Stakeholders in the education sector have called for a fundamental shift in Nigeria’s education system from memorisation and recall to application, creativity and problem-solving.

They stated that the country must begin assessing learners based on what they could do with acquired knowledge, rather than merely what they could remember.

This was at the 17th edition of the Total School Support Seminar Exhibition (TOSSE) with the theme, “The Future of Learning: Technology, Sustainability Creativity and Culture for a Changing World.”

The Special Adviser on Science, Technology, Engineering, Mathematics, and Medical Science (STEMM) to the Federal Ministry of Education, Adetola Salau said: “I see that we really need to make a shift, which is going from what do you know, because right now we are still so focused on what do you know, we assess on what do you know, but we need to move to what can you do with what you know, application, creation.”

According to her, Nigerian youths need skills in thinking, creating, collaboration and communication to remain relevant in a rapidly changing world.

She urged young people to leverage mobile technology to develop solutions to challenges in agriculture, education, transportation and climate.

“That’s what our future ready in Nigeria should be working on and thinking about how do they create solutions in those places,” Salau said.

She added that education should also test learners’ ability to solve problems, create, work with others, use technology and adapt when circumstances change.

The Convener of TOSSE 2026, Olawunmi Ogunde in her opening remarks and a panel session called for an education system that produces adaptive thinkers rather than conformists, stating that young people must be equipped to navigate rapid changes in technology, work and society.

Speaking on the theme, Ogunde said preparing children for the future must go beyond choosing courses or passing examinations.

“Preparing a child for the future cannot simply be about choosing a course or passing an exam. It’s much more than that. It’s helping them understand where they can thrive and how they can contribute to this changing world that we are seeing,” she said.

She said technology, Artificial Intelligence (AI), employment and communication were rapidly evolving, making critical thinking, creativity, communication and adaptability increasingly important.

Ogunde said: “What I’ll also add is when we train, I think we should train people to be adaptive thinkers and not conformists.”

According to her, young people should be encouraged to solve real-world challenges, while education must also promote cultural identity and confidence.

She said TOSSE provides a platform for educators, parents, policymakers, businesses and other stakeholders to exchange ideas and innovations.

Proprietor and Chief Executive Officer of Blooming Greens School, Mrs Susan Babatunde calls for Nigeria children to be raised firmly rooted in their culture while possessing the skills to function effectively in a global environment.

Babatunde said Nigeria must deliberately integrate cultural education into the school system while exposing learners to global languages, technology and practical skills.

“We’re Nigerians, and we’re raising our children to be global citizens. So we have to have a plan. We have to raise children who are rooted in our culture, who will also function well globally,” she said.

Babatunde advocated greater emphasis on moral and civic education, saying this would help children understand their identity and maintain connections with their roots even when they live or work outside the country.

She also called for the teaching of foreign languages, citing China as an example of a country with extensive international engagement.

Babatunde also stressed the need for schools to make cultural learning practical through native attire, music, arts, history and student-led activities.

She said curriculum development should reduce overload and focus more on competence, critical thinking, financial literacy, digital citizenship and climate action.

According to her, teachers must also be equipped to work with AI, while curricula should become more project-based and solution-oriented.

Her words: “Let us always test skills, not memorization. Add more case studies, data analysis, and problem-solving questions. Recognize alternate pathways. Give credit for coding certificates, vocational skills, and student-led ventures, instead of just all those theoretical exam questions.”

She urged assessment bodies, including JAMB, WAEC and NECO, to incorporate practical examinations, case studies, data analysis and problem-solving questions into assessments.