Recently, Nigeria’s Minister of Education, Dr. Tunji Alausa, issued a firm directive to the Teachers Registration Council of Nigeria (TRCN): “Completely eliminate unqualified teachers from our classrooms” and revoke the licenses of those “who tarnish the dignity of the teaching profession.”
The sentiment is bold—and necessary. Nigeria’s education system needs urgent rescue from mediocrity. Restoring dignity to the teaching profession is not optional; it is critical.
But as someone deeply engaged in education reform and grassroots school systems, I urge caution: you don’t fix a broken system by firing its survivors.
A nation in an education emergency
Nigeria is grappling with a full-blown education emergency:
· Over 20 million children are out of school.
· There is a shortage of more than 280,000 qualified teachers in public primary schools alone.
· 73 percent of 10-year-olds cannot read and understand a simple sentence (World Bank, 2023).
Removing thousands of “unqualified” teachers without a deliberate plan for their replacement, retraining, or transition will create a vacuum that deepens existing gaps, especially in underserved communities where access to any teacher is already fragile.
Who is really “Unqualified”?
In formal terms, a qualified teacher in Nigeria holds a National Certificate in Education (NCE), B.Ed., or PGDE, and is registered with the TRCN.
But across thousands of classrooms, especially in low-fee private, faith-based, and community schools, are dedicated individuals who lack paper qualifications but stepped up where the system failed to provide.
They may lack certification, but not commitment or capability. The real question is: Should we discard them or develop them?
What other countries did right
Nigeria is not alone in facing this dilemma. Several countries facing similar teacher shortages have pursued reform over removal:
· Sierra Leone’s “Teach for Quality” initiative offered in-service training and certification to existing teachers while they remained in the classroom, preserving access while improving quality.
· Pakistan introduced flexible certification pathways for rural and community-based teachers, allowing them to gain accreditation without disrupting learning continuity.
· Ghana invested in community teacher colleges offering modular, weekend, and distance learning to convert informal educators into fully licensed professionals.
These countries understood the risks of a mass purge. Instead, they chose inclusion and accountability—a balance Nigeria urgently needs.
What TRCN should do: A three-track reform plan
As the newly appointed Registrar of TRCN, Mrs. Ronke Soyombo has a pivotal opportunity to reframe this challenge not as a disciplinary crisis but as a systems reform moment.
Here’s what I recommend:
Track 1: Professionalise without collapsing access
· Conduct a national audit to identify uncertified but active teachers across public and non-state sectors.
· Place these teachers on a probationary professionalisation pathway—allowing them to continue teaching while undergoing certification through modular, blended programmes.
· Partner with Colleges of Education, NGOs, and EdTech platforms to deliver scalable training at low or subsidised costs.
Track 2: Raise the bar for future teachers
· Enforce stronger entry requirements for new teacher trainees and enhance the curriculum in teacher education institutions.
· Introduce incentives—stipends, career development, mentorship—to attract bright, young talent into teaching.
· Ensure TRCN licensure becomes a non-negotiable hiring requirement going forward, while also providing support to help new teachers reach the standard.
Track 3: Build inclusive teacher pathways
In my June 2024 BusinessDay opinion editorial, “Rethinking Teacher Education in Nigeria Amidst Teacher Shortages,” we must embrace alternative routes into the profession.
This includes:
· Recognising prior experience of community teachers and creating accelerated certification options.
· Expanding distance learning and online diplomas to reach rural teachers.
· Drawing from Teach For Nigeria, Rwanda’s Teacher Service Commission, or India’s “Guru Dakshata” model, which use mentoring, modular certification, and community-based recruitment to strengthen the pipeline without shutting doors.
The future of teaching in Nigeria depends on how many more educators we can qualify, not how many we can disqualify.
A final reflection: Who truly tarnishes the profession?
It’s easy to blame “unqualified teachers” for declining learning outcomes. But let’s be honest: the real damage comes from a system that deprioritises teacher development, underpays educators, isolates them without support, and offers little professional dignity.
Yes, Nigeria must restore respect to the teaching profession. But that dignity won’t come from mass firings; it will come from systemic investment, inclusive reforms, and strategic pathways for growth.
Because in the end, the solution isn’t just about who we remove but how we rebuild.
About the author:
Olanrewaju Oniyitan is the Founder/Executive Director of SEED Care & Support Foundation, a non-profit advancing access to quality education for underserved children by supporting affordable non-state schools through advocacy, evidence, and a learning network (www.seedfoundation.ng). She is also the CEO of W-Holistic Business Solutions, a development advisory firm (www.w-hbs.com), and a passionate advocate for grassroots education reform.
