If these progressive reforms were to be adopted and implemented nationwide, they could lead to a significant alleviation of the financial pressures faced by parents. This shift in focus would allow families to invest their resources into more meaningful aspects of their children’s education. Eventually, such a nationwide adoption would not only enhance the quality of education but also ensure that we prioritize the comprehensive development of the Nigerian child. Moreover, such reforms could redirect attention toward what truly matters in education—the holistic development of the Nigerian child.
In recent weeks, the governments of Imo and Benue States have implemented decisive measures to tackle the concerns that many parents and education stakeholders have long voiced: the rising trend of extravagant graduation ceremonies in nursery and junior secondary schools, along with the unjust practice of annual textbook changes mandated by school owners. At the heart of the recently introduced policies lies a crucial recognition that education should not operate as a marketplace driven by showmanship or profit motives. This sentiment has become particularly relevant in numerous urban schools, where end-of-session graduation ceremonies have evolved into overly extravagant events that often bear more resemblance to university convocations than to traditional school graduations. Parents, who are already grappling with the financial strains of tuition fees and rising living expenses, find themselves under significant pressure to contribute to these elaborate celebrations. This pressure manifests in various ways, including the need to purchase specialized costumes for their children, rent festive canopies and decorations, and cover the hefty fees associated with organizing the events. Unfortunately, these expenditures often yield minimal educational value, raising concerns about the priorities of the educational system and the impact on families.
The frequent updates to textbooks, often occurring on an annual basis, have significantly strained family budgets throughout the region. Parents are increasingly burdened by the need to purchase new editions that, in many instances, are almost indistinguishable from their predecessors, featuring only minor updates and cosmetic alterations. This practice raises concerns among educators, many of whom acknowledge that the so-called “new editions” offer little in terms of substantial educational value. In response to this situation, the governments of Imo and Benue, in collaboration with the State Ministry of Education, issued an official memorandum that outlines a significant policy change concerning customized education materials and graduation celebrations for students. First, the Imo state government began by prohibiting graduation parties for pupils enrolled in Kindergarten, Nursery, and Junior Secondary School 3 (JSS3). The Ministry provided clarity regarding the new policy by stating that moving forward, only students who are completing Primary 6 and those in Senior Secondary School 3 (SSS3) will be permitted to organize and hold graduation celebrations. This decision is in line with the national educational framework known as the 6-3-3-4 system, which establishes a structured educational pathway consisting of six years of primary education, three years of junior secondary education, three years of senior secondary education, followed by four years of tertiary education. In the same policy, the Ministry has prohibited the annual adoption of new textbooks, a practice driven by competitive and profit-oriented publishing. Schools are now mandated to utilize approved textbooks for a minimum of four years, enabling siblings to share resources during that time. This initiative fosters cost savings, alleviates the burden on parents, and promotes consistency in teaching.
In response to the decision made by the Imo State government, the Ministry of Education in Benue State also followed the same pattern by eliminating the yearly requirement for parents to purchase new textbooks, even when previous editions remain applicable. The Ministry instructed schools to adopt standardized and durable textbooks that can benefit students over multiple years. Additionally, it prohibited mandatory and extended classes after school hours, unless schools obtain parental consent. Similar to the measures implemented in Imo State, the Ministry also banned graduation ceremonies for nursery and Junior Secondary School (JSS3) students, permitting formal graduation rites only for Primary Six and Senior Secondary School Three (SSS3) students. The question arises: what prompted the establishment of these reforms? According to the Commissioner for Education, the initiative aims to alleviate the financial burden on parents who often feel pressured to host extravagant celebrations for their children during the early years of education. Furthermore, these policies seek to address the growing concern among families regarding the escalating costs of frequent textbook updates. The Commissioner underscores that graduation should signify the completion of an essential educational milestone and argues that transforming events such as nursery or JSS3 graduations into overly lavish parties is both unnecessary and exploitative. He emphasized that our primary focus for children should be on learning rather than on ceremonies.
