An Assessment of Music Education Delivery in Public Primary Schools in Kano Metropolis

This study assesses the quality and effectiveness of music education delivery in public primary schools within Kano Metropolis, North West Nigeria. Music education at the primary level is widely recognised as foundational to cognitive development, social cohesion, and artistic creativity; however, its implementation in many Nigerian public schools remains inconsistent and under-resourced. This research investigates the qualifications of music teachers, the availability of instructional materials, and the extent to which the national curriculum for music is followed in selected public primary schools across three local government areas in Kano. A descriptive survey approach is employed, utilising structured questionnaires and classroom observation checklists administered to 30 music teachers and 15 school administrators. The study draws on recent literature regarding music pedagogy and curriculum implementation in developing country contexts. Preliminary indications suggest that many schools lack trained music specialists, functional instruments, and adequate timetable allocations for music instruction. The research further explores how cultural and religious contexts in Kano shape attitudes toward formal music education, highlighting the need for context-sensitive curriculum design. Findings will inform policy recommendations aimed at improving music education infrastructure, teacher training programmes, and community engagement strategies in predominantly Muslim urban settings. Keywords: Music education, primary schools, Kano, curriculum implementation, teacher qualifications.