Nigeria’s Revised Basic Education Curriculum and the New Subject Structure

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Editorial note: This post discusses the revised Basic Education Curriculum approved in 2013 and scheduled for implementation from September 2014. Read a more recent update to the Basic Education Curriculum here.

The first Basic Education Curriculum was produced and distributed nationwide in 2007. Its nationwide implementation commenced in Primary 1 and JSS 1 classes in September 2008 under the Universal Basic Education programme.

However, a review of the curriculum became necessary to address new developments in the educational and political landscape of the country. One major concern was the large number of subjects contained in the 2007 curriculum.

The 2007 Basic Education Curriculum listed 20 subjects. Pupils were expected to offer a minimum of 12 subjects at the primary-school level and 15 subjects at the junior-secondary-school level. Education stakeholders therefore recommended that the number of subjects should be reduced to between six and thirteen.

The Nigerian Educational Research and Development Council was consequently given the mandate to review the 2007 curriculum. The review process commenced in 2011.

After consultations and meetings with education stakeholders and policymakers, NERDC produced the first revised Basic Education Curriculum. It was approved for use in Nigerian schools by the National Council on Education at its 59th meeting, held between 24 and 28 June 2013.

The implementation of the revised curriculum was scheduled to commence in September 2014.

Unlike the 2007 curriculum, which comprised 20 subject listings, the revised Basic Education Curriculum was organised into a ten-subject framework.

The framework grouped related disciplines together, thereby reducing the number of subjects. For instance, Pre-Vocational Studies combined Home Economics and Agriculture.

Religion and National Values was also introduced as a subject grouping. It incorporated Christian Religious Studies or Islamic Studies as separate themes, together with Social Studies, Civic Education and Security Education.

Summary of the Subject Listings in the Revised Curriculum

Primary 1–6

1. English Studies

2. Mathematics

3. Nigerian Languages—one Nigerian language of the immediate community

4. Basic Science and Technology

5. Religion and National Values

6. Cultural and Creative Arts

7. Arabic Language—optional

8. French Language—Primary 4–6

9. Pre-Vocational Studies—Primary 4–6

Basic Science and Technology combined:

• Basic Science;

• Basic Technology;

• Physical and Health Education; and

• Information Technology.

Religion and National Values included:

• Christian Religious Studies or Islamic Studies;

• Social Studies;

• Civic Education; and

• Security Education.

Note

Pupils in Primary 1–3 were required to offer a minimum of six and a maximum of seven subjects.

Pupils in Primary 4–6 were required to offer a minimum of eight and a maximum of nine subjects.

Separate classes were to be conducted for the Christian Religious Studies and Islamic Studies themes of Religion and National Values.

Junior Secondary School 1–3

1. English Studies

2. Mathematics

3. Nigerian Languages—one Nigerian language

4. Business Studies

5. Basic Science and Technology

6. Pre-Vocational Studies

7. Religion and National Values

8. Cultural and Creative Arts

9. French Language

10. Arabic Language—optional

Note

Students were required to offer a minimum of nine and a maximum of ten subjects.

Separate classes were also to be conducted for the Christian Religious Studies and Islamic Studies themes of Religion and National Values.

Implications of the Revised Curriculum

The revised curriculum presented several challenges to its effective implementation.

The first challenge was the production of standard textbooks for the newly combined subjects and the selection of relevant content from the large volume of material contained in the former subjects.

The second challenge was the availability of specialised teachers to teach the different components of the combined subjects.

The third was the availability of appropriate instructional materials and other teaching resources, particularly in rural schools.

Lastly, there was the possibility of slow or partial implementation because of the cost of procuring textbooks, instructional materials and infrastructure in both public and private schools.