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THE NEW EDUCATIONAL CURRICULUM IN NIGERIA

Article  in  Journal of Interdisciplinary Studies in Education · November 2021

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 THE NEW EDUCATIONAL CURRICULUM IN NIGERIA

Dr Nsikak- Abasi Udofia

Department of Educational Foundations
University of Uyo, Uyo.

Abstract
This work is an overview of the new Educational Curriculum in Nigeria. The old Curriculum was
reviewed as a result of the demand of International best practices in education, evolving
multinational agreements in education, new National polices, changing social order, aging of the
curriculum and the globally acceptable standards in education especially as it concerned child’s
right to free education and poverty eradication. Specifically, the curriculum takes into
consideration the needs of the Nigerian society in line with the Millennium Development goals,
the National Economic Empowerment Development Strategy and the vision 20-20-20. In addition,
the old curriculum had some gaps which became magnified by the paradigm shift in science,
technological and other emerging issues which inevitably thwarted its efficacy. The work therefore
reviewed the structure of the Curriculum taking into consideration its strength and weakness.
Certain problems were found to prevent the implementation of the Curriculum especially the non-
availability of the Curriculum with Teachers. It was recommended that stakeholders should work
towards proper implementation of the Curriculum.

Introduction
The educational system in Nigeria among other things is made of three inter-related
components namely the curriculum, polices and resources. There have been various changes in
all aspects of the Nigerian educational system but the most prominent is the new curriculum. There
were changes in policy in 1977 and that of 1981 which brought in the 6334 system. The Universal
basic education came into existence in 29th September 1999 and was launched in Soot. The first
batch of pupils was enrolled nationwide in the 2000/2001 session
Incidentally, the Universal basic education and the Millennium Development goals
brought about massive infrastructural changes in various schools. There was an urgent need for

1
the review of the curriculum but this was not possible as there were various changes in the polices.
It was relieve when the curriculum was eventually reviewed in 2008. The Universal basic
education curriculum came out first. It was interesting that the Universal basic education
curriculum had to be reviewed four years after due to curricular overload and absence of basic
material to implement the curriculum in the form in which it was.
Maccia (1962) defined the curriculum as presented instructional content. On the other
hand, Beauchamp (1961) saw the curriculum as a design of a school or social group for the
educational experiences of children in school. Kerr (1968) saw the curriculum as all the learning
which is planned and guided by the school whether it is carried out in group or individually, inside
or outside the school. Tanner & Tanner (1975:vii) define the curriculum as ‘planned and guided
learning experiences and intended learning outcome, formulated through the systematic
reconstruction of knowledge and experiences under the auspices of the school ,for the learner’s
continuous and wilful growth in personal-social competence’ Incidentally, curriculum is formed
from the Greek word curie which means the ‘race track’ by implication the curriculum is the
school’s route to changing the behaviour of the learners. The curriculum is therefore the
management of the learning objectives, the methods, materials assessment, feedback and all the
activities involved in the transformation of the learner into a useful member of the society.
The curriculum is to assist the society to produce the citizens which will assist in the
growth, development and sustainability of that society in the light of local and global
competitiveness. It should translate the activities and experiences at school to the values and
challenges of the immediate and distant society. Curriculum is societal means of preserving its
self from extinction and raising the type of youth that will be functionally occupied in building
the society for a better tomorrow and overcome the challenges posed by the environment.
The present Nigerian curriculum is therefore designed or developed to facilitate value re-
orientation, poverty eradication, critical thinking, entrepreneurship and lifelong skills, among her
youth. The present curriculum is a bold attempt to ameliorate the socio-political and socio-
economical problems facing the nation. The curriculum could be linear as designed by Tyler
(1949) or Cyclical as designed by Wheeler (1976). However, this curriculum is cyclical and spiral
in line with modern curriculum designs.
This was a serious departure from the curriculum used in 1882 which comprised of reading
and writing of the English language, Arithmetic, needlework for the female, English history,
2
Geography especially of the British Empire. The 1984 curriculum now reviewed was to emphasis
the 6,3,3,4, system of education which was derived from the National Policy on Education which
was based on the following philosophical statement

