Education experts advocate increased funding for teachers, quality learning in underserved communities

Mercy Iheoma Ihedigbo

Education stakeholders have called for increased investment in teacher capacity development, resilient learning systems and strategic partnerships to improve access to quality education for children living in Nigeria’s informal settlements.

The call was made during the 2026 Lagos Informal Settlement Education Improvement Programme (LISEIP), organised by Youth Advocate for Change (YAFC) under the theme, “Future-Ready Teachers and Resilient Schools: Advancing Quality Education in Informal Settlements.”

The event brought together teachers from public and private schools, school proprietors, government officials, development partners, non-governmental organisations, financial institutions and education advocates to examine practical strategies for improving learning outcomes in underserved communities through keynote presentations, panel discussions and interactive sessions.

Delivering the keynote address titled “Reimagining Education for Every Child: Building Inclusive, Resilient and Future-Ready Learning Systems in Underserved Communities,” education management consultant and Executive Director of Meadowbrook Educonsult Ltd, Dr. Stephanie Nwabuikwu, challenged governments, educators, businesses and civil society organisations to rethink education delivery for children in disadvantaged communities.

She stressed that education stakeholders must move beyond conversations to building systems that guarantee every child, irrespective of social or economic background, access to quality education capable of unlocking their full potential.

“We gather not just to discuss education, but to reimagine it,” she said. “How do we build learning systems that are inclusive, resilient and future-ready? How do we ensure that every child, regardless of circumstance, has access to learning that unlocks their full potential?”

According to her, poverty, poor infrastructure, inadequate teaching resources, shortage of qualified teachers and social exclusion remain major obstacles to quality education across many informal settlements.

She maintained that schools possess enormous potential to transform children’s lives through effective teaching, inclusive classrooms and supportive learning environments.
Nwabuikwu explained that the role of teachers has evolved beyond simply transmitting knowledge, noting that future-ready educators must become facilitators of learning, mentors and technology integrators capable of nurturing creativity, collaboration, resilience and critical thinking among learners.

“The future-ready teacher prepares students not simply to pass examinations but to thrive in a rapidly changing world,” she said.

She urged governments and development partners to deliberately invest in teacher development, digital learning technologies, educational infrastructure and mentorship programmes, pointing to successful initiatives such as solar-powered classrooms, mobile libraries and digital learning platforms as evidence that innovation can thrive even in underserved communities.

Former Director of Basic Education Services at the Lagos State Ministry of Education, Dr. Adeyemi Adebayo, also challenged teachers to focus on creating lasting impact rather than seeking recognition.

“A teacher is not measured by name. A teacher is measured by impact,” he said.
Adebayo encouraged teachers working in low-cost schools to embrace innovation, learner-centred teaching methods and creative instructional approaches, stressing that effective teaching depends more on sound pedagogy than expensive facilities.

He urged educators to engage learners through practical classroom activities, collaborative learning and locally improvised instructional materials, noting that children understand and retain knowledge better when they actively participate in the learning process.

During the plenary session, Mrs. Yonodu Okeugo, Group Head, Education Finance, Partnerships and Ecosystem Growth at Sterling Bank, highlighted the importance of sustained private sector investment in education.

She argued that education financing should extend beyond corporate social responsibility initiatives to long-term partnerships capable of strengthening learning systems, rewarding excellence and expanding educational opportunities for vulnerable children.

Founder of SEED Care and Support Foundation, Mrs. Olanrewaju Oniyitan, described teachers as the unsung heroes of society and called for stronger collaboration among schools, governments and development organisations.

She urged schools to maximise available education intervention programmes and social protection initiatives, while emphasising that accurate learner data remains essential for effective planning, policy formulation and service delivery.

“Resilient schools are not built by accident. They are built intentionally,” she said, calling on teachers, policymakers and development partners to pursue educational transformation with commitment and purpose.

Also speaking, Programme Officer at Cedars STEM Entrepreneur Hub, Ms. Olamide Oduola, challenged educators to redefine entrepreneurship education by focusing on innovation and problem-solving rather than business creation alone.

She explained that entrepreneurship is fundamentally about developing practical solutions to societal challenges and encouraged schools to cultivate creativity, design thinking and critical thinking skills through STEM education and experiential learning.

“Those who create solutions become valuable,” she said, urging teachers to nurture children’s natural curiosity and innovative abilities from an early age.

Addressing growing concerns about artificial intelligence, Oduola dismissed fears that AI would replace teachers, insisting instead that technology would strengthen the effectiveness of dedicated educators.

“The biggest misconception is that AI is coming to replace teachers. It isn’t. If anything, AI makes great teachers even more effective. AI cannot comfort a child who is struggling. It cannot notice when a quiet learner is losing confidence. It cannot inspire a student to dream bigger,” she said.

She added: “Technology will continue to change. Artificial Intelligence will continue to evolve. Jobs will change. The world will change. But one thing remains constant: a teacher who believes in a child can change the direction of that child’s life forever.”

Earlier in his welcome address, YAFC Founder and Convener, Adeola Ogunlade, described the programme as a call to action rather than another education conference.

He observed that despite overcrowded classrooms, poor infrastructure and limited teaching resources, children in informal settlements continue to pursue their dreams while teachers and school proprietors remain committed to delivering quality education under difficult conditions.

“No education system can rise above the quality of its teachers,” Ogunlade said.
He called for stronger collaboration among government, schools, development partners, civil society organisations and the private sector, insisting that improving education requires collective responsibility.

“Government cannot do it alone. Private schools cannot do it alone. The private sector cannot do it alone. Civil society cannot do it alone. But together, we can create an education ecosystem where every child has access to quality learning opportunities,” he said.

Ogunlade reaffirmed YAFC’s commitment to reducing educational inequality through advocacy, innovation and strategic partnerships, while urging participants to leave the programme with practical commitments capable of transforming education in underserved communities.

The programme concluded with an interactive question-and-answer session during which participants exchanged ideas on teacher development, school financing, STEM education, digital learning, innovation and inclusive education.

Participants unanimously agreed that improving education in Nigeria’s informal settlements will require sustained investment in teachers, resilient schools, innovative learning approaches and stronger collaboration among all stakeholders to prepare children for the demands of the 21st century.