Education
Secondary School principals demand overhaul of digital infrastructure in Nigeria
Heads of Secondary Schools in Nigeria, operating under the aegis of the All Nigeria Conference of Principals of Secondary Schools (ANCOPSS), have called on governments at all levels to overhaul digital infrastructure in secondary schools and improve the welfare and digital skills of teachers.
They made the call in a communiqué issued at the end of their 68th National Congress held at the Umaru Musa Yar’Adua Hall, Murtala Muhammad Square, Kaduna.
The congress, themed, “Leading the Digital Leap, Redefining Quality Education through Technology-driven Assessment and School Management,” said Nigeria’s digital education transformation must go beyond the procurement of computers and other hardware.
ANCOPSS said effective digital education required investment in human capacity, infrastructure, data systems, instructional standards and change management.
The principals expressed concern over the digital divide affecting disadvantaged learners, particularly those without internet access at home, as well as disparities in the quality of devices available to schools and students’ varying levels of computer literacy.
They also identified resistance to change among teachers, school administrators and other stakeholders as a major obstacle to the adoption of modern digital teaching methods.
According to the communiqué, teachers were routinely described as “nation builders” without corresponding improvements in their remuneration, access to computers, internet services and professional training.
The association said it was unrealistic to expect teachers to produce digitally competent students while they continued to rely on outdated teaching methods and lacked adequate digital resources.
It further expressed concern over the under-utilisation and poor maintenance of digital equipment already acquired by some schools, blaming the situation on inadequate technical knowledge, funding and support.
ANCOPSS also identified persistent power outages, poor communication networks and inadequate internet services, particularly in rural areas, as major barriers to digital teaching and learning.
The principals urged governments and other education stakeholders to develop a comprehensive digital transformation framework that would prioritise teacher training, reliable power supply, connectivity, appropriate devices, cybersecurity, data protection and accessibility for learners with special needs.
They called for continuous, practical training and retraining of teachers and school administrators on the use and maintenance of digital equipment and platforms.
The association also urged authorities to improve teachers’ welfare and remuneration, arguing that their conditions of service should reflect the critical role they play in the education system.
It called for all schools designated as digital schools to be provided with reliable internet connectivity, constant electricity and renewable energy alternatives to reduce the impact of power outages.
ANCOPSS further appealed for adequate budgetary provisions for digital infrastructure in schools.
The association sought stronger support for the implementation of the Technical and Vocational Education and Training (TVET) curriculum, saying students must be prepared for a world increasingly shaped by artificial intelligence, automation, renewable energy, biotechnology, digital finance and global competition.
The communiqué was signed by the ANCOPSS National President, Dr Robert Ike Okorie, and the National Publicity Relations Officer, Samuel Okpe.
