The Bitter Pill of Nigerian Education Policy: A Critique of Tinubu’s Lauded Reforms

 

The recent accolades showered on Nigeria’s Education Minister following his presentation at the Education World Forum (EWF) in London have sparked mixed reactions - ranging from commendation to skepticism. While the Minister’s efforts to showcase Nigeria’s commitment to education reform deserve recognition, several concerns remain unresolved, casting doubt on the sincerity and long-term effectiveness of these initiatives.

One major issue is the choice of venue for the EWF. Why was it necessary for such an important conversation about Nigeria’s education future to take place in London rather than on Nigerian soil? Is this yet another example of our leaders seeking external validation instead of building confidence in our own institutions and capacities? To many observers, the event risks appearing more like a political showcase designed to project progress internationally rather than a genuine effort to confront the deep-rooted problems crippling the Nigerian education system.

The Minister’s much-publicized Foundational Literacy and Numeracy Initiative is, on paper, a welcome development. The idea of creating a unified national standard for literacy and numeracy could help address the alarming learning gaps in basic education. However, concerns arise regarding the implementation strategy. Why is the initiative being piloted in only 15 states while the remaining 21 states are expected to “catch up” later? What criteria informed the selection of those states, and why has there been little transparency about the process?

This selective rollout has inevitably fueled suspicions of political calculation. Critics fear the initiative may be targeted toward regions considered politically strategic ahead of the 2027 elections rather than representing a genuinely inclusive national education reform agenda.

Nigeria is not lacking in beautifully written education policies. The country’s history is filled with ambitious frameworks and reform agendas that ultimately collapsed under the weight of poor implementation. The 6-3-3-4 system of education, enshrined in the National Policy on Education, remains one of the clearest examples of policy ambition without practical execution. The pressing question, therefore, is not whether Nigeria needs more education policies, but whether it possesses the political will and institutional discipline to implement the ones it already has.

Perhaps the time has come to seriously reconsider the structure of educational governance in Nigeria. Decentralizing education and granting states greater autonomy to design and implement policies suited to their local realities may prove more effective than the current centrally controlled system. During the regional government era, education appeared more responsive, competitive, and impactful because policies reflected the unique priorities of each region.

The Minister’s international engagements and polished presentations may attract applause abroad, but Nigerians at home are waiting for measurable results. Beyond speeches and conferences, the country needs functioning classrooms, motivated teachers, updated curricula, and equitable access to quality education.

The future of Nigerian education hangs in the balance. The hope is that policymakers will rise above politics, abandon cosmetic reforms, and finally deliver the meaningful transformation the nation’s students deserve.


 Ambrose Odiase, FIPMA, MANUPA, MAUA (UK)
Founding Editor/Publisher, CampusDialog

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