It is no news that, quality education is a goal seeming almost unachievable in most third world countries. Ranging from lack of infrastructural incentives, financial insecurities, inadequate funding priorities and technical incapacities, many developing countries had been struggling to balance their educational system. Of these backlashes, the most chronic one frustrating educational development in Nigeria is the problem of outdated curricula and conservative learning process. If facts and figures are to be followed, the educational curricula presently being utilized in Nigeria is obviously far older than the country itself. These curriculums are vivid remnants of the imperial educational system passed down by the British colonial government sixty years ago, and to a large extent are still very much in use even when the original authors had constantly been revising theirs so to suit contemporary demands. Nigeria currently practices a 25 year old educational system called the Universal Basic Education (UBE), and the aim of this project is to achieve the Millennium Development Goals (MDGs) by 2020. However, the year 2020 is passed now, but considering the nature and productivity of education in the country at present, it would be insane to call what we have ‘development.’ From Primary to Secondary School, almost every piece of information meant to teach pupils lacks all sense of contemporary ingredients. While Nigerian students are still looking for x and y, junior school students in developed countries are already learning Programming, UI/UX Designs, Front-End & Back-End and many other 21st century skills. Japan, Asian fat cat now trains its youngsters towards opportunities that are yet to come into existence, towards employability in a universe where unemployment seems souring higher against the backdrop of chronic joblessness. For the records, many of what are being taught in Nigerian schools end up of no use. The likes of quadratic equation, trigonometric ratio, bearing among others are topics we still wonder how they have impacted our respective lives. Why bother student with visionless and brain draining subjects when they could basically be equipped with contemporary initiatives like; agriculture, modeling, craftsmanship, digital skills amongst several other lucrative skills? Professor Patrick Yalokwu, while delivering a lecture at Crawford University, openly expressed disappointment as he described the situation of education in the country; “many of the curricula were developed over 20 years ago and they are kind of subject-oriented curricula. The kind of curriculum we need is more of functional one which talks about entrepreneurship rather than white-collar job” The failures of this outdated curricula is vividly evident in tertiary institutions. Yearly, higher institutions churn out half-baked graduates who believe that a well-furnished office space is their destination after school, but sadly because of the faulty curriculum they have been subjected to for the numbers of years spent while studying, their chances of getting good jobs is often very unlikely because they do not possess the necessary skills and dexterities required in the ever competitive labor market. In some cases however, this issue isn’t often the faults of institutions but the Nigerian education regulators who often ensure strictly that all institution comply and teach archaic and outdated contents, thereby restricting the cognitive growth of the nations youngsters who are required to think out of the box. In otherwords, many of the courses in tertiary institution are more than outdated, but yet, schools still require that they be learnt. Another saddening situation is that, examinations in tertiary institutions isn’t often based on actual learning, but cramming, and this mostly is because emphases are centered more on the acquisition of ideational terms and not on the significant impacts of the contents on students’ ability to apply the terms in real life circumstances. Way Forward In global ranking, Nigeria in terms of education had been rated very low due largely to her many unending physiological constraints and unprogressive curricula. To ensure sustainability however, it is crucial to revisit the present academic curricula so as to standardize the data with quality contents and materials, “Education with a quality curriculum is the foundation on which a quality country will thrive and stand shoulder to shoulder with other countries” (Dr Edwin Agwu, 2021). Also Comparing and leveling up such curricula with those in advanced countries would greatly assist educational development. Another thing is that, there should be a way of filtering the admission and recruitment of teachers. Only qualified teacher should be drafted in, since good teachers are the bedrocks of quality education. Also, schools should be properly funded and teachers be remunerated adequately. Lack of payment of salaries and gratuity has been recognized as one of the causal factors schools go on incessant strikes and demonstrations. Finally, students of higher institutions should be adequately oriented about life after school and be implored to learn and possess contemporary skills so that they end up graduating with something to fall back on, and not jobless.