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Tag: Education

  • Education remains pillar of development, says Abiodun

    Education remains pillar of development, says Abiodun

    • Donates N2 million to overall best graduating student of OOU

    Governor Dapo Abiodun has reaffirmed that education remains a cornerstone of his administration’s developmental agenda, emphasizing continued investment in the sector as essential for securing the state’s future.

    The governor made the statement during the 35th Convocation Ceremony of Olabisi Onabanjo University (OOU), held at the institution’s permanent site in Ago-Iwoye. The event was particularly significant as it coincided with Ogun State’s 50th anniversary, with Governor Abiodun noting that the university stands proudly among the legacies of this defining milestone in the state’s history.

    Represented at the ceremony by his Deputy, Engr. Noimot Salako-Oyedele, Governor Abiodun lauded OOU for producing competent, innovative, and future-ready graduates while upholding high standards of discipline, innovation, and service. He commended the Pro-Chancellor, Professor Toyin Ashiru, the Vice-Chancellor, Professor Ayodeji Olayinka Johnson Agboola, and members of the Governing Council and Senate for sustaining the university’s ideals.

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    “The 35th Convocation celebrates academic excellence, access, and institutional relevance,” Governor Abiodun said. “By placing reliable data at the centre of decision-making, our administration has enhanced transparency, improved outcomes, and ensured that every intervention across the education value chain is strategic and measurable.”

    Highlighting his administration’s commitment, the Governor revealed that ₦275.4 billion, representing 17% of the state’s ₦1.7 trillion 2026 budget, was allocated to education. “This reflects our determination to expand access to quality education, reduce inequality, and ensure no child is left behind, regardless of background or location,” he said.

    Governor Abiodun congratulated the graduating students, urging them to continue learning, asking questions, and serving as ambassadors of the university. As a demonstration of support for academic excellence, he donated ₦500,000 to each of the 13 best graduating students from the university’s faculties and ₦2 million to Master Ajayi David of the Faculty of Engineering, who emerged as the overall best graduating student.

    In his remarks, Vice-Chancellor Professor Ayodeji Olayinka Agboola praised OOU’s tradition of excellence, noting that the university currently ranks 16th nationally among 321 Nigerian universities, based on academic visibility, research output, and web presence. He highlighted that the university is second only to LAUTECH among state-owned institutions in Nigeria.

    Professor Agboola also commended Governor Abiodun for prioritizing education as a catalyst for holistic and transformative development, reaffirming OOU’s commitment to advancing a knowledge-driven economy anchored on innovation, digital transformation, and sustainable development aligned with the federal government’s Renewed Hope Agenda.

  • Using education as tool for liberation, empowerment

    Using education as tool for liberation, empowerment

    In a country where conversations about education are often dominated by failing infrastructure, underpaid teachers and alarming out-of-school statistics, stories of impact can feel increasingly rare. Yet, across Nigeria, there are educators quietly rewriting this narrative; teaching not just to complete syllabuses, but to change lives. In this report, CHINYERE OKOROAFOR highlights the resilience and innovation of an English language teacher in Tudun Wada, Lugbe in the Federal Capital Territory (FCT), Abuja Sarah Yusuf, who continues to make a difference despite daunting challenges.

    Sarah Yusuf teaches English language at Wisdom International School of Excellence (WISE), Tudun Wada, Lugbe in the Federal Capital Territory (FCT), Abuja. As a teacher who walked into slum communities with books instead of excuses, she stayed back after school to prepare pupils for greater future.

    She is convinced that education must do more than prepare children for examinations. It must prepare them for life. This conviction earned her a place at the 11th edition of the Maltina Teacher-of-the-Year Competition during which she was announced the overall winner.

    On November 21, last year, that quiet conviction took her to Nigeria’s biggest teaching stage, where she clinched a N10 million cash prize, overseas capacity development training, and a N30 million school infrastructure project in her honour.

    Long before her name echoed recently through the ballroom of Eko Hotels and Suites in Lagos, the 31-year-old Yusuf was already known. But, her real story did not begin that night. It began years earlier, in places many teachers would rather look away from.

    Wisdom International School of Excellence is located in a community that mirrors the reality of millions of Nigerians-low income, under-resourced and often overlooked by policymakers and planners.

    For Yusuf, teaching was never meant to be mechanical. It was deeply personal and purpose-driven.

    “My teaching philosophy is anchored on the belief that education must go beyond informing the mind to transforming lives.

    “I do not regard learning as the memorisation of facts alone but as a pathway to empowerment, purpose and self-reliance,” she said.

    In Tudun Wada, this philosophy translates into lessons that are practical, reflective and firmly rooted in everyday realities. She noticed that many children struggled not because they lacked intelligence, but because learning was disconnected from their lived experiences.

    Rather than teach in abstraction, she began drawing deliberate connections between the classroom and the world her students navigate daily. Education became practical, relatable and empowering; lessons turned into conversations about life, writing exercises became tools for self-expression and reading opened windows to possibility.

    “In my classroom, students are encouraged to think critically, apply knowledge practically and understand how education connects to their lives and communities,” she said.

    The approach has shaped not only how her students learn, but how they see themselves; as thinkers, contributors and problem-solvers in their own right. What sets Yusuf apart is not just how she teaches, but where and why she teaches.

    Through the Voice from the Slum Initiative (VOISIN), Yusuf also began extending learning opportunities to underprivileged children who had either dropped out of school or never enrolled. In makeshift learning spaces, she introduced literacy, mentorship and life skills; turning education into a lifeline.

    “My teaching extends beyond the school walls into the streets, slums, and various settlements, where I turn learning into liberation and education into empowerment.

    Her work also took another bold turn with Sarah’s Small Scale Fish Farming Initiative, a project that blends education with entrepreneurship. While teaching English language, Yusuf introduced students to fish farming, using it to teach vocabulary, record-keeping, financial literacy and business thinking.

