Journal of the Nigerian Academy of Education Vol. 15, No.

2 25

AN ASSESSMENT OF THE NEWLY DEVELOPED 9 – YEAR BASIC

EDUCATION HISTORY CURRICULUM IN NIGERIA

Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

Department of Arts Education
University of Jos

Abstract
This paper is predicated on the newly developed and circulated 9-year Basic
Education History Curriculum which has been sent to the various Junior and
primary schools for immediate implementation. This is coming at the hill of
several agitations by the Historical Society of Nigeria, academicians and well-
wishers in the country, who have yearned for the introduction of History
studies at these levels of education long before now. The researchers received
this fit with high excitement and admiration, but for every new programme
stands to be corrected to make it more standardized, for it to stand the taste of
time. This is because anything worth doing is worth doing well. And it is based
on this premise that this paper wants to make a critique of the curriculum, to
see its strengths and weaknesses, so as to proffer a tangible solution to the
programme which will fulfil its purpose of developing the nation’s educational
system. This paper is a theoretical one and the instrument that will be used in
this assessment is the 9-year Basic Education History Curriculum which has
been sent to various schools for implementation. The researchers would use
the expository method of assessing documents and also used an argumentative
approach for the analysis of ideas and points. From the findings, the
curriculum was found to be developed without taking the age and ability of the
children at those levels into consideration. It does not adopt the known to
unknown strategy of teaching pedagogy and in fact most of those that were
invited for the development of the new curriculum were not specialist in
history curriculum which is a flaw as the whole document is domicile in
education where their inputs would have been of immense help. The paper
recommended that the age and ability of the pupils should be considered while
planning a curriculum of this magnitude the local history of the pupils or
history of the immediate community should be emphasized more than the
history of those communities outside their immediate environment so as to
have a paradigm shift from the complaints in all educational quarters on the
old history curriculum for senior secondary schools.
26 Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

Introduction
History is one among the oldest subjects studied in Nigerian schools, it
is in fact as old as formal education itself. It was one of the most cherished in
school then by students. This assertion has been supported by Sanda and
Gotom (2018) argued that history in the school curriculum in Nigeria is still
very important, that it is a distinct discipline in the school curriculum and has
been given prominence since the attainment of Nigeria’s independence in
1960. In fact, the knowledge of arts remains superficial without history.
History developed in the students critical, narrative, analytical, reflective,
manipulative, chronological skills. It also enhances in students the spirit of
nationalism and patriotism, it sets in them world mindedness approach, and it
makes them learn from past errors in other for them to forecast the future with
an indomitable spirit. The justification for the inclusion of history subject in
Nigeria’s school curriculum is on the basis that our live expectancy as human
beings is on the decline hourly, and so, one cannot wait to make mistakes and
equally proffer tangible solutions to his errors, it is based on this premise that
one needs to study other persons mistakes and reforms in order to shape his
future. Ayot (1979) states that without history of our past, we would not be
able to know who we are, who our relatives are, where we came from and how
we came to be what we are today.
However, despite the myriad of the importance of history in addressing
human political, economic, religious, and socio – cultural problems, it has
come under attack in the past two decades of our educational pilgrimage and
growth. Government educational policies were not favourable to history.
Curriculum planners seemed to have been against it, and other recently
introduced subjects like social studies, government, and civic education are
not just competing with it, but are calling for the substitution of history with
them and even parents perception of the subject was tilting to the negative.
Bozimo (2001) supported this view by stating that the problem of history
subject began with the very narrow perception generally accepted by the
populace. This has straight jacketed history thereby confining it to a study of
past and present activities of heroes and heroines dead and alive. Interestingly,
despite the cold war, the subject is still showcasing its relevance in the scheme
of amiable disciplines, without which the much anticipated national
development can only be a mirage and a good yearning in futility. That is why
Sanda and Maigoro (2007) recommended that for Nigeria to develop, teaching
of history has to be inculcated into her future generation, so they can develop
nationalistic feelings.
There have been calls, agitations and counter agitations for the
resuscitation of the lost glory of history back into the curriculum of Nigeria’s
 Journal of the Nigerian Academy of Education Vol. 15, No.2 27

