- The House asked the ministry to incorporate a global perspective, broadening the curriculum to encompass international issues and fostering global citizenship.
The House of Representatives has asked the federal ministry of education in conjunction with state ministries of education to do a thorough assessment of the curricula in all primary, secondary, and tertiary institutions.
The house came up with this decision on Thursday, adding that it is an effort to raise the nation’s educational standards.
The House said the reviewed curriculum should align with evolving global market demands, emphasising skills like critical thinking, problem-solving, digital literacy, and adaptability.
Adopting a motion on notice sponsored by Hon. Bamidele Salam, the House also asked the Ministry of Education to integrate practical applications, promote critical thinking and innovation, and enhance digital literacy.
It said the Ministry should nurture essential soft skills like communications, teamwork, and interpersonal skills and address resource disparities, and ensure equitable access to qualified teachers, updated learning materials, and proper infrastructure.
In addition, the House asked the ministry to incorporate a global perspective, broadening the curriculum to encompass international issues and fostering global citizenship.
Leading the debate on the motion, Hon. Bamidele Salam said Nigeria’s traditional curriculum, for primary and secondary schools, faces challenges compared to advanced nations, while it equips students with knowledge.
He said the current curriculum “prioritizes rote learning over practical skills like critical thinking and problem-solving, which are very crucial in the current labour market, the curriculum might have a stronger focus on national subjects, potentially limiting exposure to global perspectives necessary to navigate the interconnected world”.
He said further that Nigeria faces challenges in aligning its educational curriculum with advanced countries, traditionally, the Nigerian curriculum has emphasized rote memorization and standardized testing, and while this approach lays a strong foundation in core subjects, it often falls short in.
He stressed that in developing critical thinking and problem-solving skills, advanced economies prioritize fostering analytical abilities and encouraging students to approach challenges with innovative solutions.
In addition, he said in equipping graduates with industry-relevant skills, the curriculum in developed nations often integrates practical training and exposure to real-world scenarios, preparing students for the specific demands of the job market.
While stressing the need to embrace technological advancements, Hon. Salam said integrating technology effectively into the learning process is crucial for success in today’s world. This area might require significant improvement in resource allocation and teacher training in Nigeria compared to its more technologically advanced counterparts.
He maintained that while the world is in flux, skills needed to thrive are constantly evolving, demanding a critical evaluation of current educational systems, the traditional curriculum may not adequately equip graduates for the dynamic labour market to bridge this gap, a comprehensive review of educational programmes at all levels is essential.
He suggested that the review should focus on aligning learning outcomes with the demands of the contemporary world, fostering critical thinking innovation, and equipping students with tools lost to navigate an increasingly digital landscape, to ensure the education system remains relevant and empowers individuals to succeed in the ever-changing world;
He expressed concern that the curriculum prioritizes theoretical knowledge and rote memorization over equipping students with the practical skills increasingly demanded by the globalized job market, this could leave Nigerian graduates unprepared for the realities of workplace expectations.
He said the Nigerian curriculum, compared to advanced countries, lacks sufficient technology integration, hindering the digital literacy skills necessary to thrive in a tech-driven world.
He said the rigid curriculum structure limits student exploration and overlooks global perspectives, potentially hindering graduates’ adaptability and competitiveness in the interconnected world.
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