Achieving quality education in Nigeria remains a profound challenge. This is not merely because of a lack of resources, but largely due to systemic failures in allocation, utilisation and management of funds. These are further compounded by deep-rooted socio-political problems.
Although Nigeria consistently underfunds education relative to the UNESCO benchmark of 15–20 per cent of the national budget, the greater issue is that the resources that are available are frequently rendered ineffective or outright diverted.
The factors impeding the attainment of quality education are multifaceted, including corruption and mismanagement, inadequate infrastructure, teacher capacity deficits, socio-cultural barriers and persistent insecurity.
Corruption, infrastructure deficits
The most damaging of these is the pervasive corruption that plagues the Nigerian public sector, including education. Funds meant for schools, textbooks or teacher training are often diverted, embezzled or mismanaged. Instances of budget padding and contract inflation ensure that only a fraction of allocations actually reach intended projects.
This financial haemorrhage leaves behind half-completed structures, dilapidated classrooms and scarce learning materials. Weak institutional frameworks and poor transparency mean there are rarely consequences, creating a culture of impunity.
Corruption also manifests in non-financial aspects, such as the politicisation of appointments for school administrators and vice-chancellors, where merit is often sacrificed for political loyalty. This undermines institutional effectiveness and ensures that the resources leaders boast of never translate into genuine educational outcomes.
Despite repeated allocations for school construction and maintenance, many public schools—especially in rural areas—are in a state of severe disrepair. Classrooms are overcrowded, lacking desks, chairs, and proper ventilation.
Many schools function without libraries, laboratories or adequate sanitation facilities, creating an unconducive environment for learning. Even when resources are procured, they are often outdated, insufficient or poorly distributed. The absence of modern teaching aids and laboratory equipment continues to limit students’ exposure to knowledge and practical skills.
Teachers, insecurity, systemic barriers
The link between the quality of education and the quality of teachers is undeniable. Yet, Nigeria faces immense challenges here. There is a shortage of well-trained and qualified educators, particularly in Science, Technology, Engineering and Mathematics (STEM) fields, and in marginalised regions. Many teachers are themselves poorly trained, relying on outdated methods. Low salaries, frequently delayed or unpaid, further weaken morale and trigger recurrent strikes by unions such as NUT and ASUU.
This has pushed many competent teachers into private schools or other professions, fuelling brain drain. The problem is worsened by teacher absenteeism and the existence of ‘ghost workers’ on payrolls, which drain resources and reduce instructional time.
Systemic socio-cultural barriers also weigh heavily on education. In the Northern states, insecurity driven by Boko Haram insurgency and banditry has forced schools to close, led to mass abductions and displaced teachers and students. This crisis has swollen the ranks of out-of-school children, already the highest in the world. Traditional and religious practices have further widened gender disparity, limiting girls’ enrolment and retention at secondary and tertiary levels.
Frequent changes in government also derail progress. Long-term educational policies are often abandoned in favour of politically expedient projects. Leaders regularly make pronouncements about prioritising education, yet the absence of consistent political will to enforce standards, fight corruption and sustain funding reflects a deeper indifference to the sector’s future.
All said, Nigeria’s education crisis is not simply a matter of insufficient funding but of weak governance, corruption and lack of accountability. Resources continue to be intercepted, misapplied, or wasted, leaving infrastructure broken, teachers demoralised and millions of students without quality learning opportunities. Unless corruption is confronted and political leaders demonstrate genuine commitment to reform, the cycle of poor educational outcomes will persist, keeping Nigeria’s future generations trapped in decline.