 A free and democratic society

 A just and egalitarians society

 A united strong and self reliant nation

 A great and dynamic economy

 A land of bright and full opportunity for all citizen

It was then designed to emphasis technological and vocational development in line with the
requirement of the 6 3 3 4 system of education.
The revision commenced in 2003. It was however elongated because of the enactment into law of
the Universal Basic Education commission. As that was not enough, the Nation Adopted the
National Economic Empowerment and Development Strategy (NEEDS) in line with the global
reforms in the likes of the Millennium Development Goals (MDGs) and the goals of Education for
All (EFA) which the country was a signatory. This influenced the revision to be focused on higher
academic standards, civic, ethical and moral responsibilities, entrepreneurship, the overall goals
of basic education, and the critical demand of NEEDS as well as the MDGs

The curriculum planners on their own observed that those leaving schools were ill-prepared
to face the challenges of the world of work as they lacked basic life- long skills, functional literacy
and numeracy (Federal Ministry of Education, 2008). The multifaceted challenges in the nation
were complicated. This was because, there was serious case of unemployment even when the
nation was in dire need of a critical mass of manpower to kick start an industrial revolution in a
land that is blessed with abundant natural and human resources. The critical mass of school leavers
where only job seekers and not job creators. The result was that the private sector was weak and
too subsistent to keep pace with the demand of international competitiveness. This was
compounded by the fact that the international community could not have the faith to invest in the
country. The lack of major intermediaries to attract and provide surety to such investors were
lacking even when feasibility studies showed that the land was good for investment and the people
needed little capacity building to perform well. In view of the fore going, they went along to
introduce the 9-year UBE. There was also the need to realign the primary and JSS curriculum
3
contents into a content that will fit into the new programme. There was also the need to discard
obsolete contents that did not meet the challenges of the 21st century in an ICT-driven globally
competitive world. In other words, the JSS leavers should have acquired functional skills to
overcome poverty, create their own jobs and wealth and demonstrate positive values in consonance
with the ideals of NEEDS. In summary there was the need to revise and upgrade the curriculum in
a customized manner towards providing for the needs of the country while at the same time keeping
touch with contemporary issues and global best practices (Federal Republic of Education, 2008).

Philosophy and purpose of New Curriculum

The new curriculum is divided into 2 the - The Basic Education curriculum and the Senior
Secondary School Curriculum

The Basic Education curriculum

From the NERDC (Federal Republic of Education, 2008:1) the philosophy of the new BEC can be
summarized as follows:

Every learner who has gone through 9 years of basic education should have acquired appropriate
levels of literacy, manipulative, communicative and lifelong skills; as well as the ethical, moral
and civic values needed for laying a solid foundation for lifelong learning; as a basic for scientific
and reflective thinking. (NERDC. 2008)

The new curriculum, among others, targeted the critical elements of the NEEDS namely:

 Value re-orientation
 Poverty eradication
 Job creation
 Wealth generation and
 Using education to empower the citizenry

The basic education was aimed at that any student who has passed through the 9--hear basic
education should have:

 Basic numeracy, literacy and life- long skills

 Basic skills in science, technology, mathematics and ICT

4
  Basic rudiment for creative thinking
 High moral and ethical values as well establish fully a positive disposition towards peace,
justice, equity anti-corruptive tendencies and good governance
 The spirit and yearning for entrepreneurship

The new curriculum among others will provide these:

 Acquisition of scientific and technological skills,

 inculcation of value re- orientation , civic and moral responsibilities as well as family living
skills
 acquisition of skills for poverty eradication
 Laying of foundation for acquisition and applications of ICT skills.

Structure of the New Basic Education Curriculum

The structure of the new 9-years BEC is presented in Table 1.

The following are the basic features of the new curriculum:

The curriculum structure has three levels as follows:

 Lower BEC for Primaries 1-3

 Middle BEC for Primaries 4-6
 Upper BEC for Junior secondary 1-3
The subjects are grouped into core compulsory and elective subjects. Subjects and contents flow
systematically from Primary 1 through Primary 6 to junior secondary 3. (See Table 1)

The new curriculum has taken care of the shortfalls of the former system by introducing additional
subjects in line with the vision of National Economic Empowerment Development Strategy
(NEEDS) and for value reorientation, poverty eradication, job creation and wealth generation.