educational system. The most recognized agitations were those coming from
various stakeholders which included Historical Society of Nigeria (HSN), and
the Federal Ministry of Education (FME). Since 2006, government collapsed
the junior secondary school and Primary schools into what is called 9 – Year
Basic Education Programme, with the names Upper Basic Education and
Basic Education respectively. The justification there is that, there would only
be one common examination to be written after JSS3 and the former common
entrance examination at the completion of primary six (6) was expunged from
the system. Here, it was believed that the child on entering class one will scale
through up to JSS3 before he would select which subjects he will want to
specialized in. Even then history was not taught at any of these levels. Now
that the Federal Government of Nigeria has included history into the New 9 –
Year Basic Education Curriculum, historians in Nigeria can sigh a sign of
relief, but not without the enormous responsibility of seeing how best the
curriculum can be implemented.
According to the New 9 – Year Basic Education Curriculum (BEC)
History (2017) regarded as a document on Education for change – A
Ministerial Strategic Plan (2016 – 2019) was approved. This initiative gave
rise to a series of activities to re – position the education sector in Nigeria,
including the disarticulation of History from social studies curriculum. History
is now to be taught as a separate subject at the Basic Education level. The New
History Curriculum was designed to, among other things;
a) Expose learners to the body of knowledge that will enable them to appreciate
history as an instrument of national integration and nation building.
b) Promote the study of Nigerian and African history as a requisite for better
understanding the challenges and appreciation of the challenges of
globalization; and
c) Deepen the understanding of the similarities and differences between the
various Nigerian peoples as a basis for appreciating our unity in diversity.
It is based on the forgoing that this study wants to make an assessment of the
History curriculum at these levels (Junior and Primary) to see whether its
intended objectives can be achieved going by its content, organization and
administrative developments.
In realizing these objectives, the history teacher should focus his / her
teaching strategies where;
a) Students who learn history will develop knowledge and understanding of the
past in order to appreciate themselves and others; to understand the past and
the present and their contributions to the debate about planning for the future.
b) Develop critical thinking and perspective on the past and learn how to
compare different accounts so that the conflicts and ambiguities are
 28 Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

appreciated. To achieve these two major purpose, the pupils and students
should be taught.
c) Identify and describe reasons for and results of historical events, situations
and changes in the period studied (Gillespie, 2001).
d) Pupils should be taught to recognize that the past is represented and
interpreted in different ways, and to give reasons for this.
e) Pupils should be taught about the cultural, social, religious and ethnic
diversity of the society within their communities considering these elements
of the knowledge, skills and understanding to promote “open mindedness” to
history where different interpretations are considered and tokenistic views of
history are avoided.

A Critique of the New 9 – Year Basic Education History Curriculum

Based on the simple definition of the word critique by Oxford
Advanced Learners Dictionary 7th Edition (2009) it means to judge the good
and the bad of the quality of something to bring out its strengths and
weaknesses. By this explanation, it can be negative or positive based on the
assessor’s angle of reasoning.
First and foremost, the newly developed curriculum or template to be
used at the level of our educational system for history is commendable
because it has met the yearning aspiration of historians and other stake holders
who are interested in the study of history. But as it has been pointed out in the
teacher’s guide, at the primary school level Nigerian History the topics to be
covered (NERDC; 2) and the curriculum of JSS 1-3 are similar in content and
coverage. This could lead to over – loading the Nigerian child with the same
content which is demoralizing and therefore impede students interest in the
subject and indeed to a larger extent national development. It should be noted
that one of the problems with history subject is the voluminous nature of its
curriculum and to solve the problem is to diversify the curriculum to other
levels. If the voluminous nature is being repeated, it would cause inadequate
coverage of content by its teachers and will invariably course students to go
for extra lessons elsewhere which will be over – schooling as a matter of fact.
The curriculum is also repeated in the senior secondary school level. As
Longkat, Sanda and Maigoro (2016) had observed, the reasons for dropping
history and other single subjects for social studies and integrated science was
because most pupils at the primary and junior schools were incapable of
comprehending the hard facts of History, Geography, Economics and or
Biology, Chemistry and Physics. If our pupils and students are to be attracted
to history, they should be taught the history of their locality, as the pupils and
students at this level, history of the immediate community to the child should
 Journal of the Nigerian Academy of Education Vol. 15, No.2 29

