Education

By Sabiu Abdullahi

A growing number of public primary schools in rural communities across the Federal Capital Territory (FCT) are battling severe infrastructural decay, a situation that has forced many pupils to learn on bare floors, under leaking roofs and beneath trees.

Findings first reported by TheCable revealed that several schools in communities such as Yangoji East, Kigbe, Ebo, Gbagbalagbe and Makanima lack basic facilities needed for effective learning.

At LEA Nomadic Primary School in Yangoji East, pupils attend classes under makeshift shelters made from dried palm fronds and weak tree branches. The school, which was established in 2020, reportedly has no proper classroom structures, chairs or desks.

Nine-year-old Badiku Saliu, one of the pupils, said the harsh learning conditions discourage him from attending school regularly.

“I don’t feel comfortable during rainy seasons, but there is nothing I can do, so I skip school,” Saidu said in Fulfulde.

The pupil explained that the lack of infrastructure has weakened his interest in formal education despite his ambition to become a teacher.

The report stated that nearly 100 pupils in the school face similar conditions daily. During rainfall, classes are often disrupted because there are no secure structures to shield the children and their teachers.

Adamu Bauchi, a parent whose children attend the school, appealed to authorities to provide learning facilities.

“I ensure that my children go to school every day, even though learning occurs under trees. I want the government to provide boreholes, chairs, desks, tables, buildings, and other important things to aid learning,” Bauchi said.

The head teacher, Ladi Danlami, also described the school environment as unsuitable for teaching and learning.

“We demarcated the school into two classes because of a lack of structure and seats. The students sit on the bare floor, and some who can provide sacks sit on them while the teacher sits on these benches,” she said.

“The children and parents are discouraged, and they complain. We have also complained and written to authorities like the FCT Universal Basic Education Board and the Nomadic Commission.”

She added: “The school has nothing – no chairs, tables, or structures – and if rain falls, we cannot come to school, or we have to run home.”

At LEA Primary School, Kigbe, many pupils reportedly sit or lie on dusty classroom floors until they reach primary five before gaining access to chairs and desks.

“There are no chairs until primary 5. When I was in primary one, the pupils in primary 5 and 6 had chairs,” a pupil, Ibrahim Sheyemi, said.

“We are only managing the chairs,” she added.

Another pupil, Abdulrasak Aliyu, recalled that he spent years writing while lying on the floor.

“I started writing on the desk in primary six,” he said.

Teachers at the school also lamented the shortage of facilities. Dauda Dogara, the school’s desk officer, said both teachers and pupils struggle daily because of the poor learning environment.

“I share the chair with my students, and we don’t even have a table,” Dogara noted.

He said many pupils leave school before lessons end because of discomfort and health challenges linked to sitting on the floor.

At LEA Primary School in Ebo, over 50 pupils reportedly share only a few chairs with their teachers inside a mud-walled building.

“There are more than 50 pupils in the school, but many of them don’t come because we don’t have enough seats,” teacher Muhammed Dauda said.

“As you can see, the environment is not conducive. If not because it is government work, no one would leave the comfort of their home to come and sit here,” he added.

The situation at LEA Primary School, Makanima, was also described as unsafe after parts of the roof and ceiling reportedly collapsed due to poor maintenance.

“I am not happy to see our community school like this. The ceiling, the zinc, and the entire roof are damaged. Even if the children arrive by 7 a.m., once it starts raining, they have to return home,” a parent, Michael Monday, said.

The school’s head teacher, Alfred Katunga, warned that both pupils and teachers face danger whenever they enter the classrooms.

“It is not only the roof that is bad. The ceiling is also in a terrible condition and could fall at any time. We continue to teach while praying that none of the materials will fall and injure the children,” Katunga said.

“Whenever there is any sign of rain, the only precaution we take is to close the school. Even if the children resume by 7 a.m. and rain starts 10 minutes later, we have to send them home because we cannot risk their lives,” he added.

According to the report, several schools in rural parts of the FCT also lack toilets, perimeter fencing and adequate classrooms. Teachers and pupils reportedly resort to nearby bushes to relieve themselves.

