Inside Imo State’s Latest Education Sector Policy

The Imo State Government has announced far-reaching reforms in the education sector as part of a renewed drive to improve standards, instill discipline, and ease the financial burden on families. The new policy, signed by the Commissioner for Education, Professor Bernard Ikegwuoha, and dated August 15, 2025, sets out directives that affect both public and private schools across the state.

One of the most notable changes is the abolition of graduation ceremonies for pupils in kindergarten, nursery, and Junior Secondary School 3 (JSS3). Going forward, such celebrations will be reserved only for pupils completing Primary 6 and students graduating from Senior Secondary School 3 (SSS3), in line with Nigeria’s 6-3-3-4 education system. The Commissioner explained that this move is designed to discourage unnecessary expenses, restore focus to meaningful academic milestones, and align Imo State’s practices with national standards.

The policy also addresses what the government has described as exploitative practices in the use of textbooks. Schools will no longer be permitted to change textbooks annually, a practice that has long been criticized for placing financial strain on parents. Instead, textbooks are now required to have a lifespan of at least four years, allowing siblings to reuse them and ensuring stability in teaching and learning. Professor Ikegwuoha warned proprietors of private and faith-based schools against introducing unauthorized materials, stressing that adherence to the approved list of textbooks would guarantee consistency, cost-effectiveness, and improved learning outcomes.

This latest announcement builds on a series of reforms that the administration of Governor Hope Uzodimma has rolled out this year. Back in March, the governor unveiled a comprehensive education transformation plan, which included new policy directions, legislative reviews, and administrative reforms aimed at bridging the gap between public and private institutions. During that launch, he also pledged an initial ₦250 million donation to a state-owned university as part of broader efforts to strengthen higher education.

In July, the government intensified its reform drive by ordering the immediate closure of all private schools operating illegally, particularly those situated in residential buildings and housing estates. Licenses were withdrawn, and students from such institutions were redirected to approved schools. The Ministry of Education tasked monitoring and inspection teams from the Universal Basic Education and Quality Assurance departments with carrying out enforcement, a move that signaled the administration’s determination to sanitize the sector.

The reforms have received backing from key stakeholders, including the National Orientation Agency (NOA). The agency’s Director-General, Lanre Issa-Onilu, praised the government’s decision to abolish extravagant graduation parties, describing it as a bold step toward instilling discipline and promoting value reorientation among young learners. He argued that such lavish celebrations encourage wasteful spending, create unrealistic expectations of instant reward, and place undue financial pressure on parents.

For the Uzodimma administration, the latest measures reflect a broader commitment to “transform the state’s education sector.” By tackling exploitative practices, cutting costs for families, and reinforcing discipline, the government hopes to create a more uniform, accessible, and value-driven system of learning across Imo State. The policy has already taken effect and is projected to bring lasting change to the way education is managed in the state, but its impact — alongside that of its predecessors —  invites deeper scrutiny. 

Mandating that students use the same textbooks for four years may not be as practical as the government presumes, as the subjects students take in school tend to evolve with each academic year. Such a policy risks stifling academic growth rather than supporting it. Similarly, abolishing graduation ceremonies for pupils in kindergarten, nursery, and JSS3 overlooks the importance of such events in boosting morale and giving young learners milestones to celebrate. These ceremonies, while not tied directly to academic success, often help sustain enthusiasm and motivation in early education.

Equally concerning is the withdrawal of licenses from private schools located in residential areas without commensurate investment in the institutions deemed permissible. In a state where the education sector already struggles with inadequate facilities, this move may reduce access rather than expand it, leaving families with fewer school options and worsening overcrowding in the limited number of government-approved schools.

To achieve desirable results, Imo State’s education reforms must balance discipline with practicality. Rather than enforcing a rigid four-year textbook policy, the government could adopt a system that ensures affordability while accommodating curriculum changes. Graduation ceremonies for younger pupils should be moderated, not abolished outright, so that children still have these morale-boosting milestones without the excesses of lavish parties. And if private schools are to be closed, equal urgency must be placed on upgrading public schools to absorb displaced students. Without making moderations, these policies are not likely to achieve their intended purpose of raising standards while preserving access and motivation for learners.