NCCE unveils competency-based digital curriculum for colleges of education

The National Commission for Colleges of Education (NCCE) has unveiled plans to introduce a competency-based digital curriculum across Nigeria’s colleges of education as part of efforts to reposition teacher education and produce digitally skilled, globally competitive graduates.

Angela Ajala, executive secretary of the NCCE, disclosed this on Wednesday in Abuja while outlining a comprehensive reform agenda focused on curriculum modernisation, digital transformation, skills acquisition, inclusive education and the implementation of the dual-mandate policy.

Ajala said the reforms were designed to address longstanding concerns about the quality of teacher preparation and ensure that colleges of education remain relevant in an increasingly technology-driven world.

“Teacher education is unlike any other education. It is the foundation and bedrock of all other professions. If we get teacher preparation right, we get the future right,” she said.

According to her, the Commission is collaborating with the National Universities Commission (NUC) and other stakeholders to develop a new curriculum that prioritises competencies, practical skills and digital learning over excessive theoretical instruction.

“We are tightening our curriculum and working with stakeholders to ensure that the standards and quality meet global expectations.

“After that, we are going to digitise the curriculum in such a way that every student can access and benefit from it. Every teacher will be digitally skilled going forward,” she stated.

Ajala explained that the proposed curriculum would support self-paced learning, remote teaching and technology-enabled instruction, allowing students to continue learning regardless of their location.

“When we unveil the curriculum, you will see that whether a student is in class or at home, learning can continue seamlessly.

“A student will be able to access modules, watch self-paced videos, undertake assessments and complete projects independently. The curriculum is competency-based. It is no longer the overly theoretical model we used to have.

“A teacher can teach from anywhere in the world, and a student can learn from anywhere. That is the future we are building,” she added.

The NCCE boss further revealed that the Commission was partnering with the National Information Technology Development Agency (NITDA) to integrate digital literacy into teacher preparation programmes nationwide.

She noted that skills acquisition would also be a key feature of the new framework, ensuring that graduates possess practical competencies alongside their academic qualifications.

“Skills acquisition is an area we are very particular about. Every teacher will be equipped with practical skills that will enable them to thrive in today’s world.

“Going through a college of education will become a win-win situation because graduates will leave with a skills certificate, an NCE qualification and, in many cases, a degree,” she said.

Ajala also defended ongoing reforms affecting the Nigeria Certificate in Education (NCE), describing them as necessary measures to reposition teacher education and expand access to learning opportunities.

She acknowledged that change often attracts resistance but maintained that the long-term benefits of the reforms would outweigh any temporary challenges.

“When something has been done for so long, people become accustomed to it. Naturally, any change creates some level of disruption.

“One of the key things we wanted to achieve was the removal of barriers because we are now talking about inclusive education,” she said.

The Executive Secretary disclosed that the Commission was engaging persons with disabilities and other stakeholders to ensure that the reform process reflects the principles of inclusion and equal access.

“Everybody must be part of this transformation. Education should not exclude anyone,” she stressed.

Ajala emphasised that the quality of teachers produced today would ultimately determine the quality of future generations, noting that effective teacher preparation remains critical to national development.

She, however, identified inadequate funding as one of the major challenges facing colleges of education and the Commission, despite ongoing support from development partners and stakeholders.

According to her, the development of the new curriculum requires significant financial investment, and she commended provosts and institutional leaders for their contributions toward the reform process.