be enhanced and promoted. It is in this perspective that Sanda (2008)

emphasizes that in the area of history ethnic education which is aimed at
building cohesiveness by helping students’ gain better understanding of the
diverse people in the children society should be upheld. Also in concord with
the argument Bozimo (2001) states that ethnic heritage education is intended
to acquaint the students of history with multiethnic composition of our society
help them become more aware fully, who they are as individuals and as a
nation. It is directed towards the ultimate goal of improving the quality of
human relations in contemporary Nigeria.
The second objective which is to develop critical thinking and
perspective on the past and learn how to compare different accounts so that the
conflicts and ambiguities are appreciated. This leads to the understanding of
the similarities and differences among the various Nigerian peoples as a basis
for appreciating our unity in diversity. But at the basic education level, the
child is exposed to comparing and contrasting the major centres of
civilisations like Nok, Ewo –Ileru, Igbo-Ukwu. Yet in Jos we have centres of
civilization in the heart of Jos like Gwash / Gwosh, Jott, Chelnyap from where
Jos derived its name. This could be the starting point where pupils and
students develop critical thinking. Topics that could be developed are listed
below.

A. The History of Jos

i. The Physical Features of Jos Town\
 Rivers - Dilimi, Chwelnyap, etc.
 Hills - Chwelnyap
ii. The People of Jos
 Origin of Jos
 The Berom view
 The Anaguta, Afizere, Rukuba views
 The Hausa View
 The Colonial Writers View.
iii. The Growth of Jos from the Earliest Times to 1900
 Farming, Hunting and Other Economic Activities
iv. Jos and Tin Mining
 The Hausa and Tin Mining
 The Rukuba, Anaguta, Gus, Berom, Afizere and Tin Mining
 The Europeans and Changing Pattern of Tin Mining
v. Jos as a Colonial Administrative Area
vi. The Evolution of Chieftaincy in Jos
30 Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

 Chieftaincy among the Berom, Rukuba, Anaguta, etc.

 Chieftaincy Among the Hausa of Jos
 The evolution of the Gbong Gwom chieftaincy institution
 Relations between Jos and other Towns during the Colonial Rule and
thereafter.

B. The History of Lafia

i. The Physical features of Lafia Town and environs.
 Rivers
 Hills
ii. The People of Lafia
 Emergence of Lafia
 Gwandara of Shabu & Kwandari
 Kambari/Kanuri
 Koro
 Eggon
 Alago of Doma and
iii. The Growth of Lafia from Earliest Times to 1900AD
 Kambari/Kanuri Conquest and Annexation of the Area
 Farming, Hunting, Fishing, Trade and other Economic activities that
facilitated the Growth of Lafia.
 The Emergence of Lafia as a Colonial Administrative Set-up
 Relations between Lafia and the adjoining towns and villages.
 Relations Between Lafia and Doma, Keana, Awe
iv. The Evolution and Development of Chieftaincy Institutions in Lafia
and Environs
v. Relations Between Lafia and other towns and Chiefdoms
vi. The Growth of Lafia as a Commercial and Administrative Centre.

