To many stakeholders in the education sector, the free daily data to access approved educational websites as announced by the Federal Ministry of Education and the Nigerian Communications Commission (NCC) is a major breakthrough for digital inclusion, equity and human capital development. Under this programme, five million students in public senior secondary schools and tertiary institutions will receive 100MB of free daily data starting October 1, to remove the financial burden of learning.
According to NCC and the education ministry, the zero-rating approved websites will ensure that a student’s ability to learn is no longer tied to their financial background. The zero-rated data initiative will transform the benefitting student population into a digital-ready workforce and also assist in achieving the national goals of building a $1 trillion economy, equipping tomorrow’s leaders with the digital literacy and specialised knowledge required for innovation.
The NCC is behind the initiative, which will initially cover learners in public senior secondary schools and tertiary institutions, in partnership with telecommunications operators under the Association of Licensed Telecommunications Companies of Nigeria (ALTON), and the Federal Ministry of Education.
Education Minister, Dr. Maruf Alausa, at the launch of the Initiative in Abuja, last week, said: ‘Let me let out the secret. This will be made available to Nigerian students from October 1st, 2026.’
Alausa said that ALTON would provide 100MB (N100) daily and N3,000 monthly for about 5 million students, which would amount to N15 billion monthly and N180 billion annually.
‘Let me make it clear that ALTON will provide every student with 100mb of data daily which will amount to N3,000 monthly. If you multiply this by 5,000 students, it will give you N15 billion monthly. And when you multiply N15 billion with 13 months, it will give you N180 billion. UNICEF should take note of this addition to our education budget,’ the minister said.
Although the initiative had been launched, Alausa noted that it would become accessible by October 1.
Alausa said: ‘Today’s launch represents much more than telecommunications initiative. It is an education intervention. It is an inclusion intervention and most importantly, it is an investment in the future of millions of young Nigerians.
‘We recognise that we cannot build a 21st century education system using a 20th century tools. We cannot effectively manage an education system as large and complex as Nigeria without relying with data, and we cannot prepare our children for an increasing digital economy if millions of them remain excluded from digital learning opportunities.
‘The Federal Ministry of Education has embarked upon one of the most ambitious and expansive education data and digitalisation in a nation’s history through the Nigeria Education Data Initiative. We’re building a unified national education data architecture that connects local government areas, states and federal institutions, and provide reliable information for planning policies formulation and decision making, for the first time in the history of our nation.’
The initiative, Alausa said, would begin with senior secondary school and tertiary institution students before being extended to other categories of learners.
‘Our ambition must be that, ultimately, no Nigerian learner should be denied access to quality educational content simply because he or she cannot afford data,’ he said.
Speaking on the development, Omoniyi Adesewa Kanyinsola, a 300-level student of Food Science Technology at Ekiti State University (EKSU) said the initiative would be helpful to students, who found it difficult to afford data regularly.
According to her, students now depend on the internet to do their assignments and other academic activities.
‘Getting free data for educational purposes will reduce the amount students spend on data. It will also make it easier for us to search for materials and do our assignments online,’ she said.
Also, Ehibo Jessica, a 300-level student of Physiology at EKSU described the initiative as a good idea, saying it would make learning easier for students
She said many students often had to manage their data because of the cost of internet subscriptions.
‘Sometimes, you have something important to research, but you don’t have enough data. This kind of initiative can really help students because we can use the free data for our studies,’ she said.
For Ben Precious, a 200-level Engineering student of EKSU, the initiative would help students have better access to online learning materials
She, however, said the government should ensure that the programme worked properly and that students from different departments could access relevant educational platforms.
‘It is a good development, but the government should make sure students can actually use the data without unnecessary difficulties. There should also be enough educational platforms available for different courses,’ she said.
Similarly, Adeoye Tolase, a 300-level Tourism student, said the initiative would encourage students to make better use of the internet for academic purposes.
She noted that learning was no longer limited to the classroom, as students now rely on online videos, articles, journals and other materials to improve their knowledge.
