A fresh debate has erupted in Nigeria’s education space following a strongly worded post by Alex Onyia, Chief Executive Officer of Educare, questioning the long-standing practice of manual note copying in secondary schools and universities. Onyia’s comments, shared on his official X handle, have resonated widely with students, educators, and policy analysts who see the issue as emblematic of deeper systemic challenges in the country’s education sector.
In his post, Onyia argued that the practice of spending hours copying notes from the board has become obsolete in a digital age. “I genuinely think secondary school and university students in Nigeria should stop copying notes,” he wrote, describing the approach as “outdated,” “inefficient,” and lacking relevance in a modern learning environment. According to him, the method consumes valuable classroom time that should be devoted to thinking, questioning, and problem-solving.
Drawing comparisons with education systems in more technologically advanced countries, Onyia noted that students elsewhere are provided with digital notes, emailed lecture slides, recorded classes, and written summaries. “In serious countries, students receive digital notes, slides by email, recorded lectures, transcripts and summaries,” he stated, adding that these tools free learners to focus on understanding concepts rather than transcribing information.
Onyia questioned the underlying objective of the current Nigerian classroom model, asking pointedly, “What exactly are we training? Handwriting speed? Obedience? Or learning?” For many observers, this framing struck a nerve, as it challenges the traditional perception of discipline and diligence that has long been associated with manual note-taking in Nigerian schools.
Education stakeholders say the issue goes beyond convenience and speaks directly to learning outcomes. Critics of the current system argue that when students spend most of a lesson copying notes, there is little room for critical thinking, interactive discussions, or practical application of knowledge. As one university lecturer in Ibadan put it, “You can’t develop globally competitive graduates if the classroom is built around silence and copying.”
Onyia also raised broader questions about Nigeria’s slow adoption of digital teaching tools. “Why can’t our classrooms be digital? Why can’t notes be shared instantly? Why are we afraid of modern teaching tools?” he asked. These questions, analysts say, highlight institutional resistance, inadequate infrastructure, and limited investment in educational technology across many public schools.
The Educare CEO linked the note-copying culture to Nigeria’s long-standing concern about graduate quality and employability. He observed that the country routinely complains about producing graduates who are not globally competitive, yet continues to rely on what he described as “19th-century classrooms in 2025.” For Onyia, this contradiction reflects a failure to align teaching methods with the demands of a modern, technology-driven economy.
Importantly, Onyia clarified that the problem is not a lack of intelligence among Nigerian students. “This has nothing to do with intelligence,” he said, insisting that the core issue lies with the system itself. By calling it a “system failure,” he shifted the focus from students and teachers to policymakers, administrators, and curriculum designers who shape classroom practices.
Reactions to Onyia’s comments have been mixed but largely supportive among young Nigerians and education reform advocates. Many students shared personal experiences of spending entire lectures copying notes without fully understanding the material, while others called for hybrid solutions that blend digital resources with traditional teaching methods. Some teachers, however, cautioned that poor internet access, unreliable electricity, and limited devices could make a full digital transition difficult in many public schools.
Education experts say the debate presents an opportunity for serious reflection and reform. While digital classrooms may not be immediately feasible everywhere, they argue that gradual steps such as sharing lecture materials electronically, encouraging interactive teaching, and training teachers in digital pedagogy could significantly improve learning outcomes.
As Nigeria continues to grapple with education reform amid global technological shifts, Onyia’s comments have reignited a critical conversation about what learning should look like in the 21st century. Whether policymakers will translate this growing public discourse into concrete action remains to be seen, but the message from many stakeholders is clear: the future of Nigerian education cannot be built on methods designed for the past.
