October 5, World Teachers’ Day is held yearly to celebrate all teachers around the globe. It commemorates the anniversary of the adoption of the 1966 ILO/UNESCO recommendation concerning the status of teachers, which sets benchmarks regarding the rights and responsibilities of teachers, and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions. It is not only a day to celebrate how teachers are transforming education but also to reflect on the support they need to fully deploy their talent and vocation, and to rethink the way ahead for the profession globally.

World Teachers’ Day has been celebrated since 1994.

Sixty years after the 1966 ILO/UNESCO recommendation concerning the Status of Teachers, new challenges have emerged for the profession, from digital technologies and climate change to inclusion, migration and displacement.

These pressures affect several dimensions of the status of teachers: their symbolic status, when teaching is not sufficiently recognised or valued; their professional status, shaped by limited autonomy, support or voice in policy-making; and their material status, compromised by salaries, workloads and working environments that do not allow teachers to fully exercise their role.

Under the theme “Standing with teachers: 60 years of protecting the profession, advancing its status and shaping our futures,” the 2026 edition centres on reviewing the current challenges related to teacher status and the strategies to address them, calling on society and policy-makers to protect, promote and elevate that status.

Across public and private schools in Nigeria, teachers are under pressure to comply with a new certification requirement introduced by the Teachers Registration Council of Nigeria (TRCN), as the government moves to fully professionalise the teaching profession.

Under the directive, all teachers are expected to register with the council and obtain professional certification. While schools are expected to achieve substantial compliance by 2026, full implementation is scheduled for 2027. Schools that fail to comply risk being barred from participating in national examinations conducted by the West African Examinations Council (WAEC), the National Examinations Council (NECO), the National Business and Technical Examinations Board (NABTEB) and other external examination bodies.

The policy is aimed at placing teaching on the same professional footing as law, medicine and engineering by making certification compulsory for those who wish to remain in the classroom. However, as the implementation deadline draws closer, concerns are mounting over the financial burden on teachers, the capacity of the registration process and the implications for a sector already struggling with shortages of qualified personnel.

Checks by The Guardian show that though Nigeria has an estimated four million teachers, only about 1.61 million had been certified by TRCN as of June 2026, according to data on the council’s registration portal.
The figure is lower than the 2.4 million certified teachers previously announced by the council, raising fresh questions about the pace of compliance as schools and teachers race to meet the deadline.

A Profession Without A Complete Register
Data obtained from the Teachers Registration Council of Nigeria (TRCN) show that Lagos has the highest number of registered teachers in the country, with about 125,000, representing nearly eight per cent of the national total. It is followed by Oyo, Delta, the Federal Capital Territory (FCT), Kwara, Kaduna, Kano and Anambra states.

The pattern changes, however, when attention shifts to teachers currently seeking certification. Borno has the highest number of candidates registered for the Professional Qualifying Examination (PQE), ahead of Lagos, Rivers, Niger and the FCT. The figures reflect the state’s continued efforts to rebuild its education sector after years of insurgency.

An analysis of the data also shows that women account for 59.2 per cent of teachers already certified by TRCN and 65.3 per cent of those currently preparing to sit the PQE. The figures come despite concerns by the National Commission for Colleges of Education (NCCE) over low female enrolment in some Colleges of Education, particularly in parts of northern Nigeria.

While women constitute the larger share of certified teachers nationwide, the commission says some teacher-training institutions are finding it difficult to attract female students into education programmes.

The data further show a growing gap in the qualification profile of those entering the profession. While many teachers already on the TRCN register were certified under lower qualification categories, a larger proportion of those currently seeking certification are bachelor degree holders, suggesting that newer entrants are joining the profession with higher academic qualifications even as enrolment into Colleges of Education continues to decline.

The certification drive is also unfolding against the backdrop of an existing shortage of teachers.
Education agencies estimated that Nigeria requires about 278,000 additional teachers in the basic education sector, leaving the government with the twin challenge of improving professional standards while addressing shortages in classrooms across the country.

The situation is not limited to Nigeria. Across several education systems worldwide, countries are struggling to recruit and retain teachers even as certification requirements become more stringent.

A 2024 study by UNESCO and the International Labour Organisation (ILO) estimate that the world would require about 44 million additional primary and secondary school teachers by 2030 to achieve global education targets.
Sub-Saharan Africa accounts for the largest share of the shortage, requiring about 15 million teachers. The study also found that teacher attrition almost doubled between 2015 and 2022, largely due to poor remuneration and unfavourable working conditions.

