Nigeria @66: Education gets fresh push, old problems remain

As Nigeria marks its 66th Independence anniversary, the state of its education sector reflects a mix of ambitious reforms, renewed investment and longstanding challenges that continue to affect millions of learners, Deborah Tolu-Kolawole writes

Under the leadership of the Minister of Education, Tunji Alausa, the Federal Government has pursued initiatives ranging from the revitalisation of the National Library of Nigeria and digital learning programmes to improved education financing and efforts to tackle the out-of-school children crisis. However, as the country celebrates another year of independence, the critical question remains whether these reforms and investments will translate into better learning outcomes, functional infrastructure and equitable access to quality education for all Nigerians.

Nigeria’s education sector has undergone several policy changes since independence in 1960, with successive administrations introducing programmes aimed at expanding access, improving standards and developing the skilled workforce needed to drive national development.

From the expansion of primary education to the establishment of universities, polytechnics and colleges of education, the country has made considerable efforts to build an education system capable of serving its growing population.

Yet, six decades after independence, the sector continues to grapple with a familiar set of problems: inadequate infrastructure, teacher shortages, poor learning outcomes, an expanding population of out-of-school children, funding constraints and a persistent gap between educational qualifications and the skills demanded by employers.

Against this backdrop, Alausa’s reform agenda presents another opportunity to address structural weaknesses in the system. Initiatives involving infrastructure renewal, digital education, student financing, basic education funding, technical and vocational training, and institutional accountability have placed renewed attention on the future of education.

But the story of Nigeria’s education sector at 66 is not simply one of new policies and government commitments. It is also a story of unfinished projects, implementation difficulties and the continuing struggle to translate public expenditure into meaningful improvements in the lives of pupils, students, teachers and researchers.

National Library

Few projects illustrate the challenges of education infrastructure in Nigeria as clearly as the National Library of Nigeria headquarters in Abuja.

Conceived as a national centre for knowledge preservation, research, scholarship and access to information, the project commenced on April 29, 2006, with an initial completion period of two years. Construction was subsequently halted, leaving the building unfinished for years and turning the project into a symbol of delayed public investment.

The renewed attention given to the National Library under Alausa represents an attempt to address one of the country’s longstanding infrastructure deficiencies. In August 2026, the Federal Executive Council reportedly approved additional funding for the construction and furnishing of the complex, with the total commitment estimated at approximately N155bn.

The intervention is significant because a national library should serve a purpose beyond providing office space or housing books. Properly equipped, it can preserve Nigeria’s documentary heritage, support academic research, provide access to historical records and publications, and improve the availability of learning resources for students and researchers.

However, the history of the project makes accountability especially important. After years of delay, the public will expect the latest funding to produce a completed and functional facility, rather than another cycle of approvals, revised deadlines and additional expenditure.

During a meeting with contractors and consultants in Abuja on September 6, 2026, Alausa reportedly warned that those responsible for delivering the project would be held accountable for agreed timelines.

“This is a change day. We will make you accountable for the timelines we’re going to set for ourselves,” the minister said.

The warning reflects an important element of education reform: infrastructure spending must be accompanied by effective supervision, transparent procurement and clear responsibility for delivery.

The National Library also demonstrates why the completion of a project should not be confused with the achievement of its broader purpose. Once the building is ready, the government will need to ensure that it is adequately staffed, furnished, maintained and equipped with modern cataloguing and digital information systems.

Its collections must be accessible to Nigerians beyond Abuja, while digital services should allow students, researchers and institutions across the country to benefit from its resources.

Ultimately, the National Library’s success will depend not only on whether the structure is completed but also on whether it becomes a functional national institution that contributes to research, literacy and knowledge development.

Out-of-school children

While the National Library represents the challenge of unfinished infrastructure, the out-of-school children crisis reflects a deeper problem involving access, poverty, insecurity and the quality of basic education.

Nigeria has long been identified as having one of the world’s largest populations of children outside formal education. Estimates frequently cited by international organisations have placed the figure at about 18 million, although the exact number varies according to the year, methodology and population covered.

The scale of the challenge means that expanding school infrastructure alone cannot resolve the problem. Many children remain excluded because their families cannot afford the indirect costs of schooling, while insecurity, displacement, child labour and social barriers continue to affect enrolment and attendance in several communities.

Under Alausa, the Federal Government has prioritised efforts to return children to classrooms and improve the use of education data to identify those being left behind.

In May 2026, the minister reportedly said more than one million children had returned to classrooms over the preceding 30 months. He also disclosed that the government was mapping out-of-school children in several states to obtain a clearer picture of the problem.

Although the reported progress offers grounds for further investigation, the number of children enrolled is only one measure of success. Government must also establish how many of these children remain in school, attend classes consistently and acquire basic literacy and numeracy skills.