TheCable reported that efforts to obtain comments from the spokesperson of the FCT Universal Basic Education Board (FCTUBEB), Patience Agonsi, were unsuccessful.

By Abdullahi Mukhtar Algasgaini

The Federal Government has announced plans to scrap the policy separating Junior Secondary Schools (JSS) from Senior Secondary Schools (SSS), following alarming data revealing that over 20 million pupils dropped out before reaching senior secondary level.

Minister of Education Dr Tunji Alausa made the announcement on Tuesday during the inauguration of the UBEC Ministerial Implementation and Monitoring Committee in Abuja. He declared that the “disarticulation policy,” which mandated separate operations, principals, and facilities for JSS and SSS, had failed to achieve its intended objectives.

“We have 20 million dropouts from primary school to JSS. Where are those students? We also found we have 80,000 public primary schools and only about 15,000 junior secondary schools. That’s a one-to-eight ratio,” Alausa stated.

The minister explained that this imbalance has created severe overcrowding in JSS facilities while leaving many senior secondary schools underutilised. He cited Kaduna and other northern states as prime examples of where the policy has proven counterproductive.

“This disarticulation policy has failed. We will phase it out. We can’t be creating positions because we want to create a director level for people while we harm our education system. It’s about doing what is best for every Nigerian child,” he added.

The proposal to abolish the policy will be presented at the next meeting of the National Council on Education for formal approval.

Alausa acknowledged previous failures in addressing student transition rates but assured Nigerians of the government’s commitment to fixing the educational system. “This government will not fail. We are fixing it,” he declared.

At the same event, the minister inaugurated a committee chaired by Professor Rashid Aderinoye to oversee UBEC-funded Smart Schools, Bilingual Schools and Alternative Schools across the country. The committee has been tasked with ensuring these projects are completed, handed over to states, and opened for learning.

The minister expressed concern that many of these institutions remain unfinished or have not admitted learners, describing the situation as a waste of public resources.

Nigeria continues to grapple with one of the world’s largest populations of out-of-school children, with millions of school-age children particularly in rural and conflict-affected communities still lacking access to formal education.

Education experts have consistently argued that addressing the crisis requires not only constructing new schools but ensuring that completed facilities are fully operational, adequately staffed and accessible to learners.

By Uzair Adam

The Down Syndrome Foundation Nigeria (DSFN) has called on the Nigerian Educational Research and Development Council (NERDC) to integrate and strengthen inclusive education policies, curricula and practices to ensure equitable access to quality education for all learners, particularly children with disabilities.

The development was disclosed in a statement signed on Saturday by the Executive Secretary of NERDC, Prof. Salisu Shehu, following a courtesy visit by a delegation of the foundation led by its Programme Coordinator, Adeola Adeniji, to the council’s headquarters on June 25.

Speaking during the visit, Adeniji said inclusive education ensures that all learners, including children with disabilities, those with learning difficulties, language barriers and other marginalized conditions, receive quality education in mainstream schools with the necessary support.

She expressed concern that despite Nigeria’s commitment to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), children with disabilities and other vulnerable groups in the Federal Capital Territory and across the country continue to face significant barriers to quality education.

According to her, the challenges include non-inclusive curricula, inadequate numbers of teachers trained in special needs education, inaccessible school infrastructure, lack of assistive technologies and weak implementation of inclusive education policies at sub-national levels.

Adeniji noted that NERDC, as the nation’s apex curriculum development body, occupies a strategic position to embed inclusive education principles into national curricula, teacher competency frameworks and instructional materials.

“We call on NERDC to take urgent and deliberate action on curriculum reform for inclusivity, explicitly incorporating Universal Design for Learning principles, integrating disability-inclusive content, sign language modules and Braille literacy provisions into approved curriculum frameworks,” she said.

The programme coordinator also urged the council to ensure that curriculum materials are produced in accessible formats, including large print, audio and digital versions, and to develop a national competency framework for inclusive education that would be adopted by pre-service and in-service teacher training programmes.

Responding, Prof. Shehu commended the foundation for its resilience and commitment to education and humanitarian service, noting that persons with special needs are often neglected in development planning and policy implementation in Nigeria.