The Executive Secretary of the National Commission for Colleges of Education (NCCE), Angela Ajala, recently disclosed that Nigeria faces a shortage of nearly 200,000 teachers in basic education.

Speaking at the Second Annual National Conference of the Committee of Provosts of Colleges of Education in Abuja, she said the problem starts long before teachers enter the classroom.

Ajala noted that 18 states did not recruit a single teacher over a five-year period, while some Colleges of Education recorded no first-year enrolment. She added that enrolment into teacher education continues to decline, with female students accounting for less than one-quarter of enrolment in some northern institutions.

The development comes as TRCN insists on full compliance with its certification policy, while NCCE warned that fewer people are enrolling in teacher-training institutions, raising concerns over the future supply of teachers in the country.

Certification Drive Meets Implementation Challenge
While the Teachers Registration Council of Nigeria (TRCN) continues to tighten certification requirements, figures from the National Commission for Colleges of Education (NCCE) point to a teaching profession already struggling with recruitment.

The Registrar of TRCN, Dr Ronke Soyombo maintained that teaching should be regulated like medicine and law, where professional licensing remains compulsory regardless of manpower shortage.

Yet, concerns persist over the pace of implementation. With enrolment into teacher education declining and recruitment slowing in many states, some stakeholders stated that the profession requires stronger investment in welfare, recruitment and working conditions alongside certification.

The differing positions of TRCN and NCCE have also drawn attention. While TRCN is focused on enforcing certification, NCCE continues to warn that fewer people are entering teacher training institutions, raising concerns about the future supply of teachers.

Established under Decree No. 31 of 1993, now the TRCN Act CAP T3 of 2004, the council is responsible for registering qualified teachers, setting professional standards, enforcing a code of conduct and issuing practising licences. Candidates are required to pass the Professional Qualifying Examination (PQE), a computer-based test, with a minimum score of 50 per cent before certification is granted.

Fees vary according to qualification. NCE holders pay about N5,000 for the examination, while PhD holders pay up to N8,000, in addition to certification and annual licensing fees. The council also introduced a digital registration portal to simplify processing and enable candidates to complete registration online.

The Federal Government has continued to push enforcement. Minister of Education, Dr Tunji Alausa, directed TRCN to remove unqualified teachers from classrooms, while Soyombo said the government was targeting 75 per cent compliance by 2026 and full compliance by 2027.

Funding, however, remains a challenge. Since federal funding to professional bodies was suspended in 2024, TRCN has faced financial constraints affecting training programmes and enforcement activities.

For many teachers, the concern is less about certification itself than the process of obtaining it. They also reported challenges with the council’s registration portal.

Speaking to journalists in Abuja in March 2026, Soyombo said TRCN experienced a week-long disruption in December 2025 following problems with its former service provider, adding that the platform had operated smoothly since a new developer took over in January.

In a later statement, however, she attributed the disruption to heavy traffic following the nationwide rollout, system upgrades and users adjusting to the digital platform, without referring to any change of developer.

Soyombo also acknowledged the challenges faced by teachers in rural communities with poor internet connectivity and limited digital literacy. She said the council had expanded registration support through state offices and help desks in tertiary institutions, while plans were underway to introduce a mobile application to improve acces
Teachers Count Cost Of Certification

The certification process is not the same for every teacher. While graduates of education-related courses can register directly for the Teachers Registration Council of Nigeria (TRCN) examination, graduates from other disciplines are required to obtain a Postgraduate Diploma in Education (PGDE) before sitting the Professional Qualifying Examination (PQE). For many teachers, that additional requirement has become the biggest hurdle.

A teacher in Ogun State, Adewale (not real name) said graduates from non-education disciplines are required to obtain a PGDE before proceeding to TRCN certification, making the process longer and more expensive.

“The honest truth is that I find it odd when you have spent years in school and then you have to go back again to study just to be recognised as a teacher.

“For those of us whose courses are not in education, we have to do PGDE first, which takes about a year, then proceed to TRCN. The process is long and expensive.

“The issue is not that the certificate is useless. It is actually very good and widely accepted, even abroad. But the challenge is the process and cost. When you are earning little, sometimes as low as N35,000, how do you fund it without support?”

