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Tag: Tunji Alausa

  • 960,000 youths to get technical vocational training

    960,000 youths to get technical vocational training

    The Federal Government has promised to train about 960,000 Nigerian youths in technical and vocational skills.

    The training is to be held under its Ministry of Education’s Technical and Vocational Education and Training (TVET) initiative after verification.

    The government explained that the verification was designed to prevent fraud. It said over 250,000 trainees are currently enrolled in the first cohort, undergoing hands-on training across 2,600 centres nationwide.

    Education Minister Tunji Alausa announced the programme yesterday during an inspection visit to selected TVET partner centres, including AFS Vocational Hub in Garki and Golden Finger Farms and Ranches Limited on the Kubwa-Zuba Expressway, Dei-Dei, both in Abuja.

    Alausa described the programme as a clear demonstration of the power of political will behind government intervention.

    He said: “From when we started conceiving this TVET initiative eight months ago to now seeing the first quarter of students being trained, it shows what is possible when there’s commitment. We took our time to curate the way this vocational training would be done. “We didn’t want this to be another era of scams. Every single one of the 960,000 youths was verified, using their NIN and BVN. We are paying the training centres and the vocational institutes directly.”

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    Alausa said the ministry identified about 86 trades across the country but narrowed them down to 28 key skill areas, including fashion and garment making, livestock production, GSM repair, plumbing, tiling, and farming.

    He added: “We created a curriculum that is 90 per cent practical and 10 per cent theoretical. After developing it, we opened the portal to the nation. Within the first 10 days, almost 1.3 million people applied. We had to close it quickly. Out of the 1.3 million applicants, 960,000 youths were verified on the portal.”

    Alausa noted that the initiative reflected President Bola Ahmed Tinubu’s belief in empowering young Nigerians with employable skills.

    He said: “This President believes that the youth are the heartbeat of this nation. He is determined to give them the skills and opportunities they need to thrive. When he makes promises, he ensures those promises are fulfilled.”

    The minister stressed that beyond skills acquisition, trainees would receive starter packs and grants to support their entrepreneurial journey.

    Alausa added: “We don’t want them to remain job seekers; we want them to become employers of labour. Many of these trainees are graduates from universities and polytechnics, but now they’re getting real-life skills that will make them useful to themselves, their communities, and the nation.”

    The minister stated that the training would run for six months at skills centres, 12 months at vocational enterprise institutes, and up to three years in federal and state technical colleges.

    He reaffirmed that the TVET programme is operational in all 36 states and the Federal Capital Territory (FCT).

  • English, maths remain compulsory for all O-level students, says Federal Goverment

    English, maths remain compulsory for all O-level students, says Federal Goverment

    The Federal Government has said English language and Mathematics remain compulsory for students sitting for the Ordinary Level examinations.

    The government urged students to continue to register for the subjects in their O-Level examinations.

    The Federal Ministry of Education said this in a statement by its Director of Press and Public Relations, Boriowo Folasade, yesterday in Abuja.

    It reads: “The Federal Ministry of Education has clarified that all students must continue to register and sit for English Language and Mathematics in their O-Level examinations. The new policy does not exempt any candidate from these core subjects but rather introduces a more inclusive and flexible approach to tertiary admission requirements.

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    “The Minister of Education, Dr. Maruf Tunji Alausa, explained that the reform promotes fairness and inclusiveness in tertiary education by ensuring that capable students are not denied admission due to deficiencies in non-core subjects.

    “The streamlining of O-Level admission guidelines aims to modernise Nigeria’s education system and align it with global best practices. It allows institutions to admit candidates into specific programmes where credit passes in either English or Mathematics may not be compulsory, while still mandating that all students register and sit for both subjects.

    “This reform supports the Federal Government’s vision of equitable access, inclusivity, and human capital development, broadening academic pathways and recognising diverse strengths among learners.

    “English and Mathematics remain vital tools for communication, reasoning, and lifelong learning. The adjustment affects only admission criteria, not the requirement to take these subjects.

    “The ministry urges students, parents, and stakeholders to rely solely on official communication channels for verified policy updates.”

  • New admission policy and the slow death of merit

    New admission policy and the slow death of merit

    Sir: The federal government’s new reform to “streamline” tertiary admission requirements sounds lofty on paper but dangerous in practice. Under the banner of the Renewed Hope Agenda, the Minister of Education, Tunji Alausa, announced sweeping adjustments to admission requirements, aimed at expanding access and “democratizing” education. But in trying to cure the illness of limited admission slots, the government may just be infecting the system with a more chronic disease: the death of merit and the dilution of standards.

    Let’s be clear, no one disputes the need to reform our educational system. The bottlenecks are real. Each year, millions of young Nigerians write the Unified Tertiary Matriculation Examination (UTME), and only a fraction gain admission. But the real question is not how to admit more students — it is how to ensure that admission remains a product of merit, competence, and fairness.

