In Abuja, a powerful voice in the Nigerian labour landscape has raised urgent concerns about fairness and equity in the nation’s education system. The Non-Academic Staff Union of Educational and Associated Institutions (NASU) has publicly criticised government policies that, the union argues, marginalise essential workers in the basic and post-basic education sectors. The union says these policies not only weaken schools but also threaten Nigeria’s long-term developmental goals.
NASU’s General Secretary, Prince Peters A. Adeyemi, made these points in a policy intervention titled Rethinking Equity in Nigeria’s Education Policy: The Neglect of Basic and Post-Basic Education Workers. In a deeply thoughtful appeal, Adeyemi underscored that education is foundational to national progress and should be supported at every level. However, he said, government actions have not matched the rhetoric.
At the heart of NASU’s critique is what it describes as a long-standing imbalance in how education workers are treated. While staff in universities and other tertiary institutions often receive attention and support, workers in primary and secondary institutions — especially non-teaching staff — are consistently overlooked. Adeyemi says this injustice has reached a tipping point, with policy choices reinforcing inequities and diminishing morale among those who play critical roles in the classroom and beyond.
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Retirement Age Reform and the Exclusion of Support Staff
One of the central pieces of contention for NASU is the Harmonised Retirement Age for Teachers in Nigeria Act of 2022. Although this law was introduced to improve teacher retention and strengthen educational outcomes, NASU argues it falls short because it applies only to teachers. It excludes non-teaching personnel — such as administrators, bursars, laboratory technicians, librarians, guidance counsellors, ICT staff, cleaners and security officers — all of whom keep schools functioning daily.
According to the union, this exclusion creates a dangerous hierarchy among education workers. It suggests that teachers are the only drivers of learning, ignoring the essential support services that make school environments safe, coordinated and effective. Adeyemi emphasised that schools operate as interconnected ecosystems where every role matters.
The NASU leader said the current policy sends a troubling message: the welfare of some workers matters more than others. He described this as inconsistent with Nigeria’s constitutional goals and international standards on fair labour and equal treatment.
Constitutional and Human Rights Dimensions
In his appeal, Adeyemi drew attention to legal and moral imperatives within Nigeria’s constitutional framework. He referenced Section 18 of the 1999 Constitution (as amended), which mandates the government to provide equal and adequate educational opportunities at all levels and work towards eradicating illiteracy. Though these provisions are not enforceable in court, the union believes they should guide policy-making and implementation.
On the international front, NASU highlighted commitments Nigeria has made under global agreements. Article 26 of the Universal Declaration of Human Rights affirms the right to free and compulsory basic education. Meanwhile, conventions from the International Labour Organization advocate for equal treatment and non-discrimination in employment. Adeyemi argued that excluding non-teaching staff from welfare policies violates these standards and undermines Nigeria’s credibility on the world stage.
The union also linked its concerns to broader development goals under the United Nations’ Education 2030 Agenda, which includes Sustainable Development Goal 4 on quality education and SDG 16 on peace, justice and strong institutions. In NASU’s view, equitable workforce policies are essential to achieving these global objectives and delivering on promises made to Nigerian citizens.
Call for a More Inclusive Policy
NASU’s intervention was not simply a critique. It included a spirited call for a fresh approach to national education policy — one that recognises the full range of workers who contribute to learning and growth. Adeyemi urged that future reforms must be inclusive by design, extending welfare protections and career enhancements to all education workers.
He argued that treating non-teaching staff as second-class — or worse, invisible — contributes to low morale, high turnover, and ultimately poorer educational outcomes. In Nigeria’s already challenged basic and post-basic education sectors, such outcomes could deepen existing gaps and stunt the nation’s progress.
Beyond retirement age reforms, NASU wants the government to develop comprehensive welfare packages that cover housing, healthcare, workplace safety and professional development. The union also called for better funding for the Universal Basic Education Commission and stronger accountability in the management of educational resources.
Broader Implications for Nigerian Education
NASU’s push for fairness goes beyond labour issues. It touches on the very fabric of Nigeria’s future. Basic education lays the groundwork for all subsequent learning and skills acquisition. When that foundation weakens, the ripple effects are felt across the economy, workforce readiness and national competitiveness. By focusing attention on neglected staff, NASU hopes to spark a broader conversation about how Nigeria can build a resilient and equitable education system.
Critics of current policy trends have also suggested that the government’s focus on tertiary institutions at the expense of foundational education reinforces systemic inequalities. Without well-supported schools at the grassroots, students may enter higher education unprepared for the demands of modern society. NASU’s position resonates with those concerns, arguing that ignoring basic education workers puts the entire system at risk.
The union’s appeal comes at a time when educators and labour groups across the country are increasingly vocal about their welfare. Recent debates over allowance distributions and pay disparities have further highlighted tensions between government policy and workforce expectations. While these broader disputes involve many actors, NASU’s emphasis on basic and post-basic staff adds a necessary dimension to national education discourse.
The Path Forward
As conversations around Nigeria’s education policy continue, NASU’s intervention serves as a reminder that equitable treatment of workers is not just a matter of fairness but of national strategy. For the union, policy reform must acknowledge the full spectrum of educational roles and ensure that all workers can contribute with dignity and security.
In the coming months, stakeholders — from government officials to civil society and education advocates — will be watching how policymakers respond. If the goals outlined by NASU are taken seriously, it could signal a shift toward a more just and effective education system that reflects the aspirations of teachers, support staff, students and parents alike.
For now, the union’s message is clear: education policy must be inclusive, equitable and forward-looking if Nigeria hopes to harness the full potential of its human capital and achieve sustainable development for all.
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