He encouraged the organisation to expand its advocacy beyond educational inclusion by promoting the mainstreaming of children with special needs into society.

According to him, efforts should be directed towards preparing such children to function effectively within society, stressing that segregation could hinder rather than advance their development.

The Executive Secretary expressed NERDC’s willingness to strengthen advocacy and partnerships aimed at advancing inclusive education and pledged the council’s support for the foundation’s cause within the scope of its mandate.

He assured the delegation that their concerns and requests would receive due consideration and reaffirmed NERDC’s commitment to ensuring that no one is left behind in the pursuit of quality education.

Also speaking, the Head of the Curriculum Development Centre (CDC), Dr. Chima Egbujuo, said NERDC consistently takes  into account the needs of all learners in curriculum development processes, regardless of their abilities or disabilities.

He emphasized that the council operates on the principle that no child should be left behind and disclosed that NERDC has a dedicated Special Needs Education Unit actively working to support the participation of persons with disabilities in its programmes.

Egbujuo added that the council takes pride in ensuring that persons with disabilities are represented in its activities and are able to participate and interact freely with others.

In his remarks, the Special Assistant (Technical) to the Executive Secretary, Dr. Garba Gandu, commended the foundation’s advocacy efforts and noted that NERDC has developed several policies and frameworks over the years to promote inclusion.

Similarly, the Head of the Special Needs Education Braille (SNEB) Unit, Dr. Ndubuisi Iroham, highlighted the council’s longstanding efforts to support persons with disabilities.

He explained that NERDC has established facilities such as a Braille Press and specialised studios to provide accessible educational resources, reaffirming that inclusive education remains central to the council’s mandate.

Members of the DSFN delegation included Nenkang Banaya of DSFN; Ayobami Adefioye and Thomas Tobi David of The Engraced Ones; Peter Chidi Ugboije and Saidat Usman of the Joint Association for Persons with Disabilities (JONAPWD); and Bekky Selekere of RMB Autism Foundation.

Also present at the meeting was the Head of NERDC’s Policy and Programmes Unit, Dr. Famade Oladiran.

By Aisha Musa Auyo 

Innalillahi wa inna ilaihi raji’un. I am still struggling to absorb the shock of Baba Ahmad’s passing. Saying goodbye to a father, mentor, and teacher whose impact on my life cannot be overstated is one of the hardest things I have ever had to do.

I owe my Doctorate in Educational Psychology entirely to him. Among all the paths I could have taken in life, he was the one who steered me toward this field.

I was sixteen, in my first year, when I walked into Educational Psychology 001 and met Prof. Ahmad for the first time. Back then, I resented studying education when all I had ever wanted was medicine. But his intellectual energy, his rigour, and his sheer passion changed something in me. I remember thinking, so there’s a medical side to education, a psychology that isn’t strictly clinical. This is it. This is what I should specialise in. The workings of the human mind had always fascinated me, and the learning theories he introduced us to were captivating, made simple by his rare gift for turning abstract ideas into something anyone could grasp.

That evening, I told my father about this brilliant professor. He smiled. “We went to secondary school together, in Hadejia,” he said. “Prof. Abubakar, too, from educational psychology, also from Hadejia. They’re your fathers as well. You should go and greet them sometime.”

When I finally did, before I could even say a word, he looked at me and said my name. “You’re Aisha Auyo. Your resemblance to your father is striking.” We wouldn’t cross paths again until I returned for my master’s.

He was nothing short of supportive through it all. During my defence, he could be stern, but it was the kind of sternness that steadied rather than shook you. “Aisha, kinga, dukanmu nan mu iyayenki ne. Ki kwantar da hankalinki.” Aisha, look, all of us here are your parents. If there’s anything you don’t understand, we will always be here to help and guide you.”

Whenever Prof. Ahmad spoke about psychology and research, you understood immediately that you were in the presence of someone who had mastered his craft. There was no corner of educational psychology, no angle, including its Islamic dimensions, that he hadn’t explored. He designed curricula, taught, researched, supervised, and mentored thousands. How he managed to keep expanding his knowledge alongside everything else he carried never ceased to amaze me. Dedication, commitment, grit, passion….. that rare combination made him a force wherever he stood.

