The federal government’s recent decision to reinstate History as a compulsory subject in primary and junior secondary schools represents a pivotal effort to bridge the historical knowledge gap within Nigeria’s education system. After sustained public advocacy, History has been reintroduced into the foundational curriculum, reversing its earlier removal. Initially, History was phased out in two stages: first in 2007 under the New Basic Education Curriculum, and then entirely eliminated in the 2009/2010 academic year by the Nigerian Educational Research and Development Council (NERDC). This exclusion was largely due to dwindling student interest, limited career opportunities for History graduates, and a shortage of qualified History teachers.
Following this policy change, History was no longer taught as a standalone subject at the basic education level but was merged into Social Studies. This amalgamation faced strong opposition from scholars and education specialists who contended that it deprived students of a comprehensive understanding of Nigeria’s rich heritage and identity.
Responding to persistent calls from historians, educators, and cultural advocates, the government has updated the national curriculum to mandate History instruction from the 2025/26 academic year onward. Pupils from Primary 1 through Junior Secondary School 3 (JSS3) will explore Nigeria’s origins, influential personalities, cultural customs, political history, geography, economy, religious influences, colonial era, and post-independence governance. This curriculum is designed to instill national pride, unity, and civic responsibility. Meanwhile, Senior Secondary School students (SSS1-3) will engage in Civic and Heritage Studies, a newly introduced course that integrates Nigerian History with Civic Education.
This initiative to reintroduce History into the school syllabus is commendable. However, its success hinges on a collaborative effort involving parents, teachers, and other stakeholders. Such partnerships should focus on equipping schools with adequate learning materials, retraining educators, and ensuring the curriculum is effectively delivered to maximize student benefit.
It is often remarked that individuals lacking knowledge of their history are like buildings without foundations. Without a firm grasp of the past, navigating the future becomes difficult. Regrettably, many Nigerian secondary school students today are more acquainted with foreign histories than with their own nation’s vibrant past.
Reinstating Nigerian History in schools will empower young learners to understand the country’s formation, the struggle for independence, eras of military governance, the civil war, political evolution, and national accomplishments. This awareness nurtures a sense of identity and patriotism among the youth.
It is surprising that many Nigerian students remain unfamiliar with the legacies of pivotal founding figures such as Herbert Macaulay, Nnamdi Azikiwe, Anthony Enahoro, Tafawa Balewa, Obafemi Awolowo, H.O. Davies, K.O. Mbadiwe, Ahmadu Bello, and Mbonu Ojike. Learning about their sacrifices and leadership offers invaluable lessons in civic responsibility, governance, and the repercussions of mismanagement.
Moreover, History education fosters national unity by exposing students to Nigeria’s diverse ethnic groups, traditions, and heroes. It promotes respect for indigenous cultures and values, helping to safeguard cultural identity amid the forces of globalization. The fact that many urban Nigerian youths struggle to speak their native languages underscores the urgent need for cultural education.
Studying Nigeria’s past also situates the country within a wider African and global context, enabling students to relate international developments to local realities. Crucially, History serves as a tool to prevent the repetition of past mistakes such as ethnic conflicts, corruption, and ineffective leadership. It highlights how previous generations overcame challenges, inspiring resilience and creative problem-solving.
The NERDC, responsible for curriculum design and educational policy, faces the complex task of integrating Nigeria’s cultural, moral, and philosophical values into the curriculum. For example, aspects of the 9-year Basic Education Curriculum on Religion and National Values have sparked debate, requiring careful revision to equitably represent Nigeria’s two dominant religions-Christianity and Islam-while avoiding sectarian discord.
Additionally, the National Sexuality Education Curriculum developed by NERDC has attracted criticism for allegedly reflecting the 1991 Comprehensive Sexuality Education framework from New York, which many Nigerians view as too progressive for local schoolchildren. These concerns call for a thorough reassessment to ensure the curriculum aligns with societal norms and positively influences youth character development.
As former Education Minister Adamu Adamu emphasized, within Nigeria’s religious and cultural milieu, the moral foundation established by families and faith communities is vital for shaping character and nurturing national identity.
Therefore, as History is reintegrated into basic education, policymakers must prioritize safeguarding the integrity and character of Nigerian children-the nation’s most precious resource and future leaders. Investing in their education, skills, and holistic growth prepares them to take on leadership roles and contribute meaningfully to society and the global arena.
Children form the bedrock of human capital. Enhancing the quality of their education and social well-being unlocks their potential to become productive members of society. A comprehensive curriculum that encourages critical thinking, problem-solving, historical insight, and creativity cultivates future innovators, scientists, artists, and entrepreneurs.
Consequently, the NERDC should endeavor to craft a curriculum that nurtures the physical, intellectual, moral, spiritual, and social development of children within an environment that respects freedom and dignity. This holistic approach is essential for shaping tomorrow’s leaders. The nation’s progress depends on the successful empowerment of its youth; if their potential is stifled, Nigeria’s advancement is jeopardized.