The concept of school and education policy is never a one-size-fits-all affair. It requires a delicate mix of respect for tradition, awareness of financial realities, and a keen eye for fostering academic and personal growth. Recently, two education-related developments in Nigeria have stirred introspection: the directive by Imo State to halt graduations for nursery and JSS3 pupils, and the federal government’s new literacy drive pairing cash transfers to mothers with education incentives. Both policies are well-intentioned but demand deeper scrutiny.
I remember vividly the first time I watched a trending video of nursery pupils turning up to their mini graduations with red carpets, glam entrances that mimicked the grandeur of Western prom ceremonies. My immediate thought was: “Is this necessary?” That incident prefigured the Imo State government’s announcement that only P6 and SS3 students may hold graduation ceremonies, deeming the earlier years’ events as unnecessary financial burdens for families. The move was hailed by the National Orientation Agency as “bold and timely” because, frankly, many households are already stretched thin.
A survey by SBM Intelligence in 2023 revealed that school-related ceremonies rank among the top five hidden costs of education in Nigeria. Moreover, over 60% of Nigerians live under the world poverty threshold of about $1.90 a day. When families are challenged by meeting fees, uniforms, textbooks, and transport, adding lavish celebrations only widens social divides. Children from less affluent backgrounds may feel isolated or embarrassed if they cannot participate in these events.
That said, the value of recognising milestones shouldn’t be dismissed outright. Research by the Brookings Institution highlights how even modest ceremonies can significantly boost a child’s morale and reinforce a sense of achievement. Thus, rather than flatly banning graduations, a better approach lies in moderation and creativity. Schools might opt for low-cost alternatives—classroom-level award ceremonies, academic exhibitions, or talent showcases—that foster pride without the expense. PTAs, including parents and teachers, should collaborate to design inclusive recognitions that honour tradition yet do not alienate families.
In essence, the Imo directive points to a real problem—but the remedy lies in balance, not elimination.
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Cash Transfers for Education: Hopeful, Yet Not Foolproof
On a wider scale, the federal government’s latest effort to reduce Nigeria’s staggering out-of-school children—estimated at 20.2 million by UNESCO—is a chance for renewed hope. By targeting half a million children and one million girls, and coupling literacy classes with cash transfers to their mothers, the initiative leans on the proven impact of such interventions. Similar programmes in Brazil (Bolsa Família) and Bangladesh have improved school attendance and delayed early marriage. Given that girls in northern Nigeria are disproportionately out of school, empowering mothers with financial incentives may well shift household priorities in favour of education.
But the road to success is littered with past missteps. Nigeria’s National Social Investment Programme (NSIP) has faced repeated criticism for inconsistent data, diversion of funds, and poor targeting. A recent scholarly review further confirmed systemic inefficiencies in managing such interventions. Without rigorous transparency, digital tracking, and independent audits, the new initiative risks repeating these mistakes.
Moreover, it’s not enough to enrol children in literacy classes. We must ensure these classes are properly staffed and resourced—not simply temporary spaces where children wait. To bolster this effort, three steps are essential:
- Transparency – Deploy digital payment mechanisms and biometric validation to reduce fraud and leakage.
- Community Engagement – Involve PTAs, local women’s groups, and traditional leaders in beneficiary identification to build trust.
- Invest in Quality – Pair financial support with investment in teacher training and curriculum development so that children actually learn valuable skills.
Adding to this mix, Nigeria could draw inspiration from Kenya’s Tusome literacy programme, which emphasised structured teacher support and regular evaluation to boost reading rates. Cash incentives may open doors—but it is quality teaching that opens minds.
Why We Need Celebrations That Educate, and Transfers That Transform
What links the two policies discussed—ban on extravagant school ceremonies and literacy-linked cash transfers—is a shared imperative: reforms must go beyond flashy headlines. They must be implemented with integrity, guided by insight, and anchored in community involvement.
Grand celebrations should not be abolished outright—but neither should they be lavish beyond reach. Meanwhile, literacy initiatives must transcend enrolment numbers to cultivate real competencies and lasting enthusiasm for learning.
Parents, teachers, and local communities must take co-ownership of these reforms. A school ceremony becomes more meaningful when a classmate’s certificate is handed over in front of familiar faces; a literacy class is more impactful when led by a trained instructor who cares deeply for children’s futures.
Towards a Culture That Celebrates Learning Over Status
Nigeria doesn’t need fewer celebrations or more cash alone. What it truly needs is a shift in mindset: a culture where learning itself becomes worthy of celebration, not the trappings that surround it.
We can redesign ceremonies that emphasise the joy of learning, the bonds of friendship, and the thrill of progress. We can shape transfer programmes that don’t end at cash delivery, but nurture children’s ability to read, think critically, and dream.
Amidst economic constraints and educational disparities, these twin challenges—excessive school celebrations and high numbers of out-of-school children—invite us to think innovatively. The success of any policy lies in its execution, its sensitivity to local realities, and its ability to foster agency among the stakeholders.
If we strike that balance, we will have done more than reform. We will have redefined what it means to value education in Nigeria.
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