Education
NIGERIAN EDUCATIONAL SYSTEM: A CRITICAL ASSESSMENT AND NEED FOR REVIEW
By: Professor Frank Amagwu & Chuks Sokari
The Nigerian educational system has experienced an inexcusable decline over the years, particularly in the last thirty years (1995 to date). This situation began in the 1980s during a troubling period known as the “expo era,” where systemic corruption permeated the West African Examination Council (WAEC) processes. Question papers were illicitly smuggled and sold to students ahead of examinations, setting a troubling precedent that has only spiraled in severity over the years.
As the reputation of public schools—both at the secondary and tertiary levels—deteriorated, an increasing number of Nigerians, particularly from affluent backgrounds, began to seek alternative educational options. Many opted for private institutions, both locally and abroad, creating a stark divide in educational access and quality. This trend not only exacerbated inequalities but also weakened public educational institutions, which became abysmally underfunded and neglected; poor (if not total absence of) infrastructure, inadequate remuneration for teachers, and increased strikes and restiveness of students were manifest.
Public schools increasingly became associated with poverty and lower standards, while private schools flourished for those who could afford them, thus fostering a troubling class consciousness among Nigerians. Sadly, this situation has not only remained unchanged but has become worse.
Tragically, the Nigerian educational system has suffered a final blow, relegating it to a status where only local or foreign private schools are deemed acceptable by the privileged elite.
REASONS FOR THE COLLAPSE OF OUR PUBLIC SCHOOLS
The Nigerian privileged class, comprised of economic operators in both the public and private sectors, is largely responsible for the decline and eventual demise of the Nigerian educational system. Employers are now more interested in foreign or private university graduates in their hiring decisions. This has created an undeniable stigma against local graduates and a strong desire to study abroad to prevent the glaring discrimination against them who, despite their qualifications, are still deemed inferior and inadequately trained for employment. Worse still, for graduates of our public schools, it is a case of ‘to your tents, oh Israel’, and many, out of frustration from years of job hunting, end up as okada riders or Keke drivers.
The authorities at the top echelon of our educational sector, often complicit with private interest, have, over the years, amassed tremendous wealth through corruption and mismanagement of public funds to establish their own private secondary schools and universities. This has led to the proliferation of private secondary schools and universities that cater exclusively to the wealthy, further exacerbating the challenges faced by public education and driving more students away from public institutions.
IMMEDIATE EFFECTS OF THE BOOM IN PRIVATE EDUCATIONAL INSTITUTIONS…
1. Emergence of more private universities with inadequate infrastructure.
2. Attractive profit margins for investors, charging higher school fees without corresponding training facilities and quality of results.
3. Increased corruption among authorities in the ministries responsible for approving/licensing new schools, leading to poor standards in monitoring and evaluation.
4. Growing appetite and patronage for private university and secondary school education.
5. High school fees as a distinguishing criterion for the quality of education in Nigeria.
6. High influx and increased student population in private schools.
7. Contamination of monitoring and evaluation standards, which have plagued public schools, is now prevalent in private schools as well.
In the end, as the classical economists would say, ‘we are all dead.’ What goes around comes around. Most private universities and secondary schools have now become glorified commercial enterprises, suffering much the same fate as public schools, despite the enormous fees being paid by parents.
In all these instances, ‘Nigeria is happening to us’ across the various sectors of our economic landscape.
THE WAY FORWARD
To reverse the decline of Nigeria’s educational system, a comprehensive overhaul is imperative. Stakeholders—including the government, private sector employers, educators, and parents—must engage in a collaborative effort to rebuild public education. This includes prioritizing funding for infrastructure, enhancing teacher training and support, and implementing policies that ensure equity across all educational institutions.
Furthermore, public perceptions of local education must be transformed. By valuing and promoting the achievements of graduates from public schools, we can begin to dismantle the stigma that has been attached to these institutions and instill pride in what they can offer.
In conclusion, the Nigerian educational system is at a critical juncture. The pathway forward requires collective action and a renewed commitment to ensuring that all Nigerian children, regardless of their socioeconomic background, have access to quality education that equips them for the future. Only then can we hope to restore integrity and functionality to our educational landscape.
The Urgent Need for Review of the Nigerian Educational System
The deteriorating standards of Nigeria’s educational institutions and the quality of its graduates together underscore the dire need for a comprehensive review of the educational system. In an increasingly interconnected and competitive world, it is imperative that Nigeria’s educational system aligns with global information technology innovations and advancements.
The current structure of Nigeria’s educational system is unsuitable and inadequate to meet contemporary global standards and demands. The system is fragmented, with varying quality across public and private institutions. This has led to a significant gap in educational outcomes, with many graduates lacking the skills and knowledge needed to compete in the global job market.
