Author(s) :

Abubakar Usman Lamido (PhD); Naziru Usman Abubakar.

Volume/Issue :

Abstract :

This study examines the relationship between educational curriculum and military discipline at Command Secondary School Kaduna, a military-administered secondary institution in Nigeria. Despite the significance of military schools in Nigeria’s educational history, limited scholarship has examined how the institution’s curricular development and disciplinary regime have interacted to shape educational outcomes. Adopting a historical methodology, the study draws on archival records, official government and military documents, oral testimonies from former and current students, educators and administrators, and relevant scholarly literature. It traces the evolution of the school’s curriculum and disciplinary framework and assesses their implications for academic performance, character formation and broader educational outcomes. The findings indicate that the regimented disciplinary structure fostered work ethic, leadership competence, responsibility and orderly conduct among students. However, its rigidity could constrain creative learning and generate tensions with contemporary pedagogical approaches centred on critical thinking and learner participation. The study therefore argues that military discipline can contribute positively to educational formation when balanced with pedagogical flexibility and student-centred practices. It contributes to the history of military education in Nigeria by demonstrating the institutional interplay between curricular development and disciplinary practice and recommends periodic curriculum review, appropriate student-support mechanisms and professional development for educators to reconcile military discipline with contemporary educational objectives. Keywords: Keywords: Educational Curriculum; military discipline; Command Secondary School Kaduna; military education; character Formation.

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