Is UTME Waiver for NCE A Quick Fix or Wrong Move?

A scholar argues that the challenges confronting teacher education in Nigeria go far beyond admission procedures. While the Federal Government's decision to exempt Nigerian Certificate in Education (NCE) candidates from the UTME is aimed at broadening access to teacher training and tackling declining enrolment in Colleges of Education, the deeper problem remains the years of neglect of teachers and the growing loss of appeal associated with the profession.

The Federal Government's decision to exempt candidates seeking admission into Nigerian Certificate in Education (NCE) programmes from sitting for the Unified Tertiary Matriculation Examination (UTME) has sparked widespread debate across Nigeria's education sector.

Announced by the Minister of Education, Dr Maruf Tunji Alausa, during the 2026 Policy Meeting on Admissions into Tertiary Institutions, the policy is intended to boost enrolment in Colleges of Education, widen access to teacher education, and address the growing shortage of qualified teachers across the country.

Under the new arrangement, candidates with at least four credit passes who wish to pursue NCE programmes will no longer be required to sit for UTME. However, they must still register with the Joint Admissions and Matriculation Board (JAMB) for credential verification and admission processing through the Central Admissions Processing System (CAPS).

While supporters have hailed the move as a practical response to declining enrolment in Colleges of Education, critics argue that it fails to address the deeper issues responsible for the dwindling interest in the teaching profession and may even weaken standards in teacher preparation.

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According to the Minister of Education, available data from JAMB shows that many Colleges of Education have the capacity to admit far more students than they currently enrol, particularly from their host communities.

He believes that removing the UTME requirement will eliminate a significant barrier for prospective students and encourage more young Nigerians to pursue careers in teaching at a time when the country faces an acute shortage of qualified educators and millions of children remain out of school.

The minister also explained that the policy forms part of broader efforts to democratise access to tertiary education while reducing the financial and emotional burden associated with multiple admission processes.

Supporters of the policy argue that many prospective teachers, especially those from rural and economically disadvantaged backgrounds, are discouraged by the costs and complexities of gaining admission. For such individuals, the waiver could provide a much-needed pathway into higher education.

Advocates further contend that the measure may help revive Colleges of Education, many of which have struggled with low enrolment as students increasingly favour universities and polytechnics.

An educationist and lecturer at Nasarawa State University, Keffi, Dr Usman Danladi, believes the policy's greatest strength lies in its potential to widen access to teacher education.

However, he stressed that efforts to increase enrolment must be accompanied by initiatives aimed at restoring the dignity and prestige of teaching.

According to him, "National campaigns should be launched to restore the dignity and prestige of teaching as a profession. Young people must see teaching not as a last resort, but as a noble and rewarding career path."

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Danladi explained that by removing an examination requirement, more candidates who might otherwise be denied admission can now pursue NCE programmes.

"This could contribute to producing more teachers, especially in underserved communities where shortages are most severe. The policy may also reduce the number of out-of-school youths by providing alternative pathways into tertiary education," he said.

He further noted that many Colleges of Education possess adequate facilities and manpower but continue to struggle with under-enrolment.

According to him, increased student numbers would enhance institutional sustainability and justify greater government investment in teacher training.

"The initiative could also promote educational inclusion. Candidates from disadvantaged backgrounds, including those living in remote areas, may find it easier to access tertiary education without the additional hurdle of UTME. In the long run, proponents believe the policy could help bridge the teacher gap in basic education and support national efforts to improve literacy and learning outcomes," he added.

Supporting the government's position, Executive Secretary of the National Commission for Colleges of Education (NCCE), Dr Angela Ajala, warned that Nigeria's future could be endangered if urgent steps are not taken to strengthen teacher education.

She maintained that no nation can rise above the quality of its teachers and dismissed claims that removing UTME lowers academic standards.

"What is UTME? It is a two-hour examination. It is not an achievement test. Decisions like these were not taken arbitrarily; they were based on evidence, data, and projections about the future of teacher education in Nigeria," she explained.

Ajala cautioned that Nigeria could face a severe shortage of teachers within the next six years if enrolment into teacher-training institutions is not significantly increased.

"In some colleges, you find only about 30 students spread across 10 programmes. The attrition rate is alarming. If we do not act now, Nigeria may not have enough teachers in the near future," she warned.

Stakeholders Raise Concerns

Despite the perceived benefits, opposition to the policy has been swift.

The Colleges of Education Academic Staff Union (COEASU) questioned both the process and substance of the decision, arguing that critical stakeholders were not consulted before the announcement.

COEASU President, Dr Lawal Bazza, insisted that reforms affecting teacher education should emerge from broad stakeholder engagement rather than unilateral policy declarations.

