In a country where education plays a central role in the political, socio-economic milieu, it is only natural, even proper that debates thrive, as it is doing in Nigeria, about the cost of education vis-à-vis educational opportunities to the average citizen. Balancing access and cost of tertiary education has become an issue that needs proper interrogation and rethinking more so as harsh economic conditions have precluded the academic environment from the serenity and predictability it used to enjoy. This issue has been compounded with the challenges of running a proper curriculum. The salient question that recurs is whether or not education should be free; and to what extent? Who bears the cost?

Most recently, the Senior Pastor and Founder of Kingsway International Christian Centre (KICC), Worldwide, Matthew Ashimolowo joined the debate with a view that education is not free; and harped on the need to properly fund education in the country. According to him, “one of the biggest challenges we have in Nigeria is that we have failed to let our young people know how expensive education is.” He added, “I lived in the United Kingdom for 39 years; and I know government has taken its hands off education. So, if you are British citizen, your school fee is 9,000 pounds. Whether you are the son of a pauper or son of the rich, being a home student, your school fee is 9,000 pounds. If you are a foreigner, your school fee is 14, 000 pounds. It starts from that amount.”

He noted that people who brought education to the country, that is, the British do not pay school fees for anyone. Likewise USA and Canada. “There is no Western nation where government pays school fees, because when you pay fees as a government, that is a socialist approach. Nigerians need to realise this truth.” Ashimolowo asserted that “we are not telling ourselves some truth in this nation and these kids will go and block Lagos-Ibadan Expressway.”

Given that nothing is really free anywhere in the world (not even in Freetown!), there is a necessity for Nigeria to balance view by the Ashimolowos of this country with opposing position that education ultimately is a matter of public good; and as such should not be abandoned to market or commercial forces to control.

Section 18 (1-2) of the 1999 Constitution (with Amendments 2011) states that government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels; and promote science and technology. In particular, Section (3a-d) says that “Government shall as and when practicable provide – free, compulsory and universal primary education; free secondary education; free university education; and free adult literacy programme.”

Furthermore, Section 15 (1) of the Child’s Right Act of 2003 states that “every child has the right to free, compulsory and universal basic education and it shall be the duty of the Government in Nigeria to provide such education; while Section 15 (2) states that: “Every parent or guardian shall ensure that his child or ward attends and completes his – (a) primary school; and (b) junior secondary education. Section 15 (5) further states that “A female child who becomes pregnant, before completing her education shall be given the opportunity, after delivery, to continue with her education, on the basis of her individual ability.

Ipso facto, the federal government cannot distant itself from the ‘cry’ for access to quality education at all levels, because it is a constitutional responsibility. It is imperative that the country gives her population access to quality education in order to harvest them as demographic ‘dividend’ in the future. Thus, there should be renewed commitment of government across all levels, and the private sector, to address funding the education sector, and providing the less privileged Nigerians with access to education for a brighter future.

There is no single measure to change the narrative. The solution lies in multi-level interventions and investments in public schools. Those holding trust for Nigerians should push for these investments. Central to the funding issue is the proliferation of tertiary institutions across the country. While a school of thought argues that Nigeria needs more institutions, in particular, private universities to complement its population growth; another argues that rather than issuing more licences, NUC should endeavour to provide a blueprint on the number and type of private universities needed in the country; where they should be situated; and the cost of training a graduate. Nevertheless, while improving access to tertiary education, the issue of quality should be of concern to all.

It is important to know the cost of running a proper curriculum and producing a graduate across STEAMM in order to move from quantitative to qualitative education; and make Nigerian tertiary education system world class. Knowing the cost of quality across programmes and locations will guide the nation in charging appropriate fees. Based on developmental realities, without charging appropriate fees, Nigerians may not have quality education or attract enough professors. Continuing with the free model and expecting quality products may be difficult to sustain and attain because 100% free tertiary education appears unachievable.

However, education is for public good; and a right. Any conversation around the funding should not aim at reinstating capitalism, but to improve the quality through appropriate funding. Even as government establishes a workable students’ loan scheme, there should be room for exceptional students. Profligacy in governance should seriously be addressed in order to free resources for national developmental including education. Leaving education completely to market forces is dangerous and may also result in ‘commoditisation’ of education. Nigeria has enough resources to fund education if profligacy and extravagance are excluded from governance, and education accorded priority in consonance with the position of Academic Staff Union of Universities (ASUU) which President, Professor Emmanuel Osodeke, recently said that the Federal Government cannot completely stop funding universities.

Access to Universal Basic Education (UBE) is not negotiable; and it should been seen as a moral and legal obligation in line with the 2003 Child Rights Act, which recognises access to basic education as part of the rights of a child. For the philosophy of education to work harmoniously for Nigeria’s goals, education should be tailored towards self-realization, human relations, individual and national efficiency, effective citizenship, national consciousness and national unity. The Nigerian education system must be value-laden and tailored for the citizens to live a better life and contribute to the advancement of society.