Nigeria’s education reforms face test of delivery as challenges persist

Nigeria’s education sector is undergoing renewed reform efforts, but persistent weaknesses in infrastructure, funding, staffing and access continue to challenge the government as the country marks its 66th Independence anniversary. Under Education Minister Tunji Alausa, the Federal Government has pursued initiatives involving the National Library of Nigeria, digital learning, education financing, basic education, student support and technical and vocational training. The reforms are intended to improve learning, strengthen institutions and address the out-of-school children crisis.

However, the sector continues to face teacher shortages, poor learning outcomes, inadequate infrastructure and a mismatch between qualifications and the skills employers require. The National Library headquarters in Abuja illustrates the difficulties surrounding public education investment. Construction began on April 29, 2006, with an initial two-year completion period, but work was later halted and the building remained unfinished for years.

In August 2026, the Federal Executive Council reportedly approved additional funding for construction and furnishing, bringing the total commitment to about N155bn. Alausa subsequently warned contractors and consultants that they would be held accountable for agreed timelines. Completion of the building, however, would not by itself guarantee the library’s success.

The facility would also need staff, furnishings, maintenance and modern cataloguing and digital information systems. Its collections and services would need to benefit students and researchers beyond Abuja. The out-of-school children crisis presents a wider challenge involving poverty, insecurity, displacement, child labour and the cost of schooling.

Estimates often cited by international organisations put the number of children outside formal education at about 18 million, although the figure varies according to methodology and the year covered. The source material says infrastructure alone cannot resolve that problem. Expanding access must be accompanied by measures addressing the reasons children remain excluded.

The wider record of education policy therefore combines new commitments with unfinished projects and implementation difficulties, leaving delivery and accountability central to whether reforms improve pupils’ and students’ experiences.