It is in this light that Bozimo (2001) asserted that topics found in history
should do much to build cohesiveness by helping students gain better
understanding of the diverse people in the society master truthful accounts of
the multiethnic composition of the society, and develop a respect for the
contributions of all groups toe the life and culture of the country.
For the topics that have been developed to be used at this level, those that
are welcomed are the simple meaning of History and not its definition most
especially in the lower basic. Historical knowledge of local heroes and
heroines those having local outlook in the children local communities should
be taught them first not those that are known nationally as it is stipulated, for
 Journal of the Nigerian Academy of Education Vol. 15, No.2 31

in every community there exist people that have made remarkable marks in the
fields of education, political scene, religious spheres, economically facets and
others. The study of these eminent personalities will mean much to the
children at this level than taken them far from their communities. Local
political development and knowledge in fact those that they can understand
such as the family politics, village politics, local geography and knowledge of
their immediate community will make more sense to the child than the ones
inscribed in the template. The child at some stages in the primary school needs
to know sometime about his or her family and village genealogy and the
family tree, but this should start from simple to complex as advised by many
scholars in education. The settlement pattern of their villages or immediate
communities and how they come to be should be traced more at this level, for
they will subsequently be trained on the settlement patterns in Nigeria, Africa,
and the universe at large in other stages of educational development. this idea
is being supported by Plumb (1971) that history seeks to deepen understanding
about men and society in which they lived, not for its own sake, but in the
hope that a profound awareness will help to reshape human attitudes and
human actions and inactions. Ikime (2006) further posits that in enabling us to
acquire knowledge of who we are and how we have come to be, history fulfils
a definite and salient role in the task of sustainability.
They can visit for example local potash, blacksmithing spots, a woman
who produces local maggi “dawadawa”, producer of palm oil, water sites,
local hunter, traditional medicine doctor, identify some places that the white
man ever stayed or harbor in the local areas, schools and churches sites where
they were and their present site and the reasons for the shift in their former
places to present location, history of the local wars and counter wars and the
lessons they can learn from such adventures and others. The pupils should be
made to understand local processes of things in their local communities,
before crude oil. This historical knowledge will be of immense help to the
child than teaching them about Nok culture which they are not familiar with,
except for children the Nok community.
Local economic activities for example identification of local markets
nearest to them, name of the local commodities produce from their villages
and those ones that came from elsewhere, farming implements those use in the
past and those in use today and the reasons for the changes should be stated to
them. What are some of the crops grown in the local environment and why are
some not found in their local environment and the identification of different
professions. Based on the forgoing Sanda (2008) states that the different
occupational activities ranging from farming to trading and other forms of
economic activities found in many history topics across the syllabus, can also
32 Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

be used for career education, with the sole aim of the total development of the
man, to be fully functional, self – directed, socially responsible person,
especially the youths who are the future generation of this great country.
Antonio (2006) supported the above by stating that effective history teachers,
for instance seem to find ways to bring contemporary personal and societal
relevance to historical subject matter that is well removed from the
experiences and times in which their student live. This is true of the fact that
the child first knows his mother first before any other person because that has
been the first person he comes in contact with, so teaching every child his
local economic activities before transmitting him or her to colonial economic
engagements in the southern or western parts of Nigeria will do good to the
child.
Inter group relationship between and among their local inhabitants
should be the ones to be traced at this level of our educational development,
for example in Pankshin Local Government Area which has the Ngas, Mupun,
Chip, Fier, Kadung people should be the one to be imparted to the pupils and
students and not enlarge Nigerian people history for example the three larger
ethnic groups Hausa, Igbo and Yoruba and the semi larger ones like the Efik,
Ibibio, Tiv, Idoma and a host of others. They can begin with clan formations,
the peopling of the local inhabitants which they will be chronologically
disseminated to them as they grow educationally. Local migration or
movements in their local areas, and the local settlement patterns and not
having Nigerian view point will educationally sufficient to them. Even the
local areas different families’ settlement in some areas because of some
special needs and migrate from one part of the village to another because of
some reasons base known to them. Some of the reasons are for royal status in
Ngas land lived in the hilly areas for security and easy dissemination of
information to the followers, some migrate because of some spiritual attack,
some in search of fertile land and water, and some might be because of family
disputes and disagreement, some because of inheritance and so on. These can
be the starting point for younger ones in search of historical knowledge.
However, nature of history, origin and sources of History, Migration and
Settlement patterns of the people of Nigeria, the Nigerian geography and
environment, major Historical sites and civilization centers, centralized and
non – centralized politics, British colonization of the Nigerian territories
should be expunged from this level for another one at even the extreme of this
level or the senior secondary school level. The basic historical knowledge
should be those that are fundamental and very local to them. Learning should
start from known to unknown – simple to complex. That type of learning will
help in maintaining, sustaining and retaining of pupils’ interest in history, for
 Journal of the Nigerian Academy of Education Vol. 15, No.2 33

