Nigeria’s education system is facing a question that can no longer be ignored: what role should tutorial centres play in preparing Nigerian students for major examinations and admission into higher institutions?

For decades, tutorial centres have operated across the country, particularly in cities and communities where students prepare for examinations such as the Joint Admissions and Matriculation Board’s Unified Tertiary Matriculation Examination (JAMB), the West African Senior School Certificate Examination (WASSCE), the National Examinations Council (NECO) examinations, Post-UTME, JUPEB, pre-degree programmes and other admission-related assessments.

Yet, despite the number of young Nigerians who pass through these centres every year, the sector has remained largely outside the formal conversation about national education policy.

That situation may be changing.

The Association of Tutorial School Operators, ATSO, has called on the Federal Government to recognise tutorial centres as partners in the education sector rather than treating the entire industry as an outsider. The association says responsible tutorial centres can contribute expertise and resources towards improving education standards in Nigeria.

Speaking at the 2026 Most Brilliant Contest Grand Finale in Akure, Ondo State, the National President of ATSO, Prince Idowu Adewale, reportedly argued that tutorial centres should be regarded as partners in progress rather than a “shadow industry”. He also stated that the association was committed to maintaining educational standards and fighting examination malpractice, while working with security agencies to rid the sector of criminal elements.

This position deserves serious national debate.

The important question is not simply whether tutorial centres should exist.

The bigger questions are:

Why do millions of Nigerian students feel they need tutorial centres in the first place?

What is happening inside the formal education system that makes additional academic support necessary?

Can tutorial centres complement schools without undermining them?

Should government regulate the sector instead of ignoring it?

Can ATSO become a bridge between government, parents, students and private education providers?

And perhaps most importantly:

If tutorial centres are already serving a significant number of Nigerian students, is it wiser for government to work with them, regulate them and improve them—or continue to treat the entire sector with suspicion because of the misconduct of some operators?

Akahi News believes these questions deserve an objective national conversation.

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The Reality: Tutorial Centres Already Exist

Whether Nigerians like it or not, tutorial centres are already part of the country’s education ecosystem.

They are not a theoretical concept.

In virtually every major Nigerian city, one can find tutorial centres preparing students for JAMB, SSCE, Post-UTME and other examinations.

Some operate as large educational organisations with classrooms, teachers, administrative structures and formal registration. Others operate on a smaller scale.

Some have highly qualified teachers and carefully structured programmes.

Some are operated by experienced educationists.

Others, unfortunately, may be established primarily as commercial ventures without adequate educational standards.

This difference is important.

It would therefore be unfair to judge every tutorial centre by the activities of the worst operators.

At the same time, it would also be irresponsible to pretend that every tutorial centre is automatically beneficial simply because it provides extra lessons.

The solution lies somewhere between outright condemnation and unconditional endorsement.

That solution is regulation, professionalisation, accountability and partnership.

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Why Are Students Going to Tutorial Centres?

This is perhaps the most important question government should ask.

If Nigeria’s formal education system is functioning perfectly for every student, why would parents continue to spend additional money sending their children to tutorial centres?

The answer is complicated.

Students have different learning abilities.

Some understand lessons quickly.

Others require repetition.

Some students are strong in Mathematics but weak in English.

Others struggle with Chemistry, Physics, Biology, Literature or Government.

Some students need examination-focused practice.

Some need additional explanation outside normal classroom hours.

Some students attend schools where teachers are overburdened by large classes.

Some parents believe that their children’s schools do not provide sufficient preparation for competitive examinations.

And some students simply require a more intensive academic environment.

Tutorial centres have therefore emerged partly because there is a demand for additional academic support.

That demand should not automatically be interpreted as an indictment of teachers or schools.

A student can attend a good secondary school and still benefit from additional academic coaching.

However, if large numbers of students are consistently unable to succeed without private lessons, government must also examine whether there are structural weaknesses within the formal education system.

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THE CASE FOR TUTORIAL CENTRES

There are strong arguments in favour of tutorial centres.

1. They Provide Additional Academic Support

The most obvious benefit is that tutorial centres provide extra time for learning.

A student who did not understand a topic during normal school hours may receive another explanation at a tutorial centre.

This can be particularly useful for difficult subjects.

A teacher may explain a concept one way in school.

Another teacher may explain the same concept using a different approach.

Sometimes the second explanation is what finally makes the subject understandable to the student.

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2. They Help Students Prepare for Competitive Examinations

JAMB and other examinations are competitive.