His mind absorbed and retained information in a way few others could. Many of us in educational psychology drew our energy from him. He pushed people to study even on the days they had no will left to. His influence stretched across Northern Nigeria and beyond.

Students called him the “Dodo” of every defence session because if you tried to cut corners or talk your way around a gap in your work, he would catch it from a single glance. He could smell unpreparedness from a mile away, and he had no patience for laziness or carelessness, which led some to assume he lacked warmth. He didn’t. He was simply a principled man who valued hard work and honesty. Behind that exacting exterior was a humble, selfless, generous soul who helped more people than most of us will ever know.

I remember a conference in Gombe, when he learned I was staying with family friends instead of with him. He was furious and immediately tried to change the arrangement. “Aisha ba ki da inda ya fi cancanta ki zauna fiye da gidana a garin Gombe”. Aisha, there is nowhere more fitting for you to stay in Gombe than my house. He was on sabbatical at the time. When my hosts came to collect me, he kept insisting, “Diyata ce fa. Babanta yana nan” …She is my daughter. Her father is right here. Eventually, we compromised: two days with my hosts, two days with him. He opened his home to so many students, and those days were full of warmth and laughter.

When I finished my master’s defence, relieved and overjoyed that I was finally done, he called my father to congratulate him and urged him to push me back for a PhD. My father called and said, “Babanki Dr Kaugama ya ce ki dawo PhD”. Your father, Kaugama, says you should return for your PhD. I told him I would, just not yet, in sha Allah, someday soon.

My father never let it go. Every time we spoke, while I was in Ogun, he reminded me about the PhD. Your father, Ahmad, says you will have all the support you need. That was how I found myself buying the form and sitting the aptitude test. When he saw me in the exam hall, he lit up. “Aisha, I know you’ll ace this,” he said. “Kina da ƙoƙari da himma” Those words carried me through. I told myself I would not let down everyone who believed in me. Alhamdulillah, I passed and was given admission number 00001 that year.

During my PhD coursework exams, he once noticed my hands trembling and asked what was wrong. “I’m hungry, sir, I haven’t eaten,” I admitted. I had been reading and lost track of time. He told me, plainly, that as an educational psychologist, I ought to know better that the brain runs on food. He said, You need it to read, to understand, to recall, to organise your thoughts. He asked what I wanted to eat and went out himself to arrange it. I couldn’t write a word until I had eaten. Once I was full, he said, “Now continue your paper. I won’t add a single second for you. Time off is time off, for everyone.” I wrote as fast as I could and managed to answer every question. I never made that mistake again.

After my PhD viva, I asked to take a photo with him. “Aisha, ba ni da lokaci,” he teased. “Baba, you forced me to come back for this program,” I reminded him. “Remember how you called my father?” He laughed. “Yes, I remember everything.” “Then I’m forcing you to take this picture with me,” I said. “You’re part of my academic journey. You’re the reason I fell in love with educational psychology.” We took a few photos together and said our goodbyes.

Baba Ahmad was a father to many. His home was always full of orphans and relatives from Kaugama. He was a comrade, a tireless community man, a teacher in the truest sense. His death is an immense loss to his immediate family, to the NISEP family, and to every endeavour he poured himself into. May his contributions to academia continue to benefit him in this life and the next.

When I heard the news, my first thought was: Will he meet my father there? Allah ya yi musu rahama da gafara duka. Allah ya kula da bayansa. Allah ya hada mu duka a Aljanna.

May Allah grant them mercy and forgiveness, watch over those they left behind, and reunite us all in Paradise.

Aisha Musa Auyo, PhD, is an Educational Psychologist, author, and media professional passionate about translating research into practical, everyday impact. She writes on parenting, family dynamics, and education, drawing from both professional expertise and personal experience. Aisha is also a parenting and relationship coach and the founder of Eesher Auyo’s Empire. She is based in Abuja, Nigeria.

By Muhammad Umar Shehu

Education has long been seen as the backbone of national progress. Any country that hopes to compete in the modern world must invest in an education system that prepares its young people with relevant knowledge and practical skills. Yet the situation in Nigeria today shows a worrying gap between what students learn in school and what the realities of the 21st century require.

