The figures are not just alarming; they represent a national catastrophe. Over 1.5 million candidates—a staggering 75 percent of those who sat for the 2025 Unified Tertiary Matriculation Examination (UTME)—scored below 200 marks.
Only a paltry 420,415 candidates managed to cross this threshold, while less than one percent scored above 300. These statistics, recently released by the Joint Admission and Matriculation Board (JAMB), paint a dismal picture of our educational landscape and demand urgent national introspection.
Year after year, we witness a consistent decline in academic performance, yet our response has been tepid at best. The 2025 results mirror those of 2024, when 76 percent of candidates scored below 200.
In the opinion of this newspaper, this persistent pattern of mass failure is more than a passing concern—it is symptomatic of a deep-rooted malaise in our educational system that threatens Nigeria’s future competitiveness in a knowledge-driven global economy.
What makes these results particularly disturbing is that UTME examinations are not designed to be impossible barriers but rather basic assessments of readiness for tertiary education. When three-quarters of our youth cannot meet this fundamental benchmark, we must confront the uncomfortable truth: our educational system is failing our children, and by extension, the nation’s future.
Two contrasting narratives have emerged to explain this educational decline. The first blames students’ shifting priorities and diminishing interest in academic pursuits. According to this view, today’s youth are increasingly distracted by social media platforms like TikTok, Instagram, and Twitter, as well as the allure of sports betting. They witness peers making millions as content creators and influencers, leading them to question the value of the traditional educational path that demands years of rigorous study with uncertain financial rewards at the end.
While there is merit to this observation, it would be intellectually dishonest and counterproductive to place the burden entirely on students’ shoulders.
The second narrative, which deserves equal if not greater attention, points to systemic failures within our educational infrastructure. Decades of neglect, underfunding, outdated curricula, inadequate teacher training, and poor learning environments have created a perfect storm where academic excellence becomes the exception rather than the norm.
Our classrooms are often overcrowded, with student-teacher ratios far exceeding recommended standards. Many schools lack basic learning materials, functioning libraries, or equipped laboratories. The curriculum, largely unchanged for decades, fails to engage students or prepare them for contemporary challenges. Teacher morale remains low due to poor remuneration and limited professional development opportunities. These systemic deficiencies cannot be overlooked in any honest assessment of the mass failure phenomenon.
Furthermore, the examination system itself warrants scrutiny. Are our assessment methods truly measuring relevant skills and knowledge? Do they account for diverse learning styles and intelligences? How well does the UTME align with the actual schooling experience of the average Nigerian student? These questions must be part of our national conversation on educational reform.
The implications of this educational crisis extend far beyond individual disappointment. A nation whose youth struggle with basic educational benchmarks faces severe limitations in technological innovation, economic development, and social progress. In an increasingly competitive global environment where knowledge capital determines national prosperity, Nigeria cannot afford this continuous hemorrhage of potential.
Needless to say,we must rekindle interest in education by demonstrating its enduring value even in the digital age. This involves not just emphasizing traditional career paths but showing how education enhances entrepreneurial success, including in new media and technology fields. The narrative that education and digital success are mutually exclusive must be challenged with examples of how educational foundations amplify success in these new domains.
Second, significant investment in educational infrastructure is non-negotiable. The government must prioritise education budgets to address fundamental deficiencies in school facilities, teaching resources, and teacher development. The curriculum needs comprehensive overhaul to become more relevant, engaging, and aligned with 21st-century skill requirements. Digital literacy, critical thinking, problem-solving, and creativity should be central to this revitalized curriculum.
Third, the examination system requires reform to ensure it properly assesses student capabilities and knowledge without becoming a fear-inducing obstacle. JAMB and other examination bodies must adopt more holistic assessment approaches that consider varying learning styles and better reflect the diverse ways knowledge can be demonstrated.
Finally, we need to foster a cultural shift that restores prestige to academic achievement. This demands concerted efforts from parents, community leaders, media, and public figures to celebrate educational success as enthusiastically as we celebrate entertainment and sports achievements.
The persistent mass failure in our educational system represents an existential threat to Nigeria’s future prosperity and global standing. We cannot afford another year of handwringing and passing blame. What we need is decisive action from all stakeholders—government, educational institutions, parents, students, and the broader society—to reverse this dangerous trajectory.
Our educational system is in intensive care. Nigeria must declare an educational state of emergency and commit the necessary resources and political will to revitalise our schools and reclaim our youth’s academic potential.
