Christopher Okpoko
Recent media reports indicate that the federal government has denied claims regarding the scrapping of the Junior Secondary School (JSS) and Senior Secondary School (SSS) systems. However, it acknowledged that it is considering reforms to align education with current realities.
According to the Minister of Education, Dr. Tunji Alausa, while the government is contemplating the introduction of a compulsory 12-year uninterrupted basic education model, there are lengthy and complex processes involved, including consultations with the National Council on Education (NCE). He noted that discussions are still ongoing, and implementation may not occur until the last quarter of 2025.
Nigeria’s current education system is based on the 6-3-3-4 model: six years of primary education, three years of junior secondary education, three years of senior secondary education, and a minimum of four years of tertiary education. Reports indicate that this model was successfully implemented in countries like China, Germany, and Ghana before being adopted by Nigeria in 1989. However, it has never been fully realized in Nigeria. Although successive governments have theoretically supported its objectives, none have successfully implemented the policy. It appears that the 6-3-3-4 model may become yet another abandoned project in Nigeria.
Education is universally recognized as a fundamental human right and a cornerstone of national development. In Nigeria, it is widely accepted that the standard of education is declining, and the educational sector faces numerous challenges that impede its objectives and hinder the country’s progress. This raises the question: Is the 12-year uninterrupted basic education model the solution to the challenges facing Nigeria’s education system?
According to a United Nations Children’s Fund (UNICEF) report titled “The State of Nigeria’s Children: Summary of the 2024 Situational Analysis of Children and Adolescents in Nigeria,” approximately 10.2 million primary school-age children and 8.1 million secondary school-age children are out of school. This alarming statistic positions Nigeria as the country with the highest number of out-of-school children globally.
Only 38% of three- and four-year-olds benefit from preschool education, with significant disparities based on geographical location and socioeconomic status. Children in the northern regions are the least likely to participate. Additionally, only 27% of children aged 7 to 14 possess reading comprehension skills, and 25% can solve simple mathematical problems. Geographic disparities are evident, with only 56% of children aged 7 to 14 in the South East zone able to read meaningfully compared to 87% in Lagos State, while the North West zone records a mere 9.5%.
There is a pressing need for nearly 200,000 trained teachers to address the extremely low teacher-student ratios. Northern states have the fewest teachers per classroom and the lowest school completion rates. While the national education completion rate has improved, 4 million children still do not complete their education, with completion rates for rural and low-income children falling below the national average at all educational levels.
Ninety-seven percent of primary school children from the wealthiest households finish school, compared to only 34% from the poorest households. Ninety percent of children from affluent families graduate from senior secondary school, whereas fewer than 16% of children from low-income households do so. Additionally, an estimated 4.9 million Nigerian children were in urgent need of humanitarian assistance in 2024, primarily due to armed conflict or climate-related disasters. In 2023, armed groups abducted 859 school children, bringing the total to more than 1,680 since 2014.
The student-teacher ratio in Nigeria is 1:25 for pre-primary schools, 1:35 for primary schools, and 1:40 for secondary schools. However, many schools face significant overcrowding, with some classrooms containing over 80 students per teacher. In the Northeastern states of Borno, Adamawa, and Yobe, the alarming ratio of one teacher to approximately 124 pupils in primary schools persists due to years of insurgency in the area.
Recently, the Teachers Registration Council of Nigeria (TRCN) raised concerns about the sharp decline in the number of teachers available to provide education. This situation is exacerbated by a mass exodus of teachers leaving Nigeria for better opportunities abroad, particularly as the UK recruits Physics and other subject teachers from Nigeria, offering them relocation incentives. Qualified individuals increasingly prefer business ventures over government jobs; a trend that can negatively impact the education sector as those academically qualified but lacking professional qualifications often fill teaching positions due to unemployment.
These challenges have serious implications for the country’s future and are rooted in various interrelated factors, including inadequate funding, poor infrastructure, inconsistent policies, corruption, and socio-economic issues.
One of the most pressing challenges is the inadequate funding of the education sector. The Nigerian government consistently fails to allocate sufficient funds to education, neglecting the provisions stipulated in the Universal Basic Education (UBE) Act. Government expenditure on education has remained below recommended levels, with many states struggling to meet even the most basic needs. For instance, in 2020, 6.5% of the national budget was allocated to education, while in 2021 and 2022, allocations were 5.7% and 5.4%, respectively. In 2023 and 2024, those figures increased slightly to 7.9% and 6.39%. However, these allocations still fall short of the United Nations Educational, Scientific and Cultural Organization (UNESCO) recommendation of 15-20% of national budgets for education. Underfunding results in overcrowded classrooms, a lack of learning materials, and insufficient infrastructure—conditions that severely hinder effective teaching and learning.
Inadequate infrastructure is another significant issue affecting education in Nigeria. Many schools operate in dilapidated buildings lacking essential facilities such as access to clean water, sanitation, electricity, libraries, and laboratories. In rural areas, schools are often dispersed, making it difficult for children to attend. The absence of basic amenities creates an unfavorable learning environment and discourages enrollment, especially among girls. Consequently, dropout rates are high, and many students fail to complete their education, perpetuating cycles of poverty and illiteracy.
