Curriculum alignment has become a cornerstone in the pursuit of educational quality and equity, serving as a means of ensuring consistency in teaching, learning, and assessment across all grade levels. This study critically investigates the level of curriculum alignment in Nigerian basic and secondary education, with a particular focus on vertical and horizontal alignment, instructional coherence, and assessment integration. Using a descriptive survey design, data were collected from 200 teachers, school administrators, and curriculum officers through structured questionnaires. Findings reveal a moderate degree of curriculum alignment, with notable inconsistencies in transitional classes, inadequate teacher training, resource deficiencies, and misaligned assessment strategies. The study integrates Constructivist Theory, Tyler’s Rationale, Backward Design, and Systems Theory to explain the interrelationship between curriculum components and learning outcomes. It concludes that curriculum misalignment contributes to learning inefficiencies, gaps in knowledge progression, and inequities in educational delivery. The study recommends teacher professional development, curriculum mapping tools, better supervision, and policy frameworks aimed at improving alignment. The study contributes to both theory and practice by offering a framework for policymakers and practitioners to improve curriculum coherence and effectiveness across educational levels.
GUNDE et al. (Fri,) studied this question.
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