•An investigative review of Governor Agbu Kefas’ flagship education policy, its gains, gaps, and the questions rising from classrooms across Taraba State

By Rhapsodi Affos Blog - RAB

When Governor Agbu Kefas announced free and compulsory primary and secondary education shortly after assuming office in May 2023, the declaration was greeted with widespread celebration. For many families across Taraba State, it marked the end of a painful dilemma: choosing between feeding the household and paying school fees. Children who had stayed at home for years because of financial constraints suddenly had a chance to return to the classroom.

Two years later, that initial applause has evolved into a more sober conversation.

Rhapsodi Affos Blog RAB reports that across the state, public schools are fuller than they have been in years. Enrollment has surged, confirming that the policy achieved one of its core goals: expanding access. Yet behind the visible success lies a set of challenges that now define daily realities in many schools - overcrowded classrooms, overstretched teachers, unfinished infrastructure projects, rising discipline concerns, and persistent funding gaps.




RAB visits to schools in Jalingo, Wukari, Zing, Bali, Takum, and parts of Ussa reveal a recurring pattern. Classrooms originally designed for 30 to 40 students now accommodate 70 or more. In some schools, students sit on windowsills or bare floors during lessons. Desks, chairs, and teaching aids are insufficient, while laboratories particularly in science schools remain under-equipped or nonfunctional.

Teachers confirm that the surge in enrollment has not been matched by a corresponding increase in infrastructure or staffing. Many describe a system under strain, where enthusiasm for free education is tempered by exhaustion and declining classroom control.



The pressure has also contributed to rising discipline challenges. Several secondary schools, including science and bilingual institutions, have faced repeated disruptions from student unrest and external intrusions, forcing temporary closures. 

Most alarming was the fatal stabbing of a teacher, Mr. Bassey Sardauna a tragedy that sent shockwaves through the education sector and raised serious concerns about safety within and around school environments. For many educators, the incident symbolized the consequences of a system stretched beyond its limits.



Funding remains another critical fault line. Before the introduction of free education, schools relied partly on internally generated revenue from fees to cover day-to-day operational costs. With fees abolished, schools now depend almost entirely on government subventions. 

Principals report that monthly running costs covering utilities, minor repairs, examinations, stationery, and administration often exceed the funds received.

As a result, some schools ration chalk, reduce practical lessons, or abandon printed examination scripts altogether. Maintenance issues linger unresolved, and science practicals are increasingly theoretical. The promise of free education, educators argue, cannot be sustained if schools lack the basic resources to function effectively.

To address the infrastructure gap, Governor Kefas ordered the construction of 60 model schools across the state. The initiative raised high expectations and was meant to decongest existing schools. 

However, on-the-ground assessments show uneven progress. Many project sites remain at foundation or lintel stages, while only a few have reached roofing level. The slow pace has left overcrowded schools waiting for relief that has yet to arrive.

The remodeled Government Secondary School Nyamu Sala now renamed after the governor stands as a modern, well-equipped institution and a visible symbol of what is possible. Yet many teachers and parents see it as an exception rather than the standard, wondering when similar upgrades will reach their communities.

Material distribution has also generated mixed reactions. While the government launched uniform and learning material distribution programs with public ceremonies, parents across several local government areas report that their children did not receive the items. Conflicting narratives, viral videos, and counterclaims have fueled skepticism, creating a trust gap between schools, parents, and authorities.

None of these challenges negate the governor’s visible passion for education. The administration has increased allowances, emphasized education in public messaging, and repeatedly affirmed its commitment to human capital development. But policy analysts and education stakeholders argue that passion alone is not enough.

For free education to endure, it must be supported by predictable funding, accelerated infrastructure delivery, adequate teacher recruitment, strengthened school security, and transparent implementation mechanisms. Without these, the policy risks becoming symbolic, impressive in announcement but fragile in execution.




Two years after its launch, Taraba’s free education policy stands at a crossroads. It has undeniably restored access and hope to thousands of children and families who were previously excluded from the school system. At the same time, it has exposed deep structural weaknesses that threaten learning quality and sustainability.

The next phase of the administration will determine whether free education becomes a lasting legacy or a cautionary tale. If funding stabilizes, infrastructure projects are completed, and classroom conditions improve, the policy could redefine public education in Taraba State. If these gaps persist, the cost will be borne not just by the government, but by students whose education may be free in name yet limited in substance.

The question, therefore, is no longer whether free education was a good idea. 
The real test now is whether Taraba can sustain it, strengthen it, and ensure that it truly fulfills the purpose for which it was introduced.