The Ekiti State Teaching Service Commission (TESCOM) is currently facing mounting scrutiny after reports emerged that some newly recruited teachers were issued appointment letters despite not meeting the mandatory professional qualification requirements outlined in the recruitment guidelines. The affected individuals, many holding bachelor’s degrees in non-education disciplines, reportedly lack the National Certificate in Education (NCE), Bachelor of Education (B.Ed.), or Postgraduate Diploma in Education (PGDE), all of which were explicitly listed as compulsory credentials for employment into the state’s teaching service.
The development has raised significant concern among education stakeholders and observers in the state, prompting questions over the integrity of the recruitment process, especially given TESCOM’s long-standing reputation for enforcing stringent standards in teacher engagement. The situation has also triggered debate regarding oversight lapses and whether due diligence was fully observed throughout the recruitment exercise, which had earlier been celebrated as transparent, merit-based, and aligned with best practices.
Reacting to the reports, the President of the All Nigeria Confederation of Principals of Secondary Schools (ANCOPSS), Ekiti State chapter, Mr. Akinbode O. Oke, issued a strongly worded internal memo addressing the issue. Dated October 26, 2025, the circular directed all principals of public secondary schools across the state to identify teachers who fall into the category of uncertified hires and instruct them to return their appointment letters immediately. The memo further mandated school heads to forward the names of such teachers directly to the Permanent Secretary of TESCOM without delay, signalling the seriousness with which the matter is being treated.
In the memo, Mr. Oke underscored ANCOPSS’s commitment to maintaining professional ethics within the education system, stating that compromising standards could harm the state’s longstanding quality control mechanisms. He reiterated the importance of adhering to established teacher recruitment policies and warned that failure to do so would set a dangerous precedent, potentially eroding the quality and credibility of teaching personnel in the state.
However, the affected teachers have appealed for leniency. In a separate letter addressed to TESCOM and also dated October 26, 2025, the teachers requested a two-year grace period to allow them to obtain the PGDE qualification required to regularise their employment status. They acknowledged the oversight regarding their qualifications but argued that they have already begun the process of enrolling in PGDE programmes, while others expressed readiness to commence within the next available academic cycle. They emphasised that they have been actively contributing to teaching and learning in their various schools, demonstrating competence and commitment despite not yet possessing formal teaching certifications.
The teachers further noted that sudden termination of their appointments would have far-reaching consequences for their livelihoods and could also negatively impact teaching activities in public secondary schools, many of which are currently facing shortages of qualified teachers. They reiterated their appreciation for the opportunity to serve and pledged to fulfil all required professional conditions if granted the requested grace period.
The situation has drawn mixed public reactions, with some education analysts arguing that while strict compliance with professional standards is essential to preserve the integrity of teaching as a profession, a balanced and pragmatic approach may be necessary. They suggest a conditional retention policy that allows the teachers to continue working while completing their certifications, provided there is proper monitoring and a clear compliance timeline. Others insist that rules must be enforced without exception, stating that allowing uncertified teachers to remain in the system could weaken the credibility of future recruitment processes and create inequities among applicants who adhered to guidelines.
Nigeria’s education sector has long grappled with the challenge of bridging gaps between teacher supply and professional qualification standards. While formal certifications such as the NCE, B.Ed., and PGDE are fundamental to the nation’s teacher-training framework, demand-pressure has occasionally led states to deploy academically qualified but uncertified graduates to mitigate staffing shortfalls, a practice that continues to spark debate nationwide.
For Ekiti State, which prides itself on educational excellence and adherence to policy, the unfolding controversy places TESCOM at a critical decision point. The commission is now expected to provide clarity and direction on the matter through an official statement, addressing both compliance imperatives and workforce implications. Stakeholders are calling for a transparent, fair, and balanced resolution that protects the integrity of the state’s education system while considering realities on the ground.
As the public awaits TESCOM’s official response, the issue continues to generate interest across the education sector. Analysts suggest that the outcome could set a precedent for future teacher recruitment frameworks and influence how state governments balance professional standards with labour supply needs within the teaching profession.
