The Executive Secretary of the National Commission for Colleges of Education (NCCE), Angela Ajala, has unveiled plans to introduce a competency-based digital curriculum across Nigeria’s colleges of education, declaring that her administration is determined to restore the prestige of teacher education and produce a new generation of digitally skilled, globally competitive teachers.
She stated this in Abuja yesterday during activities marking her first 100 days in office, where she outlined a reform agenda centred on curriculum modernisation, digital transformation, skills acquisition, inclusive education and the implementation of the dual-mandate policy.
According to her, the reforms are aimed at addressing longstanding concerns about the quality of teacher preparation and 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,” Ajala said.
She explained that the Commission was currently working with the National Universities Commission and other stakeholders to finalise a new curriculum that would move away from excessive theory and focus more on competencies, practical skills and digital learning.
“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 disclosed that the curriculum would support self-paced learning, remote teaching and technology-enabled instruction, making it possible for students to continue learning regardless of 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.
“A teacher can teach from anywhere in the world, and a student can learn from anywhere. That is the future we are building.”
The Executive Secretary said the Commission was partnering with the National Information Technology Development Agency (NITDA) to ensure that digital literacy becomes an integral part of teacher preparation in the country.
She added that skills acquisition would also form a major component of the new teacher education framework.
“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.”
Ajala also defended ongoing reforms affecting the Nigeria Certificate in Education (NCE), arguing that the changes were necessary to reposition teacher education and remove barriers that had limited access and growth in the sector.
She acknowledged that reforms often generate resistance but insisted that the long-term benefits would outweigh any short-term concerns.
“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.”
The NCCE boss disclosed that the Commission was engaging persons with disabilities and other critical stakeholders to ensure that ongoing reforms reflect the principles of inclusion and equal access.
“Everybody must be part of this transformation. Education should not exclude anyone.”
She stressed that the quality of teachers produced today would determine the quality of future generations.
“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.”
Despite the ambitious reform agenda, Ajala admitted that funding remains one of the biggest obstacles facing colleges of education and the Commission.
She, however, noted that partnerships with development agencies and stakeholders had 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.”
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