Expert Blames Poor UTME Scores on Broken Education System

In response to the 2025 UTME performance statistics released by the Joint Admissions and Matriculations Board (JAMB), education consultant and president of Isa School of Education, Dr. Joy Isa, has sharply criticised Nigeria’s education system, claiming it is “setting students up for failure.”

Appearing on News Central’s Jasiri programme, Dr Isa was reacting to JAMB’s disclosure on X that 1,534,654 candidates—representing 78.5%—scored below 200, a revelation that has sparked alarm across the education sector.

Dr Isa did not mince words in her assessment:

“It always comes back to the government. Change must begin at the top—we cannot keep perpetuating this level of ineptitude.”

She emphasised that many students were inadequately prepared for the computer-based testing format, which she believes significantly affected their performance.

“They have never used a computer, and all of a sudden… high pressure, high stakes, I have not had breakfast early in the morning. Then you put me in front of the machine, and I wonder, where do I click? Where do I accept?”

She described the system as structurally unsupportive:

“We must support our children, not set them up for failure.”

Dr Isa also made a passionate appeal to private universities to prioritise teacher education:

“Can we set up departments for education? Everybody is setting up an engineering department, the medical department… but can you set up an education department for science education, medical education?”

According to her, teacher training is at the heart of improving outcomes:

“So, the teachers that come and teach our children are better equipped to do a better job… it is an appeal, earnest appeal.”

She lamented that many new institutions lack education faculties altogether:

“The more new universities are established, I check. No department for education.”

As Nigeria confronts the fallout from the 2025 UTME results, Dr Isa’s comments highlight a more profound crisis rooted in inadequate teacher training, limited access to digital learning tools, and the urgent need for systemic reforms within the education sector.