In recent years, the Nigerian government has embarked on an ambitious journey to transform education by converting colleges of education into fully-fledged universities. This initiative, which aims to elevate teacher training and enhance the overall quality of education, is both historic and controversial. With Nigeria producing hundreds of thousands of graduates annually and facing persistent challenges such as teacher shortages and fluctuating enrolment numbers, the conversion of these institutions is seen by many as a necessary step towards revitalising education while others have raised concerns regarding its implementation and potential unintended consequences.Proponents argue that the move will produce more qualified educators and contribute to national development, while critics caution that the process may strain resources and dilute the specialised focus on teacher training.
The conversion of colleges of education into universities is not a novel phenomenon in Nigeria. According to information gathered by University World News, out of approximately 70 public colleges of education, which are funded by both federal and state governments, at least 25 have already been upgraded to universities over time. Additionally, numerous bills and proposals are currently in progress to convert even more colleges into universities. These transformations have been driven by a desire to address the persistent challenges in Nigeria’s educational sector, including teacher shortages, outdated curricula, and inadequate infrastructure.According to the 2022-23 Universal Basic Education Commission’s (UBEC’s) National Personnel Audit report, there is a shortage of 194,876 teachers in public primary schools across the country. This data showed that only 499,202 out of the 694,078 teachers required at primary school level are available, leaving a gap of 194,876.
Historically, colleges of education in Nigeria have been dedicated to the training of teachers for primary and secondary schools, awarding the Nigeria Certificate in Education (NCE). While these institutions have played a critical role in producing educators, there has long been a perception that an NCE does not carry the same weight as a university degree. This perception has contributed to declining enrolment figures and a growing demand for higher-quality teacher education. Upgrading these colleges to universities is seen as a strategic move to attract more students, boost academic standards, and align Nigeria’s teacher training with international best practices.
One prominent example of this transformation is the case of the College of Education in Agbor, which was converted into the Delta State University of Education early in 2022 by Ifeanyi Okowa, the immediate-past governor of South Delta State. This move was designed to not only enhance the institution’s academic offerings but also to address the critical shortage of qualified teachers in the region. Similarly, in 2022, Aminu Waziri Tambuwal, the former governor of Sokoto State, upgraded the public Shehu Shagari College of Education in Sokoto into a university of education. These instances illustrate how state governments are increasingly recognising the need to invest in higher teacher education.
The momentum for conversion gained further traction in October 2023, when President Bola Ahmed Tinubu approved the transformation of four federal colleges of education into universities. This federal endorsement reflects a commitment to improving the quality of education nationwide. Earlier that year, Abdullahi Ganduje, the immediate-past governor of Kano State, had already converted the public Saadatu Rimi College of Education into a university. In Oyo State, Governor Seyi Makinde took a similar step by upgrading the state-owned Emmanuel Alayande College of Education to a university of education. In Osun State, Gboyega Oyetola, the immediate-past governor, announced the conversion of the Osun State College of Education in Ilesa into the University of Ilesa.
Lagos State has also followed suit, with Governor Babajide Sanwo-Olu announcing that the Adeniran Ogunsanya College of Education and the Michael Otedola College of Education would be transformed into the Lagos State University of Education. Most recently, in June 2024, the Kwara State Governor, Abdulrahman Abdulrazaq, signed the Kwara State University of Education Bill, marking another milestone in the ongoing process of upgrading teacher training institutions.
In January 2025, the Minister of Education, Tunji Alausa, said that the ministry was considering a proposal to convert all federal colleges of education in the country to Universities of Education.The minister revealed that despite budgetary allocation to the Colleges of Education, some of them have less than 1000 students.“Do we need these colleges of education? They don’t exist in the United States of America, and several other advanced countries. Let us convert them to universities of education,” he said.
The rationale behind these conversions is multifaceted. On one hand, the move is designed to enhance the academic quality of teacher education. By evolving from a college to a university, institutions can offer a wider array of programmes, including undergraduate and postgraduate degrees in education, as well as specialised research opportunities. This broader academic portfolio not only equips teachers with advanced knowledge and skills but also positions them to contribute to educational policy and reform at a national level. Furthermore, university status can improve the prestige and perceived value of teacher training, potentially attracting higher calibre students and faculty.
Another critical aspect of the conversion is the potential for increased funding and resource allocation. Universities, especially those with a research mandate, are more likely to attract both public and private investment. Improved funding can lead to the modernisation of facilities, expansion of libraries, better-equipped laboratories, and the integration of digital learning tools, all of which are essential for preparing teachers to meet the challenges of the 21st-century classroom. Enhanced infrastructure and resources can also create a more stimulating environment for both staff and students, ultimately leading to improved educational outcomes.