    The initiative did more than feed families. It reframed learning as a pathway to self-reliance, aligning with the global goal of zero-hunger while grounding it firmly in local reality. The innovation earned her the phenomenal Edupreneur Challenge Award. More importantly, it equipped students with practical skills they could apply beyond the classroom, underscoring that in today’s world, education rooted in real-life use is far more empowering than theory alone.

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    In many low-income Nigerian communities, girls are still subtly discouraged from exploring technology and leadership. Yusuf noticed this gap early and decided to confront it head-on.

    Through the WISE Girls in ICT initiative, she began mentoring female students in digital literacy, debate and leadership. Computers became tools of confidence, not intimidation. Girls were encouraged to speak, code, question and lead.

    The results were striking. Her students emerged winners of the PLAN International Nigeria Debate and Quiz Competition, proving that when opportunity meets encouragement, excellence follows. For Yusuf, it was never about trophies. It was about visibility.

    “When girls see themselves represented in spaces of innovation, their dreams expand,” she said.

    The night Nigeria noticed

    From the dusty paths of Lugbe to the polished floors of Eko Hotels, Yusuf stood visibly moved as her name was announced as Nigeria’s 2025 Maltina Teacher of the Year. She was shocked as she admitted later. She never imagined her quiet efforts would attract national recognition.

    As applause filled the hall, Lagos State Governor, Babajide Sanwo-Olu, represented by the Commissioner for Commerce, Cooperative, Trade and Investment, Folashade Ambrose-Medebem praised the initiative for elevating the teaching profession and highlighting its critical value to society.

    Sanwo-Olu also expressed his profound appreciation to the Nigeria Brewery-Felix Ohiwerei Education Trust Fund for its enduring commitment to celebrating teachers, supporting schools and investing in the future of Nigerian children.

    “Nigerian Breweries, what you’re doing here today goes beyond corporate social responsibility; it is simply nation-building. Tonight, we honour the remarkable men and women whose passion, resilience and creativity shape destinies and prepare our children not just for examinations, but for life,” he said.

    He congratulated the overall winner, urging her to carry the honour with pride and humility as an ambassador of excellence for young people nationwide.

     “To every teacher being recognised today, whether you leave with a trophy or not, Lagos State celebrates you and Nigeria celebrates you. You are the heroes whose work often goes unnoticed, yet whose impact is profound-resounding in every success, every breakthrough and every community that thrives,” he added.

    The Minister of State for Education, Prof. Suwaiba Ahmad, hailed the initiative as a remarkable collaboration between the government and the private sector to honour those dedicating their lives to shaping the next generation.

    “Today is a powerful reminder that teachers are the true architects of national transformation. Behind every thriving society lies a corps of educators whose daily labour shapes minds, nurtures values and builds the foundation for future progress,” she said.

    The Corporate Affairs Director of Nigerian Breweries Plc, Uzodinma Odenigbo described this year’s turnout as unprecedented, with over 2,000 entries submitted, the highest in the 11-year-old history of the competition.

    He credited the milestone to the growing trust teachers across Nigeria place in the programme, and he praised the judges for their integrity and professionalism in evaluating the entries.

    Odenigbo also expressed gratitude to the competition’s partners, including Union Bank, Air Peace, FCMB and Eko Hotels and Suites, as well as key stakeholders such as the Federal Ministry of Education, Nigeria Union of Teachers (NUT), All Nigeria Confederation of Principals of Secondary Schools (ANCOPSS) and Teachers’ Registration Council of Nigeria (TRCN), whose support in funding teacher registrations helped in making the record-breaking turnout possible.

    Miss Yusuf

    In her remarks, Yusuf expressed her gratitude to the Education Trust Fund for recognising the invaluable role of teachers.

    She described her win as a powerful motivation to deepen her work, particularly in slum communities.

    “I feel very excited after I was declared the winner. Initially, I was shocked because I never thought my effort would be worthy of this great award. With this news, I am motivated to do more and expand the activities I have carried out in slum communities.

    I am grateful to Nigerian Breweries Plc for creating this platform to honour and recognise teachers. I dedicate this award to children living within the slum communities,” she said.

    It was a rare moment when the spotlight shifted, from power to purpose, from ceremony to service.

    Beyond the prize money

    The N10 million prize is significant, but Yusuf is more focused on what matters most.

    The overseas capacity development training, she said, will expose her to global best practices in inclusive education, innovation and leadership.

    But she does not intend to keep that knowledge to herself. Plans are already underway to translate what she learns into teacher mentorship, training programmes, and collaborative learning within her community.

    The N30 million school infrastructure projects, to be built in her honour, represent something even deeper: a legacy. She envisions improved digital learning facilities, better classrooms, and spaces where skill-based education can thrive.

    In a system where infrastructure often lags behind ambition, the project offers a glimpse of what is possible when investment meets vision.

    Yusuf’s journey also exposes a painful truth: many Nigerian teachers work under conditions that test resilience daily. Poor remuneration, limited professional development, and inadequate recognition continue to erode morale.

    She said: “There is need for reforms that prioritise teacher welfare in the newly launched National Teacher Policy (NTP), continuous professional development and recognition of innovation. Teachers should be supported with fair remuneration, access to training, and platforms that reward creativity and impact in education.

    “Support systems such as professional learning communities, mentorship networks and partnerships with development organisations are essential. When teachers are empowered to innovate and are recognised for their contributions, teaching becomes not only respected but also fulfilling and sustainable.”

    Her story also challenges a single narrative of despair. It shows that even within broken systems, innovation can flourish when teachers are supported, recognised and trusted.

    For Yusuf, the award is more than recognition; it is a call to action for teachers across Nigeria.

    “As teachers, it is easy to feel unseen or discouraged, especially when the system is demanding and recognition seems distant. But your work matters, even when it feels invisible. Every learner you inspire, every value you instill, and every problem you help a child solve contribute to shaping the future of our society,” she said.

    She urged educators to look beyond textbooks and timetables. “Dare to do something different, both in the classroom and beyond it. Look around your community, identify real problems, and allow learning to become part of the solution. When education is connected to societal needs, it becomes powerful and impactful,” Yusuf said.

