UBEC funds unused as Nigerian state governments have failed to access about ₦97.88bn allocated for basic education, despite a worsening national education crisis.
The funds, available through the Universal Basic Education Commission, remain largely untouched due to states’ inability to provide required counterpart funding.
The Universal Basic Education Commission (UBEC) framework was established under the Universal Basic Education Act of 2004 to improve access to primary and junior secondary education.
The funding model requires states to provide 50 percent counterpart funding before accessing federal grants.
The issue of UBEC funds unused comes at a time when Nigeria faces one of the most severe education crises globally.
Data from UNICEF and the Federal Ministry of Education estimate that about 18.5 million children are out of school, the highest figure worldwide.
Experts have consistently linked the crisis to poverty, insecurity, weak governance, and inadequate funding at sub-national levels.
Findings show that UBEC funds unused have accumulated to ₦97,881,553,326.94 as of March 2026, with at least 21 states and the Federal Capital Territory failing to access their allocations.
The inability to meet counterpart funding requirements has been identified as the primary reason for the backlog.
While some states have consistently accessed the funds, others have failed over multiple years, leading to growing unutilised balances.
Data further indicates that 2025 recorded the highest level of unaccessed funds, with about ₦68.1bn left unused in a single year.
Among the states with the highest unaccessed allocations are Imo, Ogun, and Rivers, each holding billions of naira in idle education funds. The Federal Capital Territory also accounts for over ₦5bn in unutilised funds.
Human rights lawyer Femi Falana criticised both federal and state authorities over the situation, stating that the law guarantees free and compulsory basic education for all children. He said:
“As of March 2026, the authorities of many state governments and the Federal Capital Territory have refused to access over N97bn from the Universal Basic Education Commission Fund.”
Falana added that even in cases where funds are accessed, some states fail to apply them effectively toward improving school infrastructure and learning conditions.
Education analysts also described the situation as a “systemic failure of sub-national governance,” noting that the issue reflects priorities rather than lack of resources.
The persistence of UBEC funds unused highlights the disconnect between available resources and actual service delivery in the education sector.
Millions of Nigerian children remain out of school due to poverty, insecurity, and inadequate infrastructure. In many communities, schools lack classrooms, teachers, and basic learning materials.
Experts warn that failure to invest in basic education could lead to long-term economic and security challenges.
According to stakeholders, uneducated youth populations are more vulnerable to exploitation, unemployment, and criminal activities.
They also noted that the unused ₦98bn could have been deployed to build classrooms, train teachers, and expand access to education in underserved areas.
The issue of UBEC funds unused has renewed debate over the counterpart funding requirement. Some stakeholders argue that the policy should be reviewed to accommodate states with limited fiscal capacity.
Others insist that the requirement ensures accountability and commitment from state governments, warning that removing it could weaken oversight.
Analysts have called for stricter enforcement measures, including sanctions for states that fail to access or properly utilise the funds.
Civil society groups have also urged citizens to demand accountability from their state governments.
The continued trend of UBEC funds unused raises broader concerns about governance, policy implementation, and prioritisation of social services.
Education remains a critical driver of national development, and failure to utilise available resources undermines efforts to improve literacy, economic productivity, and social stability.
Development partners have also expressed concern that low state-level commitment could affect future funding opportunities and international support for Nigeria’s education sector.
