For decades, Nigeria’s education sector has lurched from one grand initiative to the next, each announced with fanfare and abandoned in frustration. The latest proposal, the Learners’ Identification Number (LIN) for primary and secondary pupils, has been presented as a solution to the chronic problem of school dropouts, particularly in the North. Yet before any new system is rolled out, citizens are right to pause and ask: have we not seen this play before?
The Minister of Education, Dr. Tunji Alausa, deserves some credit for acknowledging a genuine crisis. According to UNESCO data, Nigeria has an estimated 10.5 million children out of school, the highest number in the world, with the northern region accounting for over 60 per cent of that figure. The idea of tracking individual pupils from admission through to graduation is not, in principle, unreasonable. However, the gap between a sound principle and workable implementation has historically been a chasm in this country.
Consider the fate of previous education policies. The Universal Primary Education (UPE) programme of the 1970s collapsed under poor planning, inadequate teacher training, and a lack of sustained funding. The 6-3-3-4 system, introduced in the 1980s to emphasise vocational skills, never achieved its objectives because laboratories and workshops remained empty. More recently, the National Teacher Education Policy (NTEP) introduced in 2014 ran aground due to inconsistent enforcement and low morale among instructors. And presently the Universal Basic Education (UBE). Each policy promised a transformation; each delivered frustration.
The proposed LIN system raises a basic logistical question: does any school today admit a child without recording that admission? Every primary and secondary school already maintains enrolment registers. The challenge is not the absence of identity numbers but the absence of a functional national data collation system, reliable electricity for digital records, and administrative accountability in remote areas. Introducing a new number without fixing these foundations will merely add another layer of paperwork.
Furthermore, the Minister’s plan to phase out the common entrance examination in favour of Continuous Assessment (CA) requires careful scrutiny. While CA can reduce examination pressure, it demands well-trained teachers, standardised evaluation criteria, and rigorous oversight. In many public schools today, class sizes exceed 60 pupils per teacher, and marking is irregular. Without massive investment in teacher quality, CA will become as unreliable as the examination it replaces. Good intentions do not fill gaps in competence.
We must also confront the risk of financial exploitation. Nigeria’s history shows that every new education policy tends to generate new fees: registration fees for identity cards, processing fees for data entry, and renewal fees each term. The Federal Government must give an unequivocal guarantee that the LIN will cost parents and guardians nothing. Given the current economic hardship, with inflation standing at over 28 per cent and food prices soaring, any additional levy, no matter how small, would push more children out of school, not fewer.
The Minister states that the LIN will help identify dropouts. Yet we do not need a complex numbering system to calculate dropout rates. Simply comparing enrolment figures at the start of Primary 1 with attendance at the end of Junior Secondary School 3 would reveal the attrition rate. The real need is not more numbers but more action on the root causes: poverty, child labour, early marriage in some regions, and the poor quality of schooling that makes parents see education as a waste of time.
This brings us to the most direct solution, one the government continues to avoid: free, compulsory basic education nationwide. Section 18 of the 1999 Constitution and the Universal Basic Education Act already mandate free and compulsory education for the first nine years. Yet many states still charge levies for uniforms, parent-teacher association fees, and examination costs. Instead of introducing a tracking number, the government should enforce existing laws, fully release UBEC matching grants, and hold state governors accountable for out-of-school children.
The previous administration’s free school feeding programme showed what is possible when a policy addresses immediate material need. The programme increased enrolment by roughly 15 per cent in targeted areas, according to World Bank monitoring reports. However, it also demonstrated the nemesis of Nigerian policy: corruption. Food quality declined, contractors inflated costs, and political loyalists were favoured over competent caterers. No new number will stop corruption; only transparent auditing and harsh penalties will.
We therefore advise the Federal Government to collapse its many overlapping initiatives into one coherent strategy. The education sector currently suffers from a cacophony of policies: the LIN, Continuous Assessment reform, teacher professional development schemes, digital literacy programmes, and adolescent girls’ education initiatives, among others. Each has its own bureaucratic structure, funding stream, and reporting requirements. Schools, especially in rural areas, cannot manage this chaos. A single, well-funded, long-term plan with clear targets for 2030 would achieve more than a dozen fragmented policies.
Until the government addresses the fundamentals—free tuition, adequate classrooms, and trained teachers—the LIN policy will be remembered as yet another well-intentioned distraction. No identity number ever kept a girl in school when her family could not afford transport. No database ever persuaded a hungry child to stay for afternoon lessons. The missing link in Nigeria’s education sector is not a digit; it is the political will to spend honestly and act decisively. Let the Minister drop this proposal and pick up the harder, older task of enforcing free education for every Nigerian child.