    Her advice is simple, yet profound: excellence and innovation speak for themselves.

    She said: “When teachers teach with purpose, creativity and courage, the world eventually takes notice. Stay committed, keep learning, and believe in the value of your contribution. If you remain faithful to impact and service, recognition will come, and when it does, it will not only celebrate you, it will celebrate the future you helped build.”

    With these words, Yusuf leaves a message for the country: that the true legacy of teaching is not measured in awards or applause, but in lives transformed and futures reshaped.

    The Maltina Teacher-of-the-Year Competition, now in its 11th year, has become one of the few national platforms that celebrate such impact, producing a growing league of education ambassadors across Nigeria.

    As the applause fades and the headlines move on, Yusuf will return to Tudun Wada. She will stand before students whose names may never trend online, but whose futures are being shaped, lesson by lesson.

    In a country where education often struggles for attention, her work reminds us that transformation rarely begins in conference halls. It begins in classrooms with limited resources, in slums where hope is fragile, and in the hearts of teachers who refuse to give up.

    Yusuf teaches where the system is weakest, and in doing so, she shows its greatest strength. And that may be the most powerful lesson of all.

  • No investment in education is a gamble — Shettima

    No investment in education is a gamble — Shettima

    • Ooni of Ife installed as Chancellor, Zulum announces jobs, scholarships
    • Kashim Ibrahim varsity graduates 2,294 students

    Vice President Kashim Shettima on Saturday said no investment in education is ever a gamble, describing the sector as a deliberate commitment to securing a better and more prosperous future for Nigeria.

    Speaking at the combined convocation ceremonies of Kashim Ibrahim University in Maiduguri, Borno State, where 2,294 students graduated across the 2022/2023, 2023/2024 and 2024/2025 academic sessions, the Vice President said education remains the most powerful tool for development, economic empowerment and societal liberation.

     According to a statement issued by Senior Special Assistant to the President on Media and Communications, Office of the Vice President, Stanley Nkwocha, Shettima said “no investment in education is ever a gamble. It is a conscious plan for a better, more secure future”.

    He urged the graduating students to see themselves as ambassadors of integrity, service and excellence, stressing that their conduct would define the reputation of the young institution.

    “Wherever life takes you, you carry the name and values of Kashim Ibrahim University. You must shun ethical shortcuts and moral compromise,” he admonished.

     Reflecting on the North-East’s painful history, the Vice President noted that Borno State understands the consequences of neglecting education, having endured years of disruption caused by insurgency.

     “Borno has paid a heavy price for the years education was disrupted. Yet, the people chose resilience over despair and learning over loss,” he said.

     Describing the graduands as pioneers, Shettima said history has placed a special responsibility on them.

    “You are the first torchbearers of this institution. History will judge this university by what you become and how you conduct yourselves,” he added.

     The Vice President commended the academic and administrative leadership of the university, including its pioneer Vice-Chancellor, current management and staff, for laying “a solid foundation for learning in the heart of the North-East.”

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    He also praised Borno State Governor, Professor Babagana Umara Zulum, describing him as “a leader whose vision turned an idea into an enduring institution.

     “This convocation is proof that true leadership measures power by the number of lives it enlightens,” Shettima said.

    Shettima further applauded the university’s Pro-Chancellor and Chairman of Council, Muhammadu Indimi, for his commitment to the state, especially during the height of the Boko Haram insurgency, noting that “his wealth has consistently been deployed for the good of society”.

    In a symbolic gesture, the Vice President announced the donation of two electric vehicles to support the university’s shuttle services, saying “these vehicles are a modest contribution to ease mobility within the campus and support the learning environment.”

    Earlier, Governor Zulum announced automatic employment for 81 best graduating students of the university, alongside immediate postgraduate sponsorships within and outside Nigeria.

    “Excellence must be rewarded. These young men and women have earned the confidence of the Borno State Government,” the governor said.

    The Chancellor of the university, Ooni of Ife, Oba Adeyeye Enitan Ogunwusi II, pledged to work for the accelerated growth of the institution.

    “I accept this responsibility with humility and commitment. I will work tirelessly to advance the development of Kashim Ibrahim University,” the monarch said.

     Vice-Chancellor Prof. Babagana Gutti disclosed that the university’s ultra-modern teaching hospital, nearing completion, would be the largest and most equipped in the country.

     “When completed, our teaching hospital will stand as a national reference point for medical training and service delivery,” he said.

    Highlights of the ceremony included the installation of the Ooni of Ife as Chancellor, the conferment of honorary Doctor of Letters degrees on him and Alhaji Indimi, as well as the award of MSc and PhD scholarships to best graduating students by the Vice President.

  • Strong education systems can mitigate extremist ideologies – Alausa

    Strong education systems can mitigate extremist ideologies – Alausa

    The Minister of Education, Dr. Maruf Alausa, has said that strengthening Nigeria’s education system is key to addressing the root causes of extremist ideologies and building national resilience.

    He made the remark in Maiduguri, Borno State, during the 28th Quarterly Meeting of the Universal Basic Education Commission (UBEC) with Executive Chairmen of State Universal Basic Education Boards (SUBEBs).

    Dr. Alausa reaffirmed the Federal Government’s commitment to expanding inclusive access to quality basic education across the country.

    “Empowering teachers with quality training is central to national renewal,” he said. “A strong education system addresses the root causes of conflict and builds resilience against extremist ideologies.”

    He also stressed the importance of creating learning platforms that enable children and adults to interact, learn, and foster mutual understanding, urging participants to adopt initiatives that directly benefit Nigerians.

    During his visit, the Minister commissioned an ultra-modern Skills Acquisition School in Maiduguri that integrates Tsangaya and Western education curricula.

    The school was funded by the Federal Government and the Islamic Development Bank through UBEC.

    UBEC Executive Secretary, Aisha Garba, described the meeting as a moment for reflection and alignment, saying every Nigerian child deserves inclusive and quality education.

    She commended Dr. Alausa and Governor Babagana Umara Zulum for their ongoing interventions in the state’s education sector.