"We have stated that we were not consulted in the discussions that led to the development of this policy or shift. We are saying that whenever the government has a policy idea, it must engage critical stakeholders and have a discussion, so that we understand the reason and why policies are being pronounced. That is why we always call for a bottom-up approach, not a top-down approach," he stated.

Bazza warned that although efforts to increase enrolment are commendable, policy decisions must not compromise the quality of teacher training or the future of Nigeria's education system.

The National President of the Nigeria Union of Teachers (NUT), Comrade Titus Amba, also expressed reservations about the policy.

He argued that exempting NCE candidates from UTME could send the wrong signal about the value attached to teaching and potentially portray the profession as a refuge for candidates unable to gain admission into other programmes.

Amba maintained that critical education policies affecting teacher production should involve key stakeholders, including teachers' unions.

A product of the old teacher-training system himself, he lamented the collapse of teacher-training colleges and the gradual erosion of professional standards in teacher preparation.

Unlike previous generations who underwent structured training and extensive teaching practice, he noted that many graduates now enter classrooms without formal pedagogical grounding.

"Teaching should not be treated as an option for those who could not gain admission elsewhere. The best minds should be encouraged to become teachers because education remains the foundation of national development," he said.

He attributed the declining appeal of teaching to poor welfare, inadequate incentives, and weak policy support.

According to him, countries with strong education systems deliberately invest in teachers and make the profession attractive.

He cited Finland as an example where teachers enjoy high social status and competitive remuneration, making teaching a highly desirable career.

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Addressing the Wrong Problem?

Many education experts believe that the government is tackling a symptom rather than the root cause of the problem.

Executive Director of Education Rights Initiative, Dr Solomon Udah, argued that exempting aspiring teachers from a standard admission requirement applicable to other tertiary education candidates may unintentionally reinforce the perception that teaching requires lower academic standards.

He described the situation as particularly troubling given the years of neglect, poor remuneration and declining social prestige already confronting the profession.

According to Udah, the major challenge facing Colleges of Education is not access but attractiveness.

Young Nigerians, he argued, are not avoiding teacher education because of UTME. Instead, they are discouraged by poor salaries, limited career advancement opportunities, inadequate welfare packages, and the low social status attached to teaching.

Critics, therefore, insist that removing UTME merely addresses the symptoms while leaving the underlying causes untouched.

There are also concerns about quality assurance. Because teachers play a central role in shaping future generations, stakeholders argue that lowering admission barriers without strengthening training mechanisms could affect the quality of teachers produced.

The Declining Prestige of Teaching

The controversy has once again drawn attention to the broader crisis facing teacher education in Nigeria.

Decades ago, teaching ranked among the nation's most respected professions. Teacher Training Colleges produced highly skilled educators who served not only as instructors but also as community leaders and nation-builders.

Today, however, the situation is markedly different.

According to Dr Solomon Udah, many graduates now enter teaching only after exhausting opportunities in other sectors.

In some cases, teaching has become a temporary occupation rather than a deliberate career choice.

"Poor remuneration, delayed promotions, inadequate infrastructure, weak professional support systems, and inconsistent policy implementation have all contributed to the decline.

"The result is a vicious cycle: declining prestige leads to reduced interest, reduced interest affects quality, and concerns about quality further diminish the profession's attractiveness.

"If Nigeria hopes to build a world-class education system, reforms must go beyond increasing access to creating an environment where the nation's brightest minds willingly choose teaching as a profession of pride, purpose, and national service," he stated.

Lessons from Global Best Practices

Countries consistently ranked among the world's top-performing education systems offer important lessons.

In Finland, Singapore, and South Korea, teaching is treated as a prestigious and highly competitive profession. Admission into teacher education programmes is rigorous, while teachers enjoy attractive salaries, extensive professional development opportunities, and strong societal respect.

As Comrade Amba observed, "These countries do not lower standards to attract candidates. Instead, they make the profession attractive enough to draw talented individuals. The lesson for Nigeria is clear: sustainable reform requires improving both access and attractiveness."

While stakeholders acknowledge that the Federal Government's intention to increase enrolment in Colleges of Education is commendable, many agree that a more comprehensive strategy is needed.

Experts argue that the most urgent priority should be improving teachers' welfare through competitive remuneration, housing support, healthcare benefits, and timely promotions.

They also advocate the full implementation of the Teachers' Salary Scale and the strengthening of professional incentives across all states.

Ultimately, the debate surrounding the UTME waiver raises a critical question: Can Nigeria genuinely strengthen teacher education by making admission easier while leaving the fundamental structural challenges facing teachers unresolved?

For many stakeholders, the answer lies not in lowering barriers to entry but in restoring the prestige, value, and attractiveness of the teaching profession itself.