In classrooms across Anambra State, a quiet transformation is taking place as junior secondary students who once moved from one theory-heavy lesson to another are now being exposed to learning that looks and feels different. Some are handling basic electrical components, others are learning how everyday technology works, while a growing number are being introduced to creative and technical crafts that have clear economic value. Education in the state is being reimagined, not as a pathway that ends with certificates alone, but as one that begins early with practical capability.
This shift follows the state government’s decision to integrate a broad range of entrepreneurial and vocational learning areas into the Junior Secondary School curriculum. Announced in Awka by the Post-Primary Schools Service Commission, the reform introduces hands-on skill development into mainstream schooling, ensuring that students begin to understand how knowledge translates into work, income and innovation while they are still in school.
Rather than isolating skill acquisition as an optional or post-school activity, the new curriculum blends practical learning into everyday instruction. Students are now exposed to how renewable energy systems are installed and maintained, how mobile phones are repaired, how clothing is designed and produced, and how digital tools can be used to solve real problems. Creative fields sit alongside technical ones, while emerging areas such as robotics and information technology reflect the realities of a fast-evolving global economy.
At the heart of the reform is a deliberate shift away from an education model that prioritises examinations over usefulness. Speaking at the programme’s launch, the Chairperson of the Post-Primary Schools Service Commission, Prof. Nkechi Ikediugwu, described the initiative as an effort to raise young people who are equipped to create value for themselves and for society. The emphasis, she noted, is not simply on preparing students to search for jobs, but on giving them the foundation to generate opportunities.
Education specialists in attendance, including voices from Nnamdi Azikiwe University, Awka, agreed that the demands of today’s economy require more than traditional classroom instruction especially with technology reshaping how work is done and how businesses are built. They argued that early exposure to practical problem-solving and technical thinking is no longer optional but essential.
Anambra’s move also reflects a broader national shift in how basic education is being reconsidered in Nigeria. Recent changes to the national curriculum have placed greater importance on vocational and trade-based learning at the junior secondary level. What distinguishes Anambra’s approach is how deliberately the state has aligned these reforms with local realities, focusing on skills that respond directly to energy needs, digital expansion and everyday services that drive the informal and formal economy.
The initiative builds on earlier investments by the Soludo administration aimed at strengthening the education sector. With expanded access to free education, large-scale teacher recruitment, upgraded science laboratories and increased funding for schools have laid the groundwork for a curriculum that is not only ambitious but increasingly practical.
As with any major reform, challenges remain such as ensuring adequate equipment, trained instructors and consistent delivery across schools will test the system in the months ahead but yet among educators and policymakers, there is a shared belief that the direction is right.
By introducing practical skill development at the junior secondary level, Anambra is redefining what foundational education can achieve. The classroom is no longer just a place for abstract learning, it is becoming a space where students begin to discover how knowledge connects to real life, real work and real opportunity.