    It’s undeniable that JAMB, with all its imperfections, remains the only national institution that has managed to balance diversity, merit, and accountability in admissions. It ensures that a student in Gombe competes fairly with another in Lagos or Anambra on a common national scale. Without JAMB, admission becomes a matter of luck, influence, and negotiation or a market of favouritism where standards are as flexible as those who apply them.

    Those who argue that JAMB limits access forget that the examination itself is not the barrier; the scarcity of facilities, funding, and institutional capacity is. You can lower the fence, but if the field remains too small, not everyone will play.

    So instead of dismantling JAMB’s regulatory relevance, the government should have focused on expanding institutional capacity, building more polytechnics, funding colleges of education, improving ICT infrastructure, and supporting distance learning. That is how to democratize education sustainably, not by diluting its entry gates.

    The new policy’s promise to increase annual admissions by 250,000–300,000 students sounds like music to populist ears, but every melody needs rhythm. If the system admits more than it can accommodate, the quality of instruction will fall, facilities will collapse under the weight, and certificates will lose value in the marketplace of knowledge.

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    Education must be inclusive, yes — but inclusion without integrity is chaos. You don’t democratize education by eroding its foundation; you strengthen it by building new ladders for those who cannot reach. Reducing entry standards to “open the gates” is like declaring everyone fit to fly because planes are expensive. Compassion must never replace competence.

    If the government truly wants to embody the spirit of Renewed Hope, it should modernize, not marginalize, JAMB. Let the Board expand its testing to measure not only academic capacity but vocational readiness as well. Let our polytechnics and colleges of education be respected and well-funded as genuine alternatives to universities. Admission methods may vary, but merit should remain a shared foundation.

    Alausa’s intentions are, presumably, noble. But noble intentions don’t guarantee wise outcomes. His policy risks giving us an illusion of progress, growth in numbers without growth in quality. Hope is not renewed when fairness is compromised.

    The truth is simple: Nigeria’s educational problem is not that JAMB is too strict; it’s that our system is too unprepared. JAMB, imperfect as it is, still stands as the last line of fairness between the poor boy in Kaltungo and the rich girl in Ikoyi. Once that wall collapses, admission will become a playground for privilege.

    Reforms should refine systems, not wreck them. A country that cheapens its standards just to look inclusive will soon produce graduates excluded from global relevance. True Renewed Hope begins not by lowering the bar but by lifting people until they can meet it.

    JAMB must not be abolished or side-lined. It should be strengthened, respected, and trusted, because in the fragile world of Nigerian education, it remains the thin line between opportunity and anarchy.

    •Hisham Saleh Gidado,Gombe State.

  • Strike: Federal Govt begins final phase of negotiations with ASUU

    Strike: Federal Govt begins final phase of negotiations with ASUU

    The Federal Government says it has commenced the final phase of negotiations with the Academic Staff Union of Universities (ASUU) and other tertiary education unions.

    Minister of Education Dr. Tunji Alausa disclosed this in Abuja yesterday, during a meeting of the Technical Working Group on Conditions of Service of ASUU.

    Alausa expressed optimism that outstanding issues would soon be resolved to prevent further industrial action.

    He said the group was finalising a counter-offer to be presented to the unions through the Allied General United Federal Government Tertiary Institutions Negotiations Committee.

    According to him, the committee’s work aligns with President Bola Tinubu’s directive that all efforts must be made to keep Nigerian students in school and avoid disruptions to the academic calendar.

    ”The President has made it clear that our children must remain in school. The technical working group is working to finalise a component of the condition of service that has to be proposed. They are working to finalise a counter-offer to them.

    “Hopefully by the end of today, or latest tomorrow, the Allied General United Federal Government Tertiary Institutions Expected Negotiations Committee will receive that counter-offer to ASUU,” he said.

    The minister noted that about 80 per cent of the unions’ demands were similar across tertiary institutions, with the remaining 20 per cent reflecting sector-specific concerns.

    He said that the committee, inaugurated earlier in the week, had begun intensive deliberations to fast-track agreement and implementation timelines.

    He added that this current administration had made significant progress already with the payment of the Earned Academic Allowance of N50 billion released by the president.

    ”In addition, N150 billion was included in the 2025 budget for needs assessment, and this will be released in three tranches, with the first N50 billion ready.

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    “They (lecturers) deserve to be paid so much and our academic and non-academic staff. But then, we can’t give you everything you want at the same time.

    “But it’s the gesture, our benevolence, commitment to at least get substantial benefits and financial reward to you.

    “This government is doing other things to improve your welfare. At this point, we’ve addressed several of the issues that we’ve brought up,” he said.

    Alausa also confirmed that promotion arrears and other outstanding allowances, including teaching and wage awards, had been addressed, while all remaining areas would be cleared by 2026.

    Reiterating the government’s commitment to mutual respect and sustainable solutions, he appealed to academic and non-academic unions to exercise patience and avoid strikes as a first resort.

