The Lagos State Government has issued a stern warning to all unapproved and unregistered private schools operating in the state, directing them to register immediately with the Office of Education Quality Assurance (OEQA) or face sanctions.
This directive, given by the state Commissioner for Basic and Secondary Education, Mr. Jamiu Alli-Balogun, aims to ensure that all educational institutions below the tertiary level meet the required standards and provide quality education to learners.
The registration process is mandatory for all private schools, and failure to comply will result in sanctions. The OEQA has set a deadline for registration, starting from January 13, 2025, to avoid consequences.
“All unregistered and yet-to-be-approved private schools should submit their applications as of the 13th of January, 2025, to avoid consequences.
“Lagos State Ministry of Basic and Secondary Education through the OEQA is committed to ensuring that all learners receive quality education, and we will not hesitate to take action against any institution that fails to register,” the statement noted.
On the other hand, registered schools will receive recognition and interventions from the state government, as well as access to technical and financial support. They will also stay informed about emerging policies and initiatives from both the Lagos State and Federal Governments.
The growth in the number of private schools in the state has necessitated proper registration and documentation to ensure effective monitoring.
The Lagos State Government remains committed to ensuring that all learners receive quality education.
The Lagos State Office of Education Quality Assurance was established on September 13, 2013, through an executive order, and officially began operations on March 2, 2015.
This move was in response to several pressing needs in the education sector. Firstly, there was a desire to improve learner achievements, particularly in external examinations.
Secondly, the government sought to strengthen its control and regulation of schools below the tertiary level.
Thirdly, there was a need to redefine the criteria for delivering quality education in the state.
Lastly, the growing number of public and private schools, as well as vocational institutions, required more rigorous supervision and evaluation.
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