New research by the Athena Centre for Policy and Leadership has called for urgent actions to close Nigeria’s teacher deficit, warning that without reforms to recruitment, training, and retention, the country risks worsening learning poverty among primary school pupils.
The report, titled “Tackling Teacher Shortages in Nigeria: Recruitment, Training, and Retention Strategies” was authored by Athena Centre researchers: Chinaza Igwe and Kosisochukwu Kingsley.
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Citing data from the National Bureau of Statistics (NBS), Universal Basic Education Commission (UBEC) and the Teachers Registration Council of Nigeria (TRCN), the researchers noted that Nigeria suffers from a chronic shortage of teachers at the basic education level, describing it as a major risk to learning outcomes.
Nigeria’s Teachers Shortage
According to the NBS, the number of registered primary school teachers increased slightly from 1.41 million in 2020 to 1.47 million in 2022, a measly 4.3 per cent growth over three years.
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“However, UBEC figures for 2025 indicate a sharp decline to 915,593 teachers, suggesting rising attrition,” the report noted.
“Differences in administrative data sources partly explain the variation, but both point to an overall teacher deficit and slow replenishment of the workforce.”
Meanwhile, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) Teacher Shortage Report 2023 placed Nigeria’s teacher-pupil ratio at 1:35 compared with the UNESCO standard of 1:25 for primary schools.
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“In some conflict‑affected states, such as Zamfara and Katsina, overcrowding is nearly double the recommended ratio, and shortages are most acute in rural areas. This shortage contributes directly to severe learning poverty,” the researchers noted.
“Solving Nigeria’s teacher crisis is more than a sectoral fix—it is a strategic investment in national renewal, equity, and competitiveness. Every naira spent on teachers today secures Nigeria’s future tomorrow.”
A PREMIUM TIMES investigation last year also revealed how over 60 primary schools have been shut in some troubled LGAs in Zamfara State, after teachers deserted them for fear of attacks by bandits.
The report identifies drivers of teacher attrition to low pay and welfare systems, insufficient professional development and access to continuing education, negative perceptions of the teaching profession and rural–urban disparities.
“Teaching is widely perceived as a ‘career of last choice’ for graduates, often regarded as a temporary stopgap rather than a long‑term profession. Such perceptions deter talented entrants and contribute to high turnover rates, particularly among early‑career teachers,” the report added.
Lessons from other countries
Drawing from the experience of countries such as China, Mexico and Chile, the researchers made certain policy recommendations.
They said the examples demonstrated how deliberate policy action can overcome chronic teacher shortages, noting Nigeria can adapt these approaches to its unique context, particularly in rural and underserved areas.
The report noted how China successfully used housing incentives to strengthen rural teacher supply.
It, therefore, recommended an incentive-based framework such as targeted rural deployment packages, including housing and hardship allowances, noting it could attract teachers to the areas where they are most needed.
“Equally important is expanding professional development and structured mentorship for early‑career teachers, coupled with a dedicated national teacher taskforce to monitor recruitment, welfare, and classroom outcomes,” the report said.
The Chile, Mexico experience
The report noted that Chile increased teachers’ salaries by 156 per cent between 1990 and 2002, launched national campaigns promoting teaching as a career and provided scholarships for top students studying pedagogy while also investing heavily in schools to improve teacher working conditions.
It added that the outcome was that teacher education applications increased by 39 per cent and average entrance scores rose by 16 per cent, indicating that pay and status improvements enhanced teacher quality.
The report also explained a 1993 programme that linked pay progression to professional development, experience and students’ performance in Mexico.
The initiative, the Carrera Magisterial programme, awards 25–200 per cent of annual salary and has benefited over 600,000 teachers, improving quality through performance-based incentives.
The report also recommended an increase in Nigeria’s education budget to at least 15 per cent, as recommended by UNESCO. Although Nigeria’s education budget has increased over the years, it has consistently fallen short of the 15 per cent UNESCO recommendation.
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