The National Board for Technical Education says it has intensified efforts to strengthen health education by developing a new Higher National Diploma curriculum in Health Education and Promotion.

Speaking at the national curriculum pre-critique workshop on Monday in Kaduna, the director of curriculum development at NBTE, O.O. Bello, described the initiative as crucial to advancing health education and reinforcing Nigeria’s healthcare system through quality technical training.

Mr Bello said the board was already working on its tenth curriculum this year, underscoring its determination to align programmes with international best practices and produce globally competitive graduates.

He said that emerging diseases, rising non-communicable diseases, and rapid technological innovations demanded industry-relevant curricula that equip students with practical, employable skills.

According to him, the curriculum serves as the blueprint shaping the competencies of health education and promotion officers for effective service delivery across all tiers of healthcare.

He explained that efforts were underway to harmonise National Diploma and HND curricula, integrate digital health technologies and simulation-based learning, and ensure alignment with professional standards for practice.

Mr Bello assured the participants of the board’s full technical backing, urging them to contribute their expertise to building a robust, forward-looking curriculum for the profession.

The president of the National Association of Health Educators, Shehu Adaramaja, applauded the board’s continued partnership and responsiveness to professional needs.

Mr Adaramaja said the association remains committed to collaborating with the Board to guarantee seamless academic progression for diploma holders and strengthen career pathways in health education.

Declaring the workshop open, NBTE’s executive secretary, Idris Bugaje, appreciated the association’s collaboration following the successful rollout of the programme.

Mr Bugaje, however, lamented funding constraints affecting curriculum development and stressed that skills remained dynamic and constantly evolving.

(NAN)