This piece by Sir (Prof.) Abe Ojo (KJW) of Afe Babalola University, Ado Ekiti, has been trending on social media for a couple of days now. While we were, however, not able to verify the genuineness of the author, the source, an avid reader of NATIONAL RECORD who forwarded it, felt, and rightly so, that more Nigerians ought to read it. Happy reading!
SANUSI Lamido Sanusi (SLS) began his career in the banking sector and later joined First Bank of Nigeria at a senior level. He rose to become an Executive Director, then briefly served as the Managing Director before his appointment as Governor of the Central Bank of Nigeria (CBN). At retirement, he rewarded himself with a Rolls Royce — a symbol of prestige and accomplishment.
Dr. Olorunosebi Ajala, by contrast, spent 28 years in the classroom, molding young lives and shaping future leaders. Through discipline and hard work, he rose to become a principal in a Unity School, and after 31 years of service, was appointed Principal-General. When he retired, he drove away in a modest Corolla.
The disparities are glaring: A Level 12 teacher often rides a Boxer motorcycle, while a Police DPO on the same level drives a Prado jeep. A Level 15 teacher, serving as a Head of Department, may manage a small car or even a motorcycle. Meanwhile, a judge on Level 14 drives a Highlander with comfort and prestige.
This contrast is not about personalities. It is about Nigeria’s value system and how society rewards its workers.
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The Nigerian Reality
In our country, certain professions are placed on a pedestal. The Judiciary, the Federal Inland Revenue Service, the NNPC, the Central Bank of Nigeria, the health sector, security agencies, and the power sector enjoy prestige, status, and financial comfort.
Yet, teachers — the very foundation upon which every profession is built — remain at the bottom of the ladder.
Consider this irony: principals are placed on Level 17, the same as the Inspector General of Police, the Chief of Defence Staff, and the Chief Justice of the Federation. Rectors, provosts, and vice-chancellors also sit on levels 16/17. But in reality, teachers and education administrators are the poorest and least respected among them.
And let no one make the mistake of assuming teachers are uneducated. Many hold doctoral degrees. Countless others hold master’s degrees. Yet, their economic realities tell a story of neglect.
A Tale of Inequality
The disparities are glaring: A Level 12 teacher often rides a Boxer motorcycle, while a Police DPO on the same level drives a Prado jeep. A Level 15 teacher, serving as a Head of Department, may manage a small car or even a motorcycle. Meanwhile, a judge on Level 14 drives a Highlander with comfort and prestige.
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The story of Taiwo and Kehinde illustrates this bitter truth. Both graduated from the University of Ibadan 21 years ago. Taiwo chose teaching; Kehinde joined the police. Both underwent 18 months of professional training to qualify in their respective fields. Taiwo went further, completing a Postgraduate Diploma in Education (PGDE) and registering with the Teachers Registration Council to become a licensed professional teacher. Kehinde also registered with his own professional body.
Today, Taiwo is a Level 15 Head of Department in Saint Bernard Secondary School. He owns a motorcycle and struggles to complete his only house. Kehinde, on the same Level 15 but as a Commissioner of Police, owns three cars — a Highlander, Lexus, and Prado — four houses, and has two children studying at Covenant University.
If Nigeria continues to treat its teachers this way, who will inspire the next generation? Who will build the intellectual foundation on which our future depends? No nation can rise above the quality of its teachers. Every judge, every doctor, every police officer, every engineer, and even every president once sat in the classroom of a teacher. Yet, those who laid the foundation are left unrewarded, struggling to live with dignity.
How the World Treats Its Teachers
Globally, countries that value education reward teachers with dignity, not neglect.
Finland: Teachers are among the most respected professionals. A Finnish teacher earns an average of $45,000–$55,000 annually, with strong social benefits.
Singapore: Teachers earn salaries comparable to engineers and accountants, with continuous training and attractive retirement packages.
South Korea: Teachers enjoy high social status and belong to the top 5% of income earners nationwide.
OECD Average: Across most developed nations, teachers earn 80–90% of what other professionals with similar qualifications earn.
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Now contrast this with Nigeria, where the average public-school teacher earns ₦50,000–₦80,000 monthly, often with delayed or unpaid salaries. For comparison, a mid-level NNPC officer or customs official earns five to seven times more, excluding allowances and perks.
Nigeria’s Education in Numbers
Nigeria currently spends just 5–6% of its national budget on education, far below UNESCO’s recommended minimum of 15–20%.
According to UNESCO, Nigeria needs 250,000 more teachers to meet basic demand in primary schools alone.
The national average pupil–teacher ratio is 1:46, but in some northern states, it is as high as 1:80, compared to the global average of 1:25.
A 2023 report by UNICEF revealed that 10.5 million Nigerian children are out of school, the highest figure in the world.
The future of our nation depends on the hands of teachers. It is time we treat them as the cornerstone they truly are.
Despite being the largest economy in Africa, Nigerian teachers remain among the least paid in sub-Saharan Africa, ranking below counterparts in Ghana, Kenya, and South Africa.
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These statistics paint a grim picture: while other nations are investing in teachers as the cornerstone of their development, Nigeria is steadily dismantling its own foundation.
The Fundamental Question
If Nigeria continues to treat its teachers this way, who will inspire the next generation? Who will build the intellectual foundation on which our future depends? No nation can rise above the quality of its teachers. Every judge, every doctor, every police officer, every engineer, and even every president once sat in the classroom of a teacher. Yet, those who laid the foundation are left unrewarded, struggling to live with dignity.
A Call for Change
It is time to stop treating teaching as a token profession. If Nigeria is serious about progress, we must restore dignity to teaching — not just in words, but in action.
This means:
Raising budgetary allocation to education to at least 15% of the national budget, in line with UNESCO’s standard.
- Ensuring competitive salaries and allowances comparable to other key sectors.
- Improving working conditions, with housing, healthcare, and pension benefits.
- Providing opportunities for continuous professional development.
- Elevating teachers in public recognition as true nation-builders.
Until then, teaching will remain “noble” only in name but neglected in practice — and Nigeria’s dream of sustainable development will remain an illusion.
The future of our nation depends on the hands of teachers. It is time we treat them as the cornerstone they truly are.