    “We have resolved a lot of these issues. But we know the final part is the condition of service. We will resolve that as well.”

  • FG seeks collaboration of teachers, others to deliver quality education

    FG seeks collaboration of teachers, others to deliver quality education

    The federal government has called for the strengthening of efforts to deliver on the promises of the Education for Renewed Hope Agenda and the Education targets of the Sustainable Development Goals (SDG 4).

    Minister of Education, Tunji Alausa, made the appeal during this year’s World Teachers’ Day, celebrated globally on October 5.

    “While commending all stakeholders in achieving positive milestones for teachers nationwide, I implore community leaders, teacher unions, parents, and development partners to strengthen their efforts so that together we can effectively deliver on the promises of the Education for Renewed Hope Agenda and the Education targets of the Sustainable Development Goals (SDG 4),” the minister said.

    This year’s celebration had “Recasting Teaching as a Collaborative Profession” as its theme.

    He explained that the theme resonated deeply with Nigeria’s education reform agenda.

    “Our experience has shown that when teachers are supported to work together through peer mentoring, joint lesson planning, co-teaching, and the use of digital platforms, learning outcomes improve, and teachers themselves experience professional growth and fulfilment,” the minister said.

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    The minister said that the Federal Ministry of Education has initiated policies to revitalise the teaching profession, including the National Teacher Policy, which ensures that teachers are professionally empowered and motivated.

    He added, “Peer support structures are being encouraged at school and zonal levels nationwide. The sector is also leveraging ICT to connect teachers across states and provide access to global best practices.

    “We have a robust continuous professional development opportunity through the Teachers Registration Council (TRCN) of Nigeria, National Teachers Institute (NTI), and Universal Basic Education Commission (UBEC). The current situation is that TRCN concentrates on licensing, monitoring compliance to standards, registration, and regulating the teaching profession, while NTI focuses on and sustains in-service teacher training and continuous professional development at the basic and post-basic levels.

    “Teaching is often viewed as an individual practice, which can make some teachers resist collaboration for fear of interference or added workload. To address this, it is essential to build and sustain a culture of trust, openness, and shared responsibility.

    “We must note that Teachers shape all other professionals working behind closed classroom doors with little exchange of ideas, experiences, or support. Today, as education faces increasing demands and rapid change, the role of the teacher has evolved to become collaborative. He /She shares, learns, and grows with others in pursuit of collective student success is the new vision.

    “A collaborative teacher understands that education is not an individual task but a shared responsibility. Such a teacher freely shares lesson plans, resources, and teaching strategies, while remaining humble enough to learn from others. They demonstrate strong communication skills—listening actively, speaking clearly, engaging respectfully in dialogue, and offering constructive feedback—while showing a willingness to build consensus even when opinions differ.

    “Above all, they are committed to lifelong professional growth, both for their personal advancement and for the enrichment of the wider teaching community.”

    Minister of State for Education, Prof Suwaiba Ahmad, said the ministry was strengthening teacher collaboration through initiatives such as the National Teacher Development Policy (2022), the Digital Literacy and Skills Framework, and the promotion of Professional Learning Communities (PLCs) across schools.

    According to her, these efforts are in line with the government’s commitment to raising teacher quality, professional pride, and overall learning outcomes.

    She said, “Teaching is often viewed as an individual practice, which can make some teachers resist collaboration for fear of interference or added workload. To address this, it is essential to build and sustain a culture of trust, openness, and shared responsibility.

  • Alausa resolves Fed Poly Ekowe dispute

    Alausa resolves Fed Poly Ekowe dispute

    • •Fixes resumption for Oct 6

    The Minister of Education, Dr. Tunji Alausa, has resolved the lingering labour dispute at the Federal Polytechnic, Ekowe in Southern Ijaw Local Government Area of Bayelsa State.

    The minister had summoned parties to the industrial dispute that left the polytechnic located on the banks of River Nun in Bayelsa to shut down since July 11 to a mediatory meeting on Sept. 29.

    It was learnt yesterday that after exhaustively listening to the workers’ representatives and management, Alausa fixed a resumption date on Oct. 6.

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    Chairmen and secretaries of the three unions in the polytechnic, the Rector and Governing Council Chairman attended the meeting held in Abuja.

    The unions are Non Academic Staff Union, Senior Staff Association of Nigerian Polytechnics (SSANIP) and Academic Staff Union of Polytechnics (ASUP) in the polytechnic.

    It was gathered that the minister directed the governing council to set up a fresh panel to investigate sundry allegations levelled against the Rector by the unions.

    The panel was mandated to report its findings in three weeks.

    The meeting followed a joint petition to the minister over suspension of a governing council meeting to resolve the labour dispute on the grounds of insecurity.

    The workers had in the petition submitted that the claim of insecurity was a ploy to avert pending probe of allegations against the rector as there was no security threat in Bayelsa to warrant suspension when the council members were already in town for the meeting.

