The state of Nigeria’s education system has been a subject of intense debate for several years, with concerns ranging from inadequate funding and infrastructure to poor teacher training and outdated curricula. In recent years, the lowering of cut-off marks for admission into tertiary institutions has further exacerbate the alarm. The Joint Admissions and Matriculation Board (JAMB) recently set a minimum cut-off mark of 140 for universities and 100 for polytechnics and colleges of education for the 2024/2025 academic session. While some stakeholders argue that this move will enhance access to higher education, others believe it compromises the quality of education in the country.
What is most surprising is that it was the Vice Chancellors of Universities and Rectors of Polytechnics and Colleges of Education across the country that voted for these cut-off marks during the 2024 Education Policy Forum chaired by the Nigeria Minister of Education, Prof. Tahir Mamman, SAN., coordinated by The JAMB Registrar, Prof. Ishaq Oloyede.
This article seeks to critically examine the challenges associated with lowering JAMB cut-off marks and other related issues in Nigeria’s education system. In doing so, it will offer practical solutions to improve the quality of tertiary education in the country, alongside a call for digital transformation.
To understand the broader context of the issues confronting tertiary education, it is important to take a brief look at Nigeria’s education system. Nigeria’s education is divided into three main levels: primary, secondary, and tertiary. The tertiary level includes universities, polytechnics, and colleges of education.
For many decades, the Nigerian educational system was regarded as one of the best in Africa. The University of Ibadan, founded in 1948, is considered the premier institution of higher learning in Nigeria and was once ranked among the best universities in Africa. However, over time, the quality of education has deteriorated, with many institutions facing chronic underfunding, infrastructural decay, and strikes by academic staff unions. These challenges have been exacerbated by an ever-increasing population of students seeking admission to tertiary institutions, which places further strain on already overstretched resources.
Another key factor affecting Nigeria’s education system is the mismatch between the skills acquired by graduates and the needs of the labour market. This has contributed to rising unemployment rates and the underutilization of graduates in the country. The lowering of JAMB cut-off marks adds another layer of complexity to these already existing challenges.
The decision to lower JAMB cut-off marks has sparked significant debate among education stakeholders. Some argue that lowering the cut-off mark allows more students to gain access to higher education, especially those from disadvantaged backgrounds. However, others contend that this practice dilutes academic standards and diminishes the quality of graduates entering the workforce.
Also, some stakeholders have argued that those with lower marks are less intelligent and once admitted and incapable of coping with the university academic rigours are susceptible to be lured or enrolled into cultic groups who will promise ‘heaven and earth’ for initiates coming into their fold. Consequently, this could cause further insecurity in the campuses now or in the future.
Α. Who is Responsible?
Several stakeholders bear responsibility for the consistent lowering of JAMB cut-off marks. The federal government, through the Ministry of Education, plays a key role in shaping the policies that govern tertiary education. During the 2024 Education Policy Forum chaired by the Nigeria Minister of Education, Prof. Tahir Mamman, SAN., coordinated by The JAMB Registrar, Prof. Ishaq Oloyede, the Vice Chancellors of Universities and Rectors of Polytechnics and Colleges of Education across the country that voted for these cut-off marks. They set a minimum cut-off mark of 140 for universities and 100 for polytechnics and colleges of education for the 2024/2025 academic session.
With this policy statement from our tertiary institution administrators, there should not be any argument on the superiority of university degrees to Polytechnics diplomas anymore. As the slogan of a soft drink says, ‘the difference is clear’ even right from admissions not to consider their curricula!
However, individual tertiary institutions are also responsible for setting their own internal standards. As highlighted by the JAMB Registrar, institutions are free to raise their own benchmarks, provided they do not fall below the national minimum.
Additionally, socio-economic factors play a significant role. With limited public funding for education, many private universities and polytechnics rely heavily on student enrolment to remain financially viable. Lowering cut-off marks allows these institutions to attract more students, generating revenue to sustain their operations. This dynamic has led some critics to argue that the drive for financial gains is leading to a compromise in educational standards.
B. Why are Cut-Off Marks Being Lowered?
There are several reasons why cut-off marks are being consistently lowered:
Proponents of lowering cut-off marks argue that it promotes inclusivity by giving students from less privileged backgrounds an opportunity to pursue higher education. Many rural and underserved communities in Nigeria have limited access to quality secondary education, making it difficult for students to meet higher cut-off marks.
With the rapid growth of private universities and polytechnics in Nigeria, competition for students has increased. Some institutions lower their cut-off marks to attract more applicants, ensuring they maintain enrolment figures and meet financial goals.