Students are not simply required to understand their school subjects; they must also understand the examination structure.

Tutorial centres often devote considerable attention to:

• Past questions;
• Computer-Based Test practice;
• Time management;
• Examination techniques;
• Identification of frequently tested topics;
• Revision;
• Mock examinations;
• Continuous assessment;
• Subject combinations;
• Admission requirements.

This examination-focused preparation can be valuable.

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3. They Can Help Students Develop Confidence

Academic failure can destroy a student’s confidence.

A student who repeatedly performs poorly in Mathematics may eventually conclude that he or she cannot understand Mathematics.

Additional tutoring can change that perception.

When the student receives individual attention and begins solving questions successfully, confidence can gradually return.

Education is not only about information.

It is also about confidence, discipline and persistence.

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4. They Provide Employment

The tutorial-centre sector also creates employment.

Teachers, administrative workers, cleaners, security personnel, ICT instructors, examination supervisors and other workers can benefit from the industry.

University graduates who are waiting for employment can also acquire teaching experience.

Therefore, the sector has an economic dimension that government should not ignore.

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5. They Can Promote Academic Competitions

ATSO’s Most Brilliant Contest provides an example of how tutorial organisations can go beyond ordinary examination preparation.

According to the PUNCH report, the competition was designed to celebrate academic excellence, encourage hard work and motivate young people to take their studies seriously.

This raises an important point.

Tutorial organisations do not necessarily have to concentrate exclusively on “passing examinations”.

They can also promote:

• Debates;
• Quiz competitions;
• Essay competitions;
• Science competitions;
• Mathematics competitions;
• Reading culture;
• Public speaking;
• Leadership development;
• Career guidance;
• Academic mentorship.

If properly organised, such programmes can contribute positively to education.

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THE CASE AGAINST TUTORIAL CENTRES

However, an objective discussion must also examine the negative side.

Tutorial centres should not be romanticised.

There are legitimate concerns surrounding some operators.

1. Examination Malpractice

This is perhaps the biggest concern.

Where a tutorial centre becomes a platform for cheating, impersonation, question leakage, electronic malpractice or other examination offences, it becomes a danger to the education system.

Such practices cannot be defended.

A certificate obtained through malpractice does not necessarily represent genuine academic ability.

ATSO itself has acknowledged the importance of confronting criminal elements within the sector. The association said it would not condone illegality and reported that it was working with security agencies to combat examination malpractice.

This is precisely why regulation is necessary.

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2. Poorly Qualified Operators

Not everyone who rents a classroom and gathers students should automatically be considered a professional educator.

Some tutorial centres may employ instructors without adequate qualifications or experience.

This can result in students receiving inaccurate information.

A student preparing for a major examination cannot afford to be taught wrong concepts repeatedly.

Government and professional associations therefore need to develop minimum standards.

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3. Commercialisation of Education

There is another concern.

Some operators may focus more on money than learning.

When the primary objective becomes collecting fees, the educational needs of students can become secondary.

Parents may be pressured to pay for unnecessary programmes.

Students may also be encouraged to enrol in multiple lessons even where they do not require them.

The sector must therefore establish ethical standards.

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4. Excessive Dependence on Tutorials

Another legitimate concern is that students may become psychologically dependent on tutorials.

Instead of developing independent study habits, some students may believe they cannot pass an examination without attending lessons every day.

That is unhealthy.

A good tutorial centre should teach students how to learn, not merely tell them what to memorise.

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5. Tutorial Centres Should Not Replace Schools

This distinction is critical.

Tutorial centres should complement formal education.

They should not become substitutes for properly functioning schools.

If a student spends more time in a tutorial centre than in school because the formal school is not functioning properly, government should investigate the underlying problem.

The long-term objective must remain a strong formal education system.

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THE BIGGER QUESTION: WHY NOT PARTNER WITH ATSO?

This is where the national conversation should move.

Instead of asking only whether tutorial centres are good or bad, government should ask:

How can the responsible parts of this sector be organised and integrated into national education development?

ATSO could potentially serve as an umbrella organisation through which government engages tutorial-centre operators.

The government does not necessarily have to surrender regulatory responsibility to ATSO.

Rather, ATSO could become a professional stakeholder within a government-led regulatory framework.

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REASON ONE: GOVERNMENT CANNOT REGULATE WHAT IT DOES NOT UNDERSTAND

Thousands of tutorial centres may operate across Nigeria.

Government education officials cannot effectively understand the sector without engaging the operators.

