Developing a Classical Studies Curriculum Framework for Nigerian Tertiary Institutions: A Professional Assessment

Classical Studies as an academic discipline in Nigerian universities requires a coherent and professionally justified curriculum framework that addresses the discipline's intellectual scope, its vocational relevance, and its engagement with African cultural contexts. This study develops and evaluates a Classical Studies curriculum framework for Nigerian tertiary institutions, drawing on a professional assessment of existing programmes, national educational policy, and international disciplinary standards. A professional survey methodology was adopted, reviewing existing Classical Studies or Classics-related curricula at eight Nigerian universities across the South East, South West, North Central, and North East zones, alongside interviews with 25 classical scholars, 15 curriculum specialists, and ten employers of humanities graduates. International curriculum benchmarking against the UK Quality Assurance Agency Subject Benchmark Statement for Classics was also conducted. Findings reveal significant variation in programme depth, with most Nigerian institutions offering Classical Studies as a component of other humanities degrees rather than as a standalone discipline. Integration of African classical traditions, including Pharaonic Egypt and Carthage, is largely absent. The proposed curriculum framework encompasses four core pillars: classical languages (Latin and Greek basics), classical civilisations, classical reception, and comparative African-classical studies. Professional competencies including translation, archival research, rhetorical analysis, and cultural heritage management are embedded across the framework. The study recommends adoption of the framework as a standard by the Nigerian Universities Commission for all departments offering Classical Studies.

Keywords: curriculum framework, Classical Studies, Nigerian universities, professional assessment, humanities education