The basic education curriculum addresses gaps in the old curriculum. New subjects such as
computer/ICT, French and Civic Education are introduced. Obsolete subjects are removed. Core
subjects such as Basic Science and Basic Technology redefined. The curriculum contents are
thematic. The curriculum covers a period of 9 years of continuous schooling (i.e. 6 years primary

5
and 3 years of JSS). These were done to make the country’s educational system functional to
enable it square up to the rapidly changing world particularly in the attainment of the targets of the
Millennium Development Goals (MDGs). For instance, the primary science and integrated science
is now known as Basic Science and Technology, which cater adequately for the higher studies by
providing a solid foundation on which to build upon and to inculcate in the child skills to face the
challenges and possible hazards of the future. In each of the three levels, there were about twelve
compulsory core subjects with one elective subject. English Studies, Mathematics, Social Studies,
Civic Education, Computer Studies, Health and Physical Education, Religious Studies as well as
French are among the compulsory subjects.

Table 1

Structure of the New BEC

BEC Levels Compulsory Core . Elective Subject

Lower BEC 1. English Studies 1. Home Economic

(Primary 1-3) 2. One major Nigeria LANGUAGE (Igbo, Yoruba 2. Arabic
or Hausa) 3. Agriculture
3. Mathematics
4. Basic science and Technology NOTE:
5. Social Studies Must offer 1. Elective, but
6. Civil Education not more than 2.
7. Cultural & Creative Arts
8. Religious Studies (CRS or IS)
9. Physical & Health Education (PHE)
10. Computer Studies/ ICT
1. English Studies 1. Agriculture
2. One major Nigeria language (Igbo, Yoruba or 2. Home Economics
MIDDLE BEC Hausa. 3. Arabic
(Primary 4-6) 3. Mathematics
4. Basic Science and Technology
5. Social studies Note :must offer 1

6
 6. Civil Education elective, but not more
7. Cultural & Creative Arts than 2
8. Religious Studies (CRS or IS)
9 Physical & Health Education (PHE)
10. French Language
11. Computer Studies/ICT
1. English Studies
2. One major Nigeria language (Igbo, Yoruba or 1. Agriculture
Hausa). 2. Home Economics
UPPER 3. Mathematics 3. Arabic
(JSS1-3) 4. Basic Science 4. Business Studies
5 Basic technology
5. Social studies
6. Civil Education Note :must offer 1
7. Cultural & Creative Arts elective, but not more
8. Religious Studies (CRS or Is) than 3
9 physical & Health Education (PHE)
10. French Language
11. Computer Studies/ICT

The educational system remains 6-3-3-4: six years of primary education, three years of Junior
secondary, three years of Senior secondary education, and four years of tertiary education. The 6-
3-3-4 now has the basic education sub-set, comprising the first nine years of the education cycle
(Primary and Junior Secondary), adult literacy and non- formal education for out-of- school
youths. In 2012 government has added the schools for Alajimaris to this set. Basic education is
free and compulsory and the Senior Secondary school with the grammar, technical, vocational
teachers training and the non-formal education.
A child is to complete primary school normally and to proceed to the Junior Secondary
School. The curriculum has made sure that there is no break in schooling as one moves from
primary to the secondary school. What is learnt in Primary six is connected systematically to the

7
JSS 1 curriculum contents. The curriculum addresses Strategic positive national values including
ethics, moral and critical thinking, strategic communication skills entrepreneurship skills and
functional literacy and numeracy. A further review of the New curriculum reduced the total
subject offered to 10.

In the Presidential Summit held on the state of education in Nigeria on October 2010, delegates
observed curricula overload in terms of subject offerings at the primary and JSS levels. From
September 2008 when the implementation of BEC began in primary and junior secondary schools
nationwide, learners have been contending with 20 subjects in the curriculum. For instance, pupils
in primary 1 – 3 are expected to offer ten compulsory subjects, including English studies,
mathematics, one Nigerian language, basic science and technology, physical and health education,
religious studies (Christian Religious Knowledge and Islamic Studies), social studies, civic
education, cultural and creative arts and computer studies/ ICT. In addition, they are expected to
offer at least one optional subject from three options of agriculture, home economics and Arabic
Language. Therefore the summit called for the compression of the curricula offerings at all levels
of basic education. It was also recommended at the summit that the subjects should be reduced to
between six and 13, in line with international best practices.

