The Urgent Need to Review the Curriculum in Tertiary Institutions

 

The term 'harsh climate' that has become a popular expression now applies to all areas of life of Nigerians —from the smoldering heat, epileptic supply of social amenities to the appalling increase in the cost of commodities. With more graduates pumped into the labour market without the required arms to navigate the competitive stream and limited opportunities, one vital question needs to be asked: to what extent is the courses or curriculum offered in varsities relevant to the demands of the labour market or mainstream world?

Public universities in Nigeria are still gasping to meet the speed of the changing times. This is evident in the drought of facilities plaguing them. The sciences struggles to bridge the gap between knowing theories in the abstract level and the practical. Even students in the humanities grope in the darkness of texts scarcity in the library and unsystemic access to the library cloud for materials. 

In advanced countries, the whirlwind of change has swept through the corridors of tertiary institutions. The curriculum of their courses is tailored to fit into the current reality of society. In China, the lamps largely used in many households is one of the science project of kindergarten classes; learning is technological inclined with hands-on trainings that acquaint students the labour market demands and expectations.

However, in Nigeria, the reverse is the case. Tertiary institutions, especially federal government institutions still grip tightly to the arrays of outdated curriculum. The current university syllabus is partially deeply rooted in the Industrial Revolution of the 18th century, which was influenced by the advent of general sciences and electricity. The World is in flux and it is affected by internal development and external influences, so also is the body of knowledge. There should be a constant review of the syllabus to conform with international standards and to be able to solve contemporary challenges.

The landscape of Nigerian tertiary institutions is dotted with some courses which are regarded as "abstract courses". Studying those courses, which are mostly in Arts and Social Sciences, offers little emphasis on application skills that enable the knowledge students have gained to materialize beyond the four walls of the school, thereby leaving graduates with the plight of unemployment.

In developed countries, there has been a paradigm shift from the usual delivery of doctrinal curriculum to a balanced delivery of doctrines and skills. Practical skills are included in their course of studies, which guarantee self-reliance to the students upon graduation. Often, curriculum designs and reviews are carried out based on their industrial needs.

On December 6, 2022, the federal government announced a new curriculum for university education which was described as reflecting "21st century realities". The move was geared towards making university education respond to the pressing needs of society. Also, In September 2023, in an effort by President Tinubu-led administration to reposition Nigerian universities, the Nigeria Universities Commission announced the implementation of the new Core Curriculum Minimum Academic Standards (CCMAS) to meet the evolving demands of the rapidly changing world.

However, these development has yet to materialize as tertiary institutions still churn out half-baked graduates. Apart from their course of studies in the university, most of the graduates are bereft of needed skills that could attract their potential employers.

It is worth noting that, tertiary institutions should not only review their curriculum in a way that would meet the international standard but also include requisite skills like problem-solving skills, leadership skills, soft skills, and digital skills to produce graduates that would compete with their international colleagues. Also, one of the essence of tertiary institutions is to drive a robust economy and vibrant industries through research by university students.