Supervising Yoruba Language Curriculum Development in Osun State: Challenges for Education Officers

Education officers responsible for curriculum supervision in Osun State face complex professional challenges in supporting Yoruba language curriculum development and implementation across diverse school communities. This study investigates the challenges experienced by education officers in supervising Yoruba language curriculum development in Osun State, South West Nigeria. Using a qualitative design, data were collected from 25 Osun State Ministry of Education curriculum officers and school inspectors through semi-structured interviews and documentary analysis of curriculum review reports. The study applies educational supervision theory and curriculum development management frameworks to identify key challenges and evaluate current supervisory practices. Existing literature on Nigerian curriculum supervision has engaged with general secondary education quality assurance, with subject-specific supervision of Yoruba language curriculum being underrepresented. This study fills that professional practice gap. The research examines how education officers navigate the interface between national curriculum standards, state-level adaptation mandates, and school-level implementation realities for Yoruba language instruction. The study further investigates how resource constraints, teacher mobility, and political pressures on school inspection processes affect the quality of curriculum supervision. Findings are expected to reveal significant gaps between supervision policy expectations and field realities, compounded by insufficient professional training for Yoruba-specific curriculum supervision. Recommendations will address a professional development programme for Osun State education officers and the revision of supervision protocols for indigenous language curriculum management. Keywords: curriculum supervision, Yoruba language, education officers, Osun State, curriculum management.