The introduction and activation of alternative learning centres, including Smart, Bilingual and Alternative Schools, is another component of the government’s response. Such programmes could help reach children whose circumstances make conventional schooling difficult, particularly in communities affected by displacement, poverty or language barriers.

However, their effectiveness will depend on the availability of qualified teachers, learning materials, appropriate curricula and pathways through which learners can transition into formal education where possible.

Education experts have repeatedly highlighted the relationship between poverty and school attendance. Where families struggle to meet basic needs, children may be withdrawn from school to work, assist with household responsibilities or support family businesses.

This means that tackling the out-of-school crisis requires cooperation between federal and state governments, local authorities, communities and development partners. School feeding, social protection, improved security, affordable learning materials and community engagement must complement enrolment campaigns.

The challenge also exposes the limitations of a reform agenda driven primarily from the federal level. Although the Federal Government provides policy direction and intervention funding, state governments and local authorities play critical roles in delivering basic education.

Without sustained cooperation and accountability across these levels, efforts to bring children into classrooms may produce temporary improvements without addressing the underlying causes of exclusion.

Digital education

Another major feature of Alausa’s reform agenda is the growing emphasis on digital learning and technology-assisted education.

The Federal Government has pursued digital platforms intended to expand access to instructional resources, connect learners with teachers and improve the availability of educational content, particularly in areas where specialist teachers are difficult to recruit.

One initiative is Inspire-Live, a technology-supported learning model designed to enable pupils to participate in lessons delivered by teachers through interactive audio-visual facilities.

The concept offers opportunities to supplement conventional classroom teaching, particularly in subjects where schools struggle to find experienced teachers. It could also help standardise access to selected instructional resources and provide pupils with additional opportunities to ask questions and participate in lessons.

However, digital education is not a substitute for the broader investments required to improve schooling.

Reliable electricity, internet connectivity, appropriate devices, teacher training and technical support remain essential. Without these, digital platforms risk benefiting better-equipped urban schools while leaving rural and disadvantaged communities further behind.

The government must therefore measure the success of digital learning through evidence of improved learning outcomes rather than the number of platforms launched or institutions connected.

A related initiative is the Digital National Education Management Information System, known as DNEMIS, launched in July 2026.

The system is intended to improve the collection and use of education data across the country, covering schools, learners, teachers and infrastructure.

The importance of reliable education data cannot be overstated. Without accurate information, policymakers may struggle to determine where classrooms are overcrowded, where teachers are lacking, which communities have the highest numbers of children outside school and where public spending is producing results.

An effective national database could help government identify gaps, direct resources to underserved areas and monitor progress across states.

Nevertheless, the value of DNEMIS will depend on the accuracy and regular updating of its records, the capacity of state education authorities to maintain the system, and the willingness of policymakers to act on the findings.

Technology can improve planning, but it cannot independently resolve teacher shortages, repair dilapidated classrooms or ensure that children receive quality instruction.

The broader objective should be to use digital tools to strengthen the education system, not merely to demonstrate technological innovation.

Teacher shortages

Perhaps the most fundamental challenge facing Nigeria’s education system is the availability and quality of teachers.

Even where schools have adequate buildings and instructional materials, learning outcomes are unlikely to improve significantly without sufficient qualified teachers who are properly supported and equipped to do their jobs.

Nigeria’s public schools continue to face concerns about uneven teacher distribution, overcrowded classrooms, inadequate facilities and welfare issues. In some communities, the problem is not simply the absence of teachers but the difficulty of attracting and retaining experienced personnel.

In an interview published by The Guardian on October 9, 2025, Nigeria Union of Teachers President Titus Amba raised concerns about shortages in public primary and secondary schools and called for stronger recruitment and improved welfare.

The concerns underline the relationship between the working conditions of teachers and the quality of education delivered to pupils.

Alausa has acknowledged the challenges facing the sector, including teacher shortages, inadequate infrastructure and insecurity, while calling for stronger education financing.

However, addressing the problem will require more than budgetary commitments. Federal and state governments must establish realistic teacher recruitment plans, improve deployment to underserved communities, strengthen professional development and ensure that teachers have access to relevant learning materials.

Teacher training must also keep pace with changes in curricula, technology and the needs of learners. As digital resources become more common, educators need the skills to integrate them effectively into classroom instruction.

The government should also strengthen mechanisms for assessing learning outcomes. School attendance, enrolment figures and examination results provide useful information, but they do not always reveal whether pupils have acquired the foundational skills required to progress academically.

A more effective approach would combine teacher support, regular learning assessments, school-level monitoring and targeted interventions for pupils who are falling behind.

Without such measures, infrastructure and technology reforms may produce visible changes in schools without delivering the expected improvements in learning.