However, the conversion initiative is not without its challenges. Critics argue that simply changing the name of an institution does not automatically translate into improved quality of education. In some cases, there is a concern that the focus on teacher training could become diluted if universities begin to diversify into non-education programmes to boost enrolment figures. The core mission of these institutions, preparing high-quality educators, might be compromised if resources are spread too thinly across multiple academic disciplines. Furthermore, many existing universities in Nigeria are already grappling with funding constraints and infrastructural deficits. The risk is that adding more institutions to the already overburdened system could exacerbate these issues unless accompanied by substantial government investment and effective management.
It is also important to consider the broader context of Nigeria’s educational challenges. The country produces a large number of graduates each year, with estimates suggesting that roughly 600,000 new graduates enter the labour market annually. Yet, the unemployment rate among graduates remains troublingly high. While overall unemployment has reportedly declined in some quarters, recent figures indicate that the graduate unemployment rate can exceed 30%, reflecting a mismatch between the skills acquired in educational institutions and the demands of the modern economy. In this light, converting colleges of education into universities is part of a broader strategy to elevate the quality of higher education, though it is not a standalone solution to systemic issues like funding, infrastructure, and market alignment.
In evaluating the impact of these conversions, it is useful to consider the experiences of institutions that have already undergone the transformation. Adeyemi Federal University of Education, formerly Adeyemi College of Education in Ondo State, serves as a case study in both the promise and the challenges of such initiatives. The conversion aimed to offer a more comprehensive teacher education programme that integrates academic research, practical training, and advanced pedagogical techniques. While the transition has led to improved course offerings and better facilities, the institution continues to grapple with the challenges of meeting international standards and securing sustained funding.
Similarly, the transformation of Alvan Ikoku College of Education in Owerri into Alvan Ikoku University of Education has been met with mixed reactions. Proponents highlight that the upgrade has opened doors to a wider range of academic programmes and research opportunities. However, some stakeholders remain concerned that the broader academic focus might detract from the specialised training that has historically characterised the institution. These case studies underscore the need for careful planning and ongoing evaluation to ensure that the benefits of conversion are fully realised without compromising the core objective of producing high-quality educators.
Moreover, the conversion process has broader implications for educational policy and national development. Upgraded institutions are expected to contribute to a more dynamic, research-driven educational environment, which in turn can influence national education standards. The integration of postgraduate programmes and research initiatives into teacher training can lead to innovations in teaching methodologies and curriculum development. Over time, this can have a ripple effect, improving the quality of education across primary and secondary schools nationwide. In an increasingly globalised world, having a robust educational system is critical for economic growth, social stability, and national progress.
The drive to convert colleges of education into universities also aligns with global trends in higher education. Many countries have restructured their teacher training institutions to meet the evolving needs of modern classrooms. By aligning Nigeria’s teacher education system with international standards, the country can enhance its global competitiveness and attract partnerships and investments from abroad. This global orientation is particularly important in an era when education is a key driver of economic and social development.
While the benefits of conversion are compelling, successful implementation hinges on addressing several key challenges. First, there must be a concerted effort to secure adequate funding. The Nigerian government, along with private stakeholders, must commit to significant financial investment to modernise infrastructure, expand research facilities, and recruit qualified faculty. Without such investment, the transition risks becoming merely a rebranding exercise rather than a substantive improvement in educational quality.
Second, there is a need for rigorous oversight and evaluation. As these institutions transition to university status, regular assessments by independent bodies are essential to ensure that academic standards are maintained and that the core mission of teacher education is not lost. Transparent reporting, stakeholder engagement, and continuous improvement processes will be vital in realising the full potential of these conversions.
Finally, it is crucial to maintain a clear focus on the primary goal: the production of high-quality educators who can drive educational reform in Nigeria. While diversifying academic programmes may help attract a broader range of students, the emphasis must remain on enhancing teacher training and supporting the professional development of educators. Achieving this balance is the key challenge facing the conversion initiative.
In conclusion, the decision to convert colleges of education into universities is a bold and transformative step that reflects the Nigerian government’s commitment to elevating the quality of education. This initiative has the potential to produce a new generation of educators who are well-equipped to meet the demands of modern teaching, contribute to academic research, and drive national progress. However, the success of this strategy will depend on careful planning, robust funding, and a sustained focus on the core mission of teacher training. As Nigeria continues to navigate the complexities of its educational landscape, the transformation of these institutions represents both an opportunity and a challenge, a critical juncture that could shape the future of education for years to come.