given them heavy content at this level will at the end discourage their
superficial interest in the subject, thereby leading to dysfunctional education.
That is why Sanda and Maigoro (2007) attributed
some of the reasons for students’ negative attitude towards
history to include the broad nature of history content which is
wider than government and so students normally opt for
government which has smaller course content that can be
covered within a short time. This is so because students do not
want to suffer themselves reading bulky materials, they prefer
subjects that have smaller content that can be easily crammed.
This has made students to prefer Government and Civic
Education to history (P. 47).

Additionally, the only way we can avoid cramming of hard facts of

history as the Mombasa conference averred, is to revisit the teaching of history
in the primary and junior secondary schools. Cooper, (2000) has come up with
a strategy for teaching history in the primary schools where she made a case
that children in the primary age range are able to engage with historical
learning effectively if they are supported with appropriate learning
experiences and effective teaching. Cooper went further to argue that
psychologists’ work on reasoning suggests that young children may be helped
to develop arguments about historical evidence if we teach them how and that
they can make suppositions about how people in the past may have felt or
thought. For example, children who grew up in Jos may not know how the
name Jos came into being. Both British and Austrian curriculum has suggested
after a long period of slumber that children from primary three to six can
imbibe historical facts by the following prompts;
- What do we know about the past?
- How did people come to find themselves in Jos?
- How has the past influenced the present in Jos?
- How did people live in Jos and other places?

In a country where ethnic and religious clashes have left many people
dead at a time when we are supposed to be reaping the dividends of
democracy after a long period of military rule; our curriculum should take into
consideration the needs of the country and not necessarily meeting the needs
of MDG and NEEDS which has informed the restructuring our current
curriculum. The major problem of curriculum development in Nigeria lies in
the fact that each government or people will want to twist educational policies
at will. Bozimo (2001) also supported this view by asserting that there is a dire
34 Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

need for content adjustment in history education programme, if the issue of

relevance in a changed modern society will be worthwhile. This is basically to
avoid over- schooling in terms of content overlap associated with history.
The field trip can be done locally, for example visit to the
traditional ruler, visit to an old knowledgeable local historian, visit to
important places which are historical sites and centers in their local
environment. This will give them more meaning than taken them out of there
areas for sight-seeing in the name of excursion. History teachers who are
innovative can create this programme locally and not taken pupils and students
at this age bracket to Nok culture, Igbo Ikwu sites far from them physically
and academically. For the pupils / students in Jos town, a simple field trip to
the Central Bank of Jos and the area around the present Command Secondary
School Jos, Government College and Federal Government College with some
Anaguta, Afizere and Berom will show that Jos is derived from Gwash /
Gwosh and Jot are names for hunting grounds spring water. The pupils are
said to mention heroes and heroines. Do they know about the concept of
heroes and heroines at this level? The concept is unconceivable at this level of
primary education. Local heroes and heroines should be emphasized for
example Nde Langkuk, chronological circles of Bong Gwom Jos, and some
prominent people be studied and a host of others and not King Jaja of Opobo,
King Nana of Itshekiri and others. This can reduce the abstractness of history
subject.
Political development should be streamlined to local politics and
politicians like ward councilors, chairmen of village associations and local
government councils. On the issue of economy, trade and commerce the path
of local economy, trade and commerce should be emphasized. Political
development such as the four early regions in Nigeria should be discourage at
the primary level of education. This is because they do not know about the
divisions of their villages, districts, local government areas and states, talk
more of taking them to the former regions in Nigeria. Sometimes it is good for
the history teacher to start at this age from present to the past to give
connection and strong nexus to the children, which is known as regressive
teaching in education.
How can a primary one pupil or six-year-old child begin to talk about
his family history? It is a bit outrageous, but can be simplified for some. Here
they should be taught recognition or identification of family members before
coming to terms with their family histories. Children at this age like to be
taught using songs, music, folklores, folktales, rhymes and jokes instead of
concrete historical concepts like the one selected in the curriculum by the
developers. Songs of wars, songs for harvest, songs for traditional counselling,
 Journal of the Nigerian Academy of Education Vol. 15, No.2 35