ATSO is already an organised association representing tutorial school operators.

Engaging the association could provide government with information about:

• The number of operators;
• Their locations;
• The number of students they serve;
• Subjects they teach;
• Teachers they employ;
• Challenges they face;
• Examination preparation practices;
• Infrastructure needs;
• Regulatory concerns.

Without dialogue, government risks making policies based on assumptions.

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REASON TWO: REGISTRATION CAN BECOME A TOOL FOR CLEANING UP THE SECTOR

Government could work with ATSO to establish a national or state-level registration framework.

A registered tutorial centre could be required to meet minimum standards.

For example:

Minimum standards could include:

• Physical address;
• Responsible management;
• Qualified instructors;
• Adequate classroom facilities;
• Fire and safety requirements;
• Student records;
• Transparent fee structure;
• Child-protection policies;
• Anti-malpractice commitments;
• Code of conduct;
• Appropriate learning materials;
• Proper examination preparation practices.

Centres that satisfy the requirements could receive official recognition.

Centres that refuse to comply could face sanctions.

This would make it easier for parents to distinguish between recognised and questionable operators.

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REASON THREE: GOVERNMENT CAN USE ATSO TO FIGHT EXAMINATION MALPRACTICE

Government agencies fighting examination malpractice need partners.

A properly regulated ATSO can become part of the solution.

Tutorial-centre operators are often in direct contact with students.

They may know when students are being encouraged to cheat.

They may also know when individuals are attempting to infiltrate the examination-preparation environment for criminal purposes.

A formal partnership could create channels for reporting suspicious activities.

ATSO’s national leadership has already stated that it is working with security agencies to eliminate criminal elements from the sector.

Government should therefore ask:

Why not strengthen such cooperation through a formal framework?

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REASON FOUR: COMPUTER-BASED EXAMINATIONS REQUIRE COMPUTER-BASED PREPARATION

Nigeria is increasingly moving towards Computer-Based Testing.

This changes the nature of examination preparation.

Knowing a subject is no longer the only requirement.

Students must also be comfortable using computers.

They need to know how to:

• Navigate a CBT interface;
• Select answers;
• Move between questions;
• Manage examination time;
• Review answers;
• Use the keyboard and mouse or touchscreen where applicable;
• Remain calm under computer-based examination conditions.

Tutorial centres can help students practise these skills.

This is particularly important for students from communities where access to computers is limited.

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REASON FIVE: TUTORIAL CENTRES CAN HELP IDENTIFY LEARNING GAPS

Because tutorial centres work with students from different schools, they may observe common academic weaknesses.

For example, if students from different schools consistently struggle with a particular Mathematics topic, that information could be valuable to education authorities.

ATSO could periodically provide government with anonymised sector-level observations about academic challenges.

Such information could help policymakers determine where additional intervention is required.

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REASON SIX: GOVERNMENT CAN USE TUTORIAL CENTRES FOR REMEDIAL EDUCATION

A partnership does not have to focus only on JAMB.

Government could develop programmes for students who are academically behind.

Recognised tutorial centres could participate in carefully designed remedial programmes under government supervision.

This could be particularly useful for students who:

• Failed a subject;
• Missed significant periods of schooling;
• Need additional academic support;
• Come from disadvantaged backgrounds;
• Need preparation for a re-sit examination.

Instead of viewing private academic support as a threat, government could harness it for public benefit.

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REASON SEVEN: ATSO CAN HELP PROFESSIONALISE THE INDUSTRY

ATSO has an important responsibility here.

If the association wants government recognition, it must also accept greater accountability.

It should help ensure that its members maintain standards.

Recognition should not simply mean obtaining a government relationship.

It should mean accepting obligations.

ATSO could establish:

• Membership requirements;
• Professional ethics;
• Instructor standards;
• Anti-malpractice rules;
• Student protection standards;
• Complaint mechanisms;
• Monitoring systems;
• Disciplinary procedures.

A strong professional association should be prepared to discipline its own members where necessary.

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REASON EIGHT: GOVERNMENT CAN HELP RECOGNISED CENTRES ACCESS TRAINING

Many tutorial operators may have good intentions but lack access to professional development.

Government and ATSO could organise training programmes for tutorial instructors.

Training could cover:

• Modern teaching methods;
• Digital education;
• CBT preparation;
• Child safeguarding;
• Examination ethics;
• Classroom management;
• Inclusive education;
• Career guidance;
• Educational technology.

This would improve the quality of the sector.