    The unions had said that only the suspension, pending investigation of the Rector, Dr. Agbabiaka Lukman, will guarantee industrial harmony to the institution.

    The workers had kept the institution under lock for alleged violation of the Polytechnic Act by the rector who took the three unions to court over labour disputes whereas the governing council was statutorily mandated under the Act to handle labour-related matters.

    When contacted for an update on the face-off, Mr. Nimizuo Pereseigha, Public Relations Officer of the tertiary institution declined comments.

  • World Teachers Day: Fed Govt pledges better welfare, support for teachers

    World Teachers Day: Fed Govt pledges better welfare, support for teachers

    The Federal Government has reaffirmed its commitment to improving the welfare and recognition of teachers in the country.

    The government gave the assurance ahead of this year’s World Teachers’ Day, with the theme: Recasting Teaching as a Collaborative Profession. The event is celebrated globally on October 5 to honour teachers and recognise their contributions to education and society.

    The day was first proclaimed in 1994 by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), in collaboration with the International Labour Organisation (ILO), Education International (EI), and UNICEF, following the 1966 ILO/UNESCO recommendation concerning the status of Teachers.

    The Minister of Education, Dr. Olatunji Alausa, alongside the Minister of State for Education, Dr. Suwaiba Said Ahmad, spoke at a symposium in Abuja.

    Alausa described teachers as the custodians of knowledge, the builders of character, and the architects of the nation’s future.

    The minister applauded teachers for being the foundation of every profession, stressing that their sacrifices keep the country alive.

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    He said: “Honestly, you have the most important and the best profession in the country. Who makes a doctor? Who makes an engineer? Who makes a professor? It is the teacher. That is why the government is working assiduously to come up with better packages for you. Light is at the end of the tunnel.

    “For too long, teaching has often been practiced in isolation. But when teachers collaborate, students are the ultimate beneficiaries. They receive richer, more engaging instruction and witness firsthand the power of teamwork and shared responsibility.”

    Alausa also assured teachers that the Bola Ahmed Tinubu administration was determined to provide the recognition, training, and support they needed to thrive.

    “When you want the highest quality of education, what do you need? A high-quality teacher. And when you want a high-quality teacher, what should you do? Give them the recognition, the support, the training, and the cooperation that they need,” he added.

    The minister praised teachers for producing world-class graduates who continue to excel globally.

    “Anywhere in the world, when they say a Nigerian student becomes a professional, they do so well. That’s the output of your work. We know we can’t pay you enough, but be proud of yourselves. On behalf of the President, I commend you for your sacrifices, your diligence, and your commitment to building our nation,” Alausa added.

  • Fed Govt inaugurates four varsities’ governing councils

    Fed Govt inaugurates four varsities’ governing councils

    The Federal Government yesterday inaugurated the governing councils and principal officers of four newly established federal universities.

    Education Minister Tunji Alausa, who inaugurated the governing councils, reaffirmed the commitment of the government to expanding access to quality higher education.

    The universities are: Federal University of Agriculture and Technology, Okeho, Oyo State, and Federal University of Health Sciences and Technology, Tsafe, Zamfara State.

    Others are: Yusuf Maitama Sule Federal University of Education, Kano, and Federal University of Education, Zaria, Kaduna State.

    Alausa described the establishment of the universities as a strategic intervention by President Bola Tinubu’s administration.

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    The minister explained that the move was aimed at addressing pressing national challenges, such as food security, public health, climate change, renewable energy, and technological innovation.

    He said: “This is not just an expansion of Nigeria’s tertiary education landscape. It is a deliberate, strategic response to the urgent and interconnected challenges confronting our nation and the world.”

    Alausa stressed that the siting of the universities in Okeho, Oyo State was deliberate for the area’s vast agricultural potential.

    He added: “Tsafe (Zamfara State), in the Northwest, lies in a region with abundant natural and human resources but in need of strengthened health and educational infrastructure to unlock its full potential.”

    The minister urged the newly inaugurated councils and principal officers to provide visionary leadership, uphold merit and accountability, as well as protect their autonomy.

    Alausa urged vice chancellors to lay strong institutional foundations that would define their universities’ identities and excellence for generations to come.

    The minister reaffirmed the government’s commitment, in partnership with the tertiary education trust fund (TETFund) and development agencies, to provide infrastructure, support research, and strengthen institutional capacity through reforms in quality assurance, autonomy, and performance-based funding.

    “We want universities that are not just established but empowered to lead,” he said.

    Alausa also urged the workers, students, regulators, and host communities to embrace a shared vision of excellence and work together to build institutions that reflected national pride.

    Pro-Chancellor and Chairman of the Governing Council of the Federal University of Agriculture and Technology, Okeho, Oyo State, Senator Yakubu Oseni, pledged to work with all stakeholders to transform the institution.

    He said his goal is to make it a hub for agricultural innovation, research, and technological advancement.