    Governor Zulum restated his administration’s commitment to improving education, announcing plans to further motivate teachers and promote technical and vocational learning.

    He added that his government has fully implemented the minimum wage for teachers in both primary and secondary schools.

  • Fed Govt, governors, partners join forces to tackle rot in education

    Fed Govt, governors, partners join forces to tackle rot in education

    The maiden edition of the Nigeria Education Forum (NEF 2025), organised by the Nigeria Governors’ Forum (NGF), the Federal Ministry of Education (FME), the Committee of States’ Commissioners of Education in Nigeria (COSCEN) and other partners, took place in Abuja on Tuesday and yesterday. It was aimed at ensuring that the dreams of today’s children do not die prematurely because of the absence of a functional educational system that guarantees the realisation of their future aspirations. Following the summit, stakeholders in the sector have welcomed the renewed focus by the Federal Government and state governors on tackling the challenges in the education sector, Bola Olajuwon and Eric Ikhilae report.

    The country’s education sector is grappling with poor infrastructure, underfunding, inadequate training, out-of-school children menace, a learning crisis among others despite policy institution and implementation efforts. The three tiers of government and development partners had taken steps to tackle the identified issues, but often lack unified action and resources, leading to continued crisis.

    As part of continuing search for solutions, the maiden edition of the Nigeria Education Forum (NEF 2025), organised by the Nigeria Governors’ Forum (NGF), the Federal Ministry of Education (FME), the Committee of States’ Commissioners of Education in Nigeria (COSCEN) and other partners took place in Abuja on Tuesday and yesterday.

    A clarion call for new funding model

    At the gathering, Vice President Kashim Shettima and the NGF Chairman and the Governor of Kwara State, AbdulRahman AbdulRazaq, urged relevant stakeholders to evolve new ways of diversifying sources of funds for the education sector.

    They noted that with the growing complexity and demands of modern education systems, it is no longer sustainable to rely solely on government’s funding.

    The vice president, who was represented by his Special Adviser on Special Duties, Dr. Aliyu Modibbo Umar, said: “The country can no longer depend exclusively on traditional models of government-only funding. There is no doubt that we must transition towards a system that is collaborative, innovative, and resilient.”

    The vice president, while highlighting the current administration’s efforts to raise funding for the sector, noted that in the past three years, “this administration has shown clear and steady commitment to education financing”.

    According to him, “allocations rose from N1.54 trillion in 2023 to N2.18 trillion in 2024, and now to N3.52 trillion in 2025 under President Bola Ahmed Tinubu’s Renewed Hope plan.

    “This growth reflects our belief that education is the foundation of national stability, progress, and prosperity. We strengthened this investment through key agencies.”

    Shettima listed some challenges currently plaguing the education sector. These, he said, include the rising population of out-of-school children, inadequate infrastructure ill-equipped teachers.

    “Our needs have grown from classrooms to laboratories, from basic literacy to digital competence, from theoretical instruction to industry-aligned skills.

    “These needs demand a diversified and sustainable financing model, one robust enough to carry the aspirations of a new generation,” he said.

    Shettima stressed that Nigeria cannot rely solely on government’s funding of the sector.

    He added: “We must enlist private sector actors, industry leaders, alumni networks, philanthropists, and communities to co-invest in laboratories, research centres, vocational hubs, innovation clusters, and endowment funds.

    “Since education begins in the community, local governments and traditional institutions must take responsibility for infrastructure development, school maintenance, security, and teacher welfare.

    “Industry must work closely with tertiary and vocational institutions to shape curricula that reflect real labour-market needs.

    “Our universities, in turn, must cultivate a sustainable endowment culture, mobilise alumni support, and establish professorial chairs that strengthen academic excellence and global competitiveness.”

    The Vice President said the sector requires sustained collaboration among all stakeholders to address its challenges.

    AbdulRazaq said the event, with the theme: “Pathways to sustainable education financing: Developing a synergy between the town and gown in Nigeria,” aimed to reimagine education financing and strengthen town-and-gown collaboration for national and sub-national sustainable development.

    The governor, who was represented by NGF’s Director-General, Abdulateef Shittu, described the NEF 2025 as “both a national conversation and a national commitment to rethink how to engage stakeholders on education financing, deliver learning, and equip Nigerian youths for a rapidly evolving world”.

    The Kwara governor acknowledged the challenge of inadequate budgetary allocations to the education sector.

    He noted that while most states have improved in their allocations to the education sector, they have faltered at the level of project execution.

    He added: “We are projecting two-thirds of the states to meet the 15 per cent global benchmark in 2026 fiscal year.

    “We are hopeful of addressing the debt servicing challenge, which exceeds total education expenditure in some states.

    “This reality limits the capacity of few states to invest in teachers, improve foundational learning, modernise Technical and Vocational Education and Training (TVET), and strengthen higher education systems.

    “However, modalities have been put in place to address these critical needs of the education sector at the state and local government levels.”

    To move forward, the NGF Chairman said: “We must close the financing and execution gaps, and modernise teaching, learning, and skills acquisition in the school system.

    “We must strengthen accountability for results and deepen partnerships across governments, academia, industry, and development institutions, including agencies under the Federal Ministry of Education, Federal Inland Revenue Service (FIRS) and subnational governments and ensure that every Nigerian child, regardless of circumstance, can thrive in the 21st-century knowledge economy.”

    The need for aligning educational policies

    The Minister of Education, Dr. Morufu Alausa, stressed the need for states and local governments to align their educational policies with that of the Federal Government.

    The minister, who was represented by the Minister of State for Education, Prof. Suwaiba Ahmad, urged all governors, commissioners, and other stakeholders to accelerate alignment of state education reforms with Nigeria Education Sector Renewal Initiative (NESRI) priorities.

    He also urged them to build more junior secondary schools (JSS) and senior secondary schools (SSS) to close access gaps; strengthen data reporting for full Nigerian Education Data Initiative (NEDI) integration.

