A Nigerian scholar, Dr Ganiu Bamgbose, has criticised recent education policies of the Federal Government, warning that the exclusion of some education students from the Unified Tertiary Matriculation Examination (UTME) could further weaken teaching standards and deepen what he described as the “death of pedagogy” in the country.
In an article posted on his Facebook page on Tuesday, titled “From English-only Instruction to the Exclusion of Education Students from UTME: The Nigerian Government and the Death of Pedagogy,” Bamgbose argued that current policies appear to diminish the value of teacher education and learner-centred instruction.
The academic particularly faulted the Federal Government’s recent decision exempting candidates seeking admission into Colleges of Education (COED) and some agriculture-related programmes from sitting the UTME, while reducing the admission requirement to four credit passes in relevant subjects.
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According to him, the policy sends a damaging signal about the status of education as a professional discipline.
He said, “At a time when Nigeria faces a severe shortage of qualified and competent teachers, one would expect deliberate policies aimed at attracting the best minds into the teaching profession.
“Instead, the system often appears to discourage talented candidates from pursuing education degrees.”
Bamgbose warned that the continued perception of education as a “last resort” course could worsen declining instructional quality across schools and reduce the number of skilled individuals willing to enter the profession.
He further criticised what he described as Nigeria’s excessive dependence on English as the dominant language of instruction in schools where, arguing that the practice weakens comprehension and alienates pupils from their cultural and linguistic realities.
The scholar noted that many pupils are discouraged, and in some cases punished, for speaking indigenous languages within school premises, despite global research supporting mother-tongue learning at foundational stages.
He stated, “Education then becomes less about knowledge acquisition and more about linguistic survival.”
Drawing comparisons with countries such as China, Japan, German, and South Korea, Bamgbose asserted that educational advancement is often strengthened when local languages are integrated into teaching and learning processes.
He, in addition, expressed concern over what he called an examination-driven education culture, where memorisation and certificate acquisition increasingly overshadow critical thinking, creativity and practical understanding.
According to him, educational reforms in Nigeria frequently prioritise policy announcements and technological initiatives without sufficient investment in teacher development and classroom methodology.
He stated, “Technology cannot replace pedagogy.”
He added that digital learning tools would, instead, produce limited results without competent and well-trained teachers to drive instruction effectively.
Bamgbose urged the government to reposition education programmes as strategic national disciplines through improved funding, scholarships, professional incentives, and stronger institutional support for teacher training.
He also called for broader integration of indigenous languages into foundational education and greater consultation with classroom practitioners during policy formulation.
In his conclusion, he said, “No nation rises above the quality of its teachers and educational philosophy.
“When pedagogy dies, national development becomes an illusion.”
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