For many years, the country’s curriculum has remained largely theoretical and disconnected from real life. Students spend long hours memorising information for examinations, but many graduate without the ability to apply what they have learned to real-world problems. Certificates are awarded, but practical competence often remains weak. This situation raises serious questions about the direction of the education system.

One major issue is the outdated nature of many academic programs. While the global economy is rapidly shifting toward technology, innovation, and knowledge-based industries, a large portion of Nigeria’s curriculum still reflects ideas and priorities from decades ago. Digital literacy, modern research methods, and emerging technologies are not sufficiently integrated into many learning programs. As a result, Nigerian graduates often struggle to compete in an increasingly digital world.

Another concern is the weak connection between education and the labour market. Universities and other higher institutions frequently design courses without strong collaboration with industries that will eventually employ their graduates. Employers complain about a lack of practical skills, while graduates face rising unemployment despite years of schooling. This mismatch highlights the urgent need to align academic learning with real economic needs.

Infrastructure problems further complicate the situation. Across many parts of the country, schools operate with overcrowded classrooms, outdated laboratories, and limited learning materials. Teachers often do their best under difficult circumstances, but without adequate support, their efforts cannot produce the level of transformation the country needs. When the learning environment itself is weak, even the most dedicated educators struggle to deliver quality outcomes.

Reforming the curriculum is therefore not simply an academic debate. It is a national necessity. Education must move beyond rote memorisation and focus more on critical thinking, creativity, and problem-solving. Students should be encouraged to explore ideas, question assumptions, and develop solutions to real challenges within their communities.

Technical and vocational education must also receive greater attention. For too long, society has treated vocational training as a lesser option compared to traditional academic degrees. Yet many developed economies thrive because they place a strong value on technical skills and practical training. If Nigeria hopes to reduce unemployment and stimulate economic growth, it must elevate the status of vocational education.

Entrepreneurship education is another area that deserves serious attention. Rather than preparing students only to search for jobs, schools should equip them with the knowledge and confidence to create their own opportunities. Basic business education, financial literacy, and innovation training can help young people develop the mindset needed to build sustainable ventures.

Teachers must also be central to any reform effort. No education system can rise above the quality of its teachers. Continuous training, improved working conditions, and access to modern teaching resources will empower educators to guide students more effectively. When teachers are supported, the entire learning process improves.

Ultimately, meaningful reform requires collaboration. Policymakers, educators, researchers, industry leaders, and communities must work together to rethink the priorities of the education system. A curriculum designed with broad consultation will be better equipped to respond to national development goals and global realities.

Nigeria has one of the largest youth populations in the world. This demographic strength could become a powerful driver of development if the right investments are made in education. However, if the system continues to produce graduates who are not adequately prepared for the future, the country risks missing a critical opportunity.

Reforming the curriculum will not solve every challenge overnight, but it represents an important step toward building a more dynamic and productive society. Preparing young Nigerians for the demands of the modern world is not just an educational responsibility. It is a national imperative.

Muhammad Umar Shehu wrote from Gombe and can be reached via umarmuhammadshehu2@gmail.com.

By Uzair Adam

The Nigerian Educational Research and Development Council (NERDC) has intensified efforts to strengthen Nigeria’s basic education system through international collaboration, as it participates in the 2026 British Council South–South Learning Symposium in New Delhi.

The Daily Reality reports that this development was disclosed in a post shared on the Council’s official Facebook page on Monday.

Leading Nigeria’s delegation is the Executive Secretary of NERDC, Salisu Shehu, whose participation highlights the country’s growing focus on adopting global best practices to improve foundational learning, particularly in literacy, numeracy and multilingual education.

The symposium convenes policymakers, education experts and development partners from across the Global South to exchange ideas on strengthening foundational education systems and promoting the use of multiple languages in learning, especially in culturally diverse societies.

During his engagements, Shehu pointed to Nigeria’s ongoing curriculum reforms, with emphasis on improving basic education delivery and expanding the use of indigenous languages in teaching.

He noted that collaboration among countries with similar socio-cultural realities offers practical and adaptable solutions to shared educational challenges.