    The pro-chancellor thanked President Tinubu for the appointment and assured him that the council’s work would align with the administration’s vision to strengthen Nigeria’s education system.

  • Realising objectives of new education curriculum

    Realising objectives of new education curriculum

    The Federal Government, as part of reforms in the education sector, has introduced a new curriculum with strong emphasis on imbuing pupils with practical skills and making them “future-ready” as stated by Education Minister Dr. Tunji Alausa. While the development resonates with observers and stakeholders in the education space for aligning with global best practices and meeting demands of 21st century learning, some schools of thought also believe it is the right step in the right direction and the way to go in terms of producing skilled and competent innovators. However, they have underscored the need to tone down expectations and the euphoria in the wake of the announcement, stressing that without competent personnel, robust infrastructure, sustained funding, positive mental attitude and realising the objectives of the new curriculum might be a mirage in the long run, DAMOLA KOLA-DARE and VICTORIA AMADI report

    Buoyed by the need to adapt learning needs of pupils to meet current realities, the Federal Government announced the introduction of a new curriculum for basic, secondary, and technical education, which will be implemented at the commencement of the 2025/2026 academic session.

    The curriculum, according to Education Minister, Dr. Tunji Alausa, is intended to emphasise skill-based learning such that Junior Secondary School (JSS 1) pupils pick at least one trade subject to enhance their  practical skills.

    A document developed by the Nigerian Education Research and Development Council (NERDC) revealed that the six practical skills available are Solar, Photovoltaic installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, Horticulture and crop production.

    A statement by the Federal Ministry of Education’s spokesperson, Folasade Boriowo, indicated that the review was conducted in collaboration with the NERDC, the Universal Basic Education Commission (UBEC), National Secondary School Education Commission (NSSEC), National Board for Technical Education (NBTE), and other important stakeholders.

    The statement noted that the new framework balances subject offerings with more practical learning.

    The ministry said at the primary level, pupils in Primary 1–3 will offer 9–10 subjects, while those in Primary 4–6 will take 10–12 subjects.

    For Junior Secondary School, they will take 12–14 subjects; Senior Secondary students will offer 8–9; and technical schools 9–11 subjects.

    Alausa said: “The review of these curricula is based on best practices and design approach following the requisite stages, criteria and involving a broad-spectrum of critical stakeholders.”

    According to the minister, the content covers new areas pertaining to digital literacy, robotics and artificial intelligence, new technologies and subject-based skills.

    He said the new curriculum is learner-centred and focused on 21st-century skills that are transferable and issues of values, national heritage and effective citizenship.

    “One thing we want to achieve in the curriculum reform process is to ensure content learnability and coverage, thereby improving learning outcomes across all subjects.

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    “Thus, the curricula and subject offerings have been scaled down drastically to align with global standards and engender effective learning at the various levels of primary and senior secondary education,” he added.

    While the minister’s emphasis on digital literacy, robotics and artificial intelligence, new technologies and subject-based skills, and learner-centred curriculum resonate deeply with stakeholders, they, however, on the flip side remind him how essential it is to put proper structures in place to actualise the aims and objectives of the curriculum.

     New curriculum imperative

    The National President of Early Childhood Association of Nigeria (ECAN), Prof. Babajide Abidogun, noted that there was sufficient justification for adapting the new curriculum to modern trends. He cited the high unemployment and underemployment rates in the country, adding that introducing vocational training like solar photovoltaic installation, fashion design, livestock farming, and computer repairs directly addresses this by equipping students with skills that can lead to immediate employment or entrepreneurship.

    He said: “In a country like Nigeria, where formal job opportunities are often limited, entrepreneurship is a major survival strategy. With this curriculum, students could gain hands-on skills that would allow them to become self-employed. It could also encourage innovation and youth-driven businesses, especially in areas like fashion design, computer repairs, or agricultural ventures, which are in demand.

    “Agriculture remains a significant sector in Nigeria’s economy, and introducing trade subjects like horticulture and livestock farming is a direct response to the need for greater agricultural output. By providing students with these skills early on, the government is helping to build a future workforce that can contribute to food security and agricultural sustainability in the country.

    “Around the world, countries are moving away from purely academic-focused education systems and embracing technical education. Germany, for example, has a highly successful vocational training system, and Nigeria could benefit from adopting a similar model. This curriculum change could be a step towards narrowing the skill gap in Nigeria and making the country more competitive in a globalised economy.”

    Likely hurdles, hindrances

    Abidogun noted that while the curriculum was well-intentioned, there were several hurdles, which need to be scaled to make it feasible.

    The don said: “The Nigerian education system already faces challenges in terms of a shortage of qualified teachers, especially in specialised fields. For the new curriculum to be effectively implemented, there would need to be an influx of skilled instructors for each of these trade subjects. For example, solar photovoltaic installation is a highly technical field that requires expertise not just in theory, but also in practical application. Similarly, for fields like fashion design or GSM repairs, the teachers need both the technical know-how and pedagogical skills to transfer knowledge effectively.

