In a statement released by the Director of Press and Public Relations, Folasade Boriowo, the government emphasized that the ban would discourage last-minute transfers to schools or centers known for facilitating exam fraud. School proprietors, principals, and other stakeholders have been directed to adhere strictly to the new rule, with violations attracting sanctions under existing education regulations. While the policy has been framed as a step toward restoring academic integrity, it has also raised concerns among educators and parents about potential unintended consequences for students with legitimate reasons for transferring.
Dr. Adebola Obe, Director of Platform School in Ipaja, Lagos, acknowledged the benefits of the policy in curbing malpractice but cautioned against its rigid application. He pointed out that some students may need to switch schools due to family relocations, health issues, or other valid circumstances. Dr. Obe urged the government to provide clear guidelines and support mechanisms for affected students, ensuring that the policy does not inadvertently disadvantage those with genuine needs. He stressed the importance of balancing strict regulations with flexibility to accommodate exceptional cases.
The National Association of Proprietors of Private Schools (NAPPS) echoed similar sentiments, calling for a more nuanced approach to implementation. NAPPS President Yomi Otubela highlighted scenarios where transfers might be unavoidable, such as parental job relocations, school closures, or security concerns. He warned that a blanket ban without exceptions could penalize innocent families who have no connection to exam fraud. Otubela recommended that the Ministry of Education develop transparent approval processes for exceptional cases, alongside stronger monitoring systems and stakeholder engagement. He also advocated for addressing the root causes of malpractice through improved supervision, technology-driven exam processes, and stricter penalties for erring centers.
Meanwhile, advocates for low-cost schools have raised additional concerns about the policy’s impact on their sector. Emmanuel Kanu Orji, an educationist representing affordable schools, explained that many low-cost institutions struggle to secure approval for independent examination centers due to financial and regulatory constraints. This often forces them to transfer students to other schools for final exams—a practice driven by necessity rather than malpractice. Orji appealed for government support to help these schools meet accreditation standards and establish their own exam centers, ensuring compliance with the new policy while addressing their unique challenges.
The National Coalition of Non-State Schools (NCNSS) also weighed in, describing the policy as laudable but urging careful implementation to avoid unintended fallout. NCNSS National President Saleh Kwaru noted that families frequently relocated for work could face economic hardships if their children are barred from transferring to SS3 in new locations. He called for flexible exceptions for genuine cases and collaboration between the government and non-state schools to conduct impact assessments before the policy takes effect.
On the other hand, the Congress of University Academics (CONUA) strongly endorsed the ban, citing the erosion of certificate credibility due to special centers. CONUA argued that restricting late-stage transfers would reinforce academic continuity and hold schools accountable for the performance of students they have trained throughout their secondary education. The group emphasized that restoring integrity at the foundational level is critical to improving the quality of university entrants and called for broad stakeholder support to ensure the policy’s success.
Adding a unique perspective, Lagos State’s Tutor General/Permanent Secretary for District III, Olusegun Osinaike, suggested renaming special centers as "retake centers" exclusively for candidates repeating exams, not for SS1 or SS2 students seeking shortcuts. He criticized such centers for operating below standard and argued that SS3, as a terminal class, should maintain its integrity without the disruption of incoming transfers. Osinaike also noted that Continuous Assessment (CA) records would be compromised if students joined SS3 late, as their grades would lack a genuine academic foundation.
The debate surrounding this policy reflects broader tensions in Nigeria’s education system—between combating malpractice and accommodating legitimate student needs. While stakeholders agree on the importance of upholding academic standards, many stress the need for balanced, well-communicated guidelines to prevent unintended hardships. As the 2026/2027 deadline approaches, the government faces the challenge of implementing the ban effectively while addressing the concerns of educators, parents, and students. The outcome will likely shape not only the integrity of national examinations but also the equitable access to quality education for all Nigerian learners.
