….Introduces 80:20 practical-theory training ratio to equip graduates for agribusiness
The Federal Government has introduced a new agricultural education framework featuring 39 reviewed and newly developed curricula, 31 National Occupational Standards (NOS) and an 80:20 practical-to-theoretical training ratio to improve food security, boost agricultural productivity and create jobs for Nigerian youths.
It said the reforms were expected to strengthen agricultural skills development, encourage enterprise creation and equip young Nigerians to become job creators rather than depend solely on salaried employment.
It also explained that initiative forms part of the government’s broader efforts to link education with productive sectors of the economy and advance its food security and youth employment objectives.
Minister of Education, Dr. Tunji Alausa, unveiled the initiatives in Abuja, saying the reforms were designed to bridge the gap between classroom learning and industry requirements while equipping graduates with practical skills to establish and manage sustainable agribusinesses.
The initiative also seeks to reposition agriculture as a driver of economic growth by preparing a skilled workforce capable of deploying modern technologies, improving production and responding to emerging challenges in the sector.
A press statement signed by Ikharo Attah, Special Adviser on Media and Communications to the Minister, on Monday, said the curriculum review began in 2025 through collaboration among the Federal Ministries of Education, Agriculture and Food Security, and Livestock Development, as well as regulatory agencies, educational institutions, curriculum experts and industry stakeholders.
According to the statement, the exercise produced 39 curricula, comprising 32 reviewed and seven newly developed programmes, alongside 31 National Occupational Standards covering National Diploma (ND), Higher National Diploma (HND) and corresponding Nigeria Certificate in Education (NCE) agricultural programmes.
The NCE component was also developed in collaboration with the National Commission for Colleges of Education (NCCE). “Under the new framework, training institutions are expected to devote 80 per cent of instructional time to practical learning and 20 per cent to theory.
“The practical component will involve teaching farms, greenhouses, processing facilities and agricultural technology hubs, while the curricula incorporate emerging areas such as precision agriculture, climate-smart agriculture, artificial insemination and agribusiness,” he said.
Alausa said the success of the reforms would be measured by graduates’ practical competence, improved agricultural output, employment generation and tangible contributions to national food security.
He reaffirmed his commitment to working with relevant ministries, regulators, institutions and industry partners to ensure effective implementation of the new curricula and occupational standards.
The Minister of Livestock Development, Alhaji Idi Mukhtar Maiha, commended the initiative, describing it as a step towards practical, industry-driven agricultural education.
Maiha highlighted the importance of livestock to food and nutrition security, employment, industrial development and export earnings.
He cited the Middle East red meat market, valued at approximately $3.2bn, as an opportunity Nigeria could exploit if it strengthened its livestock sector and developed the technical expertise required to compete internationally.
He, however, identified inadequate organisation of the sector and a shortage of hands-on expertise as constraints to Nigeria’s competitiveness.
The minister urged educational institutions to establish functional farms, adopt digital and climate-smart agricultural practices, and expand access to skills, technology, finance and markets.
He also stressed that functional practical training facilities should be central to the accreditation of institutions offering agricultural programmes.
Earlier, the Minister of State for Education, Professor Suwaiba Sa’id Ahmad, described the unveiling as a milestone in repositioning Technical and Vocational Education and Training (TVET), improving teacher preparation and aligning education with labour-market demands.
She said competency-based instruction and clearly defined occupational standards would improve training quality and prepare graduates for productive employment.
Ahmad called on regulatory agencies, institutions and industry partners to support the reforms by providing qualified instructors, adequate equipment, functional workshops and continuous professional development for teachers and trainers.
She also advocated stronger partnerships with industry to facilitate apprenticeships, industrial attachments and workplace learning.
The minister urged stakeholders to ensure that women, persons with disabilities and young people from underserved communities had equitable access to the new training opportunities.
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