In a move to redefine the future of education in Nigeria, Alex Onyia, education advocate and CEO of Educare, is calling for sweeping reforms in teacher qualifications and welfare. In a series of thought-provoking posts shared on social media this week, Onyia urged the government and stakeholders to overhaul teaching standards to attract the best minds into the profession.
At the heart of his proposal is a recommendation that the minimum academic qualification for teachers should be a Master’s degree, with a Second-Class Upper (2:1) as the minimum requirement for undergraduate degrees.
“Teaching must be seen as a noble and elite profession,” Onyia stated. “In countries like Finland, every teacher holds a Master’s degree. It is a major reason their education system ranks among the best globally.”
He further advocated for a starting salary of ₦400,000 monthly—an increase from his earlier ₦300,000 suggestion—and proposed that teachers receive brand-new vehicles, which they can gradually pay off over time. He believes such incentives will not only elevate the status of teaching but also boost morale and retention.
Onyia also recommended a biannual license renewal process, hinged on continuous professional development and mandatory certification exams. According to him, regular upskilling will ensure teachers remain aligned with evolving pedagogical trends and global best practices.
Mixed Reactions From the Public
Onyia’s proposal sparked widespread debate online. While some supported the call for higher standards, others expressed concerns about feasibility and inclusiveness.
One user, Ikenna, disagreed with the idea of mandating a Master’s degree, arguing that a Bachelor’s degree is adequate for teaching at primary and secondary school levels.
Others raised concerns about the possible exclusion of current teachers and the capacity of many schools—especially in rural areas—to meet such standards. “Implementing this may shut down over half of the schools in Nigeria,” commented Mikail, though he acknowledged that it could also help weed out poorly run institutions.
Meanwhile, contributors like J. Opara offered middle-ground solutions. He suggested that teachers without education degrees undergo one-year postgraduate diplomas in Education (PGDE), and called for additional welfare measures such as mortgages, health insurance, subsidised school fees, and international training with service bonds.
Some educators, like Kolawole, stressed that practical teaching skills should take precedence over academic achievements. “We need to measure effectiveness by the ability to impart knowledge, not just paper qualifications,” he noted.
Concerns were also raised about accessibility in underserved regions, with Holly Aboh pointing out the challenge of enforcing such standards in communities like rural Niger State. Others emphasized the importance of curriculum reform, funding, and teacher passion as core drivers of change.
Despite the criticism, Onyia stood firm. “If implemented, these measures can transform Nigeria’s education sector within a year,” he said confidently.
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