Basic school curriculum rollout hit by resource constraints, teacher deficits

The rollout of a new vocational skills curriculum mandate, intended to modernise education and improve learning outcomes, is facing significant hurdles as schools grapple with limited resources and a growing shortage of qualified teachers.

In September 2025, the federal government introduced a curriculum review for basic schools and mandated that junior secondary school (JSS1) students choose at least one vocational subject from the six to boost practical skills.

According to the Nigerian Education Research and Development Council (NERDC), 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.

However, BusinessDay’s survey indicates that schools chose vocational courses based on the resources available; “In our college, it is data processing or digital technologies. We have chosen that, for two reasons; it’s the future of the world, and we have competency in that area,” the principal of a school emphasised.

Simply put, the school cannot afford to teach other trade subjects because they do not have the manpower to do that. Invariably, the students are the losers.

Mercy Nnokam, a teacher in Rivers State, emphasised that it has not been easy for schools to get teachers/ instructors to teach the students in the trade subjects.

“Some of these vocational subjects involve practicals which most teachers can’t handle.

 “Schools have to get experienced teachers in their subject areas, and most times the salary demand of these instructors is usually high,” she said.

Gift Osikoya, a teacher in a private school, said the implementation of the vocational trade subjects in her school is still ongoing and evolving. 

“We are not offering all the trade subjects due to limitations in resources and manpower.

“Instead, we have selected a few trades that align with the facilities and expertise available in our school, such as basic ICT, catering, and tailoring,” she said.

Osikoya emphasised that one of the major challenges is inadequate infrastructure.

“Many of these trades require specialised equipment and workshops, which are either insufficient or unavailable.

“Besides, there is a shortage of trained instructors who are skilled in these vocational areas. Funding is also a concern, as setting up and maintaining these programmes can be quite expensive,” she noted.

Chioma Ihejirika, a teacher in Lagos State, applauded the policy but said funding clogs the goals of vocational skills education.

“Many schools lack the money to buy the machines and materials needed for practical training,” she noted.

Data from the Universal Basic Education Commission show that 915,913 teachers currently serve about 31.7 million pupils in primary schools nationwide, translating to a teacher-to-student ratio of 1:35, which is well above the UNESCO benchmark of 1:25.

The deficit in public primary schools alone stands at 194,876 teachers, pointing to a system struggling to keep pace with population growth.

According to Ahmed Lukman, a teacher in Abuja, “New curriculum intended to improve learning has instead stirred tension in primary schools across the country; while the reform aims to modernise education and equip pupils with practical skills, it has created several conflicting issues.

“These conflicts concern subject load, implementation readiness, infrastructure, teacher capacity, and policy execution. Many teachers have not received adequate training, especially for subjects such as digital literacy and GSM repair, among others.”

According to a BIBB report, in Luxembourg, public and private schools offering courses that lead to officially recognised VET qualifications (vocational capacity certificate, CCP, vocational aptitude diploma, DAP, technician’s diploma, DT) are funded by the government.

This casts a doubt about the federal government’s sincerity about vocational skills acquisition by Nigerian youngsters in basic schools.

Jessica Osuere, chief executive officer at Rubies Hub Educational Services, said beyond policy, the reality reveals a significant gap between policy intention and implementation.

“In many cases, policymakers don’t give adequate attention to proper planning before rolling out new reforms; instead, they put the cart before the horse.

“As a result of acute manpower shortages, many schools are compelled to offer only one trade subject, based not on students’ interests but on the availability of teachers. This effectively denies learners the opportunity to explore multiple skills before making an informed choice, which was the core idea behind the reform,” she said.

Osuere reiterated that when students are forced into trades, they neither understand nor have interest in, motivation declines, and mastery becomes unlikely.

“Instead of producing skilled, innovative, and entrepreneurial young people, the system risks churning out graduates with limited competence and little passion for their assigned vocations.

“This misalignment between talent and training could ultimately weaken the nation’s drive toward economic diversification and productivity,” she said.

Nubi Achebo, director of academic planning at the Nigerian University of Technology and Management (NUTM), expressed concerns that the partial implementation of the policy would lead to limited skill acquisition and reduced employability.

“Students may not have the opportunity to explore various vocational skills, potentially stifling their interests and talents.

“Graduates may lack the diverse skills required by employers, hindering Nigeria’s economic growth,” he said.

To improve implementation, Achebo urges the government to recruit and train more vocational teachers and provide incentives for retention.

Besides, he advocates for increased funding and industry partnerships.

“Allocate sufficient resources for infrastructure, equipment, and teacher training; and collaborate with industries to ensure curriculum relevance and provide practical training opportunities,” he said.