Recasting teaching as collaboration: Reimagining Nigeria’s education for the future
Every October 5, the world pauses to celebrate its most under-celebrated heroes: teachers. Since 1994, World Teachers’ Day has marked the anniversary of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, reaffirming the rights, responsibilities, and professional dignity of those who nurture every generation.
“If you want to go fast, go alone. If you want to go far, go together.” — African Proverb
This year’s theme, “Recasting Teaching as a Collaborative Profession”, is more than a slogan; it is a global call to rebuild the culture of teaching as a collective enterprise rather than an isolated struggle.
Nigeria’s teachers: Heroes in a broken system
Nowhere is this call more urgent than in Nigeria, where the teaching profession stands at a dangerous crossroads. Despite being the backbone of national development, teachers in Nigeria operate under conditions that test both endurance and hope: overcrowded classrooms, poor remuneration, delayed promotions, weak professional support, and systemic neglect.
According to UNICEF, Nigeria faces a shortfall of over 380,000 qualified teachers at the basic education level, while UNESCO estimates that more than 23 percent of current teachers are unqualified or underqualified. In some rural and conflict-affected states, one teacher may handle more than 100 pupils, often without access to digital or instructional materials.
These are not just statistics; they are symptoms of a deeper malaise: a fragmented and isolating teaching culture. Across much of Nigeria’s education system, teachers work in silos.
Professional development opportunities are rare, mentorship structures are weak, and schools seldom provide time or resources for teachers to learn from one another. The result is predictable: declining teaching quality, low morale, and increasing attrition.
Collaboration as the missing ingredient
Recasting teaching as a collaborative profession is not a luxury; it is an imperative. But collaboration must go beyond the buzzword. It requires deliberate design: time, structure, incentives, and leadership support. Teachers must have space to co-plan lessons, reflect on outcomes, observe peers, and exchange strategies.
When teachers collaborate effectively, they transfer knowledge, distribute innovation, and sustain learning continuity, even in challenging environments. In Lagos State, for instance, some public-school clusters have experimented with Professional Learning Communities (PLCs), peer-driven sessions where teachers jointly assess lesson outcomes and plan instructional improvements. Early results show improved teacher confidence, better classroom management, and stronger student engagement.
Such initiatives, if scaled and institutionalised nationwide, could shift the culture from isolation to cooperation and rebuild the integrity of the teaching profession.
Read also: Why Nigerian teachers’ reward must not wait till eternity
Beyond collaboration: The welfare question
However, critics rightly argue that collaboration cannot substitute for fair pay, better recruitment, or infrastructure reform. No amount of teamwork can compensate for unpaid salaries, overcrowded classrooms, or decaying facilities. Collaboration must therefore complement, not distract from, the urgent need to fix teacher welfare and working conditions.
Others warn that overemphasising collaboration risks stifling creativity or personal agency, especially if it is imposed from above. That too is valid. Collaboration should be authentic, not bureaucratic: built on trust, shared goals, and voluntary engagement rather than compliance rituals. Teachers should see it as empowerment, not surveillance.
Learning from global models
In Finland and Singapore, two of the world’s best-performing education systems, teachers are trained and supported to operate as reflective teams. Lesson planning, peer observation, and shared research are part of daily routines, not extracurricular privileges. The result is higher teacher satisfaction and stronger learning outcomes.
Nigeria can draw lessons from these models, adapting them to local realities through teacher networks, digital learning communities, and cluster mentorship schemes. These innovations could make collaboration a practical norm across all education tiers.
Reclaiming professional dignity
Recasting teaching as a collaborative profession is about restoring professional dignity and systemic coherence. It acknowledges that no single teacher, however brilliant, can transform education in isolation. The classroom is no longer a private fiefdom; it is a shared ecosystem that thrives on collective intelligence.
To make this vision real, policymakers must rethink how schools are structured, scheduling collaborative hours within the timetable, funding peer-learning activities, and recognising teamwork in teacher appraisal. The Teachers Registration Council of Nigeria (TRCN), SUBEBs, and school leaders should anchor this reform agenda, aligning incentives with collaboration and professional growth.
If Nigeria is serious about reversing its education decline, it must begin by empowering those who power learning. On this World Teachers’ Day, we must not only celebrate teachers; we must commit to rebuilding the profession as a community of learning, not a colony of isolation.
As UNESCO and its partners remind us:
“It is only through effective cooperation at all levels that we can build truly inclusive, equitable and resilient education systems worldwide.”
That cooperation must begin with our teachers: together, not alone.
Oluwafemi Mayowa Olusola is the Opinion Page editor at BusinessDay. He writes on youth development, education reform, and social innovation. He advocates for strategic partnerships to revitalise teaching and learning across Nigeria.
