The National Senior Secondary Education Commission (NSSEC) has given a tall order to states to implement the newly-introduced National Minimum Standards for Secondary Education within 12 months. Given the enormous scale of work still required across states to deliver quality and affordable education in line with the Sustainable Development Goal 4, the new policy, which is designed to ensure standards enforcement, teacher development, digital expansion and infrastructure upgrades, is no less a remarkable initiative. But, observers believe it should have been followed up with sustained drive since its introduction in February this year. With various challenges plaguing education in states, the 12-month timeframe may seem a mirage. A phased implementation plan where the most critical standards are met first, with longer timelines for more complex improvements is seen as ideal by critical stakeholders. DAMOLA KOLA-DARE reports.
With education in the country needing a breath of fresh air to meet with global best practices, the National Senior Secondary Education Commission (NSSEC) introduced the National Minimum Standards for Secondary Education with a mandate for state governments to implement within a 12-month window.
Executive Secretary of the commission, Dr. Iyela Ajayi, expressed its commitment to reshape the sector through standards enforcement, teacher development, digital expansion and infrastructure upgrades.
At the launch in February, the Education Minister, Dr Tunji Alausa, noted that the document which was developed by NSSEC through extensive collaboration with stakeholders, and approved by the National Council on Education (NCE), will serve as a guiding framework to ensure that senior secondary education across Nigeria adheres to high-quality standards.
“It is our blueprint for ensuring consistency, accountability and measurable improvement in our education sector. Our commitment to reforming the education sector includes initiatives such as curriculum modernisation, teacher training programmes and infrastructural development.
“We are also working towards expanding access to digital resources in schools and fostering partnerships with technology firms to bridge the gap between traditional teaching methods and contemporary innovations,” Alausa said.
Ajayi described the document as a strategic response to the challenges and gaps identified in the senior secondary education sub-sector.
“Over the years, we have observed disparities in curriculum implementation, teaching quality, school infrastructure and learners outcomes across different states and schools. These inconsistencies have contributed to an uneven access to quality education, limiting the potential of many learners.
“With these newly developed standards, we now have a comprehensive framework that sets clear benchmarks for learning content, teacher qualification, school facilities, learners assessment, and governance in all senior secondary schools across Nigeria.
“This initiative aligns with global best practices and national policies aimed at ensuring that every child receives a high-quality education, regardless of location or socio-economic background,” he said.
According to him, the new document addresses critical areas that are fundamental to quality education, including; curriculum and learning outcomes; teacher qualification and professional development; infrastructure and learning environment; quality assurance through a robust monitoring and evaluation; school governance and leadership; planning, research and statistics; among others.
However, stakeholders reckon that implementing these standards in just 12 months would pose serious challenges given the current limitations in infrastructure, personnel and funding, while others see it as a necessary push for states to prioritise secondary education.
For them, achieving the full scope of infrastructural goals within 12 months is “highly ambitious”. They sought improvements in critical areas.
Implementation, timeline and challenges in states
National President of Early Childhood Association of Nigeria (ECAN), Prof. Babajide Abidogun, said implementing the minimum standards within 12 months would require an accelerated infrastructural development plan. He noted that given the limited timeframe, it’s unlikely that most states can overhaul existing infrastructure to meet the desired standards in such a short period.
He said while the NSSEC’s roll-out of the National Minimum Standards is a step in the right direction for improving education in Nigeria, implementing these standards in just 12 months is extremely challenging given the current limitations in infrastructure, personnel, and funding.
He said: “To make this feasible, states would need focused, high-impact interventions (e.g., prioritising key areas like teacher recruitment and emergency infrastructure repairs).
“A phased implementation plan where the most critical standards are met first, with longer timelines for more complex improvements.
“Collaboration between all levels of government, NGOs, and the private sector to secure additional funding and technical support.
“Overall, while it’s theoretically possible to make some progress, fully meeting the standards in 12 months would require significant intervention, financial support and careful planning.”
Poor infrastructure
Prof. Abidogun said: “Many states are facing significant deficits in terms of educational infrastructure. Secondary schools are often characterised by overcrowded classrooms, poor sanitation, inadequate access to learning resources (e.g., libraries, laboratories), and a lack of basic amenities (e.g., electricity, functional toilets).
“However, states could prioritise low-cost improvements, such as: Repairing dilapidated buildings and classrooms by focusing on the most urgent issues like roofing, walls, and furniture.
“Upgrading existing facilities with essential tools like desks, blackboards, and basic ICT infrastructure.
Collaborating with private and non-governmental organisations (NGOs) to fund certain infrastructure projects.
“In short, achieving the full scope of infrastructural goals within 12 months is highly ambitious, but some improvements can be made, especially in critical areas.”
Imperative of substantial funding
Abidogun also stressed the need for substantial funding for full realisation of the standards.
“For the NSSEC’s minimum standards to be fully realised, a substantial increase in funding will be required. This includes capital expenditure for infrastructure improvements and new facilities,operational costs for day-to-day management of schools, including salaries for new staff, teaching resources, and administrative support,” he said.
The don urged states to find ways to either increase their own education budgets or secure external funding from federal sources, development partners, or the private sector.
“Additional funding might also be required for teacher training programmes and the procurement of necessary educational materials (e.g., textbooks, laboratory equipment, etc.).