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REASON NINE: PARENTS NEED A RELIABLE WAY TO CHOOSE TUTORIAL CENTRES

One of the biggest problems parents face is determining which tutorial centre is trustworthy.

A recognised accreditation system could solve part of this problem.

Imagine a situation where a parent in Osun State can verify whether a tutorial centre is officially recognised by the relevant authorities and ATSO.

That would provide greater confidence.

Parents should not have to choose tutorial centres based solely on:

• Posters;
• Social media advertisements;
• Loud promises;
• Claims of producing “100 per cent success”;
• Celebrity endorsements.

Academic credibility should be measurable.

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REASON TEN: GOVERNMENT–ATSO PARTNERSHIP COULD SUPPORT DISADVANTAGED STUDENTS

One of the strongest arguments for partnership is the possibility of scholarship and subsidised programmes.

Government could partner with recognised tutorial centres to provide free or subsidised examination preparation for students from low-income families.

For example, government could sponsor a certain number of students in recognised centres.

ATSO members could provide the teaching.

Government could provide oversight.

Parents could receive relief.

Students could receive academic support.

Everybody benefits.

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BUT GOVERNMENT MUST NOT SIMPLY HAND OVER THE SECTOR TO ATSO

This point is equally important.

A partnership must not become a licence for government to abandon its responsibilities.

The Federal Government and state governments remain responsible for public education policy.

Government must continue investing in:

• Public schools;
• Teachers;
• School infrastructure;
• Laboratories;
• Libraries;
• ICT;
• Teacher training;
• Curriculum development;
• Examination integrity.

ATSO should be a partner, not a replacement for government.

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OBJECTIVE QUESTIONS GOVERNMENT SHOULD ASK

Before formalising any partnership with tutorial-centre operators, government should ask difficult questions.

Question One:

Why are so many Nigerian students seeking private academic support outside their schools?

Question Two:

Are tutorial centres filling genuine gaps in the formal education system?

Question Three:

Are some tutorial centres actually weakening the formal school system by encouraging students to depend on private lessons?

Question Four:

How many tutorial centres currently operate in Nigeria?

Question Five:

How many are properly registered?

Question Six:

Who qualifies to operate a tutorial centre?

Question Seven:

What qualifications should tutorial instructors possess?

Question Eight:

What mechanisms exist to prevent examination malpractice?

Question Nine:

How can parents report abusive or fraudulent operators?

Question Ten:

Should recognised tutorial centres be accredited by government?

Question Eleven:

Should government collect data from the sector?

Question Twelve:

Can government and ATSO create a national standard for tutorial centres?

Question Thirteen:

Should tutorial centres be allowed to operate inside school premises?

Question Fourteen:

How can government prevent tutorial centres from becoming overcrowded?

Question Fifteen:

How can students be protected from exploitation?

Question Sixteen:

Should there be a standard fee framework, or should fees remain market-driven?

Question Seventeen:

How should online tutorial providers be regulated?

Question Eighteen:

How can CBT facilities be standardised?

Question Nineteen:

Can recognised centres be used for government-sponsored remedial programmes?

Question Twenty:

What sanctions should apply to tutorial centres involved in examination malpractice?

These questions should not frighten the sector.

They should strengthen it.

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THE CASE FOR ATSO RECOGNITION

If ATSO wants government to recognise tutorial centres, the association should equally welcome transparency.

Recognition should come with responsibilities.

An ATSO-recognised centre should ideally be expected to demonstrate:

Integrity.

Professionalism.

Qualified instructors.

Transparent administration.

Student protection.

Examination ethics.

Proper facilities.

Accountability.

Respect for government regulations.

This would create a distinction between professional tutorial centres and operators who merely exploit students’ desperation for admission.

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JOSEPH IYAJI URGES OSUN ADMISSION SEEKERS TO PREPARE EARLY

Against this background, Joseph Iyaji, the ATSO Secretary in Osun State, has called on admission seekers across the state to begin serious preparations for the 2027 JAMB and SSCE Computer-Based examinations.

Speaking with Akahi News, Iyaji urged students not to wait until examination dates are close before beginning their preparation.

His message is particularly relevant because examination preparation should not be treated as a last-minute activity.

Students who want strong results need time to understand their subjects, identify their weaknesses, practise questions and become comfortable with computer-based examination environments.

Iyaji also advised parents to enrol their children in ATSO-recognised tutorial centres in Osun State, stressing the importance of choosing centres that operate within recognised standards.

The advice also raises a broader point for parents.

