Nigerian varsities’ curriculum needs continual review –Maiyaki
By Uji A. Iliyasu
Abuja
The Executive Secretary of the National Universities Commission (NUC), Chris Maiyaki said Curriculum of Nigerian universities needs constant review to meet the challenges of modern time. He stated this at the British Council-NUC workshop on Nigerian universities Curriculum held in Abuja Monday.
Maiyaki said teaching and learning experiences in the 21st century are evolving at an unprecedented rate, driven by technological advancements, shifting demographics, and evolving global challenges.
“In contemporary education, educators and teachers have gone beyond the call of duty and taken on completely different modes and pedagogical approaches to their practices. There has never been a better time to re- evaluate our curriculum delivery to make them more meaningful and effective to proactively contribute to the future of education.
“The theme of the Workshop is very apt at a time in which the Nigerian University System (NUS) is confronted with rapid expansion. Expansion, which must be well managed to enthrone a culture of quality and capacity. Thus, a workshop of this nature is very helpful in benchmarking and building capacity in these very important areas of curriculum and pedagogy.
“McKinsey Report (2007, 2010) observed that massive spending on education alone may not always yield the desirable outcomes. And even in a well-thought out program, the Quality of such an educational systern, cannot exceed the quality of its teachers. Thus, the only way to improve outcomes is to improve instruction by getting the right people; developing them into effective instructors and ensuring flexible and creative delivery, Maiyaki said.
He said improved productivity in the system would almost be impossible without adequate, responsive and inclusive curricula and pedagogy.
“The new sociopolitical global realities and requirements for partnerships make it even more urgent for the NUS to modernize practices and align with, if not surpass established standards across partner nations.
“While we are doing this however, we must be reminded always of the the need to attune the curricula to make them fit for purpose. Also, while we standardize methods and practice, we must not be oblivious of our cultural context, diversity, unique attributes, resource gaps and the realities of state.
Maiyaki stressed that curriculum is the bedrock of education of any nation and therefore must align with the current global standards incorporating subjects and skills that are relevant today and for the future.
“The process involves researching and selecting appropriate contents, designing courses and instructional manuals, evaluating the information which is already part of the curriculum, and making updates or changes wherever necessary. The goal is to ensure that students acquire comprehensive learning experiences that meet their needs and prepare them for the demands of the globalised 21 C workforce.”
He said a well a well-crafted curriculum experience provides classroom teachers, students and policy makers with a measurable plan and structure for delivering high-quality education.
“An ideal curriculum identifies learning outcomes and core competencies that students must demonstrate before advancing to the next level. It is built on goals and objectives and should aim to enhance skills reinforcement.
“Continuous curriculum reform has been considered a necessary measure to assist schools respond to a fast-changing world. Initiating such reforms is not without challenges as, sometimes, the actualisation of the curriculum renewal is not fully realised due to the challenges of implementation. It is gratifying to note that this workshop is coming on the heels of the implementation of the recently-developed Core Curriculum and Minimum Academic Standards (CCMAS) in line with the Commission’s enabling laws.”