POLICY GAPS IN THE LEGAL FRAMEWORK FOR TEACHER EDUCATION AND CERTIFICATION IN NIGERIA: IMPLICATIONS FOR TEACHERS’ PROFESSIONAL DEVELOPMENT

Abstract

The quality of teachers remains a decisive factor in determining the effectiveness of educational systems. In Nigeria, however, persistent challenges associated with teacher preparation, professional certification, recruitment and continuous professional development continue to undermine efforts to improve educational standards. This paper examines the legal and policy framework regulating teacher education and certification in Nigeria, identifies gaps in its implementation and analyses the implications for teachers’ professional development. The discussion focuses on the Teachers Registration Council of Nigeria (TRCN) Act No. 31 of 1993 and the National Policy on Education, which provide the principal regulatory foundation for teacher qualification, registration and professional practice. It also considers recent policy developments, particularly the September 2025 directive linking TRCN certification to the accreditation of secondary school examination centres. The paper identifies significant challenges, including teacher shortages, weak recruitment practices, inadequate enforcement of certification requirements, insufficient funding, poor remuneration and limited access to continuing professional development. Available estimates indicate a shortage of approximately 278,000 teachers at basic education levels and a national teacher-pupil ratio of about 1:35, compared with the recommended ratio of 1:25. The paper further highlights concerns surrounding the Professional Qualifying Examination, the validity period for examination results and the limited implementation of structured career progression. It argues that the existence of regulatory provisions is insufficient without institutional capacity, sustainable funding and effective implementation. The paper recommends strengthening TRCN’s regulatory capacity, improving teacher recruitment and welfare, expanding accessible professional development programmes and operationalising competency-based career pathways. It concludes that effective teacher regulation must integrate professional entry requirements with sustained opportunities for teachers’ professional growth.