The recently revised Core Curriculum Minimum Academic Standards (CCMAS) for universities by the National Universities Commission (NUC) has sparked a clash with the Academic Staff Union of Universities (ASUU). ASUU has criticized the CCMAS, calling it a nightmarish model of curriculum reengineering and an aberration to the Nigerian University System, while the NUC has defended its position.
According to the NUC, contrary to ASUU’s claims of imposition, all stakeholders were involved in the review of the CCMAS. Dr. Noel Saliu, the Deputy Executive Secretary (Academics) of the NUC, stated this in a statement on Friday night in Abuja.
The NUC developed the CCMAS in 2022 to replace the Benchmark Minimum Academic Standards (BMAS) that had been in use since 2007. The CCMAS expanded the disciplines covered from 12 to 17, aiming to align the curriculum with the realities of the 21st century.
The NUC explained that the development of the CCMAS involved input from academic experts, professional bodies, government representatives, and the private sector, including the Nigerian Economic Summit Group (NESG). The NUC stated that 70% of the curriculum would be determined by the CCMAS, while universities would have discretion over the remaining 30%.
ASUU’s President, Prof Emmanuel Osodeke, described the CCMAS as an imposition, claiming that relevant organs of the university system were not properly consulted. He called for an urgent review of the new benchmark, characterizing the NUC’s action as an aberration.
In response, the NUC stated that the curriculum review was conducted in compliance with the Education (National Minimum Standard and Establishment of Institutions) Act No. E3 L.F.N. 2004, which mandated the commission to set minimum standards for universities. The NUC emphasized that its efforts in developing the CCMAS were widely acclaimed by Nigerian universities, the private sector, stakeholders in university education, and the international community. The commission also noted that many ASUU members, including professors and academics, participated in the curriculum reengineering exercise.
The NUC clarified that universities would have the flexibility to include additional courses beyond the 70% covered by the CCMAS in order to meet their specific needs. The commission emphasized that the 70:30 NUC:university curriculum provision aimed to eventually transfer curriculum development to the universities themselves, allowing them to introduce courses based on their unique characteristics.
ASUU, on the other hand, called for a more bottom-up approach, suggesting that universities should propose innovations for the review of their programs, which would then be synthesized by expert teams. They criticized the top-down nature of the CCMAS, advocating for a more collaborative process.
The clash between the NUC and ASUU highlights differing perspectives on the curriculum review process and the degree of involvement of stakeholders in shaping academic standards for Nigerian universities.