The Crisis Of Degree Recognition In Nigeria: Impulsivity, Policy Gaps, And The Future Of Education
Nigeria's approach to decision-making in critical sectors like education requires careful analysis and thoughtful planning. The recent announcement that almost all degrees obtained from universities in Benin Republic and Togo except for a tiny number of universities are fake has caused significant distress for students, parents, and lecturers. While addressing issues of academic fraud is necessary, broad declarations without thorough investigation can undermine trust in the educational system and affect Nigeria’s international reputation.
Unfair and Irresponsible Declaration
The Minister's blanket declaration that all degrees obtained from universities in Benin Republic and Togo are fake is not only unfair but also irresponsible. Such a sweeping statement disregards the complexity of the situation and the varied experiences of students and graduates, causing unnecessary panic and uncertainty.
No Consideration for Students' Fate
Final-year students: Some students are in their final year, and this declaration puts their future at risk. Many have invested years into their education, only to be told at the last minute that their degrees will not be recognized. The lack of foresight in this decision leaves students in limbo, uncertain about how to complete their studies or transition into the workforce.
Graduates' livelihoods: Many graduates have already completed their studies and are working or pursuing further education. This declaration jeopardizes their livelihoods, as employers and institutions may now reject their credentials, leaving them jobless or unable to continue further academic pursuits. The impact is even worse for those who have already secured employment, as they now face the threat of losing their jobs.
Emotional distress: The declaration causes significant emotional distress for students and graduates, who have invested time, effort, and resources in their education. The uncertainty about their future, combined with the public stigma now attached to their qualifications, can have lasting psychological effects. Anxiety, depression, and frustration are increasing among affected students and their families.
Lack of Transparency and Accountability
No clear criteria: The Minister did not provide clear criteria for evaluating the validity of degrees obtained from universities in Benin Republic and Togo. Without a well-defined evaluation process, the declaration appears arbitrary and unjust.
No consultation: There was no consultation with stakeholders, including students, educators, and employers, before making the declaration. Policies that impact thousands of individuals should be made with input from those affected to ensure fairness and accountability.
No consideration for international standards: The declaration disregards international standards and best practices for degree recognition and validation. Many other countries have systems in place to verify the authenticity of foreign degrees rather than dismiss them outright.
A More Effective Approach to Addressing the Issue
Develop a Comprehensive Evaluation Framework: Nigeria should implement a structured review system that assesses foreign institutions based on accreditation, program quality, and compliance with educational standards. This framework should align with international best practices used by developed countries.
Strengthen Cross-Border Educational Agreements: The Nigerian government should engage in diplomatic discussions with authorities in Benin Republic and Togo to establish mutual recognition agreements and robust monitoring of universities in both countries.
Case-by-case evaluation: Instead of a blanket disqualification of all degrees, each institution should be assessed individually. The accreditation history, faculty qualifications, student performance, and graduate employability rates should determine recognition.
Establish an Independent Regulatory Body: A dedicated accreditation commission should be set up to evaluate and recognize foreign degrees. This commission should have representatives from education ministries, professional bodies, and international organizations.
Implement a Transition Period for Students: Students in their final years should be given the opportunity to transfer to accredited institutions or complete their degrees through recognized pathways to avoid losing years of academic investment.
Public Awareness Campaigns: The Ministry of Education should launch information campaigns that educate prospective students about accredited institutions and recognized degree programs to prevent them from falling into fraudulent schemes.
By adopting a more structured and transparent approach, the Ministry can ensure that the rights and interests of students and graduates are protected while also maintaining the integrity of the education system. The Nigerian government must move away from impulsive declarations and implement a well-thought-out strategy that aligns with international best practices.
Thousands of Nigerian students who studied in Benin Republic and Togo now find themselves in limbo. Many completed rigorous academic programs, endured financial hardship, and aspired to contribute to society with their degrees. Now, their credentials are being labeled invalid overnight, leaving them unable to pursue jobs, further education, or professional careers. The psychological toll is immense—students are grappling with stress, frustration, and an overwhelming sense of betrayal. For many Nigerian parents, funding their children’s education is a monumental sacrifice. Some sold property, took loans, or exhausted their life savings to provide a better future for their children. The abrupt discrediting of these degrees renders their sacrifices futile, plunging families into financial despair. Parents who struggled to provide for their children’s education now face the grim reality of wasted investments and shattered hopes. Many dedicated lecturers in these universities have spent years building academic programs, mentoring students, and conducting research. The sudden condemnation of these institutions invalidates their work, eroding professional credibility and career prospects. Nigerian lecturers affiliated with these institutions now face stigma and reputational damage, both nationally and internationally.
