The Federal Government’s plan to reform Nigeria’s technical education curriculum has been welcomed with caution by education and economic experts, who stressed that the initiative’s success will depend more on implementation than on policy design.

Last week, the Minister of Education, Dr. Maruf Tunji Alausa, announced that the revised curriculum seeks to ease overload, strengthen trade competencies, and align with international standards. He explained that 26 trade areas have been streamlined to better reflect Nigeria’s manufacturing, services, and digital economy needs, while preparing students for modern industrial demands.

In an interview, Mr. Bello Audu, Chief Consultant at Economic DTGES and Innovation Economist at Usmanu Danfodiyo University, Sokoto, described the revision as a positive first step but warned that it would not deliver results without deliberate follow-through.

“The government can do a lot. One is coming up with the policy, the new curriculum—that is the first step in the right direction,” Audu said. “The next stage now is proper implementation of that policy because policy can be beautiful on paper, but if there’s poor implementation then it will not really achieve the desired aims.”

He noted that schools across Nigeria, both public and private, would require resources and supervision to ensure the new curriculum works effectively. “Proper implementation has to be in place and there should be a quality control mechanism to go and check to make sure the new curriculum is being implemented at all levels,” he added.

Audu also emphasised the need for cooperation among all tiers of government. “Whatsoever they have, there should be synergy among the Federal, State, and Local governments so that the policy can be easily implemented, and it has to be implemented without fear or favor for people or schools that fail to implement it,” he said.

He further suggested that the federal government pilot the curriculum in Unity schools before nationwide adoption. “The federal government should have started with federal government schools under its direct supervision. That way, it can review progress, track challenges, and determine manpower needs before wider implementation,” he explained.

According to him, lack of adequate resources could make schools cut corners. “The implementation might be poor from the start because many schools might not even have the resources available—the manpower, the structure and the facility. That will be challenging and will bring about schools cutting corners. Ministries at the state level may overlook this because it’s a new policy, so implementation cannot be overnight perfect,” Audu said.

He also underscored the importance of accountability. “They can be able to track students after graduation and consult with them to know how it has impacted their life, what career they pursued, and where improvements are needed,” he said.

While pointing out the risks, Audu praised schools already offering vocational training, such as GCC Girls’ Academy in Maiduguri, Borno State, which equips displaced children with practical skills alongside formal education. But he noted that such efforts lack official recognition.

“Schools that are already doing those trade and vocational training are commendable. However, not being part of the curriculum makes it lack that formal recognition. Once it is part of the academic calendar, carried out weekly in session, it becomes more impactful,” he said