Education
Inclusive Education in Nigeria: Experts Call for Shift from Access to Engagement
Nigeria’s inclusive education advocates are calling for a shift in focus from simply getting children with disabilities into classrooms to ensuring they actively participate and succeed.
That message dominated a February 19 webinar hosted by the Centre for Disability and Inclusion Africa (CDIA), where educators, policymakers and disability advocates examined what they described as a widening “inclusion gap” in the country’s education system.
The session, themed “From Access to Engagement: Using Universal Design for Learning (UDL) and Human-Centered Design (HCD) for Inclusive Education,” brought together teachers, administrators and representatives of Organisations of Persons with Disabilities (OPDs).
Speakers argued that while Nigeria has made policy commitments toward inclusive education, many learners with disabilities remain physically present in schools but marginalised in practice.
Why it matters
Nigeria has signed on to global and national frameworks promoting inclusive education.
Yet overcrowded classrooms, limited teacher training, weak policy enforcement and social stigma continue to limit meaningful participation for students with disabilities.
Participants said too many interventions remain reactive offering accommodations only after a child struggles rather than proactively designing classrooms that anticipate diversity from the outset.
“Inclusion is not simply about presence; it is about participation, belonging, and learning outcomes,” speakers emphasised throughout the session.
For families and learners, this distinction can determine whether school becomes a pathway to opportunity or another site of exclusion.
‘Disability is part of human diversity’
Dr Mariam Akhere Akran, a special educator and Diversity, Equity and Inclusion strategist, challenged the assumption that inclusive education is too expensive.
“Disability is part of human diversity, not a deficit,” she said.
She argued that many schools already possess the tools needed to foster inclusion, but often lack intentional design.
Inclusive education, she suggested, is less a funding crisis than a leadership and mindset issue.
Her comments resonated strongly with classroom teachers working in resource-constrained environments.
The takeaway, participants said, was clear: inclusion is not always about adding more resources — sometimes it is about doing things differently.
Beyond ramps and enrolment
Mr Paul Davou Fiou of the Plateau State Universal Basic Education Board’s Special Education Unit warned against equating physical access with true inclusion.
“Access without engagement is not inclusion,” he said.
He noted that while enrolment figures may improve, many students with disabilities still struggle to interact meaningfully with lessons, teachers and peers.
To address this, speakers highlighted Universal Design for Learning (UDL), a framework that encourages flexibility in lesson planning.
UDL promotes three principles:
Multiple means of engagement
Multiple means of representation
Multiple means of action and expression
Supporters say this approach benefits all students, not only those with disabilities.
The discussion also explored Human-Centered Design (HCD), which calls for reforms shaped by the lived experiences of learners, parents and communities.
Policy gaps and systemic challenges
Participants acknowledged structural barriers that go beyond classroom practice.
Overcrowded classrooms, insufficient teacher training and weak accountability systems were cited as persistent obstacles.
Mr Fiou outlined four strategic priorities: embedding Universal Design in curriculum reform, restructuring teacher training, establishing cross-government design teams and strengthening monitoring systems.
Speakers also called for a National Inclusion Framework to integrate UDL and HCD into mainstream policy, alongside measurable evaluation systems.
Without credible monitoring, they warned, inclusive education risks remaining aspirational rather than transformative.
What’s next?
CDIA says it will circulate the webinar recording to extend its reach and sustain stakeholder dialogue.
The longer-term challenge, participants agreed, lies in translating conversation into coordinated action.
For decades, Nigeria’s disability education debate has centred on entry — who gets into school.
This webinar suggests the next frontier is experience: who participates, who thrives and whose voices shape learning environments.
As speakers concluded, inclusion does not end at the school gate.
It unfolds daily — in classrooms, curricula and institutional culture.
The Nigeria Customs Service (NCS) has marked the first anniversary of its Corporate Social Responsibility (CSR) initiative, Customs Cares, with the commissioning of a major school project in Abuja.
