The Nigeria Union of Teachers (NUT) has attributed the growing dominance of private schools in international academic competitions to persistent underfunding of public education, warning that inadequate investment in government-owned schools is limiting the ability of many talented learners to compete on the global stage despite the presence of experienced teachers in the public school system.
The concern follows Nigeria’s impressive performance at the 2026 International STEM Olympiad in Rome, where students representing the country won numerous gold, silver and bronze medals in Mathematics, Science, Coding, Engineering and Artificial Intelligence. However, nearly all the medal-winning participants came from private secondary schools, drawing attention to the widening gap between privately funded institutions and public schools in academic competitions.
Speaking on the development, NUT President, Audu Amba, maintained that the disparity should not be interpreted as evidence that public schools lack competent teachers. According to him, many of Nigeria’s most experienced and professionally qualified educators are employed in government schools. He argued that the real challenge lies in the poor learning environment created by inadequate funding, ageing infrastructure, overcrowded classrooms and insufficient educational resources.
Amba explained that while several private schools have invested heavily in modern laboratories, digital learning facilities, specialised STEM programmes, robotics clubs and intensive competition coaching, many public schools continue to struggle with inadequate classrooms, obsolete laboratory equipment, limited access to technology and insufficient instructional materials. These disparities, he noted, inevitably affect students’ preparedness for highly competitive international contests.
He further observed that students representing Nigeria at global Olympiads often come from families with the financial capacity to provide quality education, extra coaching, technological tools and exposure to international academic competitions from an early stage. Such advantages, he said, are beyond the reach of many learners enrolled in public schools, regardless of their intellectual ability.
The union therefore called on the Federal Government and state governments to increase investment in public education by improving school infrastructure, providing modern science and technology facilities, strengthening teacher welfare and creating learning environments capable of nurturing exceptional academic talent.
The development has also reignited conversations about educational equity in Nigeria. Although public schools educate millions of children across the country, their limited participation in prestigious international competitions raises concerns about whether gifted learners in government-owned schools are receiving the support needed to maximise their potential.
Education analysts note that international Olympiads provide more than medals and certificates. They expose students to global standards of innovation, strengthen critical thinking and problem-solving abilities, encourage scientific research and often open doors to scholarships, university admissions and international collaborations. When public school students are unable to access such opportunities, the country risks leaving behind a significant pool of talented young people whose abilities could contribute to national development.
The outcome also underscores the need for sustained investment in science, technology, engineering and mathematics (STEM) education across public schools. Improved laboratories, teacher development programmes, competition-focused training, digital learning resources and mentorship initiatives are increasingly viewed as essential if government schools are to compete favourably with well-funded private institutions.
As Nigeria continues to celebrate the achievements of its young Olympiad champions, the NUT insists that similar successes should become attainable for students irrespective of the type of school they attend. The union maintained that strengthening public education through adequate funding and improved learning conditions remains critical to ensuring that academic excellence is driven by ability and hard work rather than the financial capacity of a learner’s family.