In some cases, political considerations influence education policies. Lowering cut-off marks can be seen as a populist move by governments seeking to appease the electorate by providing “greater access” to education.
While these motivations may seem reasonable, the long-term consequences of consistently lowering cut-off marks are worrisome. It raises concerns about the academic preparedness of students admitted to higher institutions and the quality of education they will receive.
To address the challenges posed by the lowering of JAMB cut-off marks and improve the overall quality of tertiary education in Nigeria, several solutions need to be considered across multiple dimensions.
One of the fundamental issues facing Nigeria’s education system is the inadequate training of teachers and outdated curricula. Improving teacher quality is critical to enhancing student performance at all levels of education. Tertiary institutions must prioritize ongoing professional development for lecturers and faculty members to ensure they stay updated on global best practices in teaching and research. Additionally, teacher evaluation mechanisms should be instituted to promote accountability and continuous improvement.
Curriculum reform is urgently needed to align education with the demands of the 21st-century economy. Universities and polytechnics should focus on developing curricula that emphasize critical thinking, innovation, entrepreneurship, and practical skills. This is especially important as Nigeria transitions to a knowledge-based economy driven by technology and innovation. Graduates should be equipped not only with academic knowledge but also with soft skills such as communication, teamwork, and adaptability, which are essential in today’s dynamic workforce.
Increased collaboration with industry experts is also necessary to ensure that curricula remain relevant to the job market. Establishing partnerships between academic institutions and industries will enable students to gain hands-on experience through internships, mentorships, and work-study programs, which will further bridge the gap between theoretical learning and practical application.
The underfunding of Nigeria’s education sector has been a persistent problem for decades. While several reforms have been proposed, the key to lasting change lies in sustainable and increased investment. Both the federal and state governments must allocate a larger percentage of their budgets to education in line with the recommendations of UNESCO, which advocates for at least 15-20% of national budgets to be allocated to education. Adequate funding is necessary for improving infrastructure, faculty development, and research capacities.
Beyond government efforts, diversification of funding sources is also crucial. Institutions can explore alternative funding through endowments, grants, research funding, and partnerships with the private sector. Many universities globally have succeeded in generating additional revenue by partnering with corporations and non-governmental organizations, creating innovation hubs, and commercializing research outputs.
It is also imperative to address the inefficiencies in resource allocation within institutions. Proper financial management systems, transparency, and accountability mechanisms should be established to ensure that allocated funds are judiciously utilized for the intended purposes.
Maintaining high academic standards is critical to ensuring the long-term quality of tertiary education in Nigeria. The National Universities Commission (NUC), National Board for Technical Education (NBTE), and other relevant regulatory bodies must rigorously enforce accreditation standards. This process should not only focus on institutional infrastructure but also assess academic programs, faculty qualifications, and student outcomes. Strengthened monitoring and evaluation systems will help ensure that institutions are meeting national and international academic benchmarks.
Regulatory agencies should work closely with tertiary institutions to ensure that academic programs are regularly updated to meet global standards and the needs of the modern economy. Periodic reviews of accreditation frameworks are necessary to reflect emerging trends and advances in education, technology, and industry. Institutions should be encouraged to implement continuous internal audits, which would help them improve before external reviews by regulatory agencies.
Institutions that consistently admit students below acceptable academic standards should face penalties, ranging from reduced student intake quotas to the revocation of accreditation for certain programs. This will help deter schools from sacrificing quality for the sake of enrolment numbers.
One of the major gaps in Nigeria’s tertiary education system is the inadequate adoption of digital tools and resources to enhance learning. The world is moving rapidly toward digital education, and Nigeria must embrace this transformation. Universities, polytechnics, and colleges of education should adopt e-learning platforms, digital libraries, and smart classrooms to ensure students have access to learning materials and resources beyond the limitations of physical spaces.
Online learning management systems (LMS) provide a way for students to access lectures, assignments, and resources remotely, allowing greater flexibility, especially for students in rural or underserved areas. Additionally, massive open online courses (MOOCs) and blended learning models can be incorporated into Nigerian tertiary institutions to provide a wider range of learning opportunities for students.
To ensure this life-changing moments, the government and educational institutions must invest in technological infrastructure, affordable internet access, and digital literacy training for both students and lecturers. This investment will ensure that digital education is not only accessible but also effective, enabling students to thrive in a technology-driven world.
