20/02/2026
The lack of Information and Communication Technology (ICT) in Nigeria's public schools is creating a profound and multifaceted crisis. It is not merely a matter of outdated equipment; it actively undermines educational quality, entrenches social inequality, and jeopardises students' futures in an increasingly digital world . The impacts can be grouped into three critical areas: widening the inequality gap, compromising educational quality, and directly harming students.
Widening the Inequality Gap
The absence of ICT is rapidly creating a two-tiered education system, deeply divided along socioeconomic and geographic lines.
A Tale of Two Schools. There is a stark contrast in access to digital learning. A 2022 census by the Universal Basic Education Commission (UBEC) revealed that while 89% of private urban schools teach computer studies, only 12% of public rural schools do . This disparity means a child's access to 21st-century skills is determined by their postcode and family income, rather than their potential.
Deepening Regional Disparities: The digital divide is most acute in Northern Nigeria, where poverty and infrastructural deficits are highest. For instance, in Sokoto State, there is only one certified Computer-Based Testing (CBT) centre for every 8,000 candidates, forcing students to travel long, sometimes dangerous, distances for exams . In Borno State, years of conflict have left only 3 out of 56 assessed schools with functional computer labs. Consequently, computer proficiency in Northern states languishes between just 6% and 9%.
The Affordability Barrier: For many families living in multidimensional poverty—over 133 million Nigerians—ICT remains a distant luxury . Expecting parents struggling with food insecurity to provide laptops, smartphones, or internet data is unrealistic, further cementing the cycle of poverty where education fails to be a ladder for upward mobility .
Compromising Educational Quality and Student Readiness
When schools lack ICT, the quality of education suffers, leaving students unprepared for higher education and the modern workforce.
Poor Digital Literacy Among Students: The statistics are alarming. Only about 7% of Nigerians between 15 and 24 possess adequate IT skills, and a mere 28.75% of senior secondary students demonstrate basic computer proficiency. This lack of foundational knowledge is a direct consequence of having no access to computers throughout their schooling. A heartbreaking example is James, a student in Lagos, who has a computer lab in his school but has never used it because the principal banned students from touching the computers. Now, the few machines are broken .
Teachers Left Behin: The situation is compounded by a lack of digitally skilled teachers. Over **60% of public primary school teachers lack basic digital literacy. The Teachers Registration Council of Nigeria (TRCN) reports that about 72% of educators lack digital training, making it impossible to effectively integrate technology into their teaching even if the tools were available .
Empty Reforms and "Smart Schools: Grand policy initiatives, like introducing AI into the curriculum, become meaningless without foundational ICT infrastructure . Similarly, while the government touts 37 "smart schools," stakeholders argue this is a "drop in the ocean" compared to the over 171,000 public schools across the nation . A few showcase projects cannot compensate for a system-wide deficiency.
Creating Psychological and Logistical Hurdles for Students
The lack of ICT also creates immediate, tangible problems that directly harm students' well-being and academic performance.
The CBT Anxiety: With the government's planned transition to Computer-Based Testing (CBT) for major exams like WAEC and NECO by 2027, students from ICT-deficient schools face immense psychological stress . Many have never used a mouse or typed before. This digital unpreparedness leads to exam-day anxiety, disrupted tests, and a high risk of mass failure, not due to a lack of subject knowledge, but a lack of computer skills .
Inequitable Exam Condition: Students from well-equipped schools have a distinct advantage. Those from schools without ICT are forced to navigate unfamiliar technology under high-pressure conditions, making the examination process fundamentally unfair. Even where CBT centres exist, they are often far away, leading to high transport costs and safety concerns, especially for girls .
Disconnection from the Future: Ultimately, the lack of ICT disconnects students from the global knowledge economy. They are cut off from online resources, digital collaboration tools, and the very skills required for the vast majority of 21st-century jobs, leaving a generation ill-prepared for a technology-driven world .
A Way Forward
The path to rectifying this requires a concerted and multi-pronged effort focused on building a solid foundation:
Massive Infrastructure Investment: Prioritise providing reliable electricity (especially through sustainable sources like solar power) and internet connectivity to all public schools .
Equip Schools with Functional Hardware: Move beyond pilot projects to ensure every school has a well-equipped, functional computer laboratory with a sufficient number of working devices .
Comprehensive Teacher Training: Invest heavily in continuous, practical digital skills training for all teachers, linking it to career progression to ensure genuine engagement and classroom application .
Develop Low-Tech and Offline Solutions: For the immediate future, create and deploy offline digital learning resources that can be accessed without a constant internet connection, particularly in underserved communities .
Address Poverty as a Barrier: Recognise that educational technology policy cannot be separated from social welfare. Initiatives to reduce poverty and improve living standards are essential for ensuring that all families can support their children's digital education .
Partner with OFON GLOBAL FOUNDATION for ICT solution to public schools.