A High Level Policy Committee meeting and the National Stakeholders Forum form the
review committee. The pupils/students are to offer only seven subjects now. This was found to be
in line with international best practices as Kenya has seven subjects; Tanzania, eight subjects;
United States, six subjects; Malaysia and Indonesia, nine subjects each. The streamlining of the
BEC curricula does not reduce the contents. The merging was done as follows

Table 2

Reviewed Structure of the New BEC

BEC Levels Compulsory subjects Optional

8
Lower BEC 1. English Studies Arabic
(Primary 1-3) 2. Mathematics Business Studies
3. One major Nigeria Language (Igbo, Yoruba French
or Hausa)
4. Basic science and Technology
5. Religion and value Education
6. Cultural & Creative Arts
7. Pre vocational studies
1 English Studies Arabic
2. Mathematics Business Studies
MIDDLE BEC 3. One major Nigeria Language (Igbo, Yoruba
(Primary 4-6) or Hausa)
4. Basic science and Technology
5. Religion and value Education
6. Cultural & Creative Arts
7. Pre vocational studies
8. French Language
1 English Studies
2. Mathematics Arabic
3. One major Nigeria Language (Igbo, Yoruba or
UPPER Hausa)
(JSS1-3) 4. Basic science and Technology
5. Religion and value Education
6. Cultural & Creative Arts
7. Pre vocational studies
8. French Language
9 Business studies

9
From September 2012 primary 1-3 will offer English studies, mathematics, one Nigerian language,
basic science and technology, pre-vocational studies, religions and values education and cultural
and creative arts. Arabic Language, French, and Business studies are optional.

Hence, Basic Science and Technology contain themes as Basic Science and Technology,
Computer Studies/ICT and physical and health education. Additionally Religions and Values
education contain themes as religious studies, civic education, social studies and Security
Education is added as one of the themes. Under Pre-vocational studies are the following themes:
Agriculture, home economics and entrepreneurship have also been compressed as themes Studies.

The subjects offered pupils in primary 4 – 6 are the same with the ones in primary 1 – 3. The only
difference is that from primary 4, French Language becomes compulsory. French is Nigeria’s
second official language and knowledge of the language will make the children globally
competitive.

The subjects offered in JSS 1 – 3 are the same but Business Studies now becomes compulsory.
This is in the form of entrepreneurship education. Business Studies is therefore a necessity for
every child in order to have idea of business enterprise.

In teaching the pupils these subjects, the forum agreed that emphasis should be on the
understanding of basic concepts and their explanations while teaching and learning must be
creative, innovative and practical.

The Senior Secondary School Curriculum

The reasons which were responsible for the review of the Basic Education curriculum also affected
the Senior Secondary School Curriculum. For one there was need to prepare a curriculum which
could cater for the new Federal government reforms in education and to re-align the curriculum to
fit into the reforms. The National Council on Education (NCE) at its meeting in Ibadan in
December 2005 directed the NERDC to review the curriculum. The NCE also approved a new
Senior Secondary School Curriculum structure namely Science and Mathematics, Humanities,
Business, and Technology. A high Level Policy Committee on Curriculum Development (HLPC)
made up of Critic stakeholders and the NERDC was setup to handle this task. They apply caution

10
to ensure the continuity and flow of themes, topics experience from the Basic Education through
the Senor Secondary one to the Senior Secondary three.

Emerging issues like value orientation, peace, and dialogue, human right education, family
life/HIV and AIDS education, entrepreneurial skills and others were infused into the relevant
section of the curriculum. The Curriculums used thematic approach and the content organization
was of the spiral approach. The curriculum is student activity centered and attempts are made to
enhance creativity while developing the relevant skills. Of course, the assessment protocol which
takes into consideration the three domains cognitive, affective and psychomotor was
recommended.

The new Senior Secondary Education Curriculum (SSEC) comprises:

 A group of 4 compulsory core cross - cutting subjects that must be
Offered by all students
 Four fields of studies
 A group of 35 trade/entrepreneurship subjects
 Elective subjects.
The 4 compulsory core-cross cutting subjects are:
 English Language
 General Mathematics
 Civic Education
 Trade/entrepreneurship subject
**Computer was initially among the compulsory core-cross cutting subjects but was removed as
a result of logistics especially as it concerned the resources to instruct it in the rural settings

Field of study subjects are those subjects representing a student's potential area of
specialization. They are:
 Senior Secondary Science & Mathematics
 Senior Secondary Technology
 Senior Secondary Humanities
 Senior Secondary Business Studies

11
The Subjects which make up each field of studies are:
 Senior Secondary Science & Mathematics
1 Biology
2 Chemistry
3 Physics
4 Further Mathematics
5 Agriculture
6 Physical Education
7 Health Education
8 Computer studies/let

