Curriculum has been crafted and reviewed several times over the years by the joint efforts of education planners, schools and the government to reflect the goals of total education and improved education for Nigerians. Despite these efforts, the products of this system keep depreciating in quality by the day, reflectingthe dire need to take into cognisance the significance of context which cannot be separated from the educational system. This points to the socio-political and economic landscape being factored in ensuring efficiency of education in driving national development, one of its ultimate goals. The study, with a focus on primary and secondary education seeks to assess the relevance of Nigerian curriculum in the Nigerian context replete with poverty, unqualified teachers, poor methodology, inadequate facilities and distracted youths. The research through a questionnaire sought theviews of 98 students on their experiences in the three levels of education and examined the performances of some students in English as a general course (GNS 101)in three departments in Federal Polytechnic, Offa. The result revealed that the learners’ potential are not adequately developed in primary and basic schools where they spend their formative years in the Universal basic education system (9-3-4). The study concluded that with the efforts of welltrained teachers, the curriculum can be adjusted to suit different contexts and learners’ needs to make it more relevant and contribute to sustainable national development in Nigeria
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