Rethinking School Celebrations and Tackling Out-of-School Challenges -By Olasunkanmi Arowolo

Education policy often involves striking a delicate balance between cultural traditions, financial realities, and long-term learning outcomes. Two recent interventions in Nigeria highlight this challenge: the Imo State government’s ban on nursery and JSS3 graduation ceremonies, and the Federal Government’s new literacy drive with cash transfers to mothers. Both have generated strong reactions, but each offers lessons worth deeper reflection.

The Graduation Ban: Beyond Social Fanfare

I recalled I was on a short weekend visit to a family where one of the persons in the gathering showed me a viral video of glamorous graduation ceremonies by nursery pupils; so, even featuring red carpets, grand arrivals like prom events in the western part of the world, asking what my thoughts were about it. I simply said: “this is an indicator of misplaced priorities.”

A couple of weeks later, the Imo State Commissioner for Education announced that only Primary 6 and SS3 pupils should hold graduation ceremonies, describing nursery and JSS3 events as unnecessary burdens on families. In my view, this is a right hit. The National Orientation Agency also welcomed the move as “bold and timely,” given the financial strain many parents face.

The concern is justified. A 2023 SBM Intelligence household survey ranked school-related social events among the top five “hidden costs” of education in Nigeria. UNICEF reports that 63% of Nigerians live below the poverty line, defined as living on less than $1.90 per day. This high rate of poverty highlights how elaborate graduation ceremonies can deepen inequality. Parents who cannot afford the required costumes, parties, and levies often feel excluded, and children may suffer the embarrassment of missing out. To address this issue, schools should consider reducing the costs associated with these events or offering financial assistance to ensure all students can participate fully. Ultimately, such practices risk reinforcing social divides within the education system and undermining efforts to promote equal opportunity for all students.

Yet, ceremonies are not without value. Studies by the Brookings Institution suggest that recognising milestones, no matter how modest, boosts children’s motivation and sense of achievement. See the Million learning: scaling up quality education in Developing Countries report. Therefore, a blanket ban risks throwing away the positive psychological impact along with the excess.

A more balanced approach would be to reimagine graduation ceremonies rather than abolish them outright. Schools could host low-cost alternatives, such as classroom certificate presentations, talent shows, or academic exhibitions. Such events maintain the sense of accomplishment while reducing pressure on families. Parent-Teacher Associations (PTAs) should be central to this redesign, ensuring that cultural traditions of recognition are preserved without commercial excess.

In short, the policy addresses a genuine problem, but the solution lies in moderation, not elimination.

Tackling Out-of-School Children: Promise and Pitfalls

At the federal level, the government has announced a literacy initiative targeting 500,000 children and 1 million girls, accompanied by cash transfers to mothers. This initiative aims to reduce Nigeria’s out-of-school population, estimated by UNESCO to be 20.2 million, the highest in the world.

International evidence shows this approach has merit. Brazil’s Bolsa Família programme and Bangladesh’s female stipend scheme both demonstrated that conditional cash transfers can boost school attendance and delay child marriage. In Nigeria, where UNICEF data shows girls in northern states are twice as likely to be out of school as boys, directing financial support to mothers could shift household priorities in favour of education.

But history offers caution. Nigeria’s previous cash transfer programmes have struggled with leakages, poor targeting, and weak monitoring. For instance, the National Social Investment Programme (NSIP) under the Buhari administration was repeatedly criticised for inconsistent beneficiary data and alleged diversion of funds. A recent study also confirmed these challenges, highlighting systemic weaknesses that undermined the effectiveness of past interventions. Unless funds are digitally tracked, transparently disbursed, and independently audited, the initiative risks repeating old failures. Equally important, literacy classes must not become poorly staffed “holding centres.” They should be properly resourced as stepping stones into mainstream schooling.

Constructively, three steps could strengthen the programme: (1) Transparency: Use digital payment systems with biometric verification to minimise diversion; (2) Community Anchoring: Engage PTAs, women’s groups, and local leaders in identifying beneficiaries to enhance trust; and (3) Quality First: Pair financial incentives with investment in teacher training and curriculum design, ensuring children gain real skills.

With the ever-growing social media distraction in a fast-paced world, Gen Z and Gen A (Alpha) are experiencing a sharp decline in reading culture. Nigeria could also learn from Kenya’s Tusome programme, which raised literacy rates by combining structured teacher support with regular monitoring. Cash transfers can reduce barriers, but only quality teaching transforms lives.

A Call for Balanced Reforms

The Imo graduation ban, and the Federal Government’s cash transfer scheme highlight a common truth: reforms succeed not by bold headlines but by careful implementation.

Ceremonies should not impoverish families, but neither should they be discarded entirely. Literacy drives should not only put children in classrooms but also equip them with durable skills for lifelong learning. The involvement of parents, teachers, and communities is critical to ensuring these policies become sustainable solutions rather than short-lived experiments.

Ultimately, Nigeria does not need fewer ceremonies or more cash handouts in isolation. What it needs is a culture where learning itself, rather than expenditure, is the true cause for celebration.

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Olasunkanmi Arowolo, PhD (Journalism, University of Kent), is a researcher, media practitioner, and quality education advocate with expertise in journalism, digital governance, and media analysis. He is an Assistant Lecturer at the Faculty of Communications and Media Studies, Lagos State University, Nigeria. He can be contacted at oa@olaarowolo.com or on X/Twitter @olaarowolo

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