He also presented an overview of NERDC’s mandate at the opening session of the programme, outlining the Council’s role in shaping Nigeria’s curriculum and driving innovation in the sector.

NERDC said its participation provides an opportunity to draw lessons from countries like India, particularly in managing multilingual education on a large scale, as well as exploring emerging approaches such as technology-driven and inclusive learning models.

The Council added that insights gained from the symposium would support ongoing education reforms and enhance curriculum development in Nigeria, reaffirming its commitment to improving the quality and inclusiveness of learning nationwide.

By Lovelyn Emmanuel

Education is a fundamental right for every individual, and without it, ignorance thrives. The true purpose of education is not merely to expand intellectual knowledge but to mold individuals into productive, self-reliant, and responsible members of society. It should empower citizens with the tools needed to contribute meaningfully to national growth and personal development.

Unfortunately, Nigeria’s education system has placed disproportionate emphasis on academic qualifications, often sidelining practical learning. Most institutions are built around theory-driven academic programmes, while real-world career skills—essential for survival in today’s competitive labour market—receive little or no attention.

The consequences of this imbalance are visible in the growing unemployment crisis. Over the last decade, the number of jobless youths has risen sharply. In fact, the Minister of Labour and Productivity, Dr. Chris Ngige, once warned that this trend is likely to worsen in the years ahead. Many university graduates leave school with degrees but lack the practical skills and competencies required to thrive in a rapidly changing society.

This is why vocational education must be fully integrated into the Nigerian curriculum. Students should be equipped with hands-on skills alongside their academic studies to ensure they can navigate economic realities. Ideally, vocational training should start from childhood, giving young people time to nurture and refine practical abilities as they mature. Early childhood centres and primary schools could help set this foundation.

A widespread misconception is that vocational education is only for those who cannot afford “standard” schooling. This is entirely false. In reality, vocational skills are valuable for everyone. Acquiring such skills does not only enhance employability but also provides alternative sources of income. In an economy where traditional job opportunities are shrinking, skills can be a lifeline.

The gap in vocational training remains one of the most pressing challenges facing Nigeria today. Around the world, education is gradually shifting from paper-based qualifications to skill-based expertise that can be applied in the workplace. Nigeria cannot afford to lag behind. Vocational and technical training should be reimagined as a pathway to professional growth.

Lovelyn Emmanuel, Department of Mass Communication, University of Maiduguri.

By Uzair Adam

The Nigerian Educational Research and Development Council (NERDC) has reaffirmed its commitment to strengthening Nigeria’s education sector, even as it continues to grapple with persistent funding challenges affecting key programmes and initiatives.

This position was expressed during the Council’s sixth inaugural Governing Board meeting held at its headquarters in Sheda, Abuja, from April 22 to 23, 2026, where members deliberated on its activities, achievements, and future direction.

According to a statement issued by the Council on Monday, the meeting brought together Board members, management staff, and other stakeholders to review NERDC’s operations and chart a path forward.

In his welcome address, the Executive Secretary, Professor Salisu Shehu, was quoted in the statement as expressing optimism that the Board’s collective efforts would “usher in meaningful change, growth and sustainable development” for the Council and its staff.

The statement noted that a documentary titled NERDC at a Glance was presented during the meeting, providing an in-depth overview of the Council’s operations, including the activities of its six academic centres, service departments, and field offices.

According to the statement, Professor Shehu also highlighted the Council’s achievements, particularly its collaborations with agencies within Nigeria, across Africa, and globally.

However, he drew attention to the challenge of inadequate funding, which has slowed the implementation of several key projects and initiatives.

Despite this, the Executive Secretary as reaffirming his commitment to driving reforms and repositioning the Council on the global stage.

In his opening remarks, the Chairman of the Governing Board, Jamilu Wada Aliyu, assured the management team of the Board’s support.

The statement quoted him as saying the Board remains committed to “strengthening NERDC as a critical pillar of Nigeria’s education sector,” while commending the Executive Secretary for his efforts.

Furthermore, the statement noted that the Executive Secretary and members of the management team led the Chairman and other Board members on a tour of the Council’s facilities, including the Administrative Block, Library and Informatics Centre, Conference Centre, Academic Centres, Warehouse, and the National Model School.

