The entry age for tertiary institutions in Nigeria has been officially set at a minimum of 16 years, following approval by the National Council on Education (NCE). This policy, now part of the National Policy on Education, marks a major change in the country’s academic structure and is designed to ensure a smoother transition for students from secondary to higher education. Beyond the minimum entry age policy, the council has also taken steps to introduce a 12-year compulsory Basic Education programme. To facilitate its successful implementation, the Federal Ministry of Education has engaged broader stakeholders to develop a comprehensive framework to support this initiative.
This decision, alongside other critical educational reforms, was finalised at an extraordinary meeting of the NCE held on February 6, 2025, in Abuja, as confirmed by the Permanent Secretary, Dr. Nasir Sani Gwarzo. Recognising the need for sustainable educational funding, the council approved an increase in Universal Basic Education (UBE) funding to 5 percent, with 1 percent specifically allocated for Early Childhood Care, Development, and Education (ECCDE). This move is expected to provide much-needed resources to strengthen early childhood education, ensuring a solid foundation for young learners as they progress through the educational system.
National policy on using the mother tongue was reviewed.
Further demonstrating its commitment to inclusivity, the NCE also sanctioned the review of the national policy on using the mother tongue or the language of the immediate community as a medium of instruction in primary schools. This decision aligns with global best practices, highlighting the advantages of early learning in a child’s first language, enhancing comprehension and cognitive development. To address existing educational gaps, the council has also approved the development of a National Policy for Almajiri education in the country.
Furthermore, in response to the growing concern about school bullying, the council has endorsed a draft of the National Policy on Anti-Bullying in Nigerian Schools. The approval of this policy signifies a renewed commitment to fostering safe and conducive learning environments across the country. To ensure swift implementation, the council has urged states and the Federal Capital Territory (FCT) to adopt the policy alongside its implementation guidelines and implement appropriate measures to curb bullying in educational institutions. The Federal Ministry of Education has been directed to develop a policy framework to guide the transition of Federal Science and Technical Colleges (FSTCs) to Federal Technical Colleges (FTCs).
Provision for national Almajiri and Out-of-School commission operations.
However, this transition is expected to enhance technical and vocational education, equipping students with the relevant skills required for the evolving job market. Additionally, a comprehensive revitalisation program for Vocational Education Institutions (VEIs) and Science and Technical Colleges (STCs) has been approved. The program will integrate an updated National Skills Qualification Framework (NSQF), upgrade Infrastructure and equipment, and establish a committee to oversee its execution. These reforms aim to strengthen vocational and technical education, providing alternative career pathways for students who may not pursue traditional university education.
Acknowledging the significance of addressing the challenges faced by out-of-school children, the NCE has urged states and the FCT to provide operational offices for the National Almajiri and Out-of-School Commission. This will facilitate the commission’s efforts in reintegrating marginalised children into the formal education system and providing them with necessary academic and vocational training. The collective approval of these reforms marks a progressive step toward enhancing the country’s education sector. With the incorporation, Nigeria aims to maintain a structured academic progression while ensuring students are adequately prepared for Higher Education challenges.
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Overall, this new development has both positive and negative impacts. On the positive side, the policy could allow for early identification of academically talented students, enabling them to access advanced learning opportunities and pursue their chosen career paths at a younger age. It also has the potential to accelerate workforce entry, allowing young graduates to contribute to national development earlier in their careers. Additionally, younger students entering tertiary institutions may exhibit stronger academic focus as they are less likely to be distracted by external responsibilities. The policy could also foster a Culture of early innovation, where young minds are nurtured and encouraged to think creatively and critically in their respective fields.