    The minister also urged the governors and education commissioners to scale up teacher training and digital adoption, as well as partner with the private sector to grow Technical and Vocational Education and Training (TVET) and the Science, Technology, Engineering, Mathematics, and Medicine (STEMM).

    Akpabio advocates enhanced pay for teachers.

    The Senate President, Senator Godswill Akpabio, also joined the stakeholders yesterday, to give legislature’s support to the executive. He advocated for enhanced remuneration and improved work environment for teachers if the nation wishes to achieve a functional education system.

    Senator Akpabio called for a return to the good old days when school teachers were adored, well catered for and highly regarded and respected in the society.

    The Senate President, who was represented by the Senate’s Chief Whip, Senator Mohammed Tahir Monguno, said: “Provide the conducive environment for them (teachers) to operate and inculcate knowledge into our children. That is the only way we can guarantee the future of our children and the future of our education.

    “So, for education to succeed and for Nigeria to succeed, the interests of teachers must be addressed. Adequate remuneration is a sine qua non for the success of our education venture,” he said.

    Senator Akpabio disclosed that the Senate was working to step up funding, improve accountability, and expand access to digital learning with a view to aligning the educational system with the needs of the country’s modern economy.

    He added: “We know that government alone cannot do it. Education is a national project. A national project succeeds when everyone – Federal, states and local governments, including the private and public sectors – work towards the same goal.”

    Senator Akpabio noted that the realisation informed the call for Local Government’s autonomy to enable the third tier of government contributes its own quota, including supporting the education sector.

    He said the responsibility of the nation’s leaders, teachers and policy makers is to ensure that the dreams of today’s children do not die prematurely because of the absence of a functional educational system that guarantees the realisation of their future aspirations.

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    The Senate President added: “So, let us build a new partnership where research speaks to national challenge, where innovations grow out of our universities into our industries, where every child seeks a pathway to success, a pathway that is wide enough, strong enough and welcoming enough to carry them.

    “Let us chose to invest, not only in infrastructure, in imagination, not only in text books, but in talents; not only in structures, but in the spirit of our young people.”

    CONUA, others welcome new resolve

    The Congress of University Academics (CONUA) National President Comrade ‘Niyi Sunmonu, PhD, has welcomed the renewed focus by the Federal  Government and State Governors on the twin challenges of inadequate budgetary allocation and weak  project execution in the education sector.

    “The projection that two-thirds of states may attain the 15% benchmark by 2026 is encouraging, but CONUA emphasises that targets must now translate into verifiable increases in real spending on classrooms, teachers, infrastructure, research, and student support systems. For years, CONUA has consistently argued that education cannot grow on declarations alone, sustainable funding backed by discipline in execution remains non-negotiable.

    “We strongly align with the emphasis on teacher investment, foundational learning, and modernization of TVET and STEMM education. CONUA has repeatedly maintained that no education reform can succeed without structured, continuous, and well-funded professional training for teachers at all levels, from basic education to the university system. Digital adoption, curriculum renewal, and industry-linked skills training must be matched with large-scale retraining, welfare protection, and motivation of teachers, otherwise reforms will remain cosmetic.

    “CONUA also supports the call to deepen accountability, improve data integration (NEDI), and strengthen federal-state policy alignment under NESRI. However, alignment must not become uniformity without context. States differ in fiscal capacity, access gaps, and manpower needs. What is required is coordinated federal leadership, improved education budgets at subnational levels, transparent tracking of funding outcomes, and deliberate protection of education from the crushing weight of debt servicing.

    “CONUA remains committed to constructive engagement with all tiers of government in shaping a financing, training, and governance framework that can truly reposition Nigerian education for the 21st-century knowledge economy.

    Also, the National President, Association for Formidable Educational Development (AFED), Emmanuel Orji Kanu, strongly supported the key points raised at the education summit, particularly the urgent need to address inadequate budgetary allocations and improve project execution in the education sector.

    “Meeting the 15% global benchmark by 2026 is a commendable goal, but it requires tackling the harsh reality that debt servicing in some states surpasses education spending, leaving little room for investing in teachers, infrastructure, and learning outcomes.

    “To truly move forward, I suggest two critical additions: Inclusive Dialogue: The Governors’ Forum should extend invitations to private sector partners for paper presentations and insights. In many states, they’re already covering over 50% of school-age children, offering valuable perspectives for pragmatic reforms.

    “Curriculum Shift: Nigeria’s education system must prioritise practical skills over theory, embracing Technical and Vocational Education and Training (TVET) to drive development and production. It’s time to equip students for the 21st-century economy.

    “I echo the minister’s call for aligning policies with the Nigeria Education Sector Renewal Initiative (NESRI), and urge governors to: Expand junior and senior secondary schools to bridge access gaps; enhance data reporting via the Nigerian Education Data Initiative (NEDI), and boost teacher training, digital tools, and private-sector partnerships for TVET and STEMM growth.

    “Every Nigerian child deserves an education that sparks innovation and progress. Let’s close the financing gap, modernise learning, and champion accountability. Together, we can build a system that thrives.

    “While things continue to prove difficult, in AFED have equally determine that we would continue to complement the government effort at solving the educational service provision problem by providing a stop gap solutions that are credible and trustworthy because education in itself is meaningless there’s no meaning of life in it.”

    The 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 National Minimum Standards is a step in the right direction for improving education in Nigeria, implementing these standards in just 12 months will be 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.”

    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; and collaborating with private and non-governmental organisations (NGOs) to fund certain infrastructure projects.”

  • Insecurity and Taraba’s free education drive

    Insecurity and Taraba’s free education drive

    Two years after its declaration, Taraba State Government’s free education policy is facing serious security challenges. VICTOR GAI reports that if the challenges are not dealt with, the government’s free education policy may not achieve the required benefits.

    Free education policy increases access and enrolment in schools, especially for children from low-income families, which leads to a more skilled workforce and human capital development. This policy also promotes social equity, reduces child labour and can foster political participation and national unity by removing financial barriers to education.

