AWC MDA Desk
Amid growing public concern over declining learning outcomes and the rising cost of education, the Federal Government has inaugurated a high-level committee to reform the quality and approval process of textbooks used in Nigerian schools, a move widely seen as a test of its commitment to practical education reform.
The initiative, announced by the Minister of Education, Dr Tunji Alausa, is aimed at ensuring that textbooks are curriculum-aligned, academically sound and genuinely useful to learners, rather than being driven by frequent cosmetic revisions that force parents to repeatedly purchase new editions with little educational value.
From a performance and public-expectation standpoint, the move responds to long-standing complaints from teachers, parents and education experts who argue that weak regulation of textbooks has contributed to poor comprehension, inconsistent content and rising costs across the basic and secondary education system.
According to the Minister, the committee has been tasked with reviewing the existing textbook approval framework, setting clear national quality benchmarks, and addressing pricing transparency and edition control, areas that have drawn public criticism for years. Many parents have complained that publishers routinely release “new editions” with minimal changes, placing unnecessary financial pressure on households.
Education stakeholders say the real test will lie in implementation. While previous reforms have often been announced with fanfare, enforcement has been uneven, allowing substandard materials to remain in circulation. Teachers’ groups have called for stricter monitoring to ensure that approved textbooks actually reach classrooms and reflect Nigeria’s learning realities.
The initiative forms part of the Federal Government’s broader education reform agenda, which aims to improve learning outcomes and restore confidence in the public education system. However, public perception remains cautious, with many Nigerians insisting that measurable improvements in classroom learning—not just policy announcements—will be the true indicator of success.
As expectations rise, the committee’s work is now under close public scrutiny, with stakeholders urging the Ministry to move swiftly from policy intent to tangible impact in schools across the country.