To address these issues, the Nigerian educational system can be restructured into the following five categories:
Nursery and Primary Education
Secondary Education
Technical Educational Institutions
Public University Education
Private University Education
This restructuring aims to create a more cohesive and standardized system that ensures quality education at all levels. It envisages a system where there will be no more private secondary and private technical/tertiary education institutions in Nigeria.
To implement this effectively, the following measures should be considered:
Four ministries of education should be established, each headed by two ministers—one senior and one junior—responsible for specific areas such as nursery and primary education, secondary education, technical education, and university education.
Separate education boards should also be established to supervise the management of these specific institutions. This will ensure focused and efficient oversight.
The following additional areas should also be included in the review:
School Fees: An implementation of regulations to check arbitrary and discriminatory fees. Standardization of fee structures will ensure affordability and accessibility for all.
Infrastructure and Logistics: Investment in infrastructure and logistics will provide a conducive learning environment. This includes building and maintaining of classrooms, libraries, laboratories, and other essential facilities.
Hostel and Accommodation Evaluation: Periodic evaluation of hostel and accommodation facilities will ensure they meet safety and comfort standards.
Industry Collaboration: Fostering of strong collaboration with industries will offer opportunities for student attachments and internships. This will provide students with practical experience and enhance their employability.
Exchange Programs: Encouragement and promotion of exchange programs with international institutions will expose students to diverse cultures and educational practices, thereby broadening their perspectives.
University Sports and Games: Organizing university sports and games for both private and public universities will promote physical fitness, teamwork, and a sense of community among students.
CONCLUSION
The current state of the Nigerian educational system is a call to action. It is clear that without immediate and comprehensive reforms, the system will continue to fail the youth and, by extension, the nation. The proposal to revamp the educational structure into distinct categories, coupled with the establishment of specialized ministries and supervisory boards, represents a strategic approach to addressing systemic failures. By tackling issues such as fee regulation, infrastructure, industry collaboration, and international exchange programs, Nigeria can forge a path towards an educational system that not only meets global standards but also serves as a pillar of national development.
The success of these reforms hinges on the unwavering commitment and collaboration of all stakeholders—government, educators, private sector, and parents. By prioritizing education and ensuring equitable access and quality, Nigeria can uplift its youth and position itself competitively on the global stage. In doing so, we will not only restore the integrity of our educational institutions but also lay the foundation for a brighter, more prosperous future for Nigeria.
Professor Frank Amagwu is Faculty; Micro & Dev. Finance, Apollos University Great Falls, Montana USA. Also, Adjunct Professor, Accounting & Finance, PG Biz Sch, ANAN University.
Chuks Sokari is a Retired Deputy Director (Operations), CBN.
…As governor shares touching moment with child, reinforces vision of a brighter future for the next generation
For Governor Peter Mbah of Enugu State, leadership is not merely about building roads, bridges and other physical infrastructure. It is equally about investing in people, particularly children whose future depends on the decisions and investments made today.
This vision finds expression in his administration’s ambitious Smart Green Schools initiative, designed to transform the educational landscape of Enugu State and equip young people with the knowledge, digital skills and opportunities required to compete in a rapidly changing world.
In this heartwarming photograph, Governor Mbah is seen holding a young child during a public engagement, a moment that offers a compelling illustration of the generation his administration’s educational reforms seek to serve.
Beyond the symbolism of the photograph lies a broader development agenda that places education, human capital development and the welfare of young people at the centre of governance.
Through the construction of 260 Smart Green Schools across the state’s electoral wards, the Mbah administration is pursuing a future in which access to modern learning facilities will no longer be the exclusive privilege of children from wealthy backgrounds or urban communities.
The initiative reflects a commitment to bridging educational inequalities, encouraging innovation and preparing Enugu children for opportunities beyond the traditional classroom.
For Mbah, the true measure of development is not simply what a government builds during its tenure, but the opportunities it creates for generations yet unborn.
The child in his arms today could become tomorrow’s scientist, engineer, medical doctor, entrepreneur or political leader.
And that, perhaps, is the strongest message behind his administration’s investment in education: the future of Enugu is not something to be awaited; it is something to be deliberately built, one child and one school at a time.
Education
Caleb British International School Wins Zenith Bank Young Innovators Challenge, Bags ₦5m Prize
Caleb British International School (CBIS), Abijo, Lagos, has emerged national champion of the Zenith Bank Future Innovators Challenge, winning the grand prize of ₦5 million for its student-developed digital platform, ReLearn.
The school clinched the first position at Zecathon 6.0, the 2026 innovation programme, defeating other finalists from across Nigeria.
The winning team comprises four senior secondary school students: Deborah Iweha, Makayla Inyere, Fife Alonge and Okeke Janelle.
