The Federal Government has instructed all polytechnics in Nigeria to award a bachelor’s degrees to Higher National Diploma (HND) holders. The announcement was made on Wednesday in Abuja by the Minister of Education, Tunji Alausa, during a retreat for council chairmen, rectors and key education stakeholders. The minister stated that the policy marks a major reform aimed at repositioning polytechnics as equal partners with universities in national development. According to Dr. Alausa, the move is designed to eliminate professional bias against technical graduates and transform polytechnics into centres of excellence capable of driving Nigeria’s industrial and economic growth. According to him, the reform goes beyond certificate changes and focuses on strengthening technical education to produce problem-solvers and innovators. He explained that the initiative aligns with President Bola Ahmed Tinubu’s Renewed Hope Agenda and is expected to improve funding, deepen industry collaboration and restore public confidence in technical and vocational education. The minister assured that strict quality assurance measures would be enforced to ensure that degrees awarded by polytechnics meet global standards. He also warned administrators that transparency, accountability and zero tolerance for corruption would be strictly upheld. To support the transition, Alausa announced a special TETFund intervention to upgrade engineering programmes in polytechnics with modern equipment, while urging institutional leaders to embrace innovation in areas such as renewable energy and digital manufacturing.

The Minister of Education, Dr Tunji Alausa has reaffirmed commitment to strengthening Early Childhood Care and Development Education (ECCDE) as the foundation of quality basic education and national development. Alausa stated this in his welcome address at the Annual Integrated ECCDE Consultative Committee Meeting, held in Abuja with stakeholders from across the education sector. Represented by Dr Folake Olatunji David, Director Basic Education in the ministry, the minister described ECCDE as critical to children’s cognitive, social, emotional, and physical development, noting that the Ministry remains guided by the National Policy on Education and the National ECCDE Policy. He said the meeting was timely, as it provides an opportunity to review the 2025 ECCDE implementation report, assess progress across states, and identify persistent challenges, including funding, workforce capacity, coordination, learning environment standards, and monitoring mechanisms. According to him, the consultative forum aligns with the Ministry’s priorities of improving learning outcomes, strengthening accountability, promoting data driven planning, and ensuring safe and inclusive learning environments. He stressed the need for stronger collaboration among the Federal Ministry of Education, UBEC, SUBEBs, State Ministries of Education, and relevant MDAs. The minister urged stakeholders to translate lessons from 2025 into clear actions, realistic targets, and measurable indicators that will improve ECCDE delivery nationwide. Commending UBEC, state ECCDE desk officers, development partners, and other stakeholders for their continued support, he expressed confidence that the outcomes of the meeting would significantly enhance ECCDE implementation in Nigeria. Earlier in her remarks, the Executive Secretary of the Universal Basic Education Commission, UBEC, Hajia Aisha Garba, underscored the importance of strengthening Early Childhood Care Development Education (ECCDE) in Nigeria through effective policies, partnerships, and implementation frameworks. Represented by her Special Assistant, Ibrahim Gold, the UBEC boss noted that the consultative meeting, which she described as long overdue, is designed to review the 2025 ECCDE implementation report, identify gaps and challenges, and propose practical solutions to ensure quality implementation in 2026. She noted that the proposed ECCDE Implementation Guidelines will enhance coherence in the application of the ECCDE Policy and Minimum Standards, improve resource utilization, and provide costed operational plans for ECCDE delivery. She added that the guidelines would also strengthen collaboration with the Federal Ministry of Education (FME), UNICEF, and other key stakeholders, while aligning Nigeria’s ECCDE framework with global best practices. “The relevance of this engagement cannot be overstated,” she said, explaining that the document, once developed, is expected to improve the use of the Pre-Primary Education Curriculum, promote parental and community participation, and deepen partnership engagement in early childhood education.

