Stakeholders’ expectations in the education sector may not have been met in 2025, but there are high expectations for rekindled interests in key areas of the critical sector in 2026, OWEDE AGBAJILEKE reports.

With the dawn of a new year, stakeholders have begun laying the groundwork for a comprehensive roadmap aimed at repositioning the education sector in 2026, as mounting concerns persist over declining learning outcomes, deep-seated infrastructure shortfalls, and insecurity.

These challenges, which disrupted education for an estimated 47 million learners in the past year alone, have also contributed to the closure of more than 11,000 primary and secondary schools over the last five years, underscoring the urgency for coordinated and sustained reforms.

Setting the tone for what lies ahead, Minister of Education, Dr Tunji Alausa, outlined 2026 as a year focused on strengthening the system through reforms that prioritise youth empowerment, innovation, and knowledge-driven development.

In his New Year message, Alausa emphasised that creating an environment where learning and creativity can thrive is essential for Nigeria’s competitiveness in a rapidly changing global economy.

The message also carried a broader national tone, with the minister expressing hopes for peace in communities, inspiration in the hearts of citizens, and tangible progress that positively impacts everyday lives.

He framed education not just as a sectoral issue, but as a unifying force capable of driving social cohesion and economic opportunity.

He reaffirmed his commitment to implementing President Bola Tinubu’s education agenda, noting that the administration’s vision is anchored on ensuring that every Nigerian child has access to quality education while teachers are adequately supported, trained, and motivated to deliver results in the classroom.

However, stakeholders received the new year’s message with cautious optimism, expressing hope that the assurances will translate into concrete policies and measurable actions that address long-standing challenges in the sector. Even as they insist that sustained investment, effective implementation, and transparency must replace rhetoric to deliver meaningful and lasting reform.

The re-abduction of some released students of St Mary’s Private Catholic Primary and Secondary Schools, Papiri, in Agwara Local Government Area of Niger State, by terrorists at the weekend, has reignited public outrage and deepened concerns over the worsening security situation in the country, particularly the vulnerability of schools to repeated attacks despite earlier assurances by the minister and security agencies.

With several northern states, notably Taraba, Adamawa and Yobe, directing all public and private boarding secondary schools to discontinue boarding arrangements and function exclusively as day schools in response to rising security concerns, the decision has sparked widespread debate among stakeholders.

The move, aimed at safeguarding students from persistent threats such as banditry, kidnappings and insurgent attacks, has been described by state authorities as a temporary, but necessary measure to protect lives.

However, it has also raised concerns about access to education, particularly for students who travel long distances from rural communities and may now struggle with daily transportation, increased costs and reduced study time.

Beyond the immediate security response, education analysts argued that the recurring attacks on schools point to deeper structural failures that go beyond policing.

They emphasised the need for a comprehensive safe-schools framework that integrates enhanced intelligence gathering, community-based security partnerships, perimeter fencing, early warning systems, and psycho-social support for affected learners.

Without such an integrated approach, experts warned that policy reactions will remain reactive, leaving schools exposed and families increasingly reluctant to enrol their children, thereby compounding the menace of the 18 million out-of-school children.

Reacting, the Initiator, Creative Change Centre, Omole Ibukun, called on the Nigerian government to prioritise education in the new year, moving beyond empty promises and tokenism.

He made a case for a transformative agenda that recognises education as a human right, with real investment and implementation, not just press releases.

Ibukun listed key demands to include increased funding to meet the United Nations Educational, Scientific and Cultural Organisation’s (UNESCO) 15 to 20 per cent benchmark; improved infrastructure in public schools, especially in rural areas; transparency and accountability in education spending; and an end to corruption in the sector.

He noted that education remains the most sustainable pathway to national development and social equity, warning that continued neglect of the sector would only deepen inequality and limit Nigeria’s long-term growth prospects.

According to him, a country cannot claim to be preparing for the future, while millions of children are trapped in overcrowded classrooms, learning with outdated materials and unsupported teachers.

He argued that genuine reform must be people-centred, focusing on learners and educators rather than political optics.

He further noted that teachers, who are central to any meaningful education reform, have for too long been treated as an afterthought in policy planning.

Ibukun said that poor remuneration, a lack of continuous professional development, and insecure working conditions have eroded morale and driven many skilled educators out of the classroom.

He warned that without deliberate policies to attract, motivate and retain qualified teachers, any attempt at reform would remain superficial and unsustainable.

On accountability, Ibukun emphasised that public trust in government education programmes can only be restored through openness and measurable outcomes.

He, subsequently, called for clear mechanisms that allow citizens to track how education funds are allocated and spent, insisting that Nigerians should be able to see direct links between budgets and improved learning environments.

According to him, the education sector is too critical to be undermined by corruption, adding that the new year must mark a turning point where transparency becomes the norm rather than the exception.