    When Taraba State Governor Agbu Kefas’ free education drive was inaugurated, the people thought the benefits of the policy would be all-embracing. But, this is not the case as the policy is being affected by security challenges due to the activities of vandals and hoodlums, who break into schools and pilfer equipment meant for teachers and pupils. 

    Kefas had in 2023 declared a free and compulsory education in the state, a development that led to a high enrolment in schools. However, the policy has not yielded its desired results over the last two years as the schools remain in dilapidated conditions and with little to show in terms of teachers’ welfare. Also, the promise made by the government to provide school uniforms, bags, sandals and instructional materials for the pupils was met.

    Schools under deplorable conditions

    Schools investigated by The Nation in Jalingo, the state capital, showed that pupils were learning under deplorable conditions. The schools include Dinyavo Primary School, Government Model School, Mohammadu Nyah Primary School, Low Cost Primary School Magami and Government Science School. The schools had dilapidated facilities like windows, doors, desks and others. Pupils were seen sitting on bare floors during classes.

    Residents in the state capital said if schools in state capital could be in such conditions, what would be the fate of those in the rural areas.

    Insecurity in schools

    Aside deplorable condition of facilities, another threat to educational development in the state is the security of schools, pupils and teachers. Cases of insecurity in the schools also include theft, vandalism, thuggery, physical violence and gang fights among pupils. Thefts of chairs, desks and tables are also very common, leading to lack of such facilities for pupils and teachers to sit.

    A female teacher at Dinyavo Primary/Secondary School, who craved anonymity, told The Nation that some of the desks were stolen by hoodlums and sold to scrap dealers.

    The head teacher of one of the schools, who also did not want to be identified, confirmed the situation and said that some of the hoodlums were caught with the desks and the case was reported to the police.

    He blamed the theft on lack of adequate security mechanisms to checkmate the activities of hoodlums, who used the place as a hideout to perpetrate their nefarious activities. He added that the only security man in the school is overwhelmed and was being underpaid because he is under casualisation.

    “We have a security guard, but he is not a permanent staff. I use to give him N5000 for night shift duty.

    “The hoodlums stole the chairs and desks during raining seasons. They sold the metal parts to scrap dealers. The case was reported to the Civil Defence Corps.

    “We had complained to the authorities that we don’t have a fence around the school,” the head teacher disclosed.

    In 2023, shortly after the free education policy was declared, a teacher at Government Model School, Bassey Sardauna, was brutally murdered by some pupils led by an ex-student, James Williams.

    It all started after a pupil was punished by the teacher for coming late. The affected pupil organised his members and they inflicted matchet wounds on him. He was declared dead on arrival at the hospital.

    The Nation also learnt that the situation is the same in the other four schools, as miscreants have taken over the facilities.

    A resident, Salisu Ibrahim, while commenting on the situation, said: “If schools in Jalingo, the state capital, could be that vulnerable, one could only imagine how others in the local communities across the vast state would look like.

     He continued: “The issue of insecurity in schools has the potential of truncating the free education policy of the government despite all the investments in the sector.”

    An official at the Government Science Secondary School Jalingo, one of the largest schools in the state capital with 3,000 students, narrated the security situation in the facility.

    The official, who did not want to be named because he is not permitted to speak, said despite the situation, the state is doing well in certain national examinations.

    “Insecurity is the biggest challenge. It has been a perennial problem. Over the years, there has been hardly any employment of security personnel. The last employment was in 2014. The problem is that if a security man is employed with a school certificate qualification and he later advances his education, by the time he graduates, he would want to be upgraded to a teacher.

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    “The office of the Secretary to the Government of the State has been doing a lot by recruiting security personnel from the Civil Defence Corps under the Safe Schools Initiative. The office takes care of their monthly allowances and logistics.

    “When I came, I realised there was no single security personnel. We had a computer centre. Almost all the gadgets were looted. We sat with the Parent-Teacher Association (PTA) and decided to employ security personnel on a casual basis. We also initiated the peace committee to ensure a secured environment,” the official stated.

    The need to equip schools for CBT exams

    Another senior teacher, Mallam Abubakar Sulaiman, commended the free education policy of the present government and appealed to Governor Kefas to equip the schools to meet up with the innovations and standards of national examinations.

    “The free education policy is a good policy because it has lifted a lot of burdens off parents. Applications for WAEC/SSCE, NECO/SSCE, BECE/Junior WAEC examinations were funded by the state government. That is why we have a large turnout.  Before the free education policy was introduced, we hardly recorded 10,000 students, but the latest figure is around 30,000.

    “The state was first in the Northeast in the last NECO/SSCE. By next year, the whole country would be writing exams using Computer-Based Test (CBT) and no more pen and paper tests. The schools lack facilities for that. The students need to study computer studies practically,” he added.

    Commissioner: we have put measures in place

    Also, the Commissioner for Education, Dr. Augustina Yahaya, while commenting on the  issue said many things were put in place to deal with the issue. He added: “Right at the national level, there is the Safe Schools Programme that was set up and we have our Safe Schools team here led by the Civil Defence Corps. In fact, I don’t know how to quantify their level of commitment.

    “Every week, they update me on what is happening. With their presence, the pupils are aware that we have security around.

    “We used to have calls almost on a daily basis on security issues. We have plans to build a security post around the Government Science Secondary School because it is one of the flashpoints of insecurity.

     “There are cases of vandalism there and I even told the Civil Defence Corps Commandant that they need to extend their operation to other schools that are flashpoints of insecurity,” he said.

    Funds for principals, PTAs for schools’ rehabilitation

    Meanwhile, the state government plans to release funds directly to school principals and head teachers in collaboration with the PTAs for the rehabilitation of schools in their domains.

    This was disclosed recently by the governor after presiding over a joint meeting with principals and head teachers in Jalingo.

    The governor stated that while the ongoing constructions of new school structures were in progress, he was committed to initiating immediate interventions to address existing infrastructural needs in public schools.

    Kefas explained that the meeting was convened to discuss rapid measures for renovating current school facilities before the completion of new buildings.