The Comptroller-General of Customs, Adewale Adeniyi, unveiled the intervention on Tuesday at Government Secondary School Wuse, describing it as a milestone in the agency’s community development efforts.
“What we have seen here today shows clearly that we did not make a mistake in adopting this school,” Mr Adeniyi said.
“The performance by the students reflects the impact of what has been done.”
The project includes renovated facilities, solar-powered lighting, CCTV installation and new educational materials aimed at improving both safety and learning conditions.
Why it matters
Education experts say targeted infrastructure upgrades can significantly improve student outcomes in public schools.
Adeniyi said the intervention goes beyond physical improvements, focusing on confidence-building and personal development.
“This is not just about infrastructure. It is about creating opportunities for young people to grow, interact and build confidence for the future,” he said.
Nigeria’s public school system has long faced challenges including poor infrastructure and limited resources, making partnerships like this increasingly important.
What has changed at the school
According to the school’s principal, Josephine Ugwu, the intervention has transformed the learning environment.
“These facilities have transformed our environment. The hall will now serve as a centre for learning, cultural activities and talent development,” she said.
The upgrade includes:
Renovation of a multi-purpose hall
Installation of CCTV cameras
Solar-powered street lighting
Distribution of educational materials
School authorities say the improvements have already strengthened both academic performance and student engagement.
Government and institutional response
The Executive Secretary of the Federal Capital Territory Education Board, Danlami Hayyo, described the project as a strong example of institutional collaboration.
“This intervention goes beyond infrastructure. It represents a commitment to the future of these students and to the broader goal of sustainable development,” he said.
He added that such initiatives open the door for deeper partnerships between government agencies and the education sector.
Inside the ‘Customs Cares’ initiative
The Customs Cares programme was launched to address development gaps in communities where the NCS operates.
The Comptroller in charge of the unit, Patience Ibrahim, said the initiative has expanded rapidly within its first year.
“In just one year, the initiative has grown into a recognised platform for delivering impactful projects across the country,” she said.
“This intervention reflects the Service’s commitment to education as a driver of national development.”
Sustainability concerns
CGC Adeniyi warned that many public projects fail due to poor maintenance and called for stronger partnerships to sustain the investment.
“Our office remains open for further collaboration, but we must ensure that what has been provided is properly sustained,” he said.
He also urged students to make full use of the facilities, particularly in developing communication and public speaking skills.
Community engagement and activities
The event also featured community-focused activities, including a basketball match between Customs officials and students.
Tree planting exercises involving senior officials and education stakeholders were also held, reinforcing environmental awareness.
Governor Lucky Aiyedatiwa has announced plans to upgrade Rufus Giwa Polytechnic, Owo (RUGIPO) into a university, describing the move as key to positioning Ondo State for national development.
The proposed institution, to be named the University of Agriculture, Science and Technology, Owo (UNASTO), is expected to begin with multiple faculties spanning science, technology, and agriculture.
The governor made the announcement on Monday in Akure while receiving a committee report outlining the transition plan.
Why it matters
The upgrade reflects a growing demand among Nigerian students for university degrees over polytechnic diplomas.
It also signals a shift towards aligning education with sectors seen as critical to economic growth, including agriculture, technology, and rural development.
Governor Aiyedatiwa said the initiative would help the state compete nationally while supporting federal priorities.
“Artificial intelligence and technology will drive higher agricultural yields and sustainable rural livelihoods,” he said.
“Science and technology must underpin everything we do, including food production and wealth creation.”
What the report proposes
According to the committee, UNASTO will launch with a wide range of faculties, including:
Agriculture and Natural Resources
Allied Health Sciences
Basic and Applied Sciences
Communication and Media Sciences
Computing and Digital Technology
Engineering Technology
Environmental Sciences
Social and Management Sciences
The report also includes a campus master plan, a five-year financial framework, and sustainability strategies.
Governor Aiyedatiwa praised the depth of the proposal.