lamentation songs, songs for hunting, songs of celebration of victory, songs of

circumcision, and others in the local areas should be enhance. The age and the
reasoning capacity of the pupils should be taken into cognizance. Emphasis at
the primary school level should be on the pupils’ local history, while all these
topics outline for primary school pupils here should be shifted to junior
secondary school. Some of them are British rule in Nigeria, military rule in
Nigeria, and the four early regions in Nigeria and others that are not captured
here. This is with the view to decongest the already congested curriculum of
the senior secondary school history which has become an albatross to
students’ hatred of the subject.
The most worrisome situation is that from the list of the participants
who were selected to develop the New 9 – Year Basic Education Curriculum
for History, educators who major in History and Education were
conspicuously not invited. It is expected that among those that were invited
should have been people with some professional knowledge in history
education, pedagogy, child psychology, were not involve, most of those, if not
all, were historians without education knowledge, knowledge of historical
pedagogy, child psychology, curriculum development in education,
educational technology, philosophy of education, history of education,
measurement and evaluation, research methodology and a host of other to
provide expertise in the rudiments of the early stages of developments of the
child. This is a very big error for this issue is domicile in their area of training
and specialization. They would have provided an expertize contributions to the
curriculum to uplift itto a level of acceptance. Some of these observations are
their but they would be unearthed frequently to have a standardized
curriculum at this level of our education.

Recommendations
The following tips have been spelt out as a remedy to the observed problems
in this work.
1. The age and educational capabilities of the pupils or students should be
put into consideration while planning a curriculum like this.
2. Local history or history of the immediate communities should be
emphasized more than history that are physically, mentally and
socially distant from the students for a reburst learning to take place at
that level. That is why language of the immediate community is
preferred to be use as a medium of communication at the primary
school level.
3. There is the need to train more history teachers to meet up with the
challenges of shortage of manpower has those in place now are
36 Longkat Gondyi John Ph. D & Gotom, Gregory Gotul

astronomically minimal for the task, this is in order to save the already
precarious situation from quacks.
4. More colleges of education which will help in training teachers for that
level of education should as a matter of fact be established for the ones
in place now are grossly inadequate.
5. History should be made compulsory so as to achieve the desired
objectives.
6. Simply local history should be taught at primary school level, Nigerian
history at junior and senior secondary schools, while the regional and
continental history should be at both the senior secondary schools and
tertiary level.
7. Professionals in the area of concern should always be invited in the
planning not given them a cooked curriculum to implement.

Conclusion
This study focused on the assessment of the New 9 – Year Basic
Education Curriculum for History. The researchers appreciated the Federal
Ministry of Education and other stakeholders who have something to do with
the ultimate realization of the curriculum. This is a fit worth commending as it
were. The study sought to make a critique of the curriculum so as to bring out
its areas of strengths and weaknesses in order to have a viable instrument for
both teaching and learning of history. Local history should be emphasized to
the children more than history of distant communities; and professional history
teachers should be involved in the planning of the curriculum for it is
domiciled in their area of jurisdiction among others.

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