 Senior Secondary Technology

1 Technical Drawing
2 General Metal Work
3 Basic Electricity
4 Electronics
5 Auto-Mechanics
6 Building Construction
7 Wood-work
8 Home Management
9 Foods & Nutrition
10 Clothing & Textiles.
 Senior Secondary Humanities
1. Nigerian Languages
2. Literature-in English
3. Geography
4. Government
5. Christian Religious Studies
6. Islamic Studies
7. History
8. Visual Arts

12
 9. Music
10. French
11. Arabic
12. Economics

 Senior Secondary Business Studies

1 Accounting
2 Store Management
3 Office Practice
4 Insurance
5 Commerce

The entrepreneurial subjects are shown on the table below

Table 3
The entrepreneurial subjects

1 Auto Body repair and 11 Plumbing and pipe fitting 23 Keyboarding

spraying 12 Machine woodworking 24 Data processing
2 Auto Electrical work 13 Carpentry and Joinery 25 Store keeping
3 Auto Mechanical work 14 Furniture making 26 Book keeping
4 Auto parts merchandising 15 Upholstery 27 GSM
5 Air Conditioning 16 Catering and Craft Maintenance
Refrigerator Practice 28 Photography
6 Welding & fabrication 17 Garment making 29 Tourism
engineering craft practice 18 Textile Trade 30 Mining
7 Electrical installation and 19 Dyeing and Bleaching 31 Animal
Maintenance work 20 Printing craft practice husbandry
8 Radio, TV and electrical 21 Cosmetology 32 Fisheries
work 22 Leather Goods 33 Marketing
manufacturing and Repair 34 Salesmanship

13
 9 Block laying, Brick laying
and concrete work
10 Painting and Decorating

 The new curriculum is more enriched with emerging issues and new concepts.
 The old curriculum is outdated generally, having not been reviewed in the last two decades

 Every student is to offer?

 A minimum of 8 subjects
 A maximum of 9 subjects.
 All students are to offer all 4 core compulsory cross cutting subjects

 Student are to choose 3 - 4 Subjects from their Field of Specialization (Humanities,

Science, Technology, Business Studies)
 Students are to choose their compulsory Trade/Entrepreneurship from the list of
available 35 Trades

 Students may choose 1 elective subject outside their field of Specialization provided that
the Total Number of Examinable subjects are not more than nine (9) for instance:
 4 Cross cutting (including 1 Trade (Entrepreneurship)
 3 to 4 Subject from field of Specialization 1 Elective Subject

These subjects are to be selected?

14
  All 4 compulsory core cutting subjects
 3-4 subjects from the student's field of study.
 1 elective subject may be selected from another field of study or from
The 35 trades (An elective subject is a subject chosen by a student not from his/her
field of studies. Eg a student whose field of study is science may choose 1 elective
subject from Business Studies)) .
 The compulsory core trade/entrepreneurship is to be selected from the group of 35
trades.
Every senior secondary school graduate should have been well prepared for higher
education as well as acquired relevant functional trade/entrepreneurship skills needed for
poverty eradication, job creation and wealth generation; and in the process strengthened
further the foundations for ethical, moral and civic values acquired at the basic education
level.

The introduction of Computer/ICT, trade/entrepreneurship and Civic Education is to

make the curriculum more functional. The Computer/l C T necessary because Knowledge
management now drives global development. Students therefore need to be ICT literate to survive
in the world of work and global competitiveness. Civic Education is for the students to become
better citizens and to contribute maximally to national development. Trade/Entrepreneurship
provides the required skills for job creation and poverty eradication. Hence every student on
graduation would have acquired at least one (1)functional Trade and thus be functionally useful,
become ICT literate , become a better citizen and is better prepared for higher education if he/she
desires to proceed further, The old SS curriculum to be phased out systematically over a period
of three years (i.e. September 2011 June 2014)

The strength

From the National Action plan for the implementation of the Universal basic Education the UBE
programme is the Nigeria’s response to the challenges of fighting poverty and entrenching

15
participatory democracy through education. It is Nigeria commitment to the following
international agreements.

 the Jomtien Declaration (1990) that of the right of all people to education and
knowledge
 The Delhi Declaration (1993) for reduction of illiteracy.
 the Durban Statement of Commitment (1998) for lifelong learning
 The OAU Decade of Education in Africa (1997-2006) for African states access to
qualitative basic education as a basis for sustainable socio-economic development.
The 1999 constitution of the Federal Republic of Nigeria, Section 1 and 3 makes provision for free
and compulsory basic education. This was followed by UBE Act passed into law on 26th May 2004

This was also in line with the requirement of the National Economic Empowerment and
Development Strategy (NEEDS).NEEDS recognize education as a vital transformation tool and a
formidable instrument for empowerment which will culminate into wealth creation, employment
generation and poverty reduction and value re-orientation.

