Extend scholarships to tutorial centres, education stakeholders urge Government

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, arguing that such institutions play a critical role in preparing candidates for admission into tertiary institutions.

The call came as students and management of First Class Prevarsity (FCP), Ibadan, shared testimonies of how the tutorial centre contributed to their academic success in the 2026 Unified Tertiary Matriculation Examination (UTME).

Speaking on the issue, the Proprietor and Director of the institution, Mr Odebode Akeem, popularly known as Mr Prudence, said many tutorial centres have become indispensable partners in Nigeria’s education system by bridging learning gaps and equipping students with the skills required to excel in university entrance examinations.

According to him, First Class Prevarsity was established to address the challenges of poor preparation and delayed admission experienced by many young Nigerians.

“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.

Akeem noted that the institution has, over the years, recorded outstanding performances in the UTME and post-UTME examinations, including producing the overall best candidates in the University of Ibadan’s post-UTME examination for two consecutive years, as well as top-ranking candidates at the University of Ilorin.

He said despite these contributions, tutorial centres are often excluded from government educational intervention programmes and scholarship initiatives.

According to him, extending such support to deserving students in tutorial centres would ease the financial burden on parents, encourage academic excellence and provide opportunities for brilliant candidates who may not have the resources to access quality preparatory education.

Some students who excelled in the 2026 UTME attributed their success to the quality of teaching and mentorship they received at the centre.

One of them, Foloshale Tijesufemi, who scored above 300 in the examination, said the institution transformed both her academic performance and self-confidence.

She described the proprietor as a mentor who regularly monitored students’ academic progress and encouraged them to remain focused on their goals.

Another student, Bankole Josiah, who scored 356, recalled that he enrolled at the centre after hearing positive recommendations from classmates.

He said although he was initially unimpressed by the physical appearance of the facility, he soon discovered that the quality of teaching far outweighed its infrastructure.

“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 in the UTME, said attending the tutorial centre broadened his academic knowledge and equipped him with strategies that contributed significantly to his outstanding performance.

He said the commitment of the tutors and the personalised attention given to students distinguished the institution from many others.

The stakeholders maintained that while governments at different levels continue to reward outstanding performances through scholarships and other educational incentives, extending such opportunities to students in tutorial centres would recognise the important role the institutions play in complementing formal secondary education.

They argued that strengthening collaboration between government and reputable tutorial centres would improve learning outcomes, enhance access to higher education and ultimately contribute to national educational development.