Education
IGEN report calls for integration of green skills into Nigeria’s education system – EnviroNews
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The Institute for Greening Education in Nigeria (IGEN) has released a report to encourage the integration of green skills into the Nigerian education system.
The publication, titled “State of Greening Education in Nigeria,” represents a significant national initiative designed to evaluate the present condition of greening education within the country. It also underscores the progress made, identifies gaps in implementation, and proposes policy recommendations for the integration of climate change and environmental sustainability into the national academic curriculum.
Speaking at the unveiling of the document and a policy brief on Thursday, November 5, 2026, in Abuja, IGEN Executive Secretary, Unyime Robinson, described the event as a significant turning point in the efforts to position education as a strategic tool for addressing the challenges posed by climate change, which he asserted were adversely impacting vulnerable communities across the nation.
Greening education should extend beyond teaching students about climate change to integrating sustainability into education policies, curricula, school infrastructure, institutional management, teacher development, and practical skills acquisition, he emphasised.
According to him, the impact of the report would ultimately depend on the extent to which its recommendations were translated into practical actions, which informed his call for stronger collaboration among the government and private sector players to ensure effective implementation.
He also canvassed for increased investment in the training of teachers, climate-smart school infrastructure, and green skills development to prepare young Nigerians for emerging opportunities in the green economy.
Mrs. Aisha Garba, Executive Secretary of the Universal Basic Education Commission (UBEC), acknowledged that the report will help equip learners not only with academic knowledge but also with the values, competencies, and practical skills required to address emerging environmental challenges.
Mrs. Garba, who was represented at the ceremony by Dr. Lydia Gbagi, reassured the commission’s commitment to transforming Nigerian schools into environmentally responsible, climate-resilient, and sustainable learning environments.
While giving an update on the intervention, she revealed that 33 states, including the Federal Capital Territory (FCT), had benefited from training to develop state-level capacity,
The UBEC boss explained that the training, conducted through the State Universal Basic Education Boards (SUBEBs), focused on climate change education, integrating environmental sustainability into teaching and learning, establishing Climate Change and Green Champions Clubs, promoting practical greening activities, and strengthening monitoring and reporting mechanisms.
According to her, UBEC had also developed implementation guidelines and training materials to support the effective rollout of the program nationwide, including the GSCCEI Implementation Guidelines, the Handbook for Climate Change and Green Champions Clubs, and guidelines for Green Schools and Climate Change Interventions.
Mrs. Garba added that the National Greening Schools Programme (NGSP) had been developed as a broader framework for advancing environmental sustainability in Nigerian schools, with seven strategic pillars guiding its implementation.
She further noted that the capacity development programme had facilitated the emergence of state-level master trainers who would extend the training to local government areas and individual schools.
The head of the commission went on to highlight that the intervention aligned with the Nigerian government’s education reform agenda, the Nigeria Education Sector Renewal Initiative, the Climate Change Act 2021, Nigeria’s Nationally Determined Contributions, and UNESCO’s Greening Education Partnership.
Ultimately, both organisations expressed optimism that the publications will bolster efforts to incorporate environmental sustainability into Nigeria’s educational system and provide valuable recommendations for ongoing reforms.
By Etta Michael Bisong, Abuja
