The Federal Government has announced the removal of the Unified Tertiary Matriculation Examination requirement for candidates seeking admission into Federal Colleges of Education across Nigeria, in a major reform aimed at expanding access to teacher education and technical training.
Minister of Education, Dr. Maruf Tunji Alausa, disclosed the policy shift on Monday during the 2026 Policy Meeting of the Joint Admissions and Matriculation Board held in Abuja.
According to the minister, candidates applying for programmes in Federal Colleges of Education will no longer be required to sit for the UTME before gaining admission into the institutions.
The exemption, he explained, also covers applicants seeking admission into technology, agriculture, and other related programmes offered by the colleges.
O’Level Requirements Still Mandatory
Despite the removal of the UTME requirement, Alausa clarified that candidates must still possess the required O’Level qualifications for their chosen courses.
He added that the Joint Admissions and Matriculation Board would continue to oversee screening, documentation, verification, and admission placement processes for applicants.
The minister described the decision as part of broader efforts to improve access to teacher education and strengthen manpower development in critical sectors of the economy.
Major Shift in Nigeria’s Admission System
The policy marks a significant adjustment to Nigeria’s tertiary education admission framework, where UTME has remained the primary entrance examination into universities, polytechnics, and colleges of education since its introduction in 1978.
Over the years, the examination has become highly competitive, with millions of candidates battling annually for limited admission opportunities.
However, education stakeholders have consistently argued that a single admission model may not adequately address the unique realities and academic needs of different tertiary institutions, especially colleges of education.
Low Enrolment Concerns
Federal Colleges of Education were established mainly to train teachers and award the Nigeria Certificate in Education, which remains the minimum qualification for teaching at primary and junior secondary school levels in Nigeria.
Although some colleges now run degree programmes through affiliations with universities, many institutions have continued to struggle with declining student enrolment, inadequate funding, and weak public perception compared to universities and polytechnics.
Reports from previous admission cycles showed that several colleges of education failed to fill their approved admission quotas, raising concerns about the future of teacher training in the country.
Experts Welcome Reform
Education analysts believe the removal of UTME could help reduce financial and procedural barriers preventing many students, particularly those from rural and low-income backgrounds, from pursuing teacher education.
Stakeholders have also linked the reform to Nigeria’s growing shortage of qualified teachers, especially in science, mathematics, vocational studies, and technical education.
The inclusion of agriculture and technology-related programmes in the exemption policy is also seen as part of government efforts to encourage practical skills acquisition, innovation, and economic diversification.
Calls for Improved Funding and Infrastructure
Despite welcoming the policy, stakeholders insist that expanding access alone will not solve the challenges facing colleges of education.
They called on the Federal Government to complement the reform with increased funding, improved infrastructure, better learning facilities, enhanced staff welfare, and stronger institutional support to maintain academic quality.
The policy meeting also featured discussions among education regulators and heads of tertiary institutions on admission benchmarks, institutional capacities, and guidelines for the 2026 admission process.
The latest announcement is expected to spark reactions across the education sector as Nigeria continues reforms aimed at widening access to tertiary education while improving quality and workforce development.