One of the key indicators of a quality tertiary education system is its contribution to research and innovation. Nigerian institutions lag behind in global research output, and this has serious implications for both academic and national development. To improve research capabilities, there is a need to build a research culture by investing in laboratories, research centres, and the acquisition of modern equipment. Furthermore, universities must prioritize research funding and collaborations with international academic institutions to stay abreast of global research trends and best practices.
Institutions should also create incentives for lecturers and students to engage in innovative research that addresses local and national challenges. Research should be targeted at solving real-world problems in areas such as agriculture, health, engineering, and information technology, thus contributing to the socio-economic development of the nation.
A major challenge in Nigeria’s education system is inequality in access, particularly among students from disadvantaged backgrounds and remote areas. While the lowering of JAMB cut-off marks is seen as a way to address this, it does not necessarily solve the issue of educational inequity. There is a need to provide targeted scholarships, grants, and student support services for marginalized groups, including women, students from rural communities, and persons with disabilities.
Tertiary institutions must adopt inclusive policies that provide equal opportunities for all students to succeed, regardless of socio-economic background. Creating safe learning environments free from discrimination and harassment is essential for promoting the well-being of students.
To improve the global competitiveness of Nigerian tertiary institutions, there is a need to cultivate internationalization through student and faculty exchange programs, global research collaborations, and partnerships with foreign universities. These initiatives will expose Nigerian students and lecturers to global best practices, cutting-edge research, and diverse perspectives, enhancing the quality of education and the global visibility of Nigerian institutions.
Moreover, international partnerships can provide access to funding opportunities, scholarships, and joint research grants, which are essential for advancing academic excellence and innovation.
In summary, the panacea for improving tertiary education in Nigeria lies in a multi-faceted approach that addresses both the structural and systemic issues facing the sector. Revamping teacher training, increasing funding, strengthening accreditation, embracing digital transformation, and promoting inclusivity are crucial steps toward a better educational future. Additionally, fostering research and international collaborations will enhance the global competitiveness of Nigeria’s tertiary institutions, contributing to national development and socio-economic progress.
As Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” Nigeria must harness this power by building a robust, innovative, and inclusive tertiary education system that prepares its citizens for the challenges and opportunities of the 21st century
The digital revolution presents an unprecedented opportunity to transform Nigeria’s education system. In an era where technology is reshaping industries, it is crucial for Nigerian tertiary institutions to embrace digital tools and methodologies to enhance teaching and learning. Let us consider the following:
The COVID-19 pandemic exposed the vulnerabilities of traditional classroom-based education systems. As a result, the adoption of e-learning platforms became necessary for many educational institutions. Going forward, it is essential to continue integrating digital learning into the education system. Universities, polytechnics, and colleges of education should invest in robust online learning management systems (LMS) that provide students with flexible access to lectures, course materials, and assessments.
This digital transformation will not only improve access to education, particularly for students in remote areas but also enhance the overall learning experience. For instance, students can engage with interactive content, collaborate with peers, and access global resources that may not be available through traditional means.
Digital literacy is now a fundamental skill for success in today’s world. It is imperative that both students and faculty members are proficient in the use of technology. Tertiary institutions should prioritize digital literacy training programs that equip students with the skills needed to navigate and thrive in a digital economy. Lecturers should also be trained in how to effectively use technology to enhance pedagogy.
This call for digital transformation aligns with global trends in education. As Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, stated, “We are moving from a society where knowledge is power to one where shared knowledge is even more powerful.” Nigerian institutions must therefore harness the potential of digital tools to enhance learning outcomes and foster innovation.
NOTE: I am writing a more detailed piece on this subheading in subsequent edition.
CONCLUSION
The lowering of JAMB cut-off marks is symptomatic of broader challenges within Nigeria’s education system. While it may temporarily increase access to tertiary education, it raises concerns about the quality and preparedness of students entering these institutions. To improve the quality of education, Nigeria must address the root causes of these challenges, including inadequate funding, poor teacher training, and outdated curricula.
By investing in digital transformation, strengthening quality assurance mechanisms, and advancing a culture of continuous learning, Nigeria can create a more robust and competitive education system. The future of Nigeria’s development depends on the ability of its education system to produce graduates who are well-equipped to meet the challenges of the 21st century. Therefore, urgent and comprehensive reforms are necessary to ensure that the nation’s educational institutions can deliver the quality education needed for national growth and development.
As the renowned educator, Malcolm X, once said, “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” Nigeria must heed this call by preparing its students to be the leaders and innovators of tomorrow.
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