    A principal confirmed this, saying: “We are now in the account opening stage. It is 98 per cent completed. The proposals were submitted. Money would be released to schools through local government accounts.”

    The Commissioner of Education also added that the government’s plan to engage schools in the rehabilitation of structures was gradually becoming a success. Dr. Yahaya said the schools’ committees would rehabilitate and protect the investments.

     “We have already started getting submissions from local governments so that we will release money to them to handle the projects themselves.

    “We are aware of the lack of fences in schools and we are already working on them. We are going to embark on sensitisation of the people to own the investments to be put in place so that they would not be vandalised. But we would not just sit and fold our arms,” she said.

  • We must double UBE funding to strengthen basic education— Shagaya

    We must double UBE funding to strengthen basic education— Shagaya

    The Deputy Chairman of the House Committee on Universal Basic Education, Hon. Muktar Tolani Shagaya (Ilorin West/Asa, APC), has called on the Federal Government to double the allocation to Universal Basic Education in order to strengthen the foundation of learning across Nigeria.

     He made this call recently while speaking to the press at the Global Roundtable organized by the InnerCity Mission for Children in Alausa, Ikeja, Lagos, held in commemoration of the World Food Day and the International Day for the Eradication of Poverty.

     Shagaya commended the InnerCity Mission for nearly two decades of consistent service to humanity, describing the organization as “a shining example of faith in action, compassion in motion, and partnership with purpose.”

     He praised its efforts in establishing 11 free schools across Nigeria, where children receive not only free education but also free books and daily nutritious meals — a model he said embodies the true essence of breaking the cycle of poverty.

     “I give phenomenal kudos to the InnerCity Mission for Children. I am absolutely blown away by the facilities they have on ground, and the fact that the facilities are absolutely free”, Shagaya said.

     “They have libraries, a skills acquisition centre, ICT classrooms — it is a testament to the great work the InnerCity Mission has been doing. To have about 19 of these facilities, with 11 in Nigeria, is an incredible effort, and I think it’s about time the government steps in to see how they can support such a mission so that more students in vulnerable societies and communities can benefit from this educational process.

     He said, “We will see how, in the 2026 Appropriation Budget Bill, we can find a way to bring in institutions such as the InnerCity Mission.”

     Speaking further, the lawmaker emphasized that education remains the most sustainable pathway out of poverty, and that Nigeria must invest more significantly in inclusive, equitable, and quality education for every child.

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     Shagaya added: “Education cannot thrive in isolation from nutrition and social welfare. A hungry child cannot learn effectively, and a family trapped in poverty cannot fully participate in nation-building.”

     He noted that the House Committee on Basic Education and Services is committed to advancing policies that ensure no child is left behind, while also strengthening partnerships with organizations like the InnerCity Mission that are bridging gaps and reaching underserved communities.

     “The fight against poverty and hunger is not the responsibility of government alone,” he said. “It is a moral obligation shared by all — public and private sectors, civil society, and faith-based institutions alike.”

     Shagaya further urged stakeholders to renew their commitment to building a Nigeria “where no child goes to bed hungry, no child is denied education, and no family is condemned to a life of poverty.”

  • Pupils to partake in sustainability education programme

    Pupils to partake in sustainability education programme

    One hundred and forty four schools are to partake in My ACCA Sustainability Hour, a learning initiative by Association of Chartered Certified Accountants (ACCA) to deepen pupils’ understanding of United Nations Sustainable Development Goals (SDGs).

    The six-month initiative, tailored for pupils between ages 10 and 16, will feature monthly sessions dedicated to specific SDGs. ACCA noted that the programme reflects its commitment to promoting sustainability leadership in accountancy and among future generations, in alignment with UN Agenda 2030 for Sustainable Development.

    ACCA’s Director for Africa, Jamil Ampomah, stressed the need for renewed effort to achieving the SDGs amid global challenges.

    “While Africa aligns its plans with African Union’s Agenda 2063, the 2030 Agenda’s goals of a more equitable and sustainable future are at risk. Education bridges the gap between policy, investment, and realities of cultural and economic dynamics,” Ampomah said.

    Nigeria Country Head for ACCA, Thomas Isibor, said the Sustainability Hour seeks to equip young Nigerians with the awareness and mindset to drive positive change.

    “The initiative is to inspire advocacy, behavioural change, and responsible citizenship. We want our future leaders to adopt sustainable habits and be changemakers building a better world,” he said.

    He said public and private schools would be part of the pilot, to run for six months focusing on six key SDGs:  Quality Education and Responsible Consumption and Production. ACCA will later review the project’s outcomes and scale it up to reach more schools.

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    Rukaiya El-Rufai, special adviser to the President on National Economic Council and Climate Change, said integrating sustainability education into the curriculum was essential for national growth.

    “Teaching SDGs in schools is essential to empowering generations with knowledge and skills to address complex challenges as poverty, inequality, and climate change,” she said.

    The Sustainability Hour will expose pupils to key sustainability themes, such as climate action, efficient resource use, energy conservation, poverty alleviation, and zero hunger.

    With a flexible and inclusive framework, ACCA noted that the programme could easily be adapted to different learning environments globally. The organisation also reaffirmed its pledge to achieve net-zero emissions by 2045 and cut its carbon footprint by half by 2030.

    Founded in 1904, ACCA is a globally recognised professional accountancy body with more than 252,500 members and 526,000 future members across 180 countries, championing sustainability, inclusion, and innovation in education and business.

  • Education is path to success, says Agboyi-Ketu chair

    Education is path to success, says Agboyi-Ketu chair

    • By Ahmed Aishat, Faith Ajiboye, Anifowose Iteoluwakisi, and Eniola Akinwande

    The Chairman of Agboyi-Ketu Local Council Development Area (LCDA), Mrs Adetola Abubakar, has described education as a path to success.

    She spoke during the Spelling Bee Competition in the council.

    Mrs Abubakar commended the participating pupils for their outstanding performances, noting that their preparation and determination reflected a bright future for the area’s education sector.

    She stressed the importance of continuous learning, urging children to study diligently, ask questions, and always strive for improvement.