He said the burden is heavier for teachers in private schools, many of whom pay for the entire process from their salaries.

Adewale suggested a model similar to that used by WAEC or JAMB, where schools register teachers for structured training, workshops and examinations.

“That way, it becomes easier and more inclusive instead of placing the burden entirely on individuals.”

He warned that strict enforcement could widen the gap between public and private school teachers, as public school teachers are more likely to receive institutional support.

He also stressed that teaching is often treated as a fallback profession and that introducing stricter certification requirements without improving welfare, infrastructure and career prospects could discourage more people from entering the profession.

A certified teacher, Ebubechukwu Udensi, described her registration process as relatively smooth. She completed it while studying at the University of Nigeria, Nsukka.

According to her, a faculty officer coordinated the registration process. She created a profile on the TRCN portal, paid through Remita and was assigned to a computer-based test centre for the examination.

Although the process was organised, she experienced slow portal response during peak periods and delays in document verification.

Preparing for the examination, she said, was the most demanding aspect of the exercise because it came shortly after her final-year defence, leaving her with little time to study.

She also found time management difficult during the examination because of the number of questions and the time allotted, adding that practising with past questions proved helpful.

Udensi noted that the certification process has helped to improve professional standards by introducing minimum requirements for those entering the classroom

“Before its enforcement, teaching was largely open to individuals without formal training. Certification has now created a professional benchmark, even though implementation still faces challenges.”

She stated that she initially resisted writing the examination while still in school but later changed her mind after encouragement from a lecturer who had studied in the United Kingdom, where teacher certification is widely recognised.

Imoh Abasi Ufot also noted that certification has strengthened his professional identity and improved his employment prospects, particularly in international schools in Port Harcourt.

According to him, the certificate has become an important requirement in many schools and has helped to distinguish teachers as recognised professionals.

“It has also improved how teachers are perceived. Parents tend to have more confidence in teachers and schools that employ certified educators.”

Ufot, however, said certification alone does not determine classroom effectiveness.

According to him, both certified and uncertified teachers can perform well, depending on their ability, commitment, mentorship and professional development.

He added that certification should be regarded as a professional benchmark rather than a mere box-ticking exercise.
Teachers Weigh Local Certification Against Global Opportunities
For teachers seeking opportunities abroad, however, TRCN certification has its limitations.

Ufot said qualifications such as Qualified Teacher Status (QTS) benefit wider recognition in the United Kingdom and parts of Europe than TRCN certification.

The observation comes as Nigeria continues to lose trained teachers through migration, with more than 2,600 reportedly relocating to the United Kingdom and Canada between 2022 and 2024.

He advised teachers planning careers in Europe, America and parts of the EMEA region to pursue internationally recognised qualifications such as QTS, noting that TRCN certification is not accepted across some foreign education systems.

Nigeria is not alone in tightening professional regulation. In Ghana, the National Teaching Council conducts the Ghana Teacher Licensure Examination and has identified thousands of unlicensed teachers during enforcement exercises, directing that many be removed from classrooms.

Kenya adopts an even stricter approach. Under the Teachers Service Commission Act, teaching without registration is a criminal offence, with offenders liable to fines or up to two years’ imprisonment.

Across the three countries, the objective is largely the same to make professional licensing a prerequisite for classroom teaching.

The challenges are equally familiar. Teachers continue to complain about the cost of certification, technical hitches on registration portals and the extra qualifications required of graduates who did not study education.

Certification Alone Cannot Fix The System
Education consultant, David Ayalogu said the current certification drive has yet to produce any significant improvement in the quality of teaching in Nigeria.
While describing the policy as an important step towards professionalising the teaching profession, he argued that certification alone cannot address the deeper challenges confronting the education sector.

According to him, poor welfare, overcrowded classrooms and inadequate infrastructure continue to undermine effective teaching.

“Even certified teachers struggle to perform optimally when they are placed in under-resourced and overcrowded environments,” Ayalogu said.

He said TRCN could only do so much on its own, stressing that government must increase investment in education, improve school facilities and ensure that graduates of teacher training institutions are absorbed into the system.

Although he described Nigeria’s teacher education curriculum, particularly at the NCE level, as commendable, Ayalogu said it remains largely theoretical, while the emphasis on certification often overshadows practical classroom preparation.

He noted that TRCN has become more active in recent years after a period of relative inactivity and now has an opportunity to address long-standing gaps alongside other education regulators.

