Commission Begins Overhaul Of Teacher Education Amid Alarming Literacy Gaps

National Commission for Colleges of Education (NCCE) has launched a sweeping reform aimed at transforming teacher education in Nigeria, as new data continue to reveal deep literacy deficits among pupils in basic education.

The reform drive was unveiled at a one-day strategy retreat with the commission’s directorate cadre in Abuja yesterday.

The executive secretary of NCCE, Dr Angela Ajala, called for an honest reckoning with the state of teacher preparation in the country and a decisive shift towards quality-driven education delivery.

Ajala challenged senior officials to confront the system’s shortcomings and reimagine the future of teaching in Nigeria.

“When a child sits in a classroom in Kebbi, or Ebonyi, or Bayelsa, and looks up at the person charged with teaching her, what does she deserve? She deserves a teacher who is confident, competent, and prepared.”

She warned that the effectiveness of any education system ultimately depends on the quality of its teachers, adding that Nigeria must urgently interrogate whether current training structures are fit for purpose.

Dr Ajala also cited global lessons, referencing Finland’s education reforms, noting that systemic transformation was possible when governments made bold decisions to raise standards and professionalise teaching.

“In the 1970s, Finnish schools were performing poorly the response was not cosmetic reform. They raised the entry requirements for teacher education to the same level as medicine and law.

“Within a generation, Finland became the most studied education system in the world,” she added.

She stressed that Nigeria’s challenge was not unique, but required honesty, discipline, and sustained reform, insisting that while the situation was not the fault of current administrators alone, the responsibility for change now rested squarely on the Commission.

She further emphasised that access to education without quality was no longer acceptable, adding that teacher education remained the most critical lever for improving learning outcomes.

“Our mandate is dual in nature. We are both a regulatory body and a development agency, charged not merely with setting standards but with actively driving the quality of teacher education across every college under our purview.”

The executive secretary outlined three strategic priorities for the Commission, a national diagnostic audit of all 236 Colleges of Education, a comprehensive curriculum reform aligned with global standards, and an institutional restructuring process anchored on sustainability and accountability.

“We will transition our colleges to a competency-based curriculum aligned with UNESCO and African Union standards,” she said. “We will strengthen digital infrastructure, overhaul teaching practice supervision, and establish a Reform Delivery Unit to ensure accountability.”

In his remarks, the director of Colleges of Education Department at the Federal Ministry of Education, Dr Uchenna Cecilia Uba, commended the executive secretary for proactive and reform-driven approach to leadership.

“The convening of this Retreat at this critical time clearly demonstrates a serious-minded, focused, and forward-looking approach to leadership and service delivery,” Dr Uba said.

He noted that the ministry viewed the initiative as timely and strategic, particularly given the urgent need to strengthen teacher education outcomes nationwide, emphasising that the success of any education system rests on the quality of its teachers and the institutions responsible for their training.

“From what we have observed so far, there is clear political will to change the narrative of the Commission in a positive direction,” he said.