“My expectations from the Nigerian government as we begin the new year are that the Tinubu administration should go beyond tokenism and headlines. A country cannot be built on propaganda, not when it involves the education sector. I want to see a transformative education agenda that truly recognises education as a public good and a human right, and we want to see that through actions and implementation, Ibukun added.

He further noted that stakeholders would want to see a sector that equips young people with the skills, knowledge, and dignity they deserve, rather than an outdated curriculum or admission racketeering, as millions of Nigerian children are denied the right to quality learning.

Although the Nigerian government earmarked N3.52 trillion for the sector in the N58.47 trillion 2026 appropriation, Ibukun believes the allocation still falls short of what is required to address the deep-rooted challenges confronting education, noting that it represents 6.02 per cent of the total appropriation and remains below international benchmarks.

This, he said, is insufficient to drive the level of transformation urgently needed across the system.

On its part, the National Association of Nigerian Students (NANS) urged the Federal Government to ensure greater inclusivity, transparency and accountability in the implementation of the students’ loan scheme, stressing that the initiative must genuinely serve the interests of students rather than exclude those most in need.

The association emphasised that clear guidelines, fair access and effective oversight are essential to prevent abuse and restore confidence in the scheme.

The group strongly advocated improved protection of schools across the country, noting that persistent insecurity continues to disrupt academic activities and threaten the safety of students and staff.

It warned that without deliberate efforts to secure learning environments, especially in vulnerable areas, education outcomes would remain poor, regardless of funding or policy reforms.

Speaking with The Guardian, NANS Public Relations Officer, Samson Adeyemi, argued that beyond the size of the education budget, the real test lies in effective utilisation, transparency, and impact, stressing that increased funding must translate into improved infrastructure, better teacher welfare and measurable learning outcomes rather than being lost to inefficiencies.

Also, a public affairs analyst, Ifeanyi Nwoko, tasked the government to make education a priority in the new year, adding that many of Nigeria’s security and social issues stem from a lack of education.

He warned that years of neglect in the sector have significantly contributed to the country’s mounting security and socio-economic challenges.

Speaking on the state of the education sector, Nwoko argued that successive administrations have failed to give education the attention it deserves, noting that the last period of sustained focus was during the administration of former President Goodluck Jonathan.

According to him, education should not be narrowly defined as university training alone, but should include basic, informal and vocational education that engages children and young people from an early age.

He cautioned that allowing children to remain out of school without any structured learning or skill acquisition poses serious long-term risks to society.

While acknowledging that not everyone must pass through formal academic pathways, Nwoko emphasised that every child should have access to some form of structured education or training that prepares them to be productive and self-reliant.

He further argued that Nigeria’s diversity should be leveraged through region-specific education and skills development strategies.

Using regional examples, he said states in the north could strengthen education around agriculture and farming, the south-west could focus on medicine and technology, while the south-east could harness its strengths in trade and commerce.

According to him, aligning education and vocational training with regional economic strengths would boost productivity and reduce unemployment.

On his part, education consultant, Monday Ude, stressed the need for the government to bring together critical stakeholders who can proffer solutions to the problems confronting the sector.

He also stressed the need to adequately motivate teachers to attract the best brains to the profession.

“When you increase funding to the sector, and teachers are not motivated, you cannot get the best results. Let teachers feel that they are part of the system and appreciate what they are doing so that they can put in their best. Their salaries might not be sufficient, but let them feel important,” Adetoro stated.

A Professor of History at the University of Lagos (UNILAG), Ayodeji Olukoju, said the most important thing for the government to do this year is to assess the sector.

Presently, Olukoju said the government has no data on how many people are out of school, how many have been produced as graduates, how many have attended technical schools, and the opportunities in the industry.

“I think we need to have a database that should be upgraded consistently. We cannot go anywhere without knowing where we are, and we should do so at the level of local government. We need to have a reliable database on the state of education in Nigeria.

“In doing that, we are going to identify gaps because education is not just for its own sake; it is to procure knowledge, which in itself is not power, it is when you apply it that it becomes power, therefore, we never can move forward until we are aware of where we are and what we should have done that we did not do. It is when we identify the gaps that we can decide on what to do, both in the short term, medium term, and long term.

“I think the greatest challenge we have is that we have a huge number of people who are out of school already, because in the whole of the northwest and the northeast, too many of them are out of school. How do we get them back to school? Part of that challenge, focusing on the northwest and northeast, is security. How do we solve the problem? What I’m saying is let’s identify gaps and find local solutions.

“What works for Southwest may not work for North Central. Let us find out from people in the different regions their peculiar challenges, because in some places, they don’t have enough teachers, while in others, they have teachers but are not competent. In some places, there are no laboratories at all and in many public universities, there are no teaching facilities.

“The first thing to do is to identify the problems and proffer solutions. There are things that money can solve, and there are those that we have to develop capacity. Let us talk to experts on way out, but let us localise the solutions. The solution in Lagos may not work for Akure or Ondo. There has to be a solution that is applicable.” Olukoju added.