Education stakeholders have called on the federal and state governments to extend scholarship and educational support programmes to students enrolled in accredited tutorial and pre-varsity centres, saying such institutions have become an important part of Nigeria’s education system by preparing candidates for admission into tertiary institutions.
The appeal followed the release of the 2026 Unified Tertiary Matriculation Examination (UTME) results, with stakeholders arguing that many outstanding candidates, who pass through tutorial centres, are often excluded from government scholarship schemes, and other educational interventions.
Speaking in Ibadan, the proprietor of a leading pre-varsity institution, Mr. Akeem Odebode, said tutorial centres have continued to bridge learning gaps and improve students’ chances of securing admission into higher institutions through intensive academic preparation and mentorship
He noted that despite producing candidates with outstanding performances in UTME and post-UTME examinations over the years, tutorial centres receive little recognition in government education support programmes.
He said extending scholarship opportunities to students in accredited tutorial centres would ease the financial burden on parents, encourage academic excellence, and provide equal opportunities for brilliant candidates seeking admission into tertiary institutions.
‘Our vision is not only to help students secure admission but to prepare them to compete successfully in the university through quality teaching, robust learning materials, and mentorship,’ he said.
Some high-scoring candidates also attributed their success in the 2026 UTME to the academic support and mentoring they received during their preparation.
One of the candidates, Foloshale Tijesufemi, who scored above 300, said the programme improved both her academic performance and confidence, adding that regular mentoring helped her remain focused on her studies.
Another candidate, Bankole Josiah, who scored 348, said he initially underestimated the institution because of its physical appearance but later discovered that the quality of teaching was exceptional.
‘From my first English class, I realised there were techniques I had never been taught before. Every class exposed me to new knowledge and improved my understanding,’ he said.
Similarly, Oluwasegun Samuel, who also scored 356, said the academic training and personalised attention he received contributed significantly to his performance in the examination.
The stakeholders maintained that as governments continue to reward exceptional academic performance through scholarships and other incentives, students in accredited tutorial and pre-varsity centres should not be excluded solely because they are outside the conventional secondary school system.
They added that greater collaboration between governments and accredited tutorial institutions would improve learning outcomes, expand access to higher education, and contribute to national educational development.