(on the 26th November, 2014)our School Heads of Departments were made to attend the NERDC training which was meant to address the issue of  THE PHILOSOPHY OF THE REVISED BASIC EDUCATION CURRICULUM.

v  The 9-year Basic Education Curriculum was developed in response to Nigeria’s need for relevant, dynamic and globally competitive education that will ensure socio-economic and national development.

v   The BEC accommodated the fundamentals of both the National Economic Empowerment and Development Strategies (NEEDS) and the international protocols agreements such as Millennium Development Goals (MDGs) and Educational for All (EFA) goals.

 He stated that as a nation, Nigeria needs value re-orientation and this is one of the things that the new curriculum is to achieve. We need to concentrate on how we educate our children.

   Thus, BEC addresses amongst other things, the issues of value re-orientation, poverty eradication, critical thinking, entrepreneurship and life skills.

   The implementation of the existing curriculum commenced nationwide in Primary 1 and JSS 1 classes in September 2008, respectively. The first circle of implementation of the curriculum at the primary school level ended in June 20014, while the second cycle of implementation at the JSS level also commenced in September 2014.

   The feedback received on the implementation of BEC called for an urgent need for the review of the 9-Year BEC to achieve a reduction in subject overload in the context of the number of subjects offered at the Primary and Junior Secondary schools.

   The implementation of the revised 9-year Basic Education Curriculum has commenced in September 2014 with Primary 1 and JSS1 classes, with the gradual phasing out of the first edition of the BEC.


The Purpose of the Revised Basic Education Curriculum is stated below;

§    To ensure the connection between the Primary six content and the Junior School content in coherent and systematic manner.

§    To lay the foundation for the acquisition of scientific and technological skills

§    To lay the foundation for the acquisition and application of ICT skills.

§    To produce school leavers, who have strong academic foundation, moral and ethical values, productive work skills and potential for life-long learning.


The Philosophy for Basic Education Curriculum states that:

v   Every learner who has successfully completed the 9 years of continuous Basic education Schooling should have acquired appropriate levels of literacy, numeracy, manipulative, communicative, and life-long skills as well as ethical, moral and civic values needed for laying a solid foundation for lifelong learning as a basis for scientific and reflective thinking.

v   Appropriate levels of literacy and numeracy imply that every student on graduation will be able to functionally read and write as well as carry out sample mathematical operations.

v   The philosophy also implies that it is important to sow and sustain the culture of science and technology early in the child’s education whose results will begin manifest at the end of the Junior Secondary School.


In conclusion, the 9-year Basic and Senior Secondary Education Curricula are thus the vehicle for achieving education being identified as an instrument for socio and economic reconstruction.

     Our  Pre-Vocational Studies department is  adequately staffed with qualified teachers to teach these subjects.

            NERDC has successfully restructured the 9-year BEC into 10 teachable, functional and practical oriented subjects that eliminated redundancy; without compromising the quality of education received by the learners, and consistency with the nation’s transformation agenda.  

The Implementation Strategies are discussed below;

1)       As a deliberate policy, the revised BEC will be implemented in phases in schools across the federation, beginning in September 2014 commencing with JSS1. This is to be followed with JSS 1&2 in September 2015; with  JSS1, 2 & 3 in September 2016 and so on.

2)        In this way, the existing JSS curriculum will be phased out in 2017.

3)       This method of gradual implementation is to allow for proper planning, teacher training, review of existing textbooks and development of new ones, provision of infrastructure and learning resources, adequate funding, monitoring and feedback for effective curriculum delivery.