ReLearn is a digital platform designed to make unused textbooks available to students who need them, helping families reduce the cost of educational materials while improving access to learning resources.
According to the project description, the students developed the platform after conducting independent research with parents and identifying the high cost of textbooks as a challenge facing many families.
Team member Deborah Iweha said the platform would help families save money and ensure that children had access to the appropriate textbooks for their studies.
Another team member, Fife Alonge, said ReLearn would help bridge educational gaps by enabling children in underserved communities to obtain quality learning materials at a fraction of the market price.
The initiative aligns with three United Nations Sustainable Development Goals: Quality Education, Reduced Inequalities, and Responsible Consumption and Production.
The Future Innovators Challenge is organised by Zenith Bank in partnership with Beyond Limits as part of the broader Zecathon 6.0 programme. It provides senior secondary school students with opportunities to develop skills in teamwork, problem-solving and technology.
The competition offers a combined prize pool of ₦10 million for the top three schools.
With the ₦5 million prize money, the CBIS team plans to expand ReLearn beyond the school to make thousands of additional textbooks accessible to Nigerian students.
The Director of Caleb Group of Schools, Dr. Oladega Adebogun, expressed delight at the achievement, describing the students as worthy ambassadors of the institution.
Adebogun attributed the success to the school’s investment in modern information and communication technology learning hubs, innovation laboratories and audiovisual facilities.
He said the achievement reflected the school’s commitment to academic excellence and entrepreneurship, while expressing gratitude to parents, management and staff for their contributions to the victory.
The latest feat adds to a successful year for the Caleb Group of Schools, which recently recorded international recognition at the British Council Recognition and Outstanding Learner Awards (BROCLA) 2026.
At the awards, Akota-Chika Serena of CBIS Magodo emerged as the world’s best student in IGCSE English, while Adekimi Tolulope Israel of CBIS Lekki was recognised as the world’s best in IGCSE Mathematics.
The winning ReLearn team also acknowledged the support of the school’s leadership, including the Director, Adebogun; Head of School, Ms. Colette O’Hehir; Principal, Mr. Kasimu Rabiu; and Deputy Principal, Mr. Oluwabunkumi Ogbowa.
The students were coached by mentors of the CBIS Young Entrepreneurs Club, including the club coordinator, Mr. Israel Adewuyi; Mr. Gbadebo Clement; Mr. Adedayo Olaoluwa; Miss Uche Okeke; and Miss Awodiya Dorcas, alongside the school’s Head of Competition, Mr. Awoyemi Samuel.
Euston University has invited prospective students to apply for admission into its available academic programmes for the 2026/2027 academic session following the successful completion of a Resource Verification Exercise and subsequent approval by the National Universities Commission (NUC).
The Acting Vice-Chancellor of the university, Professor Felicia Moh, disclosed this during a visit to the University Senate Chambers, where she expressed appreciation to the NUC for the exercise and reaffirmed the institution’s commitment to maintaining the regulatory standards required for quality university education.
Prof. Moh commended the university’s Chancellor, Her Excellency Mrs Eunice Ukamaka Egwu, for her vision and investment in the institution, particularly her commitment to expanding access to quality higher education and creating opportunities for young people in Ebonyi State and beyond.
She noted that the university had made significant investments in infrastructure, academic facilities and human resources to provide a conducive environment for effective teaching, learning and research.
The Acting Vice-Chancellor also praised the leadership of the NUC for its ongoing reforms and commitment to strengthening the quality and relevance of university education in Nigeria.
According to her, the successful Resource Verification Exercise and subsequent approval by the commission represent a significant milestone in the development of Euston University and pave the way for the commencement of academic activities in the approved programmes.
She urged prospective students, parents, guardians and members of the public to take advantage of the opportunity to secure admission into the university for the 2026/2027 academic session.
Education
Ihejirika Hails Mbah’s Infrastructure Drive as Coal City University Inaugurates Governing Council
Former Chief of Army Staff, Lt. Gen. Azubuike Ihejirika (rtd.), has commended Enugu State Governor, Peter Ndubuisi Mbah, for his infrastructural development efforts across the state.
Ihejirika gave the commendation in a special message to Governor Mbah during the inauguration of the Governing Council of Coal City University, Enugu, held on Wednesday, October 7, 2026.
The former Army Chief’s commendation came as the university formally inaugurated its new Governing Council, with its chairman pledging to provide strategic leadership aimed at strengthening academic excellence, good governance and sustainable growth.
In his inaugural address, the Chairman of the Governing Council described his appointment as both an honour and a major responsibility, saying the council had been entrusted with the future of an institution impacting thousands of young people.
He commended the Chancellor and Proprietor of the university, Sir Chinedu Ani, for his vision, determination and personal commitment to establishing and developing Coal City University.
