Assessment of the Relevance of the Basic Education Curriculum to the Needs of Rural Communities in Kebbi State

Curriculum relevance is a foundational concern in educational planning, particularly in rural communities where schooling must respond to the specific economic and social realities of its environment. This study assessed the relevance of the Basic Education curriculum to the socioeconomic needs of rural communities in Argungu and Bagudo Local Government Areas of Kebbi State, North West Nigeria. A descriptive survey design was adopted, with structured questionnaires administered to 120 primary school teachers, 40 community leaders, and 30 school heads. The questionnaire assessed perceptions of curriculum content alignment with agricultural livelihoods, cultural preservation, and community problem-solving needs. Results showed that 68.3 percent of teachers agreed the curriculum inadequately addressed local agricultural knowledge. Community leaders rated cultural relevance as below average in 74.4 percent of responses. Only 31.7 percent of school heads indicated that the curriculum allowed space for localised adaptation. Literacy and numeracy components were rated as generally relevant, but vocational and life skills components were seen as disconnected from rural reality. Respondents in both LGAs agreed that English-language delivery reduced community engagement with curriculum content. The study concludes that the Basic Education curriculum shows poor contextual alignment with the socioeconomic environment of rural Kebbi State communities. Recommendations include curriculum adaptation guidelines that permit contextual customisation at school level, community representation in local curriculum review committees, and integration of agricultural and vocational content that reflects North West Nigerian rural economic activities.

Keywords: curriculum relevance, rural communities, Basic Education, Kebbi State, curriculum reform