The Federal Government, on Friday, announced a new policy framework aimed at reducing the financial burden on parents, improving learning outcomes, and promoting sustainability in schools through the adoption of reusable, high-quality textbooks. The policy was jointly unveiled by the Minister of Education, Maruf Tunji Alausa, and the Minister of State for Education, Prof Suiwaba Sai’d, as part of ongoing reforms to reposition Nigeria’s education sector. According to the ministers, the initiative prioritises the use of standardised, durable textbooks designed to last between four and six years, while expressly prohibiting the bundling of disposable workbooks with textbooks in schools. “This approach is intended to ensure that learning materials can be reused across multiple academic sessions,” they said, adding that the measure would allow siblings to share textbooks, significantly lower recurring education costs for parents, and reduce waste within the school system. As part of broader reforms, the Federal Government has also introduced a uniform academic calendar to promote consistency in teaching, learning, and school planning nationwide. The ministers further disclosed that graduation ceremonies have been streamlined to ease financial pressure on families. Under the new guidelines, only pupils and students completing Primary 6, Junior Secondary School 3 (JSS3), and Senior Secondary School 3 (SSS3) will be permitted to hold graduation ceremonies. They emphasised that the policy strengthens the assessment, quality assurance, selection, and use of textbooks and instructional materials across the country. The reforms, they noted, respond to longstanding concerns over frequent but cosmetic textbook revisions and practices that compel parents to purchase new textbooks annually without corresponding improvements in content. A key provision of the policy is the introduction of structured and meaningful revision cycles. “Under the new framework, textbook revisions must reflect substantive improvements in content rather than minor changes in layout or pagination, thereby extending the lifespan of approved textbooks and ensuring better value for money,” the ministers explained. The policy also introduced limits on the number of approved textbooks per subject and grade level, in line with international best practices observed in countries such as Japan, Kenya, and Tanzania. “This measure is expected to improve quality, reduce market saturation, and simplify textbook selection processes for schools and education authorities.” “The Nigerian Educational Research and Development Council (NERDC) will continue to play a central role in assessing and assuring the quality of instructional materials, working with relevant agencies to ensure that only curriculum-aligned textbooks are approved for use in schools.” Reaffirming the government’s commitment to education renewal, the ministry commended the Universal Basic Education Commission, NERDC, and other technical partners for their contributions to the new framework. “The Federal Government remains resolved to safeguard educational standards, promote equity, reduce costs for parents, and ensure that learners across Nigeria have access to high-quality instructional materials that support effective teaching and learning outcomes,” the ministers said.

The Oxford English Dictionary has added several Nigerian-origin words in its latest update, reflecting the growing global influence of the nation’s language, culture and cuisine. The December 2025 update, released on the OED website on Wednesday, features more than 500 new words, phrases and senses, including internet slang such as “DM”, “brainfart” and “chug”. Over 1,000 existing entries were also revised, while editors explored the histories of words such as “troll”, “coffee” and “snooker”. The update includes additions from varieties of English used around the world, including West African English, Maltese English, Japanese English and South Korean English, with OED editors noting the growing global influence of these Englishes. Among the Nigerian entries are everyday expressions and food items, including “nyash,” “mammy market,” “amala,” “moi moi,” “abeg,” “biko,” and “Ghana Must Go.” The update included “Afrobeats”, defined as “a style of popular music incorporating elements of West African music and of jazz, soul, and funk.” The dictionary describes “abeg” as an interjection used to express contextually a range of emotions, such as surprise, exasperation, disbelief. “Biko”, originally from the Igbo language, is defined as an adverb and interjection used in polite request or agreement, or to add polite emphasis or urgency: ‘please’.” “Nyash” is defined as “a person’s (esp. a woman’s) buttocks; the bottom, the backside.” Also added is “Ghana Must Go”, the popular name for the large, chequered plastic bags widely used in West Africa, whose expression traces back to the 1983 mass expulsion of undocumented Ghanaian migrants from Nigeria. It is defined as “A large, zippered bag made of durable plastic with a colourful check pattern, often used for carrying one’s…” The term “mammy market” was recognised as “a market typically run by women, originally found in military barracks but later also in youth service camps and educational institutions.” In the category of cuisine, the dictionary included “amala”, a staple food made from yam or cassava flour, defined as “a kind of dough made of yam, cassava, or unripe plantain flour, typically formed into a ball and served as an accompaniment to other dishes” and “moi moi”, a dish originating among the Yoruba people, “consisting of beans ground into a smooth paste, mixed with peppers, onions, dried…” The Oxford English Dictionary expanded its lexicon with 20 Nigerian words and expressions in a January 2025 update, highlighting the influence of Nigerian English, Pidgin and street slang on global vocabulary. The additions included everyday terms such as japa, agbero, eba, a staple food made from cassava flour. Other entries such as 419, referring to internet fraud, and abi, a common conversational tag, also made the list.

