CLEMENT IDOKO writes that the real challenge facing teacher education in Nigeria extends beyond admission requirements. Although the Federal Government’s decision to exempt Nigerian Certificate in Education (NCE) candidates from UTME reflects a genuine desire to expand access to teacher education and reverse declining enrolment in Colleges of Education, the basic issue lies in the longstanding neglect of teachers and the declining attractiveness of the profession itself.
The Federal Government’s recent decision to exempt candidates seeking admission into Nigerian Certificate in Education (NCE) programmes from sitting for the Unified Tertiary Matriculation Examination (UTME) has ignited intense debate across Nigeria’s education sector.
Announced by the Minister of Education, Dr Maruf Tunji Alausa, during the 2026 Policy Meeting on Admissions into Tertiary Institutions, the policy is aimed at expanding access to teacher education, increasing enrolment in Colleges of Education, and addressing the persistent challenge of declining interest in the teaching profession.
Under the new arrangement, candidates with a minimum of four credit passes who wish to pursue NCE programmes would no longer be required to write UTME, although they must still register with the Joint Admissions and Matriculation Board (JAMB) for credential verification and admission processing through the Central Admissions Processing System (CAPS).
While the policy has been applauded by some stakeholders as a practical solution to dwindling enrolment in Colleges of Education, others have described it as a misplaced priority that could further weaken standards in teacher preparation.
Rationale behind the policy
According to the minister, empirical evidence from JAMB indicates that many Colleges of Education across the country have the capacity to admit more students, particularly from their host communities, but are unable to fill available spaces.
The minister believes that removing UTME as a barrier could encourage more young Nigerians to embrace teacher education, particularly at a time when the nation faces a shortage of qualified teachers and millions of children remain out of school.
According to him, the policy also aligns with broader efforts to democratise access to tertiary education and reduce the financial and psychological burden associated with entrance examinations.
Some stakeholders who have argued in support of the policy observed that many prospective teachers, especially those from rural and economically disadvantaged backgrounds, are discouraged by the cost and complexity of multiple admission processes. For such candidates, the UTME waiver may provide a much-needed opportunity to pursue higher education.
Furthermore, advocates say the measure could help revive Colleges of Education that have experienced years of low patronage, as students increasingly prefer universities and polytechnics.
An educationist and lecturer at Nasarawa State University, Keffi, Dr Usman Danladi, told the Nigerian Tribune that one of the most significant advantages of the policy is increased access to teacher education.
Danladi, however, observed that national campaigns should be launched to restore the dignity and prestige of teaching as a profession, saying young people must see teaching not as a last resort, but as a noble and rewarding career path.
He argued that by removing an examination requirement, more candidates who may have been unable to secure admission through the traditional route can now pursue NCE programmes. “This could contribute to producing more teachers, especially in underserved communities where shortages are most severe. The policy may also reduce the number of out-of-school youths by providing alternative pathways into tertiary education,” he added.
According to him, the policy will support the government’s efforts aimed at revitalising Colleges of Education in the country, just as he noted that many institutions have struggled with under-enrolment, despite having adequate facilities and manpower.
He added that increased student numbers could improve institutional sustainability and justify further government investment in teacher training, stressing that the initiative could also promote educational inclusion.
“Candidates from disadvantaged backgrounds, including those living in remote areas, may find it easier to access tertiary education without the additional hurdle of UTME. In the long run, proponents believe the policy could help bridge the teacher gap in basic education and support national efforts to improve literacy and learning outcomes.”
Corroborating this position, the Executive Secretary of the National Commission for Colleges of Education (NCCE), Dr Angela Ajala, sounded a stark warning that Nigeria’s future is at risk unless urgent attention is given to teacher education, declaring that no nation can develop beyond the quality of its teachers.
She defended the policy removing the UTME requirement for admission into Colleges of Education, dismissing criticisms that the move lowers academic standards.
She argued that UTME is merely a placement and ranking examination and should not be treated as the ultimate measure of academic capability.
“What is UTME? It is a two-hour examination. It is not an achievement test. Decisions like these were not taken arbitrarily; they were based on evidence, data and projections about the future of teacher education in Nigeria,” she explained.
Ajala warned that Nigeria faces a severe teacher shortage within the next six years if enrolment into teacher-training institutions is not significantly increased.
“In some colleges, you find only about 30 students spread across 10 programmes. The attrition rate is alarming. If we do not act now, Nigeria may not have enough teachers in the near future,” she cautioned.
Why critics are concerned
Despite these potential benefits, opposition to the policy has been swift and widespread. The Colleges of Education Academic Staff Union (COEASU) has questioned both the process and substance of the decision, arguing that critical stakeholders were not adequately consulted before the announcement.
COEASU president, Dr Lawal Bazza, warned that reforms affecting teacher education should emerge from broad stakeholder engagement, rather than unilateral policy pronouncements.