Basic education funding: unlocking resources and demanding accountability

The question of funding remains central to any assessment of Nigeria’s education reforms.

The Universal Basic Education Commission provides intervention funding to support basic education, including infrastructure development, teacher training and the provision of learning materials. However, access to some of these funds depends on states providing their required counterpart contributions.

This arrangement has sometimes resulted in federal intervention resources remaining unaccessed when states fail to meet the conditions attached to them.

In July 2026, UBEC Executive Secretary, Dr Aisha Garba, reportedly disclosed that the commission had facilitated the mobilisation of more than N100bn in previously unaccessed matching grants for states and the Federal Capital Territory.

The development illustrates the importance of coordination between the Federal Government and state governments in implementing education policies.

Yet, the release of funds is only the beginning. The public needs to know which schools benefit, what projects are completed, how many classrooms are rehabilitated and whether the interventions improve the conditions in which children learn.

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There is also a need to address the maintenance of existing facilities. Building new classrooms while allowing older ones to deteriorate can increase long-term costs and undermine the value of public investment.

For Alausa’s reform agenda to produce sustainable results, funding must be linked to measurable outcomes, with effective monitoring and transparent reporting of expenditure.

The government should also ensure that resources are distributed according to need. Schools serving disadvantaged communities, children with disabilities and areas affected by insecurity may require additional support to achieve comparable learning outcomes.

At 66, Nigeria’s education financing challenge is therefore not simply how much money is allocated, but how effectively it is spent and whether the benefits reach the learners who need them most.

Tertiary education

Beyond basic education, the Federal Government has pursued reforms intended to improve access to tertiary education, ease financial pressure on students and strengthen the capacity of institutions.

One of the most prominent interventions is the Nigerian Education Loan Fund, which provides an avenue for eligible students to obtain financial support for their education.

The scheme addresses a longstanding problem: students who secure admission into universities, polytechnics and other eligible institutions may struggle to meet tuition and other education-related costs.

By reducing some of these financial barriers, student loans could help more young Nigerians pursue higher education. However, the long-term effectiveness of the scheme will depend on transparent eligibility criteria, efficient administration, timely disbursement and clear communication with applicants and beneficiaries.

The government must also ensure that students understand the conditions attached to the loans and have access to reliable information about their obligations.

Student financing alone cannot resolve all the difficulties facing tertiary education. Institutions still require adequate classrooms, laboratories, libraries, accommodation, research facilities and sufficient academic staff.

There is also the question of affordability beyond tuition. Transport, accommodation, food, textbooks, internet access and other living expenses can remain significant obstacles for students from low-income households.

Consequently, the wider reform agenda must consider the total cost of obtaining an education and the extent to which financial assistance reaches students facing the greatest barriers.

The quality of tertiary education also requires sustained attention. Expanding access without adequate investment in facilities, staffing and teaching resources could place additional pressure on already stretched institutions.

Technical education

Another important dimension of the government’s education agenda is the effort to strengthen technical and vocational education and training.

For many years, Nigeria’s education system has been criticised for placing considerable emphasis on academic qualifications without sufficiently connecting learning to the practical skills required in the workplace.

The consequences can be seen in concerns about graduate unemployment, shortages of skilled technical personnel and difficulties employers sometimes encounter when recruiting workers with relevant practical experience.

Technical and vocational education offers a pathway for addressing some of these challenges by providing training in areas such as manufacturing, construction, electrical installation, information technology, agriculture and other skilled occupations.

The Federal Government’s emphasis on skills development and partnerships with industry reflects a recognition that the education system must respond to changes in the labour market.

However, expanding vocational education requires more than establishing training centres or enrolling students. Institutions need functional workshops, modern equipment, qualified instructors and curricula developed in consultation with employers.

Students must also have opportunities for supervised practical training, apprenticeships and industry placements. Such arrangements can help ensure that the skills acquired during training reflect actual workplace requirements.

The government should equally address the perception that vocational education is a less desirable alternative to university education. A well-designed technical education system can provide routes into employment, entrepreneurship and further learning.

For Nigeria, the objective should be to create an education system that accommodates different abilities, interests and career paths while maintaining clear standards of quality.

This would help ensure that young people are not judged solely by whether they obtain university degrees, but by the knowledge, skills and competencies they develop.

Future of Nigerian universities

Nigeria’s ambitions for education reform also depend on the ability of universities and other tertiary institutions to generate research, develop new technologies and contribute to national development.

For years, academics have raised concerns about inadequate research funding, outdated laboratory equipment, limited access to scholarly publications and the difficulty of translating research findings into commercial products or public policy improvements.

Under Alausa, the government has continued to emphasise institutional development, research, innovation and stronger connections between tertiary institutions and industry.