Parents should not simply ask:

“Which tutorial centre is popular?”

They should ask:

“Which tutorial centre is credible, recognised, disciplined and genuinely committed to the academic development of my child?”

That distinction matters.

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WHY EARLY PREPARATION FOR 2027 MATTERS

One of the greatest mistakes students make is waiting until examinations are close before beginning preparation.

Early preparation provides several advantages.

Students Can Identify Weak Subjects

A student may believe he or she is good at a particular subject until practice questions expose weaknesses.

Early preparation creates time to correct those weaknesses.

Students Can Build a Reading Routine

Successful examination preparation requires consistency.

Studying for several hours one day and doing nothing for the next two weeks is unlikely to produce the same result as a disciplined routine.

Students Can Practise CBT

Computer-based examinations require familiarity.

The more students practise, the less intimidating the examination environment becomes.

Students Can Work With Past Questions

Past questions help students understand the structure and style of examinations.

However, students should not simply memorise answers.

They should understand the principles behind the questions.

Students Can Reduce Examination Anxiety

Preparation creates confidence.

Confidence does not guarantee success, but lack of preparation can create unnecessary fear.

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A MESSAGE TO PARENTS

Parents also have an important responsibility.

Education should not be outsourced entirely to teachers or tutorial operators.

Parents should monitor their children’s progress.

They should ask questions.

They should check attendance.

They should know what subjects their children are struggling with.

They should communicate with teachers.

They should ensure that tutorial centres do not become places where children are exposed to harmful influences.

Most importantly, parents should be cautious about exaggerated promises.

A tutorial centre that claims to guarantee examination success should be approached carefully.

No responsible educator can guarantee that every student will obtain a particular score.

What an educational institution can guarantee is commitment to teaching, preparation, discipline and academic support.

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A MESSAGE TO STUDENTS

Students must also understand that a tutorial centre cannot study on their behalf.

A teacher can explain.

A tutor can guide.

A tutorial centre can provide materials.

A mock examination can expose weaknesses.

But the student must ultimately do the reading.

There is no substitute for personal effort.

Students preparing for 2027 examinations should therefore develop:

• Daily reading habits;
• Time management;
• Question-solving skills;
• Computer skills;
• Note-taking skills;
• Revision habits;
• Self-discipline;
• Academic integrity.

They should also avoid the dangerous belief that examination questions can somehow be obtained illegally.

That mindset can destroy an academic future.

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THE GOVERNMENT SHOULD THINK BEYOND “TUTORIAL CENTRES”

The debate should ultimately become a debate about the Nigerian education system itself.

If tutorial centres are growing rapidly, government should investigate why.

If students need additional academic support, how can that support be improved?

If parents are willing to pay additional money, what does that say about their perception of formal education?

If some tutorial centres are engaging in malpractice, how can they be identified and stopped?

If responsible tutorial operators want recognition, what standards should they meet?

These are policy questions.

They require evidence, consultation and regulation.

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WHAT A GOVERNMENT–ATSO FRAMEWORK COULD LOOK LIKE

Akahi News believes a possible framework could include the following:

1. National Registration

Government establishes a transparent registration system for tutorial centres.

2. State-Level Monitoring

States maintain databases of recognised centres operating within their territories.

3. ATSO Professional Accreditation

ATSO develops professional standards for its members subject to government oversight.

4. Instructor Standards

Minimum qualifications and professional development requirements are established.

5. Anti-Malpractice Agreement

Recognised centres sign enforceable commitments against examination malpractice.

6. Student Protection

Centres adopt clear child-safeguarding and welfare standards.

7. CBT Standards

Centres offering CBT preparation maintain appropriate facilities.

8. Complaint Mechanism

Parents and students can report misconduct.

9. Periodic Inspection

Relevant authorities inspect centres periodically.

10. Public Database

Parents can verify recognised centres.

11. Government Scholarship Partnership

Eligible students receive subsidised or free tutoring.

12. Data and Research

ATSO and government periodically study the sector to identify educational trends and challenges.

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THE DANGER OF DOING NOTHING

There is also a cost to ignoring the sector.

If government does nothing, responsible operators may continue working alongside irresponsible operators without a clear distinction.

Parents may struggle to identify credible centres.

Students may become vulnerable to fraudulent operators.

Examination malpractice may persist in some places.

Government may also miss an opportunity to use an existing network for educational development.

In other words, refusing to engage the sector does not necessarily eliminate the sector.

It may simply leave it less regulated.

