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One year after the Federal Government launched the National Policy on Non-State Schools in Nigeria to strengthen regulation, coordination and quality assurance across the country's rapidly expanding private education sector, none of the 36 states has fully domesticated the framework, raising concerns that a landmark education reform risks remaining largely on paper, writes WALE AKINSELURE When the Federal Government unveiled the National Policy on Non-State Schools in Nigeria on July 16, 2025, Education Minister Dr Tunji Alausa urged state governments to domesticate the framework, describing it as a critical step towards improving regulation, quality and access in a rapidly expanding private education sector. One year later, however, none of Nigeria's 36 states has fully domesticated the policy, raising concerns that another ambitious education reform may remain strong on paper but weak in practice. The policy categorises non-state schools as faith-based/religious/missionary, private, home-schooling, tutorial/adult learning centres, voluntary/charity schools and community schools. Alausa said the policy became necessary due to the rapid expansion of primary and junior secondary non-state schools across the country. At the launch, the minister rallied state governments and relevant stakeholders to ensure domestication of the framework, stressing that government could not achieve the desired reforms alone. "As I've consistently emphasised, the government cannot – and should not – do this work alone. I call on all stakeholders to support the implementation of this policy and to work collaboratively toward a future where every Nigerian child receives the education and skills they need to reach their full potential," he said. The policy covers a wide range of issues concerning the running of non-state schools. This includes subjects of registration and accreditation, curriculum, teaching methodology, the learning and teaching environment, teaching and non-teaching staff qualifications, operations and management of schools, assessment of learning outcomes, monitoring and evaluation of schools, gender, safeguarding and inclusiveness, school security, school improvement and financing, facilities and infrastructure. To maintain high standards of operation in non-state schools, the policy provides that all NSN must be registered with the Ministry of Education, follow the national curriculum prescribed by the Nigerian Educational Research and Development Council, employ qualified teachers, and those certified by the Teacher Registration Council of Nigeria, provide adequate facilities, prioritise health and safety of learners and staff and are subject to regular monitoring and evaluation. One year after its launch, however, no state has fully domesticated the National Policy on Non-State Schools in Nigeria. The delay has renewed concerns among stakeholders that while the Federal Government has developed a framework for regulating a rapidly expanding sector, translating the policy into practical reforms at the state level remains a challenge. An analysis of the NPNSN tracker published by the SEED Care & Support Foundation in collaboration with the Coalition of Non-State School Associations showed that zero states have fully domesticated the policy one year after its launch. The tracker indicated that six states — Lagos, Ogun, Oyo, Kano, Kaduna and Jigawa — are reviewing draft domesticated frameworks. Two states — Osun and Ekiti — are developing draft domestication instruments and are yet to arrive at final drafts for approval. Rivers State was the only state with an aligned framework, with guidelines that could be leveraged to commence the domestication process, although no formal domestication action has begun. The report added that "27 states are with no publicly available evidence of domestication activity identified at the time of assessment." According to education stakeholders at a dialogue held in Lagos on Tuesday, sustaining implementation momentum will require stronger government ownership, continued political commitment and dedicated support at both federal and state levels. The stakeholders included the National Coalition of Non-State Schools, Coalition of Low-Fee Private School Associations, Lagos State, Coalition of Associations of Non-State Schools, Oyo State, and Grand Union of Private School Associations, Ogun State. They noted that the first year of implementation of any policy was critical, expressing concern that progress across states had remained slow. The communiqué of the meeting read, "The first year of implementation presents an important opportunity. Without accelerated domestication and implementation, however, Nigeria risks having a national policy that exists on paper but remains absent in practice at the state level. "Without domestication and implementation, millions of learners in non-state schools may not benefit from intended policy reforms; opportunities for improved collaboration between governments and non-state education providers may be lost; state governments may miss important opportunities to strengthen education delivery through inclusive policy approaches; progress toward national education goals could be slowed." Government recognition of the role of non-state schools dates back to 1977 when the National Policy on Education was introduced. It stated that the government encouraged the establishment of non-state schools, subject to the provisions of the policy. The policy also required non-state schools to be integrated into the national education system and subjected to government regulation. In earlier years, most non-state schools were owned by religious organisations and missions. However, this was followed by the emergence of schools owned by individuals, businesses and other private entities. Non-state schools are typically financed through tuition payments, alongside donations from individuals, businesses, communities, faith-based organisations and foundations. They are further categorised based on fees and associated costs into high-fee, medium-fee and low-fee schools. As Nigeria's population grew, the demand for education increased beyond the capacity of government-funded institutions. With inadequate funding and persistent challenges in maintaining existing infrastructure, government struggled to provide enough school spaces to meet demand. Non-state schools subsequently expanded to fill the gap. As public school infrastructure deteriorated, many parents increasingly turned to private schools, believing they offered better quality, closer proximity and improved learning conditions. However, the rapid proliferation of schools also created concerns about standards, regulation and monitoring. Questions emerged over whether