    “Even if there are teachers available, many may need to undergo specialised training to adapt to the new curriculum. Continuous professional development programmes would be necessary to equip teachers with up-to-date knowledge and teaching methods.

    “The availability of teaching materials and infrastructure is another significant hurdle. For subjects like solar panel installation or GSM repairs, specialised equipment and labs are required. Without proper funding and resources, these subjects may only remain theoretical. For example, in the rural areas, where schools might lack basic facilities, implementing such a curriculum would be even more challenging.”

    The need for ample time for more consultation

    For Head of School, Mare Schools, Lagos, Mr. Onanuga Olubayo, when a new curriculum is released, there is usually a window period for schools to align, but hurrying compliance and expecting great results is just “one recipe for failure”.

    He said: “To start with, we simply as of now do not have the required personnel to actualise the curriculum and a window period of nothing less than 6 months or even a full academic year should be given to allow for further consultation with stakeholders and organise on-point, adequate training to prepare the personnel that would then be deployed to schools nationwide to help actualise or facilitate the execution of the curriculum.

    ”Secondly, one of the major issues we have had with education in this part of the world is not properly defining educational objectives and even if this one achieves excellent returns, an instance of unstable government policies that has plagued the country would always be a major point of reference.”

    Effective implementation crucial

    For effective implementation, Abidogun highlighted recruitment and retraining of teachers, partnership with the private sector, proper funding, awareness campaign and advocacy as essential elements.

    “The Ministry of Education, along with the relevant state and local education authorities, should prioritise the recruitment of qualified personnel to teach these trade subjects. Additionally, extensive teacher training programmes must be implemented to ensure that educators are not just knowledgeable in their fields, but are also trained in the methods of imparting practical skills.

    “To bridge the gap in expertise, the government could collaborate with industry leaders and businesses in fields like solar technology, fashion, and ICT. These partnerships can lead to the establishment of apprenticeship programmes and professional training workshops for both students and teachers. It could also lead to donations of equipment and learning materials by companies that operate in these sectors.

    “The government needs to invest heavily in modernising schools, particularly in rural areas. This includes building technical training facilities, providing essential equipment, and ensuring that students have access to the materials required to learn and practise their trade.

     “The government should also create incentives for private companies to invest in vocational education. For instance, tax breaks for companies that sponsor vocational training programmes or provide equipment to schools could help fill the resource gap.

    “There is a need for a stronger public-private partnership to support the implementation of this curriculum. This could include the involvement of companies in curriculum development, provision of materials, and internships for students. Additionally, setting up business incubators and entrepreneurship hubs within schools or communities could be a viable way to make sure students can utilise their trade skills for self-employment.

    “It will be crucial to educate both parents and students about the value of vocational education. There is often a societal bias towards academic learning, especially university degrees, and vocational training is sometimes viewed as a last resort. The government, with the help of stakeholders, should launch campaigns to change this mindset and highlight the benefits of acquiring trade skills early on.”

    Olubayo added that political will on the part of the government to see to the successful execution of the objective should be strong. He stressed the need for proper dialogue with stakeholders on education and creating an avenue to market the idea to them, adding that it is essential to adequately equip schools and provide all necessary materials and facilities across the federation.

    ”Adequately equipping teaching personnel with the materials and requisite training needed to train the students, organising regular workshops and training for them, providing  a well-defined framework for teaching, execution of the objective and method of effective evaluation and giving  meaningful incentives to exceptional students, schools and teaching personnel across the nation are extremely important,” he said.

    ‘Important to start from scratch, objectives will be met’

    On the flipside, Vice Chancellor African School of Economics, Prof. Mahfouz Adedimeji, in a terse message, said: “I deem the reform one of the best to happen to the education sector. I consider it a smart curriculum for smart students.

    “I believe efforts are on to train teachers, who will in turn train their colleagues in the TTT format. Everything doesn’t have to be ready immediately.

    “I remember that when the Computer-Based Test first started as an approach of screening undergraduate students, people were concerned about students from rural areas and infrastructure. Today, everyone is used to it. What is important is to start from somewhere.

    “I have a positive mental attitude that objectives will be met. Whatever can be conceived and believed can as well be achieved.”

    Ibrahim: it must not be rushed

    According to the Founder, Baiwa Foundation for Human Development, Dr. Mikailu Ibrahim, the scope and intention of reviewing the curriculum are good. However, Ibrahim warned about rushing to implement it in 2025/2026 academic session. He added that approving and launching the curriculum is one thing, but strategies for implementing it is another.

    “A lot of engagements are required to build the capacity of education stakeholders, administrators, teachers, communities, and parents- to understand the import of the curriculum for implementation,” he noted.

    A welcomed initiative, says APSON

    According to the National Deputy President, Association of Private School Owners of Nigeria (APSON) Nigeria, Hajiya Maryam Magaji, the development is a welcomed one. She noted that it will equip students with practical skills, making them more employable and self-reliant in the future.