According to him, building a university requires enormous resources, infrastructure, courage and perseverance, stressing that universities remain critical to nation-building because they prepare young people for employment, responsible citizenship and leadership.
The council chairman said the new Governing Council would work closely with the Chancellor, Vice-Chancellor and management to ensure that the university remained faithful to its founding vision.
He identified five major principles that would guide the council: academic excellence; good governance and accountability; student development; institutional growth and sustainability; and preservation of institutional values and integrity.
He said the university would support initiatives aimed at strengthening teaching, research, innovation and scholarship, while promoting transparency, prudent management of resources and adherence to regulatory standards.
On student development, he stressed the need to produce graduates who combine intellectual excellence with discipline, integrity, entrepreneurship, creativity, leadership and respect for human dignity.
The chairman also noted that the higher education sector was changing rapidly due to technology, artificial intelligence, evolving workplace demands, research and innovation.
He therefore called for stronger partnerships, international outlook, research capacity, infrastructure development and financial sustainability to enable Coal City University to anticipate and respond effectively to emerging challenges.
He further warned that the reputation of the university would depend not only on its physical infrastructure but also on the integrity, professionalism, fairness and accountability of members of its community.
The council chairman assured the university’s management of the council’s support while emphasising that the governing body would respect the distinction between governance and administration.
He charged the Vice-Chancellor and principal officers to maintain high standards of excellence, transparency and accountability, while commending members of staff for their contributions to the development of the institution.
He also urged students to take full advantage of the opportunities offered by the university, pursue knowledge with seriousness and cultivate discipline and integrity.
He said the long-term ambition should be for Coal City University to gain recognition for the quality of its graduates, relevance of its research, integrity of its leadership and positive contribution to society.
The chairman expressed appreciation to the Board of Trustees and the Chancellor for the confidence reposed in the newly inaugurated council and prayed for wisdom and courage for its members.
The event was attended by the Chancellor and Proprietor of Coal City University, Sir Chinedu Ani; the Vice-Chancellor; members of the Board of Trustees; principal officers; members of the newly inaugurated Governing Council; university staff and other distinguished guests.
The event ended with prayers for the continued growth of Coal City University, the development of Enugu State and the progress of Nigeria.
The Ondo State Ministry of Education has summoned a public secondary school principal in Oke Aro, Akure, following reports that prospective students were subjected to blood tests as a condition for admission into Junior Secondary School 1 (JSS1).
The development reportedly occurred during the 2026/2027 academic session and has raised concerns among parents and education stakeholders in the state.
Newly admitted students at the school were allegedly directed to undergo blood tests at a small retail shop located opposite the school before their admission could be completed.
A parent alleged that she was instructed to pay ₦8,000 for what was described as an emergency JSS1 admission test, adding that her ward would not be admitted without undergoing the test.
Following the report, the principal was reportedly summoned by officials of the state Ministry of Education to explain the circumstances surrounding the blood-testing exercise.
The principal, according reportedly acknowledged being aware of the blood-taking exercise but denied involvement in organising it. She reportedly told officials that the practice had been in place before she assumed office as the school’s principal.
The Permanent Secretary of the Ministry of Education confirmed that the principal had been summoned on the directive of the Commissioner for Education, Prof. Igbekele Ajibefun, to clarify the circumstances surrounding the development. A query was also reportedly issued to the principal.
The commissioner, in a separate interview said the state government did not authorise any school principal to make blood sampling a requirement for admission.
He described the practice as strange to the ministry and stated that no such directive had been issued by the government.
Meanwhile, the Nigeria Security and Civil Defence Corps (NSCDC) in Ondo State has reportedly taken over the investigation.
The Corps’ spokesperson in the state, David Dan, confirmed that a man identified as Alfa had been arrested in connection with the incident.
According to him, although Alfa’s shop was allegedly used for the blood-taking exercise, the individual who carried out the actual procedure was said to be at large.
The NSCDC reportedly assured that efforts were ongoing to apprehend the fleeing individual, while further information obtained during the investigation could help determine whether other persons were involved.
The development has also renewed concerns among some parents over alleged illegal charges and other practices in public schools.
A parent, Mrs Olaoba Josephine, from Estate High School, Shagari Village, Akure, alleged that parents were instructed to come to the school with their ATM cards to pay school fees, claiming that a POS operator was already stationed at the school to receive payments.
Parents also alleged that some principals continue to engage in practices such as the sale of textbooks to students, despite the reported abolition of such practices.
One parent who spoke on the broader issue alleged that some school principals had adopted different methods of collecting money from parents and newly admitted students, while calling for closer monitoring of public schools by relevant authorities.
The Ministry of Education and security agencies are expected to determine the circumstances surrounding the alleged blood-testing requirement and establish whether any individuals or officials should face further action.
Source: Germane reporters
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