By Ganiu Bamgbose, PhD
The question, “Are schools still schooling?” may sound humorous at first, but it raises a serious concern about the relevance of education in contemporary society. Traditionally, schools have been regarded as institutions for imparting knowledge, developing skills, shaping character, and preparing individuals for productive participation in society. However, the rapid transformations of the 21st century have compelled many to ask whether Nigerian schools are still fulfilling these responsibilities in ways that meet current realities.
The world today is driven by technology, innovation, critical thinking, creativity, and adaptability. Employers increasingly seek individuals who can solve problems, communicate effectively, collaborate across cultures, and navigate digital environments. Yet, a significant proportion of Nigerian educational institutions continue to operate with structures and approaches designed for a different era. The result is a growing gap between what schools teach and what society requires.
One of the most noticeable challenges is the persistence of rote learning. In many classrooms, success is measured by a student’s ability to memorise facts and reproduce them during examinations. While memory has its place in learning, modern education demands much more. Students should be encouraged to analyse information, evaluate ideas, ask questions, and generate innovative solutions. Unfortunately, the obsession with certificates and examination scores often overshadows the development of these critical competencies.
Another concern is the inadequate integration of technology into teaching and learning. The 21st century is characterised by digital transformation, yet many schools still struggle with basic technological infrastructure. In some institutions, computers remain scarce, internet access is limited, and digital literacy is not effectively embedded in the curriculum. Consequently, graduates may possess academic qualifications but lack the technological skills required in today’s workplaces and entrepreneurial spaces.
The issue of curriculum relevance also deserves attention. While Nigerian educational curricula have undergone revisions over the years, there remains a disconnect between classroom instruction and real-world demands. Students often spend years studying theoretical concepts without sufficient opportunities to apply their knowledge practically. Fields such as entrepreneurship, financial literacy, digital communication, artificial intelligence, environmental sustainability, and innovation management deserve greater prominence in educational programmes. Schools should not merely prepare students to pass examinations; they should prepare them to thrive in life.
Furthermore, the quality of learning environments significantly affects educational outcomes. Many public schools face challenges such as overcrowded classrooms, inadequate facilities, insufficient instructional materials, and poor funding. Teachers, who remain central to the educational process, often work under difficult conditions. A society cannot expect outstanding educational outcomes without investing adequately in those responsible for delivering education. Teacher training, welfare, and professional development must receive sustained attention if schools are to remain relevant.
The changing nature of work also raises important questions about educational priorities. The traditional model in which students graduate and seek white-collar employment is becoming increasingly unsustainable. Automation, artificial intelligence, and economic uncertainties are reshaping labour markets worldwide. Nigerian schools must therefore cultivate entrepreneurial mindsets, creativity, and adaptability. Students should be equipped not only to seek jobs but also to create opportunities for themselves and others.
Beyond employability, schools have an important social responsibility. Rising incidents of cybercrime, cultism, drug abuse, intolerance, and social unrest indicate that education must pay greater attention to values and character formation. Knowledge without ethical grounding can become dangerous. Schools should continue to serve as centres for nurturing integrity, responsibility, empathy, patriotism, and civic consciousness. Education is not merely about producing skilled workers; it is about developing responsible citizens.
Parents and society also have roles to play in ensuring that schools remain effective. Educational institutions do not operate in isolation. Families must reinforce positive values, encourage curiosity, and support learning beyond the classroom. Governments must prioritise educational funding and policy implementation. Private-sector organisations should collaborate with schools to provide mentorship, internships, and exposure to industry realities. Educational reform requires collective commitment.
Yet, despite these challenges, it would be unfair to conclude that schools are no longer schooling. Across Nigeria, many dedicated teachers continue to inspire learners, innovative schools are embracing modern pedagogies, and students are achieving remarkable feats locally and internationally. The issue is not that schools have completely failed; rather, they must evolve more rapidly to remain relevant in a changing world.
The central question, therefore, is not whether schools are still schooling, but whether they are schooling for the future. Education in the 21st century must move beyond the transmission of information to the cultivation of skills, values, creativity, and resilience. Nigerian schools must become centres where learners are prepared not only for examinations but also for life, work, citizenship, and continuous adaptation.
As the demands of the modern world continue to evolve, educational institutions must equally transform. A school that teaches yesterday’s solutions to tomorrow’s problems risks becoming irrelevant. To remain true to their purpose, Nigerian schools must embrace innovation while preserving the fundamental mission of education: empowering individuals to contribute meaningfully to society and to realise their full potential.
In conclusion, schools in the 21st century must provide the kind of education that helps the students achieve three things: think critically, act creatively, and survive in a rapidly changing world. This is when schools would be said to have schooled its students.
(c) 2026 Ganiu Bamgbose writes from Lagos.
Ganiu Abisoye Bamgbose, PhD
Department of English,
Lagos State University, Ojo
[email protected]
08093695359, 07084956118
