The National Teachers’ Institute (NTI) Centre Managers’ Forum has appealed to President Bola Ahmed Tinubu and the Minister of Education, Dr Maruf Tunji Alausa, to reverse the cancellation of the institute’s 2026 admissions and review the decision to discontinue its degree-awarding arrangements.
The forum warned that the Federal Government’s decision could affect more than 21,000 students admitted into the institute’s National Certificate in Education (NCE) and degree programmes for the 2026 academic session.
In an appeal dated November 7, 2026, and signed by its National Chairman, Dr Tam Loveday Frank Jumbo, and National Secretary, Dr Mamuda Inuwa Doguwa, the forum urged the government to allow affected students to complete their studies while necessary regulatory reforms are implemented.
According to the managers, many of the affected students had completed their registration, participated in physical and virtual lectures and sat for their first-semester examinations in August 2026 before the cancellation was announced. Some were reportedly awaiting the release of their results when the decision was made.
The forum argued that students who enrolled in good faith in a government-owned institution should not bear the consequences of administrative or institutional shortcomings beyond their control.
The appeal followed an announcement by the Federal Ministry of Education on November 7, cancelling all admissions into NTI’s NCE and degree programmes for the 2026 academic session over alleged regulatory breaches. The ministry also directed the institute to discontinue its university affiliations and degree-awarding arrangements, stating that it was not authorised to award NCE and university degrees.
The ministry explained that the directive followed violations of its Ministerial Operational Guidelines issued on September 12, 2025. It said NCE admissions must comply with Joint Admissions and Matriculation Board (JAMB) requirements and accreditation standards established by the National Commission for Colleges of Education (NCCE).
However, the ministry also announced measures to protect existing students, particularly those enrolled in NCE II–IV distance learning programmes. It said the NCCE would conduct comprehensive accreditation of existing programmes and study centres across the six geopolitical zones, with eligible students permitted to complete their studies subject to accreditation outcomes and regulatory requirements.
Reacting to the development, the Centre Managers’ Forum acknowledged the government’s responsibility to improve educational standards but called for a more inclusive approach that would protect students already admitted into the affected programmes.
The managers also highlighted NTI’s contribution to teacher education, claiming that the institute had provided educational opportunities to more than one million Nigerians over its 45 years of operation. They noted that its flexible and relatively affordable learning arrangements had enabled serving teachers, working professionals and people with family responsibilities to pursue further education.
The forum outlined four major requests to the Federal Government: reconsider the cancellation of the 2026 admissions, allow affected students to complete their programmes, direct the institute to align its admission procedures and academic operations with regulatory requirements, and establish transitional arrangements for students who have already registered and completed part of their studies.
It also called for consultations involving relevant stakeholders, including the Centre Managers’ Forum, to develop a sustainable solution that addresses regulatory concerns without jeopardising students’ academic futures.
The managers stressed that their appeal was not an attempt to oppose educational reforms or quality assurance but a call for fairness and proper consideration of students who had already committed their time and resources to their education.
The Federal Ministry of Education has maintained that NTI should focus on its statutory responsibilities, including teacher training, retraining, in-service development and continuous professional development.
The development has generated concerns about the future of distance learning and teacher education in Nigeria, particularly for students who depend on flexible learning arrangements to combine education with employment and family responsibilities.
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