It added that the tour provided firsthand insight into the Council’s current state and highlighted areas requiring urgent attention.

The statement also listed members of the Governing Board as including Gideon Sunday Omachonu, Aliyu Muhammad Madaki, Mahmoud Muhammad Lawan, Obianuju Anigbogu of the Federal Ministry of Education, Amos Josiah Dangut, Nura Sani Usman, and Abdulmumili Umar Kwami.

Other members are Raula Said Ahmad, Peter Maktu, Omoduwa Francis Folorunso, Dean Robert Okorie, Abdulkadir Yunusa, Denja Abdullahi, and the Executive Secretary, who serves as Secretary to the Board.

By Uzair Adam

The Nigerian Educational Research and Development Council (NERDC), in partnership with the United Nations Children’s Fund (UNICEF), has commenced the review of the 0–5 years Early Childhood Education Curriculum as part of efforts to strengthen foundational learning in Nigeria.

This was disclosed in a statement on Sunday shared with The Daily Reality, which noted that the exercise is aimed at addressing gaps in the existing Early Childhood Care, Development and Education (ECCDE) curriculum first developed in 2007.

According to the statement, the review process follows a writing workshop held between March 19 and 24, 2025, where stakeholders worked on updating the curriculum to better support early childhood development and improve learning outcomes.

Speaking at the ongoing critique workshop held at the NERDC Conference Centre in Agidingbi, Lagos, the Executive Secretary of NERDC, Prof. Salisu Shehu, said the review is designed to align the curriculum with global best practices while making it responsive to the developmental needs of young learners.

Shehu noted that curriculum review is a vital process for maintaining the relevance of educational programmes in a rapidly changing world. He added that the exercise is expected to enhance the clarity and effectiveness of the curriculum.

“The review of the 0–5 years Early Childhood Education Curriculum is intended to align it with current global standards while ensuring its suitability for the developmental needs of young learners,” he said.

He also appreciated UNICEF for its continued support, describing the collaboration as crucial to strengthening early childhood education in Nigeria.

In his opening remarks, the Director of the Special Programmes Centre, Dr. Ugbalu Egbita, urged participants to approach the workshop with dedication and professionalism, noting that their input would significantly shape the outcome of the exercise.

“The quality of this curriculum will determine the kind of foundation we lay for our children,” Egbita said, stressing that participants’ expert contributions are key to its success.

The statement added that the curriculum provides guidance for teachers and caregivers in creating stimulating learning environments that encourage children to explore, think, communicate and imagine, while also easing their transition into formal education.

Participants at the workshop were drawn from NERDC, UNICEF, development partners, ministries, departments and agencies, as well as civil society organisations and other stakeholders.

By Muhammad Sulaiman

Abba Kabir Yusuf has approved the merger of the state’s Ministry of Higher Education with the Ministry of Education in a move aimed at strengthening coordination and accelerating reforms in the education sector.

The decision was announced in a statement on Sunday by the governor’s spokesperson, Sunusi Bature Dawakin Tofa.

According to the statement, the newly unified body will operate as the Ministry of Education, with a specialised Directorate of Higher Education established within the ministry to oversee tertiary education in the state. The directorate will be headed by a permanent secretary and supported by relevant personnel to ensure effective administration of higher education institutions.

The statement added that agencies previously under the Ministry of Higher Education, including the state Scholarship Board, will now be returned to the Ministry of Education. State-owned universities and other tertiary institutions will also be supervised by the Directorate of Higher Education under the restructured ministry.

The restructuring forms part of the government’s broader education sector reform agenda, which seeks to eliminate duplication of responsibilities, improve policy coordination across all levels of education, and reduce the cost of governance.

Governor Yusuf said the reform is intended to enhance efficiency, strengthen accountability, and improve the overall quality of education administration in the state.

He reiterated his administration’s commitment to implementing comprehensive reforms that will revitalise the education sector and create better opportunities for the younger generation.

The Office of the Secretary to the State Government and the Office of the Head of Service have been directed to ensure the immediate and smooth realignment of the affected ministries and their departments.