Given that the majority of states are already struggling with inadequate budgets for education, finding the necessary funds in just 12 months is highly unlikely unless there are drastic increases in education funding from federal or local governments or partnerships with external organisations,” he added.
12-month window necessary push for states
For EdTech Specialist Isaac Joseph Olanrewaju, NSSEC’s 12-month directive is a necessary push for states to fix secondary education.
In a chat with The Nation, the Edtech Specialist stated that for too long, public secondary schools have suffered from collapsing infrastructure, unqualified teachers, and chronic underfunding. He stressed that the 12-month timeline is not the problem, noting that the real issue is years of neglect that made such a directive necessary.
He said: “Many states argue that the standards are too demanding, given their limited resources. But this raises a critical question: If basic learning conditions have not been met in decades, how long should Nigerians continue waiting? The truth is, meaningful progress is possible within a year—if states finally prioritisel; education.
“States must begin with rapid audits of all secondary schools to identify urgent needs. Interventions should be phased and strategic, focusing first on safety, classroom rehabilitation, science laboratories, and teacher competence.
Teacher recruitment and training must be driven by merit, not politics. To bridge funding gaps, states must aggressively pursue partnerships with the private sector, donor agencies, and development partners. Above all, education budgets must be protected from diversion.
“NSSEC’s standards should not be seen as unrealistic; they are the minimum any functional education system should provide. Nigerian children deserve classrooms that are safe, teachers who are qualified, and learning environments that prepare them for the future.
“If states claim they cannot meet even minimum expectations in 12 months, then they must explain why these same gaps have been allowed to persist for so many years. The countdown has begun—and this time, accountability must follow.”
National President, Association of Nursery and Primary Education Instructors in Nigeria (ANPEIN), Dr Simeon Fowowe, also concurs with the school of thought that said the timeline is not entirely an issue.
He said: “While the 12-month timeline to implement the National Minimum Standards for Secondary Education may seem ambitious given the challenges of infrastructure deficits, lack of qualified teachers, and funding issues, it is not entirely unfeasible. However, it will require a multi-pronged approach, strategic planning, and phased implementation. The Federal Government, in collaboration with state governments, needs to allocate sufficient resources, foster public-private partnerships, and streamline teacher training and recruitment. Moreover, a realistic understanding of the current challenges and a flexible timeline for full implementation may be necessary for ensuring sustainable improvements in Nigeria’s secondary education system.”
Vice Chancellor, African School of Economics (The Pan-African University of Excellence), Abuja, Prof. Mahfouz Adedimeji, said: “So, if the states take the challenge, work within the target and prioritise the implementation, it is achievable, in spite of the challenges. The operational philosophy that whatever a person can conceive and believe, he can as well achieve is relevant here. I believe it is possible.
“The big question is: do the states, particularly the governors, have the political will to prioritise education? It requires a true commitment to education to implement minimum standards and where commitment is lacking, excuses will be abundant.”
Unity schools are not left out
The task ahead is not for states alone. Dr. Ajayi has also underscored the need for a comprehensive repositioning of unity schools school education system, describing it as a critical foundation for economic empowerment and sustainable national growth.
He made the call while presenting the lead paper titled: “Education for Renewed Hope: Repositioning Secondary School Education for Economic Empowerment and National Development” at the 2025 Annual General Meeting of Principals of Federal Unity Colleges, held on November 10 at the Lagos Airport Hotel.
Addressing principals from across the country, Dr. Ajayi warned that Nigeria cannot achieve meaningful development without urgently transforming its secondary school structure to meet the demands of a global, knowledge-driven economy. He stressed that secondary school education must evolve from rote learning to a system built on critical thinking, scientific inquiry, technological competence and entrepreneurial skills.
According to him, the current model remains outdated and misaligned with modern workforce expectations. “A reformed secondary education system,” he noted, “is a catalyst for innovation, national productivity and inclusive growth.”
Dr. Ajayi’s presentation examined the key challenges confronting secondary schooling in Nigeria, including inadequate infrastructure, insufficient teacher training, poor digital integration, outdated curricula, weak career guidance and limited focus on STEM and vocational education. He emphasised that the Fourth Industrial Revolution requires a workforce equipped with problem-solving abilities, digital literacy and practical skills.
He maintained that entrepreneurial education must be central to secondary schooling if Nigeria hopes to reduce youth unemployment and stimulate small-scale enterprise development. “We must produce job creators, not just job seekers,” he said.
On teacher quality, Dr. Ajayi reaffirmed that no education system can rise above the quality of its teachers. He called for regular professional development, improved welfare packages and the revitalisation of teacher-training institutions to meet global best practices.
Despite the enormity of the challenges, he insisted that the task is achievable. What is required, he said, is robust political will, strategic investment and visionary leadership—the type capable of implementing long-term reforms rather than short-term interventions.
Dr.. Ajayi urged principals to return to their schools as champions of transformation. “Our students are not just students; they are the future inventors, entrepreneurs and leaders of this great nation,” he declared. “They hold the key to Nigeria’s renewed hope and economic prosperity. It is our sacred duty to provide them with an education that unlocks their potential and positions them to drive national development. Let us begin this work today.”
