The Nigerian Academy of Education (NAE) has called on the Federal Government to undertake an immediate review of the National Policy on Education (NPE) to ensure the country’s learning framework meets contemporary global standards.
The demand for a policy overhaul comes as educational experts express concern over the growing disconnect between the current school curriculum and the requirements of the modern labour market. The NAE, a leading advisory body for educational matters in Nigeria, maintains that the existing framework requires urgent updates to address technological shifts and economic changes.
The NAE’s call for a policy overhaul follows concerns regarding the effectiveness of the current educational framework in preparing Nigerian youths for the workforce. The academy suggests that without a fundamental review, the education system will continue to produce graduates whose skills do not align with the needs of local and international industries.
Addressing the skills gap and digital economy
The National Policy on Education serves as the blueprint for all educational activities in Nigeria, covering everything from primary schooling to tertiary instruction and vocational training. However, many scholars argue that the current version of the policy has not kept pace with the rapid evolution of digital technology and artificial intelligence.
Experts point to a significant mismatch between the theoretical knowledge provided in many Nigerian institutions and the practical, technical skills required in the 21st-century economy. This gap has contributed to high unemployment rates among graduates, as employers often find that new entrants to the workforce lack the necessary digital literacy and problem-solving capabilities.
The NAE’s proposal includes a stronger emphasis on Science, Technology, Engineering, and Mathematics (STEM), as well as the integration of coding and digital entrepreneurship into the basic education curriculum. Furthermore, the academy suggests that the policy must better incorporate vocational and technical education to provide alternative pathways for students who may not pursue traditional academic routes.
Beyond technology, the academy also noted that the current policy structure faces challenges related to funding, teacher quality, and the infrastructure required to support modern learning methods. The NAE suggests that a review must look at the entire ecosystem of education, from how teachers are trained to how educational institutions are financed.
The Federal Ministry of Education has yet to issue an official response to the NAE’s demand. However, the call places pressure on the administration to prioritise educational reform as a means of driving long-term economic growth. The academy’s position suggests that the current trajectory of the education sector may hinder Nigeria’s ability to compete in a globalised digital economy.
The next step remains for the Federal Government to establish a committee or task force to begin the consultation process with stakeholders, including educators, industry leaders, and policymakers, to define the parameters of the new policy framework.
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