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    “Education remains the only true path to success. It is the best legacy we can leave for our children, and my administration is determined to prioritise it. What we are witnessing today is a new dawn in the education sector in Agboyi-Ketu,” she said.

    Education Secretary at the Kosofe Local Government Education Authority, Babatunde Shoneye, emphasised the broader significance of the event.

    He noted that the competition provided a valuable platform for pupils across Lagos State to demonstrate their brilliance, expressing optimism that pupils from Kosofe, Agboyi-Ketu and Ikosi-Isheri LCDAs would excel at the state level.

    “This is our time to move beyond second place. With the right preparation and support, our pupils can secure first position and bring pride to our communities,” he said.

    A teacher at Irepodun Primary School, Mrs. Esther Awofodun, described the competition as uplifting.

    According to her, it had strengthened her resolve to prepare her pupils even better for future contests.

    She applauded the council chief’s initiative and called for the continuity of such programmes, which she said were crucial for motivating both students and educators.

    A pupil of Community Senior High School, Sewura Adabira, expressed gratitude to God for advancing to the next stage, admitting she had not been fully prepared but was determined to study harder and refine her skills.

    “I thank God for this opportunity, and I am grateful to the council boss for making this possible. I will work harder to make my school and community proud,” she said.

  • Education: From budget size to learning impact

    Education: From budget size to learning impact

    • By Lekan Olayiwola

    Sir: The deeper problem of Nigeria’s education crisis is not simply “too little money,” but a funding architecture that fails to match regional realities. These realities include conflict, displacement, floods, urban crowding, language gaps and a system that rewards spending inputs over learning.

    The education sector needs money that moves where the harm is, spends as conditions demand, and pays for results households can feel.

    World Bank data shows that 72.6% of children aged 7–14 cannot read with full comprehension, while 17.1 million children remain out of school. With pupil-to-classroom ratios nearing 64:1 and public spending at just 10% of the national budget (roughly $23 per capita, far below global benchmarks), the system is underfunded and overstretched.

    But national averages obscure sharper regional disparities: the Northwest and Northeast suffer concentrated learning deprivation, coastal states face flood-induced disruptions, and urban centres grapple with overcrowding and rising costs.

    A uniform federal budget cannot address this fragmented reality; what’s needed is a conflict-sensitive, regionally adaptive approach that reflects the true geography of harm.

    Spend follows payroll, not pedagogy. Most federal and state education budgets are absorbed by salaries and recurrent costs—necessary, but insufficient. Classrooms stay congested, toilets broken, labs unfunded, and connectivity absent.

    Funds stall on the way to the classroom. States routinely fail to provide counterpart funding to access available federal grants. Since 2023, over N45.7 billion in UBEC grants earmarked for classrooms remained stuck in fiscal purgatory.

    In the Northwest, banditry and abductions have hollowed schools. The binding constraint is safety. Budgets should fund community vigilance compacts, trauma counselling, secure perimeters, flexible farming-season timetables, and contingency disbursements that activate immediately after attacks. Nigeria’s N144.8 billion Safe Schools Plan (2023–2026) is a legal anchor, but states must localise it into real protection and attendance recovery.

    The Northeast’s protracted displacement requires accelerated learning to compress lost years, Hausa/mother-tongue bridging, and stipends that keep girls in class. Hardship allowances, secure housing, and rotational deployment are essential to retain teachers. Federal transfers should be weighted for displacement and verified catch-up, not just budget lines.

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    In the North-central, farmer–herder violence demands mobility: conflict-season calendars, mobile classrooms, and mediation cells linking school heads with local peace actors. Attendance continuity plans, transport vouchers, safe temporary sites, remedial modules must be pre-funded.

    The South-south’s 2022 floods proved schooling can vanish overnight. Budgets should include flood-risk triggers releasing funds for raised classrooms, canoe/bus routes, and 30-day catch-up cycles.

    In the South-east, economic fragility pulls children out of class. Solutions lie in micro-credit for caregivers, evening schools, and police–community pacts to secure routes.

    In the Southwest, overcrowding demands double shifts, para-teacher coaching, and real Technical and Vocational Education and Training–employer pipelines. Price constraints, meals and transport, are the fastest levers to stabilize attendance.

    With design set, unblock the bottlenecks that keep funds from classrooms. Reform UBEC matching rules so states that can’t post the full cash match can still access a minimum grant by meeting governance conditions (procurement transparency, school-based management committees, open data).

    Convert the remaining match into in-kind milestones, e.g., verified teacher postings to rural schools. Given that N45.7 billion recently sat idle for years, unlocking even half would be transformational.

    Tie cash to children, not ledgers. Fund contact time and learning checks rather than line-item inputs. If a school can verify 180 days of instruction and measured reading gains for JSS1, it gets the tranche regardless of whether the ceiling was painted in Q2 or Q4.

    Publish a national “Learning and Safety” dashboard. Put attendance, closures, teacher vacancies, and short literacy/numeracy checks online, school by school. Let parents see what the money bought. The point isn’t to shame; it’s to steer.

    This is not a blank-cheque appeal. It is a reprogramming of existing flows to track Nigeria’s real risk map. The Safe Schools financing plan already exists; use it as the crisis window. The World Bank’s deprivation profile identifies where learning losses are deepest; use it to weight transfers.

    UN benchmarks and UNICEF finance guidance establish why Nigeria’s envelope must rise over time; use them to justify a medium-term glide path toward the 15–20% share, but only if each extra naira buys measurable gains.

    Above all, resist the easy false choice between “more money” and “better governance.” Nigeria needs both, but the sequencing matters: fix the pipes while you fill the tank.

    Money must track where children are missing, where violence or floods close gates, where classrooms suffocate. The past five years proved that “more” is not enough.

    The next five must prove that smarter, faster, fairer spending keeps children in school, keeps them safe, and helps them learn. Until then, rising line items will keep buying falling futures and families will know government failed the test.

    •Lekan Olayiwola,

    lekanolayiwola@gmail.com