The Federal Government, through the Minister of Education, Dr. Tunji Alausa, has proposed converting all federal Colleges of Education (COEs) to Universities of Education. This proposal stems from declining enrollment in COEs, persistent challenges in teacher education, and concerns about the relevance of the Nigeria Certificate in Education (NCE) in today’s job market. However, the plan has sparked mixed reactions among education stakeholders, with some viewing it as a strategic upgrade and others as an attempt to scrap a struggling sub-sector without addressing its core issues.
The Origins and Purpose of COEs
COEs were established following the 1958 Ashby Commission Report, which highlighted the poor training of teachers in colonial Nigeria. These institutions were designed to produce qualified teachers for elementary and junior secondary schools, replacing the older Grade II Teachers’ Colleges. Initially, COEs played a critical role in expanding Nigeria’s teaching workforce.
However, over the decades, the status and appeal of COEs have declined. Teaching is no longer seen as prestigious, and many students only enroll in education programs as a last resort. The decline in COE enrollment raises fundamental questions: Have COEs outlived their usefulness, or should the government focus on reforming them rather than replacing them?
Why the Federal Government Wants to Convert COEs to Universities
During the 2025 budget defense session at the National Assembly, Dr. Alausa noted that:
- Some COEs enroll fewer than 1,000 students despite receiving billions of naira in funding.
- In 2024, ₦139.3 billion was allocated to 32 federal COEs, raising concerns about low returns on investment.
- In the United States and many advanced countries, Colleges of Education no longer exist, and Nigeria may need to adopt a similar model.
- The government wants to make teaching more attractive by elevating teacher training institutions to university status.
Despite these arguments, critics believe that converting COEs to universities does not address the deeper problems facing teacher education.
Declining Enrollment and the Crisis in Teacher Education
Data from the Joint Admissions and Matriculation Board (JAMB) between 2019 and 2023 shows a steady decline in applications for NCE programs:
| Year | Applications | Admissions | Admission Rate |
|---|---|---|---|
| 2019 | 34,138 | 71,188 | 208% (due to forced placement) |
| 2020 | 80,355 | 49,678 | 62% |
| 2021 | 15,746 | 30,731 | 195% (again due to forced placement) |
| 2022 | 52,627 | 35,466 | 67% |
| 2023 | 28,335 | 11,735 | 41% |
Key Observations from the Data:
- COEs consistently fail to meet admission quotas, despite the low JAMB cut-off marks for education programs.
- Many students admitted did not initially apply for education courses, indicating low interest.
- The NCE is increasingly seen as a stepping stone to a degree rather than a final qualification for employment.
Is Conversion the Solution or a Quick Fix?
The government has made some efforts to revive COEs, including:
- Approving a Dual Mode system, allowing COEs to offer both NCE and degree programs.
- Enacting the Colleges of Education Establishment Act, which grants COEs degree-awarding autonomy.
However, many believe that simply upgrading COEs to universities does not address the real challenges, which include:
- Poor teacher remuneration: Private schools offer as low as ₦16,000 monthly salaries to NCE holders, discouraging students from pursuing education careers.
- Negative perception of teaching: Many students and parents see teaching as a low-status profession.
- Lack of infrastructure and funding: Even universities struggle with inadequate facilities; converting COEs to universities may worsen existing challenges.
Stakeholders’ Opinions: Reform vs. Upgrade
Proponents of the Conversion:
- Professor Bidemi Lafiaji-Okuneye (VC, LASUED) argues that:
- The NCE is no longer recognized as a full qualification for employment.
- Many government agencies no longer accept NCE holders for jobs.
- Upgrading COEs will boost the status of teacher education.
- COEASU President, Dr. Smart Olugbeko, supports degree-awarding COEs, urging the Federal Government to implement this policy quickly.
Opponents of the Conversion:
- Some argue that COEs should be reformed rather than scrapped, as they play a vital role in teacher training.
- Upgrading COEs to universities may not automatically improve teacher quality, as the core problems remain unaddressed.
Conclusion: What Should the Government Do?
Instead of outright conversion, the government should focus on comprehensive reforms, including:
- Enhancing teacher salaries and incentives to make the profession more attractive.
- Strengthening existing COEs by improving infrastructure and resources.
- Implementing teacher education scholarships to encourage top students to enroll in education programs.
- Partnering with private sector and international organizations to fund teacher training initiatives.
If conversion is inevitable, it should be done gradually, ensuring that:
- Existing COEs have the necessary infrastructure and faculty to function as universities.
- Teacher education programs are redesigned to align with global best practices.
Ultimately, the real issue is not the name of the institution but the quality of education it provides. The government must go beyond renaming schools and tackle systemic challenges in Nigeria’s education sector.