Classical Studies and Secondary School Curriculum Reform in Nigeria: Professional Advocacy and Policy Analysis

Classical Studies is poorly represented in Nigerian secondary school curricula relative to comparable educational systems globally, and professional advocacy for its reinvigoration requires systematic policy analysis and evidence-based argumentation for curriculum reform. This study conducts a professional policy analysis of the place of Classical Studies in Nigerian secondary school curricula and develops an advocacy framework for curriculum reform. A professional policy analysis methodology was adopted, reviewing the National Policy on Education (2014 revised edition), WAEC and NECO subject examination data, NERDC curriculum review documentation, and international comparative curriculum frameworks from Ghana, South Africa, and the UK. Interviews with 20 secondary school principals, fifteen NERDC curriculum specialists, and ten Classical Studies advocates provided primary qualitative data. Findings indicate that Classical Studies is offered as an elective in fewer than 15 percent of Nigerian secondary schools, despite its presence in the approved curriculum. Teacher training provision for Classical Studies is inadequate at the National Teachers Institute. University entry incentive for Classical Studies is minimal. The study proposes a Classical Studies Curriculum Advocacy Framework comprising policy arguments, stakeholder engagement strategies, pilot school implementation models, and teacher recruitment incentives. The framework targets the Federal Ministry of Education, NERDC, and the Joint Consultative Committee on Education as primary audiences. A five-year advocacy road map and implementation timeline are included.

Keywords: Classical Studies, secondary curriculum, policy advocacy, curriculum reform, Nigeria