some private schools were prioritising profit over quality education, making stronger oversight necessary. S'Africa crisis: FG prepares compensation claims for Nigerian victims FG issues claims forms to Nigerians affected by South Africa attacks Govt contributing to insecurity, says ex-IG Okiro The Federal Government's decision to develop the National Policy on Non-State Schools was therefore aimed at addressing these challenges while recognising the important role of non-state providers in expanding access to education. At the launch, the Nigerian Education Digest 2022, published by the Federal Ministry of Education, highlighted the growing influence of non-state schools. The report revealed that non-state primary schools increased by 31.56 per cent between 2017 and 2022, while state schools grew by 3.3 per cent within the same period. At the junior secondary level, non-state schools grew by 35.06 per cent within five years, compared with 6.8 per cent growth recorded by state schools. The report further stated, "Enrolment in non-state schools has grown to 23.5 per cent of total national enrolment across the federation at the primary level, while enrolment at the junior secondary level reached approximately 29 per cent." According to the policy document, the need for the framework was driven by "the increasing role of non-state schools in education provision in Nigeria, the variability in the quality and standard of education in non-state schools, and the need to ensure that all Nigerian children have access to quality education, regardless of whether they attend a public school or a non-state school." The document stated that the growing number of non-state schools and associated challenges necessitated the policy, adding that the sector was helping to expand access and reduce the number of out-of-school children. It stated, "This policy is therefore directed at ensuring that the Federal Government sets the rules that are in line with the nation's education agenda and provides a regulatory framework and support for the operators within this subsector." The objectives of the policy include improving quality and relevance, strengthening regulation and coordination, developing credible data systems, creating an enabling environment for growth and ensuring safety standards in non-state schools. Its implementation strategies include establishing NSN departments in federal and state ministries of education, creating a central database for non-state schools, setting up civil society platforms for monitoring compliance, supporting states to domesticate the policy and holding policy dialogues with state executive and legislative bodies to support adoption of the Child Rights Act. Commenting on the implementation challenge, Executive Director, SEED Care & Support Foundation, Olanrewaju Oniyitan, said the focus must now shift from policy development to ensuring impact. "The National Policy on Non-State Schools has moved us from asking whether non-state schools matter to asking how we make the policy work. One year after its launch, success can no longer be measured by the existence of the policy alone, but by the extent to which it improves opportunities for schools, teachers and children every day in Nigeria," he said. Senior Analyst and Education Team Lead, Development Agenda for Western Nigeria Commission, Oluyomi Agge, said South-West states needed closer collaboration to ensure domestication of the policy. She argued that the coming political season should not distract governments from continuing efforts towards implementation. An educationist, Dr James Fadokun, said the Federal Government must intensify efforts to sensitise states, questioning the political will of governments while urging education stakeholders to strategically engage the executive and legislature. National President, Association for Formidable Educational Development, Orji Emmanuel, also urged states to prioritise implementation of the policy. National Treasurer, Association of Model Islamic Schools Nigeria, Misbaudeen Akinola, said successful implementation required shared responsibility. "While states are central to domestication, the Federal Government has an important role in providing coordination, guidance, technical support and accountability mechanisms. Non-state school stakeholders also have a responsibility to engage constructively and support quality improvement," he said. National President, League of Muslim School Proprietors, Abdulwahid Obalakun, described the policy as important for ensuring harmony and standardisation in the operation of public and private schools. He noted that private schools had often felt excluded from government education planning before the policy and urged states to ensure its implementation. President General, Grand Union of Private Schools Associations, Ogun State, Abdulazeez Ajibola, urged federal leadership to support, coordinate, incentivise and monitor state-level implementation. Ajibola said, "The Federal Government should provide states with guidance, technical support and coordination mechanisms to accelerate domestication; establish a National Implementation Monitoring and Learning Framework; create mechanisms to monitor progress, share lessons and identify implementation barriers; sustain multi-level stakeholder engagement; continue convening states and education stakeholders to support coordinated implementation." On specific state actions, Oniyitan said, "States should develop clear approaches for adapting and implementing the NPNSN within their education contexts. Non-state schools should be recognised as important partners in expanding access and improving education outcomes. "Reliable data on non-state schools, teachers and learners is essential for effective education planning and decision-making. Practical systems that support continuous improvement and measure progress should remain central to implementation." For many education stakeholders, the challenge is no longer whether Nigeria needs a National Policy on Non-State Schools, but whether governments can translate the framework into practical reforms. Until states move from promises to implementation, the policy risks becoming another ambitious education reform that exists largely on paper while millions of children continue learning in schools operating under uneven standards. Wale Akinselure Olawale Franklin Akinselure is a journalist at Punch Newspapers with 12 years of experience covering education, politics, health, environment, judiciary, metro, and community beats. He specializes in producing insightful, wide-ranging reports that inform and engage readers. His reporting reflects practical newsroom experience, editorial insight, and a dedication to accurate, reliable journalism.

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