“This work reflects a clear vision and meticulous planning,” he said.
“The calibre of experts involved… leaves no doubt that this university can become one of the best in Nigeria.”
Managing the transition
The governor acknowledged concerns about current students at RUGIPO and called for a careful transition process.
“We must manage the shift carefully while preparing for a university capable of competing nationally,” he said.
Education experts often warn that poorly managed transitions can disrupt academic programmes, making this phase critical.
Government and expert perspective
Presenting the report, the Commissioner for Education, Science and Technology, Prof. Igbekele Ajibefun, said the upgrade responds to the aspirations of a growing youth population.
“The objective is aptly reflected in the proposed name… underscoring our commitment to innovation, applied knowledge, and technological advancement,” he said.
He added that the committee reviewed both local and international university models to ensure global competitiveness.
The proposal includes a draft law for formal approval and compliance with National Universities Commission (NUC) requirements.
Industry and public impact
If approved, the university could:
Expand access to degree education in Ondo State
Boost local economic activity in Owo and surrounding areas
Strengthen workforce development in agriculture and tech sectors
Attract research funding and partnerships
However, analysts say funding, infrastructure, and regulatory approval will determine the pace of implementation.
What’s next
The state government is expected to review and refine the draft law before seeking formal approval and NUC accreditation.
A phased rollout is likely, beginning with selected faculties and infrastructure upgrades.
Education
OAUSTECH dispute: Governing Council responds to JAC protest over promotions, Pro-Chancellor tenure
A dispute between staff unions and the governing council of Olusegun Agagu University of Science and Technology (OAUSTECH) in Okitipupa, Ondo State, has sparked tensions on campus after unions threatened a seven-day protest.
The university’s management says the disagreement centres on staff promotions and the tenure of the Pro-Chancellor.
The warning protest was announced by the Joint Action Congress (JAC), a coalition representing workers in the institution.
What the university says
In a statement released by the Registrar and Secretary to Council, Abiodun Peter Okunniga, the university acknowledged the growing public attention around the dispute.
“The Management of Olusegun Agagu University of Science and Technology (OAUSTECH), Okitipupa, Ondo State, acknowledges the recent news coverage regarding the OAUSTECH JAC seven-day protest,” the statement said.
According to the management, two main issues triggered the dispute.
They include the non-approval of two union members to the rank of directors and concerns surrounding the tenure of the university’s Pro-Chancellor.
Why staff unions are protesting
University unions under JAC reportedly issued a seven-day ultimatum demanding that the governing council reconsider its decision not to approve the promotions.
Management says the union also sent an appeal letter directly to the council.
But it added that the council requested that the appeal should first pass through the Vice-Chancellor’s office, a process it says the union has yet to follow.
“On the first issue, JAC wrote a letter of appeal to Council with seven days ultimatum,” the statement said.
“Council directed JAC to route the letter of appeal through the Vice-Chancellor, which JAC has not complied with.”
Dispute over Pro-Chancellor tenure
Another issue raised by the union concerns the tenure of the Pro-Chancellor, a position responsible for chairing the university’s governing council.
The management insists that the authority to determine the tenure of the Pro-Chancellor lies outside the university administration.
“Management observes that only the Visitor to the University has the power to determine the tenure of the Pro-Chancellor,” the statement said.
In Nigerian public universities, the Visitor is typically the state governor for state-owned institutions.
Why it matters
Labour disputes within universities can disrupt academic activities, delay administrative decisions, and affect students and staff.
Experts say disagreements between governing councils and staff unions are not uncommon in Nigerian universities, often revolving around promotions, governance structures, or welfare issues.
Higher education analysts warn that prolonged conflicts can damage institutional stability and public confidence.
What’s next
University management says the governing council will soon meet to address the issues raised by the unions.
“Council is meeting very soon to resolve these issues,” the registrar said.
For now, it remains unclear whether the threatened protest by staff unions will go ahead if discussions fail to produce a resolution.
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