Nigeria must abandon reactionary policies and adopt a well-structured framework for evaluating foreign universities. Instead of outright dismissal, the country should implement systematic reviews based on internationally recognized academic benchmarks. The Ministry of Education is responsible for verifying academic documents, accrediting foreign universities, and ensuring educational standards. The Ministry of Foreign Affairs facilitates diplomatic engagement to establish mutual recognition agreements. The Committee on Public Petitions investigates and resolves disputes related to education and degree recognition. Nigeria must align its recognition and accreditation criteria with global best practices, as seen in the U.S. and U.K. Evaluating university standards should include institutional accreditation, ensuring that universities in Benin Republic and Togo are recognized by their national accreditation bodies and meet global accreditation standards. It must consider quality assurance, checking if institutions have systems to ensure academic excellence, such as regular audits and faculty evaluations. Faculty qualifications should be reviewed to confirm if professors hold advanced degrees from recognized institutions. Student selectivity should be assessed based on whether universities have competitive admission processes. Resources and infrastructure must be adequate, with well-equipped libraries, laboratories, and technological tools for learning. Graduate outcomes should be examined, focusing on employment rates and career success levels of graduates. International collaboration should be encouraged, ensuring that these universities engage in research and exchange programs with reputable global institutions. Transparency should be prioritized so that accreditation, faculty, and curriculum information is publicly available.
International Intervention Needed
The issue of degree validation and recognition affects not only Nigeria but also other West African countries. Therefore, involving regional and international organizations is essential to addressing this issue in a structured and effective manner. ECOWAS can facilitate regional cooperation among member states, working towards harmonizing education standards across the region to ensure mutual recognition of degrees. It can also provide capacity-building programs to enhance institutions' ability to evaluate and recognize foreign degrees. On a global level, UNESCO can play a crucial role in fostering international cooperation, promoting education quality standards, and developing global conventions on degree recognition to ensure worldwide acceptance of academic credentials. The United Nations can further offer technical assistance to countries seeking to improve their education systems and degree validation processes. Additionally, the African Union can promote pan-African collaboration on education, develop an African Qualifications Framework to standardize degree recognition across the continent, and provide institutional capacity-building programs. By leveraging the expertise and influence of these organizations, Nigeria and other affected countries can establish sustainable solutions for degree validation and recognition, preventing abrupt and reactionary policies that harm students and graduates. A well-coordinated international approach will enhance credibility, uphold academic integrity, and ensure that education remains a catalyst for professional and economic advancement across the region.
Nigeria’s reactionary approach to degree recognition causes more harm than good. Instead of a sweeping declaration that discredits thousands of students, a structured, evidence-based evaluation of foreign institutions should be implemented. This ensures fairness while maintaining the integrity of Nigeria’s education system. The way forward lies in collaboration—between Nigeria, Togo, and Benin Republic—focusing on accreditation, quality assurance, and institutional credibility. Only through thoughtful policymaking can Nigeria protect its students, uphold academic standards, and restore public confidence in its educational policies. Education is an investment in the future, and Nigeria must act with caution, wisdom, and fairness when making decisions that affect the lives of thousands. By taking a forward-thinking and evidence-based approach, Nigeria can ensure that education remains a tool for empowerment rather than a source of uncertainty and crisis for its citizens.
Oshodi Open Door, also known as Oshodi Open Door Public Training (OOPDT, pronounced opidt), is a public awareness initiative promoting transparency, accountability, and integrity in Africa through educational articles and resources at [email protected], and offers specialized Timely Response Solutions (TRS) training at minimal or no cost.
John Egbeazien Oshodi is an American psychologist, educator, and author. Born in Uromi, Edo State, Nigeria, he is the son of a 37-year veteran of the Nigeria Police Force. Professor Oshodi is an expert in cross-cultural psychology, forensic/clinical psychology, police and prison science, and social justice.
He has made significant contributions to forensic psychology, introducing it to Nigeria in 2011 through the National Universities Commission (NUC) and Nasarawa State University. Professor Oshodi has taught at several institutions, including Florida Memorial University, Florida International University, and Nova Southeastern University.
Currently, he serves as a government consultant for forensic-clinical psychological services in the USA and practices as a clinical and forensic psychologist. He also holds virtual faculty roles at Walden University, Weldios University and other institutions. Professor Oshodi has authored numerous publications and founded the Psychoafricalysis theory in psychology.