While commending the certification process, he said it has become unnecessarily bureaucratic and should be made easier for teachers to access.

According to him, making teaching more attractive requires better remuneration, clearer career progression and stronger protection for teachers, many of whom work under difficult and sometimes unsafe conditions. He added that a dedicated policy on teachers’ welfare and safety would help improve the profession’s image.

Ayalogu also questioned inconsistencies in TRCN’s public communication, particularly the different explanations given for the December 2025 portal disruption and the drop in the council’s registration figures from 2.4 million to 1.61 million.

He said regulators asking teachers to comply with a costly and sometimes difficult process must also be transparent and consistent with the information they provide.

The Professional Qualifying Examination (PQE) has equally attracted criticism from some teachers, who argue that it places too much emphasis on theory.

Udensi acknowledged concerns over the cost of certification and the burden it places on teachers, especially those earning poor salaries.

She, however, maintained that certification protects learners from unqualified teachers and helps establish minimum professional standards, much like licensing in medicine, law and engineering.

According to her, the PQE tests lesson planning, classroom ethics, assessment and classroom management but does not adequately reflect realities such as overcrowded classrooms, inadequate teaching materials and pupils with diverse learning needs.

She suggested the introduction of practical teaching assessments, more scenario-based questions, faster processing of results, additional CBT centres in rural communities and more affordable study materials.

Adewale, however, stated that the country’s classrooms are already staffed by a combination of education graduates, graduates from other disciplines and NYSC members, many of whom acquire teaching skills through classroom experience, mentoring and school-based training.

He warned that enforcing certification without adequate transition arrangements could worsen teacher shortages, particularly in private and under-resourced schools where staff turnover is already high.

While agreeing that professional standards are necessary, he said policy must also reflect the realities of how teachers enter the profession.

The 1966 ILO/UNESCO Recommendation concerning the Status of Teachers established international standards for teacher qualifications, working conditions and professional status. Since then, education experts have repeatedly argued that poor welfare and declining professional status, rather than lack of interest, are driving qualified teachers away from classrooms.

The Head of School in Abuja, Johnson Ozuoka, said Nigeria needed more teachers, particularly at the foundational level, but cautioned against expanding access at the expense of quality.

“The intention is understandable. Nigeria genuinely needs more teachers, especially at the foundational level. Many classrooms across the country are understaffed, and fewer young people are intentionally choosing teaching as a lifelong profession

“However, as a school leader, classroom teacher, researcher, and recipient of both the Maltina Teacher of the Year (State Champion) and the ACCA Nigeria National Teacher Award, I believe this conversation must go beyond enrolment numbers alone.

“We must also ask an important question: How do we expand access while still protecting the quality and prestige of the teaching profession?”

He noted that certification on its own does not automatically produce effective classroom teachers.

“Many schools already invest heavily in retraining newly recruited teachers because certification alone does not always translate to classroom readiness. Some young educators struggle with lesson delivery, communication, classroom management, pedagogical depth, and professional writing.

“This is not simply an individual problem. It is a system challenge.”

Ozuoka also urged the government to complement certification with better welfare, mentoring and continuous professional development, warning that lowering entry expectations without improving the attractiveness of the profession could worsen existing challenges.

“Teaching should not become the profession people enter only when other doors close. It should become one of the professions our brightest minds aspire to join because of its impact, dignity, and national value.”

Udensi acknowledged concerns about cost and workload, particularly among teachers already in the profession and those working under poor salary structures.

But she said certification protects learners from unqualified teachers and establishes professional standards, much like licensing in medicine, law and engineering.

She said the PQE assesses lesson planning, classroom ethics, assessment and classroom management. However, it does not fully capture classroom realities such as overcrowding, inadequate teaching materials and learning difficulties.

Udensi called for practical teaching assessments, scenario-based questions, faster result processing, more CBT centres in rural areas and more affordable study materials.

Tunde said Nigeria’s classrooms are already staffed by a mix of education graduates, non-education graduates and NYSC members who develop teaching skills while on the job.

Many people, he said, build competence through classroom experience, mentorship and school-based training rather than formal education degrees alone.

He warned that strict enforcement without transition arrangements could worsen staffing pressures in private and under-resourced schools where turnover is high.

Professional standards matter, he said, but policy must reflect how teachers are currently absorbed into the workforce.