The curriculum is also in line with the requirement of the national policy on education. The
curriculum generally reflects depth, appropriateness and interrelatedness of the curriculums and
contents.

In addition expos have been invited for inputs in the curriculum and they have recommended the
use of the curriculum

Challenges:

 Inadequate funding of the education sector with the attendant consequences.

 Continuous drop in budgetary allocation to Education
 Unreliable and politicized data due to fear of marginalization
 Inconsistent policies and programme by successful governments
 Socio cultural factors e.g. boy child syndrome and ignorance by parents due to poverty

16
  Late production of the curriculum in the case of the Universal Basic education which
started in 2001 while the curriculums came in 2008
 Non Availability of the Curriculum in the schools and with the teachers
 Problem of Continuation of policy especially that the present government is strategizing
for transformation as against NEEDS which was used to structure the curriculum
 Absence of Expert in the subject areas various new subject have been n introduced these
needs experts to articulate them into a single subject structure
 The Problem Of Overcrowded Programme will make covering the curriculum tortuous
 The Previous Knowledge needed for the teaching of each topic could be lacking especially
if the previous teacher was unable to cover the curriculum
 Lacking of teaching learning resources will make the implementation of the curriculum
impossible
 The concept of free and compulsory Education is still elusive as the fund to make education
what it should be is just not available
 Policy Gap now exist between the nation and the curriculum this is because the nation is
very far from meting the critical demand of the Millenniums development goals. The
curriculum is just isolated as the content of the curriculum is not reflected in the society.

Monitoring and evaluation of the Curriculum

The Nigerian Educational Research and Development Council (NERDC) is a key parastatal of the
Federal Ministry of Education which has the statutory responsibility of improving and sustaining
the quality of education through implementation of its programs and projects in Educational
Research; Curriculum Development and Renewal; Book and Language Development; Library and
Informatics, and Extension Services. The Council on behalf of Federal Government of Nigeria
also undertakes implementation of special development programs in partnership with other
agencies and International Development Partners. The Nigerian Educational Research and
Development Council The Nigerian Educational Research and Development Council (NERDC)
to effectively monitor the implementation of the curriculum established six zonal offices and .
These were Calabar for South-South, Lagos for South-West, Abakaliki for South-East, Damaturu
for North-East, Kano for North-West, Minna for North-Central. The functions of the zonal offices

17
include collaborations with states in implementing capacity building programmes and promotion
of educational research in the zone.

The Federal ministry of Education together with the Sate ministries of Education is also monitoring
the implementation of this curriculum. Above all the national Council on education is also
monitoring the implementation of the curriculum

Conclusion
The curriculum was the sincere request of the stakeholders in the education sector. The relevant
agencies have assiduously taken time to prepare a new curriculum for the Nigerian Education
system. The curriculum has taken into considerations the yearning of the present generation of
Nigerian and indeed the future generation. It should also been observed that the curriculum is in
line with various international protocols and has been infused global best practices in education.
The New Curriculum needs to be implemented with passion commitment and dedication for it to
serve the purpose it was designed. It has to be properly implemented and machinery for continuous
review put it place.

Recommendations

 The government and stakeholders in education should make sure that the
Curriculum is properly implemented.
 An enabling environment should be created for the implementation of the
Curriculum in terms of resourcefulness, and competence of staff. Capacity building
and motivation should be the guiding principle.
 The UBE on its own should be properly implemented by the relevant agencies and
adequate fund allotted to it.
 More teachers should be employed and trained to adequately instruct the
Curriculum.
 The classroom should be in compliance with the digital age.
 Enabling environment and structures should be put in place to attract the active
participation of the international communities, multinationals, private sector, civil
society organizations, communities, and development partners in The Universal
Basic education curriculum development.

18
 The infrastructure in schools should be provided or rehabilitated or renovated or
updated
 All stakeholders should make sure that all the institutions, agencies and the relevant
bodies have adjusted to the demand of the new curriculum

19
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