He maintained that major reforms affecting teacher education should involve critical stakeholders, noting that while efforts to increase enrolment in colleges of education are commendable, policy decisions must not undermine the quality of teacher training or the future of Nigeria’s education system.
“We have stated that we were not consulted in the discussions that led to the development of this policy or shift. We are saying that whenever the government has a policy idea, it must engage critical stakeholders and have a discussion, so that we understand the reason and why policies are being pronounced. That is why we always call for a bottom-up approach, not a top-bottom approach,” he stated.
Bazza emphasised that teacher education remains central to national development and warned that lowering admission standards without proper consultation could have long-term implications for the quality of teachers produced in the country.
National president of the Nigeria Union of Teachers (NUT), Comrade Titus Amba, also expressed reservations, describing the waiver as a policy that could send the wrong message about the value attached to teaching.
Amba stressed that critical education policies affecting teacher production should involve major stakeholders, including teachers’ unions, adding that teaching should not become a profession of last resort for candidates who are unable to secure admission into other courses. He also insisted that teacher education should maintain rigorous entry standards capable of producing competent professionals.
Amba, who described himself as a product of the old teachers’ training system, lamented the collapse of teacher training colleges and the gradual erosion of professional standards in teacher preparation.
He said unlike in the past when prospective teachers underwent structured training and teaching practice before entering the classroom, many graduates today drift into teaching without formal pedagogical grounding.
“Teaching should not be treated as an option for those who could not gain admission elsewhere. The best minds should be encouraged to become teachers because education remains the foundation of national development,” he said.
The NUT president also blamed the declining appeal of the profession on poor welfare, inadequate incentives and weak policy support, noting that countries with strong education systems deliberately invest in teachers and make the profession attractive.
He cited Finland as an example where teachers enjoy high social status and competitive remuneration, making teaching a preferred career choice.
Experts have also argued that what government should do is to implement robust reform policies, including approval of a special salary structure for teachers, improved welfare and packages that attract the best brains into the profession.
Executive director of Education Rights Initiative, Dr Solomon Udah, on his part observed that by exempting aspiring teachers from a standard admission requirement applicable to other tertiary education candidates, government might inadvertently reinforce the notion that teaching requires lower academic standards than other professions.
He noted that this perception is particularly troubling in a country where teaching has already suffered years of neglect, poor remuneration and declining social prestige.
Udah argued that the challenge facing Colleges of Education is not primarily access but attractiveness. According to him, young Nigerians are not avoiding teacher education because of UTME. Rather, they are discouraged by poor salaries, limited career progression, inadequate welfare packages and the low social status accorded to teachers.
Critics therefore contend that removing UTME addresses a symptom rather than the root causes of declining enrollment.
There are also concerns about quality assurance. Teacher education occupies a strategic position in national development because the quality of teachers ultimately determines the quality of learners. Lowering entry requirements without corresponding mechanisms to strengthen training might result in the admission of candidates who are less academically prepared, potentially affecting the quality of future teachers.
Declining status of teaching
The controversy surrounding the policy has once again exposed the deeper crisis confronting teacher education in Nigeria. Decades ago, teaching was one of the most respected professions in the country. Teacher Training Colleges produced highly skilled educators who were regarded as community leaders and nation-builders.
“Today, however, the profession struggles to attract top-performing students,” Dr. Solomon Udah stated.
According to him, many graduates enter teaching only after exhausting opportunities in other sectors, saying that in some cases, teaching has become a temporary occupation rather than a deliberate career choice.
“Poor remuneration, delayed promotions, inadequate infrastructure, weak professional support systems and inconsistent policy implementation have all contributed to the decline.
“The result is a vicious cycle: declining prestige leads to reduced interest, reduced interest affects quality, and concerns about quality further diminish the profession’s attractiveness.
“If Nigeria hopes to build a world-class education system, reforms must go beyond increasing access to creating an environment where the nation’s brightest minds willingly choose teaching as a profession of pride, purpose and national service,” he stated.
The current debate therefore raises an important question: can Nigeria truly strengthen teacher education by making admission easier while leaving fundamental structural challenges unresolved?
Lessons from high-performing education systems
Countries that consistently rank among the world’s best-performing education systems offer useful lessons. In Finland, Singapore and South Korea, teaching is treated as a highly competitive and prestigious profession.
Entry into teacher education programmes is rigorous, while teachers enjoy attractive salaries, strong professional development opportunities and high social respect.
“These countries do not lower standards to attract candidates. Instead, they make the profession attractive enough to draw talented individuals. The lesson for Nigeria is clear: sustainable reform requires improving both access and attractiveness,” National President of NUT, Comrade Amba said.
While the Federal Government’s intention to increase enrollment in Colleges of Education is commendable, stakeholders agree that a more comprehensive approach is required.
Experts are in agreement that the first step the government should take would be to significantly improve teachers’ welfare through competitive remuneration, housing support, healthcare benefits and timely promotion. They also called for implementation of the Teachers’ Salary Scale and for other professional incentives to be strengthened across all states.