The Federal Government has introduced mandatory pre-employment drug testing for all applicants seeking positions in the public service. A statement by the Director of Information and Public Relations at the Office of the Secretary to the Government of the Federation, OSGF, Segun Imohiosen, said the move is part of broader efforts to combat rising drug abuse and its impacts on national security and productivity. The statement directed permanent secretaries and heads of ministries, departments, agencies, MDAs, as well as extra-ministerial departments and parastatals, to incorporate drug screening into their recruitment processes. According to the statement, MDAs are required to partner with the National Drug Law Enforcement Agency, NDLEA, to conduct the tests, ensuring compliance with established standards. The policy stems from concerns over the alarming rate of substance abuse, particularly among Nigeria’s youth, which the government says threatens public health, socio-economic development, workplace efficiency, and national security. The statement added that the directive underscored the administration’s commitment to protecting the workforce from drug-related issues. “This move aligns with ongoing anti-drug initiatives, including recent policies for mandatory testing in universities and other sectors,” the statement said.

A prominent digital and human rights activist, Muhammed Bello Buhari has criticised the Nigerian government’s newly announced ban on the admission and transfer of students into Senior Secondary School Three (SS3), warning that the policy overlooks the realities of insecurity and displacement in Northern Nigeria. The Federal Government recently announced a nationwide ban on the admission and transfer of students into SS3 in both public and private secondary schools across the country. The directive was issued by the Federal Ministry of Education in a press release dated December 14, 2025, and signed by the Director of Press and Public Relations, Boriowo Folasade. According to the ministry, the decision followed “growing concerns over the increasing incidence of examination malpractice, including the use of so called special centres during external examinations.” It stated that the policy would take effect from the 2026/2027 academic session, adding that “admission or transfer into SS3 will no longer be permitted under any circumstance.” Reacting to the announcement, Buhari expressed concern in a post shared on his Facebook page on Sunday, arguing that the policy would unfairly affect children whose education has been disrupted by banditry, terrorism and forced migration in the North. He said many families in the region relocate not to seek academic advantage, but to escape violent attacks that have destroyed communities and schools, an issue he said was ignored in the policy design. “In the North, most of the people are not moving because they are chasing special centres,” Buhari wrote. “They are moving because their villages have been attacked. Because bandits came at night. Because terrorists burnt schools.” He explained that displacement has become a normal part of life in several states, including Zamfara, Katsina, Kaduna, Niger, Borno, Yobe, Plateau and Benue, forcing parents to move with their children, often in the middle of an academic session. Buhari questioned how the policy would affect students who have completed SS2 but are forced to enroll in new schools due to insecurity, as well as those already in SS3 whose families are compelled to relocate. “Now imagine an SS2 student in an IDP camp who finally gets a chance to enroll in a new school,” he said. “According to this policy, if that child advances to SS3 in a different school, it becomes illegal.” He argued that the ban would not address examination malpractice, noting that cheating is driven by systemic issues such as weak supervision, poor teaching conditions and pressure to pass examinations, rather than student transfers. “Stopping SS3 transfers will not stop cheating,” Buhari stated. “It will only stop vulnerable students from continuing their education.” The activist also warned that the policy could worsen the already high number of out-of-school children in Northern Nigeria, where access to education is challenged by poverty, insecurity and displacement. He called on the Federal Government to review the directive and introduce exemptions for displaced students and conflict-affected communities, stressing that education policies must reflect the realities of Nigerians. “If this policy goes ahead without exemptions,” Buhari said, “it will only deepen exclusion and inequality and once again, the North willpay the highest price.”

The Federal Government on Sunday announced a nationwide ban on the admission and transfer of students into Senior Secondary School Three in both public and private secondary schools across Nigeria. The directive was issued by the Federal Ministry of Education in a press release dated December 14, 2025 and signed by the Director of Press and Public Relations, Boriowo Folasade. It was stated that the decision was taken following “growing concerns over the increasing incidence of examination malpractice, including the use of so-called special centres during external examinations.” The statement noted that such practices “undermine the integrity and credibility of Nigeria’s education system.” The ministry disclosed that the policy would take effect from the 2026/2027 academic session. “The policy will take effect from the next academic calendar 2026/27 with admissions and transfers now restricted strictly to Senior Secondary School One (SS1) and Senior Secondary School Two (SS2),” the statement said. It added that, “Admission or transfer into SS3 will no longer be permitted under any circumstance.” Explaining the rationale behind the decision, the ministry said the measure was aimed at addressing the movement of students late into their secondary school education for examination-related advantages. “The measure is aimed at discouraging last-minute movement of students for examination-related advantages, ensuring proper academic monitoring, and promoting continuity in teaching and learning,” the statement read. The Federal Ministry of Education directed school proprietors, principals and administrators across the country to comply fully with the new policy. “School proprietors, principals, and administrators nationwide have been directed to comply fully with the policy,” it stated. The ministry warned that failure to comply would attract penalties. “Any violation will attract appropriate sanctions in line with existing education regulations and guidelines,” the statement added. Reaffirming the Federal Government’s position on education reforms, the ministry said the directive was part of broader efforts to protect the integrity of public examinations nationwide. “The Federal Ministry of Education reaffirmed the Federal Government’s commitment to maintaining academic standards, promoting fairness, and restoring credibility to public examinations across the country,” the statement added.