‘Students need data for many things these days, especially for school work. If the government can provide free data for education, it will take some pressure off students,’ she said.
Also, Obasi Stephanie, a 400-level student of Babcock University, expressed her disagreement with the initiative. She said 100MB of data is too small, especially for students who use the internet for research, assignments, online classes and educational videos. She also questioned the restriction of the data to approved educational websites, saying students may need to visit other websites that are relevant to their studies.
Ogbueli Chimsodinma, a 200-level student of Olabisi Onabanjo University, said he had mixed feelings about the initiative. According to him, the programme is a good idea because it can help students who struggle with the cost of buying data. However, he believes 100MB may not be enough for students who use the internet regularly for academic activities. He added that the initiative would be more useful if the government increased the amount of data provided.
Duke Jonathan, a 100-level student of the University of Lagos (UNILAG), said the success of the initiative would depend largely on how well it is implemented. He noted that the government should ensure that students in different schools and locations could access the service. He also pointed out that poor network coverage in some areas could prevent students from benefiting fully from the programme.
Daniel Ayinde, a 200-level student of the institution, said the 100MB allocation could be useful but might not be sufficient for students who rely heavily on online resources.
‘The 100MB will be helpful. But honestly, it may not be enough for a whole day. Some academic activities require watching videos, downloading materials and attending online classes, which can consume more than that.’
For Esther Olabisi, a 300-level student, the initiative would be beneficial if the government ensures that students can easily access the approved platforms.
‘The idea is good, but implementation matters. Students should not have difficulties accessing the websites because of network problems or restrictions.
‘Personally, I consider the initiative a positive step toward improving students’ access to digital education. However, its effectiveness will depend on the number of educational platforms covered, network availability and whether 100MB is sufficient for students’ daily academic needs.
‘The initiative, if effectively implemented, could provide some relief to students while encouraging greater use of digital resources for learning,’ she said.
Reacting to the development, Owolabi Ayomide, a 400-level student of Business Administration, University of Lagos, described the scheme as a good corporate social responsibility gesture.
She, however, argued that it could be improved, suggesting that rather than issuing a flat 100MB to every student, the government should consider a system that allows students who genuinely need the intervention to redeem up to 3GB weekly. According to her, the current arrangement is insufficient for students who truly need it and unnecessary for those who do not.
Also speaking, Sobola Eunice, also a 400-level student of Business Administration at the University of Lagos, was more direct in her assessment, describing the 100MB daily allowance as grossly inadequate. She said an allocation closer to 500MB would be more meaningful for students, given the volume of data required for academic work today.
Sharing a similar view, Salawudeen Sofiat, a 300-level student of Radiography at the College of Medicine, University of Lagos, said could not even load the UNILAG school portal, let alone allows her profile to open on the platform.
The three students, however, agreed that the intention behind the initiative was commendable, even as they raised concerns about whether the current data volume would translate into real impact for tertiary students, particularly those relying heavily on digital platforms for research, assignments, online coursework and portal-based academic transactions.
As the October 1 take-off date approaches, students say they will be watching closely to see how the scheme is implemented across participating networks, and whether the government will consider reviewing the data allowance to better reflect the realities of academic work at the tertiary level.
Chairman, Board of Trustees, National Parent Teacher Association of Nigeria (NAPTAN) Chief Adeolu Ogunbanjo, in an interview with The Nation, commended the Federal Republic, the NCC and the Federal Ministry of Education for the intervention.
Ogunbanjo said: ‘This is a wonderful development, and I must again thank the Federal Government, the NCC in particular, as well as the Ministry of Education that is empowering this. Again, it is starting at our 66th independence anniversary, which is Nigeria’s birthday, which is also remarkable. And obviously, the 100MB daily is a way to start. Perhaps as we go ahead, maybe in the next year or two, maybe it will be increased.