One example is the Mine-Tech University Innovation Pod at Nasarawa State University, inaugurated on May 8, 2026. The facility reportedly received a $2m grant from the United Nations Development Programme, alongside support from TETFund.

Such initiatives offer opportunities to connect university research with practical challenges in mining, agriculture, healthcare, manufacturing and other sectors.

However, innovation requires more than modern facilities. Researchers need sustained grants, functional laboratories, technical personnel, opportunities for international collaboration and institutional support to develop their findings into usable products and services.

Universities must also strengthen academic integrity, improve research supervision and establish transparent processes for managing grants and evaluating research outcomes.

The Federal Government’s work on education data and academic records could support institutional accountability, but such systems must be implemented with adequate privacy safeguards, reliable verification procedures and clear access controls.

Ultimately, the value of university reform should be measured by the quality of teaching, the relevance of research, the capacity of graduates and the contribution institutions make to solving Nigeria’s development problems.

HOPE-EDU and the challenge of sustaining investment

The Federal Government’s wider basic education programme has also attracted international development financing.

In July 2026, the government announced the HOPE-EDU programme, backed by reported commitments of $552m from the World Bank and the Global Partnership for Education.

The programme is intended to expand access to education, improve learning outcomes and strengthen the country’s basic education system.

The scale of the intervention reflects the recognition that Nigeria’s education challenges require sustained investment and cooperation among federal and state governments, development partners and communities.

Nevertheless, international financing should complement rather than substitute for consistent domestic investment.

Education programmes often operate over several years, while improvements in literacy, numeracy, teacher quality and school infrastructure take time to become evident. Governments must therefore plan beyond individual budget cycles and ensure that projects remain functional after initial funding ends.

There is also a need for clear monitoring arrangements to establish whether the resources are reaching the intended beneficiaries. Information about expenditure, completed projects, school participation and learning outcomes should be made available to the public.

Without effective oversight, even substantial financing may produce limited improvements.

Gap between policy and implementation

Across the education sector, a recurring concern is the distance between policy announcements and measurable results.

The revitalisation of the National Library, digital learning initiatives, improved education data, student financing, teacher development and vocational education represent different aspects of the government’s reform agenda.

However, their success depends on how effectively they are implemented and whether the different interventions complement one another.

A digital learning platform, for instance, cannot deliver its full potential where electricity is unreliable, teachers lack the necessary training or pupils cannot access appropriate devices. Similarly, expanding student financing will have limited impact if institutions cannot accommodate additional students without overcrowding classrooms and laboratories.

The same principle applies to basic education funding. Money released for school rehabilitation must result in functional classrooms, safe facilities and improved learning conditions.

This is why independent assessments, transparent reporting and clear performance indicators are essential.

Speaking in an interview published by The Guardian on September 5, 2026, Professor Olanrewaju Olaniyan, pioneer Vice-Chancellor of Emmanuel Alayande University of Education, Oyo, identified poverty, insecurity and weak policy implementation as factors contributing to Nigeria’s education challenges.

The observation reinforces the need to look beyond policy formulation and consider the conditions under which education programmes operate.

Although federal initiatives provide direction and resources, many of the outcomes that matter most to pupils depend on state governments, school administrators, teachers and communities.

The Federal Government must therefore strengthen collaboration with state authorities while ensuring that funding arrangements, performance monitoring and reporting requirements encourage results rather than simply compliance with administrative procedures.

Road to recovery

As Nigeria marks 66 years of independence, the education sector stands between the promise of reform and the burden of longstanding challenges.

Under Alausa, the Federal Government has pursued initiatives involving the revitalisation of the National Library, digital learning, education data, basic education financing, student loans, technical education and research development.

These interventions address important areas of the education system, but their ultimate value will depend on whether they produce improvements that Nigerians can see and experience.

The National Library must become a functional centre for research and knowledge preservation. Digital education must improve learning rather than merely increase the number of connected schools. Student financing must help eligible learners overcome financial barriers, while technical education must provide relevant skills and credible routes into employment.

Most importantly, efforts to address the out-of-school children crisis must be accompanied by improvements in teaching quality, school safety, household affordability and foundational learning.

As the country moves beyond its 66th Independence anniversary, the government faces the challenge of ensuring that new reforms do not become another collection of ambitious policies with uneven results.

Nigeria’s education recovery will require sustained investment, stronger accountability, reliable data and cooperation across all levels of government. It will also require a willingness to evaluate programmes honestly, identify what is not working and redirect resources towards interventions that deliver demonstrable benefits.

The measure of progress should ultimately be straightforward: more children attending school, more pupils able to read and perform basic mathematics, better-supported teachers, stronger institutions and graduates equipped to contribute meaningfully to society.

At 66, Nigeria’s education sector does not lack reform ideas. The defining challenge is to ensure that those ideas translate into lasting improvements in the quality, accessibility and relevance of education.