Operators in the building sector have said the poor condition of campus hostels is pushing nearly 70 per cent of students toward private and off-campus accommodation options. He said, “It is estimated that more than 70 per cent of higher education students seek alternative accommodation due to poor campus hostels. More than 15 million higher education students in Nigeria are expected to mature into a dedicated asset class.” In an exclusive interview with The Punch, a real estate consultant, Ajekiigbe Josiah, said it was no secret that many school-owned hostels were outdated. He said, “It is no secret that many school-owned hostels are outdated, and even those that are recently built or renovated often fail to receive proper maintenance. While attention is often focused on administrative tasks such as room allocation or porter duties, little effort is placed on proper facility management. Without consistent upkeep, even new hostels can quickly deteriorate, compromising the quality of student life. “Poor facility management manifests in multiple ways. Sanitary areas such as toilets are often neglected, water supply can be unreliable, and overcrowding remains a persistent problem. In addition, inadequate security measures leave students vulnerable, creating an environment that is uncomfortable and unsafe. These conditions make it difficult for students to focus on their studies or feel at home on campus. As a result, many students increasingly seek private alternatives. Private hostel investors often provide superior services, prioritising cleanliness, security, and prompt maintenance. By addressing the very issues that plague school-owned hostels, these private options offer a more comfortable and reliable living experience, even if it comes at a higher cost. “This trend highlights a fundamental gap in the management of public student accommodation. Schools risk losing relevance in student housing unless they invest in proper facility management, regular maintenance, and security enhancements. Without such interventions, private hostels will continue to dominate, leaving school-owned hostels underutilised despite their potential advantages.” Corroborating the above, an estate surveyor, Olorunyomi Alatise, stated that the issue stems from poor maintenance, inadequate provision, and the limited capacity of campus hostels, which leave students with little choice but to seek alternative accommodations. He said, “It’s quite alarming that the accommodations provided on campus are often insufficient for students. Even when accommodations exist, many are poorly maintained and in a state unfit for comfortable living. I recall my own experience in school: I was assigned a room in one of the so-called “prestigious” hostels, not prestigious because it was comfortable or well-kept, but rather for its notoriety of neglect and decay. I couldn’t stay there and had no choice but to look for alternatives off-campus. “The problem is that as more students seek housing elsewhere, demand for off-campus accommodations rises, driving rents to exorbitant levels. I once conducted a valuation in Kwara State and observed this firsthand: properties located near schools command significantly higher rents, sometimes double, compared to similar properties farther away. “The root cause is clear: poor maintenance, inadequate provision, and insufficient capacity of campus hostels leave students with little choice but to seek alternatives. As a result, more than half of students end up living off-campus, often paying far more than they should. The lack of adequate, well-maintained campus housing has a direct impact on students’ financial burdens and overall well-being.” Meanwhile, an architect, Olusola Amusan, said students increasingly turn to off-campus or private hostels because limited campus spaces, overcrowding, hygiene concerns, and a desire for comfort, privacy, and better learning environments push them to seek more suitable alternatives despite higher costs. He said, “My recent discussion with Adeniyi Giwa and Esemjay Jonathan has made me realise some of the main reasons why students look for viable alternatives to living in hostels on campus. These reasons would vary based on personal preferences applicable to each student. This would range from availability of hostel accommodations, affordability, health & comfort and need for privacy. “The University of Lagos, for instance, makes use of a ballot system to provide hostel accommodations for students in their hostel on campus. Though the cost of securing such is subsidised and very affordable, the number of occupants in a room would be a minimum of eight persons, as many times, students take the liberty to squat with their friends in the same room from time to time, thereby resulting in overcrowding, pollution and poor hygiene. Moreover, these hostels often have a common toilet and bath for the rooms, thereby resulting in an unhygienic experience most time. These hostel accommodations can be as cheap as N65,000 per academic year. “There are some that see this situation as not conducive enough for their wards, and so they would rather go an extra mile of paying even more to secure better accommodation with the privately owned hostels on campus. These ones, though they can be expensive, guarantee a more decent living environment for the students. A room with its private toilet and bath, including a laundry spot, is designed exclusively for four students. In some cases, there is availability of social amenities like communal spaces, a good water supply, a well-landscaped environment, good security and free wifi for their welfare.