In light of the educational reforms, various stakeholders, including educators, administrators, and parent associations, have voiced their enthusiastic support for the initiative. These reforms have been warmly welcomed by many parents, who characterize the measures as “a significant relief” from the mounting pressures of educational expenses. Parents have specifically highlighted the financial strain associated with graduation ceremonies, which often come with high costs for venue rentals, catering, and other celebratory expenses. Additionally, the ongoing necessity for frequent textbook replacements adds another layer of financial burden, as students’ progress through their education and curricula change. The widespread sentiment among parents is that these reforms are not only timely but crucial in addressing the escalating costs of education, allowing families to focus more on their children’s learning experience rather than the financial implications of schooling. Many see the reforms as a vital step toward creating a more equitable educational landscape, where all students can access essential resources without the crippling weight of financial stress.
Several educators are voicing their concerns regarding the potential negative impact of losing traditional celebrations on young students’ motivation and enthusiasm for learning. They worry that without these events, which often serve as a source of joy and community, students may feel less engaged in their educational experience. Meanwhile, some operators of private schools have raised alarms that the ban on such celebrations could have cascading effects on their academic programs and financial viability. They argue that these events not only enrich the school environment but also play a crucial role in attracting families and generating revenue. In light of these concerns, private school operators are urging the government to engage in open dialogue with school administrators. They advocate for collaborative discussions that would help to ensure the policy’s implementation does not detrimentally impact the educational landscape or the community spirit within schools. The National Orientation Agency (NOA) expressed robust support for the newly implemented policy, describing it as a significant and bold initiative designed to tackle social excesses and promote a sense of discipline among young learners. The agency underscored that this endorsement reflects a shared conviction that the policy is a crucial step towards enhancing the educational environment. In addition to the NOA’s commendation, other observers have pointed out that this move by the state government appears to be part of a more comprehensive strategy to restore essential values such as discipline, affordability, and equity within the educational sector.
Education is widely acknowledged as the bedrock of societal development and national progress. However, this vital foundation is increasingly eroded by a pervasive culture of corruption that seeps into both classrooms and administrative offices. In primary, secondary, and tertiary institutions, parents and students frequently confront practices that not only compromise the integrity of the learning process but also create a perception of inequity and injustice. For instance, in many universities, the phenomenon of “sorting” has become alarmingly common. This practice involves students feeling pressured to provide financial incentives to lecturers to secure passing grades, effectively distorting the meritocratic principles that education is supposed to uphold. Such transactions diminish the value of academic achievement and contribute to an environment where the most qualified students may be overlooked in favor of those who can afford to pay for better grades. Furthermore, the commercialization of graduation ceremonies in basic schools exemplifies how deeply corruption has permeated the education system. What should be a celebratory milestone for students and their families is often turned into an exploitative event, with fees substantially inflated for participation and recognition. This not only places an undue financial burden on families but also transforms a significant educational achievement into a transactional experience, undermining the true purpose of education.
In discussions with several parents from Benue State, a troubling trend has consistently surfaced that frustrates families year after year. According to concerned parents, schools require the purchase of new textbooks each academic year, despite the fact that many students already own older editions in excellent condition. Parents believe this practice reflects a coordinated effort between book publishers and educational institutions, resulting in a significant financial burden for families who are left to shoulder costs that seem to stem more from commercial interests than from genuine educational needs. Moreover, the issue of integrity within the educational system extends beyond textbook sales. Numerous reports indicate that teachers and school administrators often engage in unethical practices that prioritize financial gain over educational merit. Instances of educators selling handouts to students or demanding bribes for favorable grades have surfaced, raising serious questions about the integrity of the academic environment. Additionally, there are widespread allegations of grade manipulation in exchange for gifts, further illustrating a troubling culture of corruption.
At the tertiary education level, the situation is even more disheartening. Numerous accounts have highlighted alarming incidents of sexual harassment and so-called “sex-for-marks” scandals, casting a dark shadow over the moral standards and quality of education. Such practices not only undermine the trust of students and parents but also compromise the educational integrity that should be upheld across all levels of schooling. Collectively, these factors paint a grim picture of an educational system struggling against the pervasive influence of corruption. Another aspect that is most troubling about school owners is their tendency to prioritize profit over education. They often view schools primarily as businesses aimed at generating revenue, rather than as nurturing environments dedicated to the growth and development of young minds. This commercialization of education can lead to a myriad of issues, such as inflated tuition fees, reduced access to quality programs, and a focus on programs that generate more income rather than those that truly enhance learning experiences. As a result, the fundamental purpose of education becomes overshadowed by financial motives, compromising the very essence of what schools should represent—places of genuine learning and personal development.
