Have you ever wondered how we arrive at the mysterious numbers that now pass as the minimum admissible scores for our esteemed tertiary institutions, colleges of education, and polytechnics? No? Well, buckle up, because it’s a wild ride!
Picture this: the annual policy meeting on admissions, where our beloved university vice-chancellors gather in their grand robes and lofty titles, wielding the power to decide the fate of our future leaders with a mere vote. They discuss the critical business of setting the bar for academic excellence, only to realize that the bar has been lowered so far it’s practically underground. Who says Nigeria’s democracy is fledgling when it has been perfected in our tertiary educational system?
This year, the big reveal was a jaw-dropping minimum score of 140 out of 400 for universities and, wait for it, a staggering 100 for polytechnics. That’s right, folks – 100! At this rate, we might as well start admitting everyone that shows up and handing out degrees after 4 years for just showing up! “Congratulations, you’ve made it to class! Here’s your diploma!”
The question on everyone’s lips is, “Are our children becoming dumber?” Or could it be that our educational system has turned into a game show where everyone gets a trophy just for participating? Spoiler alert: it’s the latter. The truth is, as the standards tumble, the quality of education is following suit, resulting in graduates equipped with the skills of a potato. Employers are scratching their heads, wondering if they should hire a human or just stick with the office plant.
But before we point fingers at Professor Ishaq Olanrewaju Oloyede, the Registrar of the Joint Admissions and Matriculation Board (JAMB), we should take a closer look at the real culprits, the very teachers and administrators who are responsible for these decisions. It’s imperative to recognize that the setting of these lower standards is not a top-down imposition but rather a collective decision made by the dons of our tertiary institutions. Yes, our VCs say, “bring down the scores, we no longer require brilliant students”. Following the dictum “garbage in, garbage out,” one wonders what the products of these institutions will look like after three to four years of such educational “excellence.” Ẹ ku ‘sẹ ọga Professors!
But wait, there’s more! The plot thickens as we uncover the real reason behind this academic freefall: financial gain! Yes, institutions are now more interested in filling their classrooms than ensuring their students can, you know, read and write. “Why bother with rigorous standards when we can just lower the cut-off marks and watch the cash roll in?” It’s a brilliant business model, really, except it’s not a business; it’s education!
As if that weren’t enough, we have polytechnic graduates clamoring to be treated like their university counterparts. So, what do we do? We lower the bar for them too! Why have different standards when we can all just be mediocre together? “HND is the new degree,” they say, as if that somehow makes it all okay. Why not celebrate our mediocrity with a party? “Welcome to the ‘We Tried’ gala!”
And let’s not forget our beloved educators, those who are supposed to guide our children towards enlightenment. With cut-off scores as low as 80 for colleges of education, we’re practically admitting every mediocre and handing out teaching certificates like kilanuts at wedding ceremonies. “Congratulations! You’ve mastered the art of showing up! Here’s your teaching license!”
In this grand circus of lowered standards, the stakes are high, but only if you’re measuring how far we’ve fallen. While the world spins forward into the realms of innovation and academic rigor, Nigeria’s educational system appears to be stuck in reverse. Our students go abroad and emerge as first-class graduates, while back home, we celebrate mediocrity with open arms. Why not, after all we are the giant of Africa.
What are the real implications of this comedic tragedy? Diminished academic rigor means we’re producing graduates who are as useful as a calabash. The economic consequences are dire, with businesses struggling to find qualified candidates. Social inequality deepens as lower standards perpetuate a cycle of disadvantage, and public trust in the education system erodes faster than you can say “cut-off mark.”
As parents, we must ask the tough questions: What exactly are our university teachers teaching our children? Are we simply accepting the status quo, or are we demanding accountability and integrity in our education system?
So, what’s the takeaway from this comedy of errors? If we continue to lower our standards, we’ll end up with a generation of graduates who are, let’s face it, as useful as a fura or akamu calabash. The sooner we all wake up and recognize this farce, the better.
To reverse this trend, we must reassess our admission criteria, invest in teacher training, enhance infrastructure, promote accountability, engage in stakeholder dialogue, and create pathways for continuous learning. We need to foster a culture of excellence where mediocrity is no longer celebrated but challenged.
Let’s unite in our commitment to educational integrity, ensuring that the future of Nigeria is one defined by knowledge, innovation, and opportunity. After all, in the game of education, everyone’s a winner, if you set the bar low enough!
Garbs,
July 14, 2025