The Inspector General of Police, IGP, Kayode Egbetokun has described attacks on schools as an act of terrorism aimed at denying Nigerian children access to education. This is just as Niger State Governor Mohammed Umar Bago confirmed the escape of more abducted children of St Mary’s Catholic School. The IGP stated this during a courtesy visit on Niger State Governor Mohammed Umar Bago in Minna on Tuesday, noting that Nigeria is facing a severe security crisis, with various terrorist groups and bandits unleashing violence across the country. He described as unacceptable the recent attack and abduction of school children at the St Mary’s Catholic Church Agwara in Niger State, and similar incidents in Kwara and Kebbi states. Benue Assembly extends former Speaker Dajoh’s suspension “While we are encouraged that 50 of the children of St Mary’s Catholic School escaped and reunited with their families, we are still carrying the burden of ensuring the remaining children are rescued. This is because, if any community is attacked, the whole communities in Nigeria are attacked,” he noted. Egbetokun called for collective efforts by governments, security agencies including vigilante, and community leaders, to address security challenges facing Niger State and Nigeria at large. He said, “This is not the best of times. Niger State is facing deep troubling security moment with recent displacement of communities, pressure at its border areas and other criminalities. This demands for collective efforts and action to tackle them because Niger State is important in Nigeria, especially with recent abduction of school children.” While thanking the Niger State governor for supporting the Police in discharging it’s duties, he stated that additional critical tactical assets and intelligence have been drafted to the state to ensure the safe release of the abducted children. Responding, Niger State Governor Mohammed Bago appreciated the IGP for the visit and the swift response while assuring him of continued collaboration in providing security for citizens of the state. He, however, stated that the state cannot ascertain the exact number of children abducted from St Mary’s Catholic School and hence decided to open a register for parents to step forward and write down names of their children. “We don’t know the exact number of children abducted. This is because, the Catholic Church is going back and forth on the number. However, what matters is we are making efforts to rescue them. We have opened a register for the parents to register names of their children and we will ensure, we recover all missing children. “We have also confirmed the freedom of more abducted children of St Mary’s Catholic School and we will disclose the number later in the day,” Bago stated. He also called for prayers for the country’s democracy saying, “Nigeria is under security threat and we must all rise up and defend its honour and glory.”

The Federal Ministry of Education has rolled out the Inspire Live(s) Online Real-Time Classes Initiative, a nationwide digital learning programme aimed at expanding access to quality education for schoolchildren across Nigeria. The ministry, in a statement on Tuesday signed by its Director of Press and Public Relations, Folasade Boriowo, described the initiative as a groundbreaking programme designed to expand equitable access to quality learning for every Nigerian child, adding that it aligns with the “Renewed Hope Agenda of President Bola Ahmed Tinubu, GCFR.” According to the statement, the programme was created to address long-standing challenges in the education sector, including shortages of qualified teachers and disruptions to learning. By streaming live, interactive lessons directly to students, the ministry said Inspire Live(s) “democratises access to quality education and ensures that no child is left behind regardless of location or circumstance.” The Minister of Education, Tunji Alausa, confirmed that full implementation has begun. He noted that the rollout “is underway, with expansion set to cover all classes from Primary 1 to Senior Secondary 3.” Currently, the Inspire platform hosts online classes for JSS and SSS students. The ministry said the classes hold “Monday to Friday, 8:00 a.m.–2:30 p.m.” and are delivered by “certified master teachers using Cisco Webex.” The statement listed the subjects available for Junior Secondary School learners, which include Basic Science, Mathematics, English Language, ICT, Agricultural Science, Basic Technology, Civic Education, French, Physical Education, Religious Studies, History, and Business Studies. For Senior Secondary School learners, the subjects include Biology, Chemistry, Physics, English Language, Mathematics, Economics, Geography, Agricultural Science, Technical Drawing/Catering Craft, Civic Education, and Automobile Mechanics. To ensure nationwide participation, the ministry said it had directed all state Commissioners for Education to take specific steps. “These include nominating “a State Focal Officer to coordinate Inspire Live(s) activities,” and circulating “programme details to all public and private school principals.” The ministry further instructed states to “ensure designated schools are equipped with basic ICT facilities and internet connectivity,” emphasising that the programme requires minimum digital capability for seamless delivery. It added that registration for participation “is strictly to be conducted by school principals via the Inspire support channels.” The statement stressed that the online classes are not restricted to government institutions, noting that the programme “is open to all public and private schools in the country to access.”