What specific measures should the federal and state ministries of education implement to align with the efforts already undertaken by the Imo and Benue State governments in addressing the issues of extravagant graduation ceremonies and the exploitation of textbooks in Nigeria? To effectively mirror the initiatives implemented by the Imo and Benue State governments, the Federal and State Ministries of Education should first create and disseminate comprehensive national guidelines that explicitly prohibit or impose stringent regulations on lavish graduation ceremonies at the nursery and junior secondary school levels nationwide. These guidelines should define what constitutes an extravagant ceremony and establish clear parameters for acceptable celebrations. Additionally, they might consider endorsing alternative forms of recognition, such as modest ceremonies or community celebrations that highlight student achievements without incurring unnecessary costs. Second, the ministries must implement a standardized textbook policy to ensure the judicious use of educational resources. This policy should dictate that textbooks be reviewed and updated only when there are significant and relevant changes to the curriculum, rather than adhering to the current practice of annual revisions, which often impose unnecessary financial burdens on both parents and schools. Additionally, the federal government should collaborate with the Nigerian Educational Research and Development Council (NERDC) to develop a nationally approved list of textbooks for each subject and educational level. These approved textbooks should remain valid for a minimum of four to five years before any revisions occur.
Both federal and state ministries of education should take the initiative to establish dedicated educational monitoring task forces. These task forces should operate at both the state and local levels, focusing on ensuring compliance with educational standards and regulations across all types of schools, including both private and public institutions. They must be empowered to investigate and address any violations that may arise. For example, if an educational institution is found to be exploiting parents through unjust fees, misleading practices, or inadequate services, appropriate penalties should be imposed. Such penalties may include substantial fines, suspension of operating licenses, or even more severe measures for repeat offenders. By implementing these consequences, the task forces can effectively deter unethical practices and foster a fairer educational environment for all families.
Furthermore, the Ministry of Education should promote the establishment of second-hand textbook markets within communities and schools. This initiative would provide students with a valuable opportunity to access affordable educational materials, thereby reducing the financial burden of purchasing new textbooks annually, especially given the frequent release of updated editions. Throughout my academic journey in the United States, I found that purchasing second-hand books from online vendors not only saved me money but also encouraged the sharing and recycling of critical academic resources among students. Additionally, the government must ensure that all students, particularly those in public schools, have access to subsidized or digital learning resources. This could involve forming partnerships with educational technology companies to provide free or low-cost e-books, online courses, and personalized learning tools. Such initiatives would not only enhance the educational experience for students but also help bridge the resource gap that often impacts less affluent communities.
In light of the growing financial strain faced by families, particularly those from lower-income backgrounds, the Ministry of Education must undertake a comprehensive reassessment of the various development levies that have gained traction in recent years. These levies, which are intended to support school infrastructure and educational programs, often impose a substantial economic burden on parents, making it increasingly challenging for them to afford basic educational necessities for their children. Many schools impose various levies, which have added up to a substantial amount over time. For instance, in some cases, schools may charge as much as N10,000 for a Parent-Teacher Association (PTA) levy alone. Such fees have discouraged parental involvement, as families view these costs as excessive and overwhelming. To alleviate the financial strain that many individuals or parents are experiencing, it would be advantageous to adopt a strategic approach focused on identifying and addressing unnecessary levies. This could involve a thorough review of all current fees to determine which ones are essential and which could be streamlined or eliminated.
Therefore, the bold initiatives recently launched by Imo and Benue states serve as a crucial wake-up call for the entire nation. Education should fundamentally focus on fostering genuine learning, nurturing character development, and empowering students, rather than getting bogged down by extravagant ceremonies or exploitative book sales that often burden families financially. If these progressive reforms were to be adopted and implemented nationwide, they could lead to a significant alleviation of the financial pressures faced by parents. This shift in focus would allow families to invest their resources into more meaningful aspects of their children’s education. Eventually, such a nationwide adoption would not only enhance the quality of education but also ensure that we prioritize the comprehensive development of the Nigerian child. Moreover, such reforms could redirect attention toward what truly matters in education—the holistic development of the Nigerian child. In other words, it would help cultivate well-rounded individuals who are prepared to contribute positively to society, rather than merely meeting the superficial metrics of educational achievement.
Rev. Ma, S. J., is a Jesuit Catholic priest of the North West Africa Province of the Society of Jesus. He currently writes from Abuja, Nigeria.
