Gladness Gideon
Education development advocate and CEO of Educare, Alex Onyia, has stirred national debate with a bold proposal calling for comprehensive reforms in Nigeria’s education sector. His recommendations include raising the minimum academic qualification for teachers to a master’s degree and significantly improving teacher remuneration.
Onyia made his position known in a series of social media posts on Monday, where he emphasized the need to elevate the teaching profession in Nigeria to reflect international best practices.
“Being a teacher should be something of great pride, and the academic standards should be very high,” Onyia stated. “If I were the one in charge, I would do this.”
He proposed that all teachers possess at least a second-class upper (2:1) bachelor’s degree, followed by a master’s degree, adding that the starting salary for teachers should be ₦400,000 monthly—an increase from his earlier ₦300,000 suggestion. Onyia also recommended providing teachers with brand-new vehicles, to be paid over time.
He referenced Finland’s education model, where all primary and secondary school teachers are required to hold a master’s degree, attributing the country’s global educational success to high academic standards and attractive welfare for educators.
Onyia’s plan includes mandatory biannual license renewals tied to continuous professional training and certification exams, aimed at maintaining high competency levels among educators.
Mixed Reactions Trail the Proposal
Onyia’s suggestions have generated widespread conversation online, with opinions divided across education stakeholders and the general public.
Some, like Ikenna, argued that demanding a master’s degree is excessive for basic-level teaching:
“A bachelor’s degree holder is more than qualified to handle problems at the primary and secondary school levels. It’s not about the class of degree.”
Mikail acknowledged the intention behind the reforms but warned of potential disruptions:
“More than half of schools would be disqualified, but maybe it will set better standards.”
J. Opara proposed a more flexible pathway:
“A degree in Education or a Postgraduate Diploma should suffice. We also need mortgage and car loans, subsidised healthcare, and opportunities for foreign training.”
Others focused on practical teaching ability.
“Minimum requirement should be a proven ability to actually impart knowledge… not just good BSc and PG grades,” said Kolawole.
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Concerns about rural education access also surfaced.
Holly Aboh questioned the feasibility in underserved regions like Niger State, while Georgevin Jr. cautioned the move might make education more inaccessible to low-income communities.
Some supported the direction but advised policy refinement.
“Passion trumps certificates every day, twice on Sunday,” said Chyko.
Adégòkè called for better B.Ed programmes and added, “₦300k/month for teachers with Master’s degrees? The pay should reflect the value they bring.”
Despite the backlash, Onyia stood firm:
“Within a year, Nigeria’s education will be transformed,” he said, reaffirming his confidence in the proposed reforms.
As the debate unfolds, Onyia’s proposals are reigniting critical conversations around teacher quality, training, and retention—issues central to the country’s long-term educational development.