Browsing by Author "Sabina Nwakaego Obi"

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    Tracking the Impact of Competency-Based Curriculum Reform in Nigerian Elementary School Practices (2015-2024)
    (Auladuna: Journal of Teacher Training for Madrassa Ibtidaiyah Department, 2025) Moses Adeleke Adeoye; Sabina Nwakaego Obi; Olayinka Ibiyemi Oderinde; Opeyemi Abdullahi Alabi; Mar’atus Sholihah
    In recent years, global educational discourse has shifted towards competency based curriculum (CBC) models, advocating for learner-centred, skills-driven instruction that prepares students for 21st-century realities. Nigeria, responding to this momentum, initiated a reform of its basic education curriculum between 2015 and 2024. However, despite widespread policy revisions, questions remain about how deeply these reforms have penetrated elementary school practices. This research was conducted to critically assess the extent to which CBC principles have been implemented in Nigerian primary schools and to examine the systemic factors that influence or inhibit their success. To achieve this, the research employed a qualitative secondary data analysis approach, drawing from national curriculum documents, official policy briefs, education sector reports, statistical bulletins, and peer-reviewed studies spanning nearly a decade. Thematic content analysis was used to identify patterns in curriculum alignment, pedagogical practice, teacher preparedness, and assessment outcomes. The findings revealed a significant gap between policy aspirations and classroom realities. While CBC-aligned documents articulate clear goals such as critical thinking, collaboration, and problem-solving, practical implementation has been marred by limited teacher training, infrastructural inadequacies, and continued reliance on rote-based assessments. Teachers often demonstrate surface-level compliance with CBC strategies without meaningful instructional transformation. The research concludes that meaningful reform requires more than policy innovation; it demands investment in teacher capacity, assessment redesign, and system-wide coherence. By providing a longitudinal and documentary synthesis, this research contributes a grounded framework for understanding curriculum reform in resource-constrained contexts and highlights pathways for sustainable implementation in Nigerian basic education.