    “The six practical skills introduced, including Solar Photovoltaic installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, and Horticulture and crop production will provide students with diverse opportunities for personal and professional growth.

    “APSON looks forward to collaborating with the government to ensure a smooth implementation of the new curriculum, starting with the 2025/2026 academic session. We are confident that this initiative will enhance the quality of education in Nigeria and produce ‘future-ready’ students,” she said.

     AFED lauds development

    The National President of the Association for Formidable Educational Development (AFED), Orji Kanu Emmanuel, who lauded the development, noted that for too long, pupils have been burdened with an excessive number of subjects that often lack practical application.

    Orji noted that the reduction in the number of subjects is a significant step towards ensuring that students are equipped with relevant knowledge and skills.

    On the way forward to ensure the successful implementation of this curriculum, the AFED president, urged the government to collaborate with stakeholders, including school associations, to monitor adherence to the new framework.

    He also appealed to the government to provide support to low-cost schools in implementing the new trade subjects, given the tight timeline.

    “The Minister of Education’s assertion that this curriculum is “future-ready” resonates deeply, as it streamlines subject offerings to focus on essential skills and trades.

    “This development is long overdue, and it’s imperative that Nigerian schools prioritise teaching children skills that will make them future-ready.

    “The new curriculum represents a crucial shift towards equipping students with practical skills, digital literacy, and trade expertise. We commend the government for this initiative and look forward to seeing its positive impact on our education system,” Orji noted.

    Also lauding the development, the State Controller, AFED, Mr. James Lartey-Lartey, said it has been long overdue. He noted that the new curriculum is well-balanced and the subjects are coordinated in such a way that it will prepare the children for the future.

    However, he also appealed that the necessary needed manpower and infrastructure should be put in place for its implementation.

    “Before this would be implemented, the government should ensure that the content of the curriculum is well spelt out. Teachers should be well-trained to handle these subjects as well as the machinery needed to implement the subjects,” Lartey-Lartey advised.

    President, Coalition of Non-State School in Nigeria, Dr. Saleh Adamu Kwaru, stated that the recent curriculum review is undoubtedly a positive and timely development, adding that as global innovation accelerates, it is imperative that the educational framework evolves to meet emerging demands.

    However, Kwaru expressed one pressing concern; being that many schools had already acquired textbooks prior to the announcement, and with classes now in session, they are still awaiting comprehensive details. He hopes the rollout will be expedited to ensure smooth and full implementation

    “The appointment of Prof. Salisu Shehu as Executive Secretary of NERDC has ushered in a wave of transformative initiatives within the agency. Stakeholders across the board have expressed strong support, especially for the revised curriculum, which now reflects contemporary realities and avoids the pitfalls of obsolescence,” Kwaru said.

  • No need for strike during talks, Education minister tells ASUU, ASUP 

    No need for strike during talks, Education minister tells ASUU, ASUP 

    Education Minister Dr. Maruf Tunji Alausa said yesterday that all is being done to keep tertiary institutions running.

    According to him, a holistic negotiation with various unions is ongoing and it is needless going on strike during the talks.

    He urged the unions that have served strike notice to shelve their plan.

    Dr. Alausa said  government was making concerted efforts to meet the demands of the unions to prevent disruption in academic activities.

    But he insisted that government would not rush into any agreement that has not been properly negotiated.

    Alausa, who spoke with The Nation last night, pleaded with the unions to be patient as government makes attempt to address the contentious issues.

    The Academic Staff Union of Universities (ASUU); Academic Staff Union of Polytechnics (ASUP) and Senior Staff Association of Nigerian Polytechnics (SSANIP) have issued strike notices over unmet demands.

    On August 14, ASUP President, Shammah Kpanja, told reporters after a National Executive Committee meeting of the union in Abuja, that the association would proceed on strike after 21 days over unresolved issues.

    The ASUP ultimatum expired last night.

    Also, during its 77th General Executive Council meeting in Kano State, SSANIP also served  government a 21-day notice, starting from August 27

    ASUU had embarked on a one – day nationwide protest on August 26 to draw the attention of the government to its demands.

    Its President, Christopher Piwuna, said yesterday that the branch chairmen, who have met, would  communicate the outcome of the meeting to their members.

    He added that the union would make its decision known to Nigerians after the branch meetings.

     Kpanja said the union leadership had  met with Federal Government representatives to iron out the issues.

    He said five meetings have been scheduled with government officials, adding that the outcome of the meetings would determine the next line of action.

    However, Alausa urged the unions to shelve the strike as the government is working to address their demands.

    The minister said: “I have met with them and assured them that the government is working to meet their commitment. They have given us proposals and we are working to put the Federal Government’s responses back. Whatever we do, we have to do it holistically in a way it will accommodate the interest of ASUU, ASUP and COEASU.

