On the occasion of World Teachers’ Day 2025, the African Centre for Innovative Research and Development (AFRI-CIRD) has joined the global community in celebrating the “dedication, resilience, and transformative impact” of teachers across Nigeria.
In a statement signed by its Founder and CEO, Mohammed Bello, the organisation said this year’s theme — “Recasting Teaching as a Collaborative Profession” — highlights the need for systemic support and shared responsibility in empowering educators to thrive.
AFRI-CIRD described teachers as:
“The foundation of every profession,” stressing their crucial role in shaping Nigeria’s future, especially at the primary level where “lifelong learning begins.” However, it noted that many teachers still work “in environments marked by inadequate infrastructure, limited professional development, and weak data systems that hinder effective planning and policy implementation.”
Addressing data gaps in foundational education
The organisation expressed concern over what it termed a “data deficit” in Nigeria’s foundational education, citing the 2025 Nigeria Education Statistics Report, which shows that “only 10% of Nigerian teachers are considered highly trained, while 60% lack access to adequate professional development.”
It also highlighted that “the pupil-teacher ratio (PTR) in primary schools averages 1:40, well above UNESCO’s recommended 1:25,” adding that “pupil-classroom and pupil-toilet ratios remain alarmingly high, particularly in rural and conflict-affected areas.”
AFRI-CIRD urged the government to institutionalise robust education data systems, especially at the local government level, saying key indicators such as PTR, PCR, pupil-toilet ratio, and teacher qualification must be routinely collected, analysed, and published.” These figures, the statement said, are not mere statistics; they are diagnostic tools essential for equitable resource allocation and targeted interventions.”
Learning from global examples
The organisation drew lessons from countries like Rwanda, Vietnam, and Bangladesh, which have successfully scaled foundational education outcomes by investing in Education Management Information Systems (EMIS) and community-level data collection.
“In Rwanda, school dashboards allow district officials to monitor PTRs and infrastructure gaps weekly,” AFRI-CIRD noted.
“Vietnam’s algorithmic teacher deployment ensures equitable distribution based on student population and subject demand.”
According to Bello, Nigeria must adopt similar innovations. The integration of mobile data collection tools, GIS mapping, and school-level dashboards can revolutionise how education data is captured and applied.”
He added that such systems would enable local authorities to make “evidence-based decisions on teacher deployment, infrastructure investment, and learning interventions.”
Teachers as data champions
AFRI-CIRD emphasised that teachers should be seen not just as implementers of education policies but as frontline data champions.
The organisation stated:
“Their daily interactions with learners and school environments position them uniquely to generate, validate, and interpret education data.”
It called for teachers’ active inclusion in school-based data collection, policy feedback loops, and training on data literacy, arguing that empowering teachers in this way “enhances accountability, improves pedagogy, and fosters collaboration with local education authorities.”
“This shift will cultivate a culture of evidence-based decision-making, where every classroom becomes a source of insight and every teacher a steward of educational transformation,” the statement added.
AFRI-CIRD’s call to action
In its recommendations, AFRI-CIRD called on governments at all levels to:
“Institutionalise robust local education data systems” by establishing EMIS units at the LGA level and mandating quarterly data collection on key indicators.
“Guide investments in teacher-centric infrastructure with evidence” using metrics like PTR, PCR, and pupil-toilet ratios.
The group called for the promotion of gender equity in teacher deployment, particularly in rural and northern regions.
“Include data literacy modules in teacher development programmes” and reward teachers who contribute to data quality and innovation.”
“Ensure education data is publicly accessible to strengthen transparency and attract donor engagement,” it added.
Building a collaborative future
As the world celebrates teachers under the theme ‘Recasting Teaching as a Collaborative Profession,’ Nigeria must embrace collaboration through data, AFRI-CIRD stated.
He added that:
“Building a responsive, equitable, and evidence-driven education system requires the collective effort of teachers, policymakers, civil society, and communities.”
Bello reaffirmed the organisation’s commitment through education research, policy analysis, and stakeholder engagement.
“To every teacher across Nigeria, your dedication inspires our mission, and we stand with you in building a future where your work is valued, supported, and celebrated.”