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BUT THERE IS ALSO A DANGER IN UNCONTROLLED RECOGNITION

On the other hand, government should not recognise tutorial centres simply because an association requests recognition.

Recognition must be based on standards.

Government must ask ATSO to demonstrate:

• Membership transparency;
• Professional standards;
• Disciplinary procedures;
• Anti-malpractice mechanisms;
• Financial accountability;
• Child protection;
• Instructor standards;
• Monitoring capacity.

The association itself must be prepared to identify and sanction bad operators.

That is how professional associations earn public confidence.

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THE WAY FORWARD

Nigeria does not need a war between formal schools and tutorial centres.

It needs cooperation.

Schools provide the foundation.

Tutorial centres can provide supplementary academic support.

Government provides regulation, policy and public investment.

Parents provide guidance and support.

Students provide the effort.

Professional associations provide industry standards.

Examination bodies provide assessment.

Together, these stakeholders can create a stronger education ecosystem.

The real objective should not be to make tutorial centres unnecessarily powerful.

Neither should the objective be to destroy them.

The objective should be to ensure that every Nigerian child receives quality education and has a fair opportunity to succeed through legitimate academic effort.

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AKAHI NEWS’ POSITION

Akahi News believes that the Federal Government and state governments should take the growing tutorial-centre sector seriously.

However, recognition must be accompanied by regulation.

The government should engage ATSO in a structured dialogue and determine how responsible tutorial centres can contribute to education without compromising the authority of schools, examination bodies or government regulators.

The association should equally demonstrate that it is ready to accept accountability.

Government should not judge the entire tutorial industry by the activities of a few bad operators.

But neither should government ignore misconduct in the name of supporting private education.

There must be a middle ground.

Regulate the sector.

Professionalise it.

Monitor it.

Punish malpractice.

Protect students.

Support responsible operators.

And make government–ATSO collaboration work for the Nigerian child.

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2027 JAMB AND SSCE: A WARNING AGAINST LAST-MINUTE PREPARATION

For admission seekers in Osun State and across Nigeria, the message from Joseph Iyaji should be taken seriously.

Students preparing for 2027 examinations should begin early.

Parents should investigate tutorial centres carefully.

Students should practise CBT.

They should read their textbooks.

They should solve past questions.

They should attend lessons consistently where additional support is needed.

And they should reject examination malpractice completely.

The road to higher education should be built on preparation rather than shortcuts.

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The Nigerian tutorial-centre industry presents both an opportunity and a challenge.

It can be an important source of academic support, employment, examination preparation and educational innovation.

But it can also become a channel for exploitation, poor teaching and examination malpractice if left unchecked.

That is why the question should no longer be simply:

“Should tutorial centres exist?”

They already exist.

The more productive question is:

“How can Nigeria make tutorial centres safer, more professional, more accountable and more useful to students?”

That is where the Association of Tutorial School Operators, ATSO, can potentially play a significant role.

The Federal Government should open a structured conversation with the association.

State governments should do the same.

ATSO should demonstrate that its members can meet professional standards.

Parents should demand quality.

Students should embrace hard work.

And government should continue strengthening the formal education system so that tutorial centres remain supplementary rather than becoming substitutes for schools.

The ultimate beneficiary of such cooperation must not be ATSO, government or tutorial-centre operators.

It must be the Nigerian student.

And if responsible tutorial centres can help more Nigerian students prepare effectively for JAMB, SSCE and other examinations while maintaining academic integrity, then perhaps the time has come for government to stop viewing the sector simply as an outsider—and begin treating properly regulated operators as potential partners in solving Nigeria’s educational challenges.

Akahi News learnt that the debate over tutorial centres is no longer merely about private lessons. It is increasingly about how Nigeria can mobilise every responsible stakeholder capable of improving learning outcomes while maintaining strict standards against examination malpractice and exploitation.

For admission seekers preparing for 2027 examinations, the message is simple:

Start early. Study seriously. Practise consistently. Use credible academic support. Master CBT. And reject examination malpractice.

For parents:

Do your research before choosing a tutorial centre and consider recognised, accountable operators.

For ATSO:

Recognition should come with responsibility, transparency and measurable standards.

For government:

Engagement, regulation and partnership may achieve more than suspicion and neglect.

Nigeria’s education challenge is too large for government alone.

But partnership must never mean surrendering standards.

It must mean bringing responsible stakeholders together under a system of regulation, accountability, professionalism and shared responsibility.

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By Joseph Iyaji | Akahi News