Furthermore, the quality of education in Nigeria suffers from poorly trained teachers. Many educators lack the necessary qualifications, skills, and pedagogical knowledge to deliver the curriculum. Teacher training programs are often inadequate and lacks emphasis on continuous professional development. As a result, students receive subpar instruction that fails to equip them with critical thinking skills and practical knowledge. Additionally, the high turnover rate of teachers due to poor salaries and working conditions exacerbates the issue, leaving schools staffed with inexperienced personnel.
Corruption is a pervasive problem that plagues the Nigerian educational system. Misappropriation of funds allocated for education is rampant at all levels, from federal to state and local governments. Corrupt practices hinder the distribution of resources, leading to further deterioration of educational quality. Dr. Musa Adamu Aliyu, SAN, the chairman of the Independent Corrupt Practices and Other Related Offences Commission (ICPC), recently described corruption as a cancer that has negatively impacted the performance of the education sector in Nigeria. He stated that “the lower end of the education ladder has witnessed more of its impact from enrollment to the provision of textbooks and equipment, appointment and management of teachers, assessment of teaching and learning processes, supervision, monitoring and evaluation of schools, as well as the monitoring of project execution—tales of unpalatable experiences abound.”
Similarly, according to Tribune newspaper, a 2023 report revealed that ₦10.2 billion meant for school renovation projects in Ogun State was mismanaged, leaving many schools in their dilapidated state. Also, in 2021, N18 million was allocated for the renovation of a block of three classrooms at Community Comprehensive High School in Eggua, Egbado North LGA, Ogun State. The project was half-done, leaving students in an awful learning condition. In the same vein, in 2021, N12 million was allocated for the construction of a block of three classrooms at Christ Primary School, Imasayi, in Egbado North LGA, Ogun State. The project was not completed. Furthermore, the suspension of Benjamin Abakpa, the Executive Secretary of the National Senior Secondary Education Commission (NSSEC), for alleged financial misappropriation and ineptitude is another recent example.
Another critical issue is the relevance of the curriculum. The Nigerian education system largely focuses on rote learning and memorization rather than fostering creativity, critical thinking, and problem-solving skills. This outdated approach fails to prepare students for the demands of a rapidly changing world that requires adaptability and innovation. Moreover, the curriculum is often disconnected from local realities, limiting the applicability of what students learn to their immediate environments. Consequently, there is a pressing need to revise the curriculum to include practical skills that align with workforce demands and local contexts.
Socio-cultural factors also play a crucial role in the educational challenges faced in Nigeria. Issues such as gender inequality, child labor, and ethnic tensions significantly impact education access and retention. In many regions, cultural norms prioritize boys’ education over that of girls, resulting in significant disparities in enrollment rates. Early marriage and traditional practices further exacerbate the challenges faced by female students, leading to higher dropout rates. Additionally, ethnic conflicts can disrupt educational activities, forcing schools to close and displacing students.
The recent rise of insecurity in Nigeria adds another layer of complexity to the education crisis. Attacks on schools by armed groups, including Boko Haram and bandits, have created an atmosphere of fear that hampers educational activities. Parents are reluctant to send their children to school, particularly in conflict-affected regions, leading to increased dropout rates and decreased enrollment. The psychological trauma experienced by students who have been victims of violence or witnessed attacks further complicates their ability to learn and thrive in educational settings.
Furthermore, inconsistent educational policies contribute to the crisis. Over the years, Nigeria has experienced frequent changes in educational leadership and policy direction. These changes often result in disjointed programs that fail to address the root problems facing the education sector. For instance, initiatives to improve educational outcomes are frequently launched without adequate planning or follow-through. This results in a lack of continuity and trust in the system, causing teachers and students to feel disconnected from the educational reforms intended to benefit them.
Despite these daunting challenges, there are opportunities for meaningful reforms in our education sector. Increased collaboration between government, non-governmental organizations (NGOs), and private sector stakeholders can lead to innovative solutions. Investment in teacher training programs, infrastructure development, and educational technology can enhance the quality of education. Moreover, community engagement is vital in driving change, as local involvement can help address cultural barriers, promote inclusive education, and ensure that educational initiatives conform to specific community needs.
Also, the integration of technology into education has the potential to transform learning experiences. E-learning platforms and online resources can allow greater access to information and learning materials, especially in remote areas. Tele-education can circumvent some of the logistical challenges of infrastructure deficits, enabling students to continue their education despite difficult circumstances. However, this requires significant investment in technology and digital literacy programs to ensure educators and students can effectively utilize these resources.
Nigeria has made progress towards increasing school enrolment and creating digital platforms, as well as improving school readiness and completion. The Government’s Renewed Hope Agenda includes a new roadmap for the education sector, focused on basic education. One goal is to return 15 million out-of-school children to the classroom by 2027, while simultaneously improving equitable access to education, school infrastructure, and the quality of learning.
In conclusion, the problems of education in Nigeria stem from inadequate funding, infrastructural deficiencies, policy inconsistency, low-quality teacher training, corruption, irrelevant curricula, socio-cultural barriers, and insecurity and not the structure or model of education. Addressing these challenges will require concerted efforts from all stakeholders, including the government, civil society, and local communities. By prioritizing education, investing in infrastructure, enhancing teacher quality, and promoting inclusive practices, Nigeria has the potential to improve its educational outcomes significantly.