    Read Also: Resident doctors threaten indefinite strike over unmet demands

    “Things have been done in a disjointed manner before with parallel negotiations, but they are all in the academic sector. They all asked for the same thing. They asked for NEEDS Assessment; condition of service; 2025 wage balance; it is all the same. We have to be sure that we are talking to everybody together.

    “I have just expanded Yayale Ahmed committee to include all the various unions so that one person is dealing with them. We will deal with this in a way that has not been done before; in a holistic manner, to accommodate people in our tertiary institutions.

    “We will try as much as possible to meet what they want. We know they need more money but there is so much money that government has to give. We also have other competing needs but we will do everything with all honesty, all truthfulness and with mutual respect to everybody. These things take time and we are trying to work as fast as possible but it has to be something that government can afford.

    “Everybody knows President Bola Tinubu. When he makes promises, he fulfills them. We are not a government that, for the sake of averting strike, give bogus agreement to these unions.

    “The president has given me a mandate and that is what I will do in a way that we are all truthful and we get to the bottom of it once and for all.”

    Alausa added: “Mr president has said he wants our children to be in school. I want our children to be in school. The academic and non academic unions I believe are on the same page to keep our children in school.

    “These are problems that have gone on for at least,16 years. We have met a lot of the low hanging things we could meet. I have done that. This condition of service we are working along with it and we are keeping all the various unions updated on what the government is doing.

    “This is a government that believes in communication and we are communicating with them. There is no reason for any strike to happen because government is working and I am meeting with the unions. They have easy access to me. Since I became a minister, I have met with academic unions more than any group.

     “They should give us time to get this problem resolved once and for all. I don’t want whoever that is going to come after us – many years from now – to face this same problem. We have to resolve it once and for all and that is what we are determined to do. We cannot rush these things.”

    Some of the demands of ASUU include: conclusion of the renegotiation of the 2009 FGN/ASUU Agreement based on Nimi Briggs Committee’s Draft Agreement of 2021; release of withheld three-and-half months salaries on account of the 2022 strike; release of unpaid salaries of staff on sabbatical, part-time and adjunct appointments.

    Others are release of outstanding third-party deductions such as check-off dues and cooperative contributions; funding for revitalisation of public universities; proliferation of universities by Federal and state governments and others.

    The demands by ASUP include: the non-release of circular by the National Salaries Incomes and Wages Commission (NSIWC) to cover the peculiar academic allowance; non-release of arrears of the 25/35 per cent salary review, non-implementation of same in state-owned polytechnics; delay in granting a dual mandate structure for polytechnics; non-release of second round of NEEDS Assessment intervention; policy on outsourcing of quality assurance activities in polytechnics; refusal to implement sectoral components on the approved road map of the FME as it affects setting up a dedicated commission for the sector; non-release of promotion arrears/non-implementation of promotion in many state-owned institutions and renegotiation of ASUP/FGN 2010 agreement.

    Others are: refusal to domesticate the relevant portions of the Federal Polytechnics Act by state-owned polytechnics; sustained dichotomy against HND holders in the public service; stalled discussions on the release of CONTISS 15 arrears: militarisation of campus and undue intrusion in the activities of ASUP in Federal Polytechnic, Nekede  and refusal to convene the FME/ASUP rapid response meetings.

    Some of the demands of SSANIP include: the release of new schemes and conditions of service; setting up of the re-negotiation committee on the 2010 agreement; non-release of the 2023, 2024, and 2025 Needs Assessment funds; non-payment of arrears such as promotion arrears, 25/35% salary review arrears, wage award, and full implementation of the new minimum wage.

    Strike looms in health sector

    The Nigerian Association of Resident Doctors (NARD) reaffirmed its plan to embark on an indefinite nationwide strike from Wednesday, should the Federal Government fail to meet its outstanding welfare demands.

    NARD President, Dr. Tope Osundara, said despite a meeting with government representatives last week, there had been “no positive response.”

    He said the 10-day ultimatum issued to the relevant agencies will not be withdrawn.

     Osundara said: “The 10-day ultimatum is still counting. Unfortunately, there has not been a positive response from the government. My people are angry, and I only hope there won’t be a breakdown in our healthcare system”.

    The ultimatum was contained in a communiqué signed by Osundara, General Secretary, Dr. Oluwasola Odunmbaku, and Publicity Secretary, Dr. Omoha Amobi, after NARD’s Extraordinary National Executive Council meeting on August 31.

    The doctors condemned the Federal Government’s failure to pay the 2025 Medical Residency Training Fund (MRTF) to  eligible members, alongside outstanding five months’ arrears from the Consolidated Medical Salary Structure (CONMESS) review and the 2024 Accoutrement Allowance.

    They also criticised the Medical and Dental Council of Nigeria for downgrading West African postgraduate membership certificates and faulted the National Postgraduate Medical College of Nigeria for delaying the issuance of certificates.

    NARD  accused the Kaduna and Oyo state governments of failing to honour agreements with its members, stressing that ongoing strikes in affected hospitals would continue.