‘But at least, it’s a good starting point. Again, we must also ensure that the free data does not expose them to all sorts of things. And I’m sure this would be restricted to strictly approved educational websites and digital learning platforms, hopefully, because they may want to explore more than the digital learning platforms as well as the approved educational websites.
‘How to control this is what they will now have to research on, because you need to limit strictly to the digital learning platforms as well as the approved educational website. Access must not go beyond these two areas. Once again, the National Parent Teacher Association of Nigeria is thanking the Federal Government for this milestone.’
The Congress of University Academics (CONUA) also welcomed the initiative, saying it is a positive step towards reducing the cost barrier to digital learning, especially for students from disadvantaged backgrounds.
However, CONUA President, Comrade ‘Niyi Sunmonu, PhD, while responding to the intervention, noted that the proposed allocation of 100MB of free data per student per day is far too small to support meaningful digital education.
‘Modern learning requires access to video lectures, virtual classrooms, learning-management systems, digital libraries, online assessments, and other data-intensive resources. Even when used exclusively for educational purposes, 100 MB can be exhausted very quickly.
‘CONUA, therefore, recommends a more realistic baseline of at least 1 GB per student per day, subject to periodic, evidence-based review as actual usage patterns emerge. While 100 MB may serve as a pilot allocation, it should not become the permanent benchmark for digital educational access.’
The union urged the government to establish a transparent and privacy-conscious mechanism for authenticating genuine student enrolment across public secondary and tertiary institutions, to minimise fraud and the exclusion of eligible students.
‘The criteria for approving zero-rated platforms should likewise be transparent, inclusive, and periodically reviewed, with a clear pathway for the inclusion of university learning-management systems, digital libraries, and repositories.
‘Beyond the cost of data, meaningful access depends on complementary factors: appropriate devices, reliable electricity, network coverage, digital literacy, and quality educational content. These must form part of the broader policy conversation.
‘Ultimately, the success of the programme should not be measured by the volume of data allocated or the number of platforms listed, but by the extent to which students are actually able to participate meaningfully in digital education, regardless of location or socioeconomic background.
‘CONUA welcomes the initiative and urges the Federal Government to implement it with greater ambition and flexibility. Free data is valuable only when it is sufficient to support real learning. A policy that provides 100 MB but leaves students unable to access the resources they need removes the price barrier without adequately removing the access barrier,’ it stated.
AFED: this is a step towards genuine advancement
The Association for Formidable Educational Development (AFED) also commended the Federal Government for the launch of the Zero-Rated Data Initiative.
‘For too long, we have spoken about digital learning in policies while millions of our children remained disconnected by the high cost of data. Today, this government has moved from rhetoric to action.
‘We commend this administration for understanding that in the 21st century, data is as important as textbooks. You cannot pursue genuine educational advancement when a child in Makoko, Mushin, or Maiduguri cannot access Khan Academy, NELFUND portal, UBEC e-learning, or WAEC e-resources because of N500 data cost.
‘This initiative is timely, inclusive, and strategic. It will bridge the digital divide between private and public school children, enhance learning continuity beyond the classroom walls, support our teachers who now have a government-backed platform to assign digital homework without guilt and strengthen the Renewed Hope Agenda on human capital development.
‘As AFED, representing thousands of low-cost private schools who serve the most vulnerable, we see this as a model of pro-poor reform.
‘While we eulogise this bold step, we, as partners in nation-building, wish to humbly propose for sustainability by expanding coverage: We appeal that students in approved low-cost private secondary schools, who also serve indigent Nigerians, be considered in Phase 2. Excluding them would widen the inequality gap.’
The group also urged the government to ensure quality control of platforms: The list of approved educational websites should be robust, regularly updated, and include Nigerian curriculum-aligned content, not just foreign platforms.
According to the group, data without device is like water without a cup.
‘We urge the government to complement this with a Student Device Loan Scheme and solar charging hubs in rural schools where electricity is a challenge.
‘NCC must ensure telcos implement this fully without hidden deductions, so the 100MB reaches the intended child truly free.’