A strong tertiary system must offer opportunity to all needy individuals while maintaining high standards. It must support national development through skilled graduates who can meet real needs. This balance is difficult but essential… The new policy attempts to widen the educational funnel. Yet widening the funnel without widening the foundations will not produce lasting progress. Nigeria must strengthen its institutions if it hopes to turn access into achievement
THE new JAMB policy has been presented as a bold attempt to widen access to tertiary education. It lowers the national cut off mark and removes the UTME requirement for several programmes. These changes appear generous, yet they expose deeper structural problems within the system.
Nigeria’s universities and polytechnics already operate with fragile infrastructure. These institutions struggle with overcrowded lecture halls, unreliable power supply, and inadequate laboratories. These weaknesses limit the quality of teaching and restrict the capacity for meaningful expansion.
The removal of the UTME requirement for Colleges of Education and selected vocational programmes suggests a desire to increase the supply of teachers and skilled workers. This ambition is understandable, yet it collides with the reality of weak institutional foundations. Colleges of Education lack modern workshops, teaching aids, and qualified staff.
The policy challenges the long-standing hierarchy that places universities above vocational and teacher training institutions. It attempts to elevate the status of these sectors within national planning. This shift is welcome, yet it demands serious investment in physical and academic infrastructure.
Widening access without strengthening facilities creates a dangerous imbalance. Nigeria’s tertiary institutions already face pressure from rising enrolment and limited resources. Expanding entry points may deepen these pressures and reduce the quality of training.
Quality remains a central concern. Critics fear that lower thresholds will weaken academic standards. Supporters argue that the UTME has never been a fair measure of potential for many students.
Both positions contain truth, yet neither addresses the core issue. The real problem is the mismatch between policy ambition and institutional capacity. Nigeria needs more teachers and technicians, yet it also needs institutions capable of training them effectively.
Infrastructure remains the most significant obstacle. Universities operate with outdated laboratories that cannot support modern scientific training, and this include even the new and several private universities. Polytechnics often lack functional equipment for engineering and technical programmes; and visits to the Polytechnic at Ibadan or Auchi Poly can confirm this. The Polytechnic at Ibadan is not sure of its offerings anymore, with courses such as ‘Cosmethology’.
Colleges of Education face even greater challenges. A lot of them lack demonstration schools, teaching laboratories, and digital resources. These gaps make it difficult to prepare teachers for contemporary classrooms.
Funding is another critical issue. Government allocations often fall short of actual needs and arrive inconsistently. Increased enrolment without increased funding will strain budgets and weaken outcomes.
Curriculum reform is also necessary. Several programmes require modernisation to meet current professional standards. Without such reform, expanded access may not translate into improved national capacity.
The policy contains an important shift in national thinking. Nigeria appears to be recognising the vital role of teachers, agricultural workers, and technicians in national development. This recognition has been delayed for too long.
Teacher shortages have weakened basic education across the country. Many schools operate with limited staff and heavy workloads. Expanding the teacher training pipeline could help address this long-standing problem, yet only if Colleges of Education receive proper support.
Agriculture remains vital for national stability and food security. Yet many agricultural colleges lack irrigation systems, demonstration farms, and modern equipment. Easier entry into these programmes will not solve these deficiencies.
Technical education is equally important. Nigeria needs skilled workers who can support industry, infrastructure, and innovation. Many polytechnics, if not all, lack the tools and workshops required for effective technical training.
The success of the new policy will depend on what follows. If the government pairs expanded access with serious investment, the policy could reshape the educational landscape. If not, it may become another reform that fails to deliver lasting change.
Institutional leadership will also play a key role. Universities and polytechnics must adapt to new realities with careful planning. They must balance access with quality and ensure that students receive meaningful training.
Public perception will influence outcomes as well. Families still view vocational and teacher training as less desirable than university degrees. Changing this perception will require visible improvements in facilities and outcomes.
The policy raises questions about long term national planning. Nigeria must decide whether it values mass access or targeted excellence. The best outcome will require a balance between the two.
A strong tertiary system must offer opportunity to all needy individuals while maintaining high standards. It must support national development through skilled graduates who can meet real needs. This balance is difficult but essential.
The new policy attempts to widen the educational funnel. Yet widening the funnel without widening the foundations will not produce lasting progress. Nigeria must strengthen its institutions if it hopes to turn access into achievement.
- Dr Adeyemi teaches at the University of East Anglia, UK
