According to the NCCE Executive Director,the proposed curriculum, would support flexible learning models, including self-paced study, remote instruction, and technology-enabled teaching methods.
Kano —
The Federal Government has unveiled plans to introduce a competency-based digital curriculum across Nigeria’s colleges of education, in a sweeping reform aimed at modernising teacher training and aligning it with global standards.
The Executive Secretary of the National Commission for Colleges of Education, Angela Ajala, disclosed this on Wednesday in Abuja during activities marking her first 100 days in office.
Ajala said the initiative forms a core part of a broader reform agenda focused on curriculum modernisation, digital transformation, skills acquisition, inclusive education, and the implementation of the dual-mandate policy.
According to her, the reforms are designed to address longstanding concerns about the quality of teacher preparation in Nigeria while ensuring 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.
She explained that the Commission is working closely with the National Universities Commission and other stakeholders to develop a new curriculum that prioritises competencies, practical skills, and digital learning over the traditionally theory-heavy approach.
“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,” Ajala said.
The proposed curriculum, she noted, would support flexible learning models, including self-paced study, remote instruction, and technology-enabled teaching methods.
This, she added, would allow students to continue learning regardless of their physical 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,” she said.
Ajala emphasised that the reform is forward-looking, positioning Nigerian teachers to compete globally while equipping them with the digital skills required in modern classrooms.
“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.
As part of efforts to deepen digital integration, the Commission is partnering with the National Information Technology Development Agency to embed digital literacy into teacher education.
She also highlighted skills acquisition as a critical component of the new framework, noting that graduates of colleges of education would leave with multiple qualifications and practical competencies.
“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.
She acknowledged that reforms often face resistance but stressed that the long-term benefits would outweigh initial disruptions.
“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 NCCE boss further disclosed that the Commission is engaging persons with disabilities and other stakeholders to ensure that inclusivity remains central to the reform process.
“Everybody must be part of this transformation. Education should not exclude anyone,” she said.
“When a teacher enters a classroom and negatively impacts a child, the consequences can last a lifetime. Rather than producing broken adults in the future, we want to ensure that our preparation of teachers is strong enough to equip children to become leaders and informed citizens,” Ajala said.
Despite the ambitious scope of the reforms, she identified funding as a major challenge facing both the Commission and colleges of education across the country.
Ajala, however, noted that partnerships with development agencies and other stakeholders have helped sustain some of the Commission’s initiatives.
“Funding remains a major challenge, but we are working with development partners, donor agencies and stakeholders. We are not relying solely on government because there is only so much government can provide,” she said.
She revealed that the development of the new curriculum has required significant financial investment and commended provosts and institutional leaders for their contributions.
“The curriculum review process is expensive, but stakeholders have continued to support us because they believe in the vision,” she added.
“We appreciate the vision of President Bola Ahmed Tinubu and the leadership of the Minister of Education, Dr Tunji Alausa. We are seeing speed, support and a commitment to solving problems. Education has clearly been prioritised,” she said.
On the implementation of the dual-mandate policy, which allows colleges of education to award both the Nigeria Certificate in Education and bachelor’s degrees, Ajala said the rollout would be gradual.
“The implementation will begin with selected colleges of education and will be rolled out in phases because not all institutions are at the same level,” she explained.
According to her, while some federal colleges have already commenced the transition, state-owned institutions would need to secure legislative approval from their respective state assemblies before implementing the policy.
The reform agenda, she concluded, represents a strategic effort to reposition teacher education in Nigeria, ensuring that it meets contemporary demands while preparing educators capable of driving national development in a rapidly evolving global landscape.
