NASU decries policy bias against basic, post-basic education workers

The Non-Academic Staff Union of Educational and Associated Institutions (NASU) has warned that the education system is being undermined by the continued neglect of basic and post-basic education workers, describing the situation as a deep-rooted policy inequity that threatens national development.

In a policy-focused intervention titled: “Rethinking Equity in Nigeria’s Education Policy: The Neglect of Basic and Post-Basic Education Workers,” the General Secretary of the Non-Academic Staff Union of Educational and Associated Institutions (NASU), Prince Peters A. Adeyemi,  raised concerns over what he described as deep-rooted inequities in the education workforce policy, He warned that the continued neglect of basic and post-basic education workers threatens the very foundation of national development.

He argued that although education is widely recognised as “the foundation of national development and a fundamental human right protected under the law and international treaties,” government actions continue to tell a different story.

According to him, “while the welfare of workers in tertiary institutions often receives priority attention, those in the basic and post-basic education sub-sector, primary and secondary schools, remain largely marginalised.”

He identified the Harmonised Retirement Age for Teachers in Nigeria Act of 2022 as a clear example of this imbalance.

While the law increased the retirement age for teachers, Adeyemi noted that it “excluded Non-Teaching staff, who are equally essential to effective education delivery,” describing the decision as one that “contradicts the constitutional commitment to educational equality and violates Nigeria’s obligations under several international conventions that promote fair labour practices and inclusive education systems.”

Placing emphasis on the strategic importance of basic education, the NASU General Secretary stressed that it is “the bedrock upon which all other forms of education rest,” providing learners with literacy, numeracy, civic awareness and problem-solving skills.

He warned that “when the basic education system is weak, tertiary education faces the consequences, producing graduates who are ill-prepared for the demands of modern society.”

Adeyemi referenced Section 18 of the 1999 Constitution (as amended), which mandates government to provide “equal and adequate educational opportunities at all levels” and to eradicate illiteracy through free and compulsory education.       Although the provisions are non-justiciable, he said they represent “a clear policy direction that should inform all Government decisions.”

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He added that these responsibilities are reinforced by Article 26 of the Universal Declaration of Human Rights, which affirms the right to free and compulsory basic education, noting that “neglecting workers who sustain this foundational level contradicts both local and international expectations.”

While acknowledging that the 2022 retirement-age reform was intended to retain experienced teachers and reduce attrition, Adeyemi described it as “an incomplete policy.” He argued that by excluding Non-Teaching personnel such as administrators, bursars, laboratory technicians, librarians, guidance counsellors, ICT staff, cleaners and security officers, the law “fails to recognise the integrated nature of school operations.”

“Schools are ecosystems,” he added that, stressing that “teachers cannot perform effectively without the support services that Non-Teaching staff provide.”

He warned that their exclusion “creates a hierarchy of value within the education workforce, demoralises essential personnel, increases turnover among support staff, and ultimately undermines the quality of education.”

Adeyemi said, the selective application of welfare policies also runs contrary to international labour standards, including ILO Convention No. 111 on discrimination in employment and Convention No. 100 on equitable treatment of workers.

“In essence, the current policy is inconsistent with fair labour practices and natural justice,” he stated.

The NASU leader further decried what he described as a persistent structural imbalance in Nigeria’s education workforce policy, where staff in tertiary institutions enjoy more favourable treatment than their counterparts in primary and secondary schools.

He attributed this trend largely to “political expediency and the negotiating power of tertiary-sector unions,” while observing that workers in basic and post-basic education, particularly Non-Teaching staff, “rarely resort to industrial action” and therefore suffer from limited bargaining power.

“This trend fosters a worrying precedent in which Government responds more to pressure than to policy objectives or international commitments,” Adeyemi warned, adding that such practices undermine SDG 16 on peace, justice and strong institutions under the UNESCO Education 2030 Agenda.

He cautioned that “when basic education is under-resourced and poorly supported, national learning outcomes deteriorate, and the long-term development of the country is compromised.”

Highlighting Nigeria’s international obligations, Adeyemi recalled that the Education 2030 Framework for Action and SDG 4 on quality education emphasise inclusive and equitable education systems.

He pointed out that the Incheon Declaration recognises the role of “teachers and education personnel,” a term he said “clearly includes education support staff.”

 He added that both the ILO/UNESCO Recommendation on the Status of Teachers (1966) and the ILO Recommendation on the Status of Higher-Education Teaching Personnel (1997) call for fair working conditions for all categories of education workers.

He also cited the African Charter on Human and Peoples’ Rights, domesticated in Nigeria, which guarantees the right to work under equitable and satisfactory conditions, stressing that “excluding Non-Teaching staff from policies that directly affect their welfare clearly violates this standard.”

Adeyemi, concluded by calling for a more just and inclusive education workforce policy, insisting that although the Harmonised Retirement Age for Teachers Act represents progress, “its exclusion of Non-Teaching staff reveals deeper systemic inequities that continue to weaken Nigeria’s education sector.” He stressed that “teachers alone cannot drive learning outcomes,” noting that “every school relies on a network of support staff whose contributions are indispensable.”

“For Nigeria to truly realise its constitutional promise and fulfil its commitments under SDG 4,” he said, “Government must adopt an inclusive, equitable approach to education workforce policy. Extending welfare protections to all categories of education workers is essential for building a functional, just and high-quality education system capable of supporting sustainable national development.”