Education Stakeholders Warn Against JAMB Waiver for NCE Admission

The recent decision by the Joint Admissions and Matriculation Board (JAMB) to allow candidates seeking admission into Nigeria Certificate in Education (NCE) programmes without sitting for the Unified Tertiary Matriculation Examination (UTME) has generated mixed reactions across the education sector.

While the policy is viewed by some stakeholders as a response to declining enrolment in Colleges of Education and the persistent shortage of teachers across the country, critics argue that it may further weaken the quality of teacher training in Nigeria.

Supporters of the waiver maintain that easing entry requirements could help address staffing gaps in public schools, particularly in underserved and rural areas like Kebbi, Zamfara, and parts of Borno, for instance, where teacher shortages remain severe. In some communities, schools reportedly operate with insufficient personnel, forcing teachers to handle multiple classes and subjects simultaneously.

However, education analysts and professional bodies have raised concerns about the long-term implications of lowering admission standards. They argue that removing UTME as a prerequisite without introducing an alternative academic screening mechanism could worsen the foundational competence of prospective teachers.

Findings referenced from a 2019 study by the Nigerian Educational Research and Development Council (NERDC) suggest that some NCE graduates already struggle with subject-matter mastery, a challenge partly linked to weak academic preparation at the entry level.

The Nigeria Union of Teachers (NUT)) has also expressed concern over the development. The union insists that teaching should remain a highly regulated profession that attracts candidates with strong academic backgrounds, warning that relaxing entry requirements could undermine the status of the teaching profession.

Critics further argue that exempting teacher education from UTME requirements may send a negative signal about the profession’s academic value, potentially discouraging high-performing students from pursuing careers in education.

Comparisons have been drawn with countries such as Finland and Singapore, where teacher recruitment is highly selective and prioritizes top academic performers, supported by strong training systems and incentives.

Stakeholders calling for a review of the policy have urged the Federal Government to focus instead on improving funding, welfare, and remuneration for teachers, as well as strengthening Colleges of Education to make the profession more attractive.

The debate continues as education stakeholders weigh the need to expand teacher supply against concerns over maintaining standards in Nigeria’s education system