge certificate: they would possess practical experience, workplace discipline and demonstrable skills. Employers would gain access to young people who have received supervised preparation. However, professional relevance should not erase the scheme’s founding objective of national integration. Inter-State deployment can remain, provided it is balanced with security, suitable placements and the availability of basic facilities. Where a safe and meaningful placement cannot be guaranteed outside a graduate’s State, an alternative should be considered. Orientation and community development activities can continue to promote cultural exchange, citizenship and service.
The Federal Government and NYSC management should convene consultations involving corps members, parents, universities, employers, security agencies and State Governments. Decisions should be based on evidence and the experiences of serving and former corps members. NYSC was created to help rebuild a nation divided by war. Its ideals remain important, but institutions must adapt to changing realities. Success should not be measured only by the number of graduates mobilised or certificates issued. It should also be measured by the skills acquired, the contribution made and whether young Nigerians complete their service safely and with dignity. It can better preserve the scheme’s founding ideals while meeting today’s economic and professional needs. A vocationally driven; adequately remunerated NYSC would turn national service from a costly obligation into a bridge between education, employment and national development. The purpose should not simply be to occupy graduates for twelve months, but to prepare them to work, serve and contribute meaningfully to Nigeria’s future.
Sylvia ThankGod-Amadi
Opinion
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Quote: “Democracy is not
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These claims require prompt
These rights apply equally to
No ambition, party or
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