FG introduces export management, organic farming programmes in polytechnics, colleges

Bugaje said the development represented a significant expansion from the four occupational standards previously available for agriculture.

He disclosed that a total of 70 curricula and occupational standards were developed to cover different levels and areas of agricultural education and skills training.

According to him, the relevant regulatory bodies had reviewed and approved the new documents, paving the way for their implementation.

The Minister of State for Education, Prof. Suwaiba Ahmad, said successful implementation would require extensive engagement with institutions, lecturers, industry operators and other stakeholders.

Ahmad explained that the revised curriculum would significantly increase the practical component of agricultural education.

She said the new framework would operate on an 80 per cent practical and 20 per cent theoretical model, compared with the previous structure, which placed 70 per cent emphasis on theory and 30 per cent on practical training.

The minister stressed that stakeholders needed to understand the objectives of the reform to prevent poor implementation.

She therefore called on the NBTE and other relevant agencies to develop a comprehensive sensitisation and rollout programme before the new curricula are fully implemented.

Ahmad also urged the government to make adequate funding available for the implementation process, particularly for training lecturers and other stakeholders who will be responsible for delivering the revised programmes.

Alausa said the reform was particularly important as Nigeria continues to seek ways to improve food security, increase agricultural productivity and reduce its dependence on crude oil.

He noted that despite the country’s considerable agricultural potential, a large proportion of farming remains at subsistence level, limiting productivity and economic returns.

The minister said the government could no longer rely on traditional agricultural practices alone and must equip young Nigerians with the technical knowledge required to operate modern and commercially viable agricultural enterprises.

The curriculum review forms part of the Federal Government’s broader efforts to make tertiary technical and vocational education more competency-based and responsive to labour market demands.

The government is also seeking to use the reform to strengthen agricultural value chains, promote agro-processing, reduce food losses and increase Nigeria’s capacity to participate in international agricultural trade.

With the inclusion of specialised courses covering export management, organic production, post-harvest handling and water resources, the revised curriculum is expected to move agricultural education beyond classroom theory and give students skills that can be applied directly to farming, agribusiness and related industries.