By Gafar Alabi

Public education systems rarely transform overnight. They evolve through deliberate leadership, institutional reforms, and sustained engagement with teachers, communities, and development partners. When such systems experience prolonged administrative inconsistency or weak coordination, restoring stability often requires leaders who understand both governance structures and the realities of the classroom.

Recent developments within the Ogun State Universal Basic Education Board (SUBEB) illustrate how leadership decisions can influence the trajectory of a critical sector. The appointment of Evangelist Olalekan Ifede as Chairman of the Board in July 2025 has gradually begun to reshape the administrative direction of basic education in the state. His emergence came at a time when the sector required renewed coordination, institutional clarity, and stronger engagement with teachers and stakeholders.

A popular Yoruba proverb says that “the finger that fits the nose is the one used to pick it.” In governance, the wisdom embedded in this saying reflects the importance of matching responsibility with competence. When public institutions are led by individuals whose experience aligns with their mandate, policy execution often becomes more coherent and effective.

Prior to recent reforms, the administration of basic education in Ogun State had experienced periods of institutional uncertainty. Leadership transitions and limited public understanding of the role of SUBEB had created gaps in policy continuity and weakened the visibility of the board’s responsibilities within the education system. For many citizens, the board’s central role in managing primary education development, infrastructure support, and federal intervention funds remained largely under-appreciated.

It was within this context that Dapo Abiodun appointed Ifede to lead the board. The decision reflected an attempt to strengthen institutional leadership within the basic education sector and ensure greater administrative stability. That singular decision to bring in a leader with prior experience in managing a major education agency was the administration’s signal of its intention to reinforce governance structures within the system.

Before his appointment to SUBEB, Ifede had served for four years as Chairman of the Ogun State Teaching Service Commission (TESCOM), where he oversaw the management of secondary school personnel across the state. During that period, the commission implemented regular promotion exercises, improved transparency in teacher postings and transfers, and facilitated the payment of outstanding entitlements such as leave bonuses. These initiatives contributed to restoring confidence among teachers and improving morale within the workforce.

His transition from TESCOM to SUBEB therefore came with expectations that similar administrative discipline and institutional coordination could be introduced into the management of basic education. Although his professional background lies in entrepreneurship and agriculture rather than formal teacher training, leadership within public education institutions often demands managerial competence, stakeholder engagement, and policy oversight. Effective administrators in such roles must balance governance responsibilities with the operational needs of schools and teachers.

In many ways, Ifede’s personal background has also shaped his appreciation for education as a social institution. Being raised in a household where his father worked as a teacher exposed him early to the value placed on education within local communities and the sacrifices often associated with the profession. This experience has informed his engagement with teachers and education stakeholders across the state.

Since assuming office, the SUBEB chairman has initiated several administrative and programmatic interventions aimed at strengthening basic education delivery. One notable focus has been the management of the Ogun Teaching Experience Acquisition Channel (OGUNTEACH), an initiative designed to address the shortage of teachers in public schools while also creating employment opportunities for young graduates. By strengthening the operational structure of the programme, the board has sought to ensure greater transparency in recruitment, improved deployment of interns to schools with genuine staffing gaps, and more effective supervision.

The programme has helped bridge teacher shortages in several communities while providing participants with valuable classroom experience that can strengthen their professional capacity. During the presentation of engagement and posting letters to participants, Ifede emphasised that the internship scheme should be viewed as an opportunity for professional growth rather than a temporary entitlement. He urged participants to demonstrate commitment, diligence, and a sense of responsibility in their assigned schools.

Beyond workforce engagement, the board has also intensified efforts to improve the physical learning environment in public primary schools across Ogun State. Construction and renovation projects have been facilitated in a number of schools in order to provide safer and more conducive spaces for teaching and learning. Such improvements are essential for enhancing pupil attendance, teacher motivation, and the overall quality of education delivery.

Monitoring visits conducted by the board across schools in the three senatorial districts also revealed challenges relating to foundational literacy and communication skills among pupils. Observations from these visits indicated that a considerable number of learners struggled with basic reading, writing, and expression. This discovery prompted renewed emphasis on interventions that strengthen early-grade literacy.

To address this gap, the board initiated collaboration with educational partners such as the Jolly Phonics literacy programme. Through targeted training sessions, teachers have been introduced to phonics-based instructional methods designed to improve pupils’ reading and writing abilities. These efforts are intended to strengthen foundational learning, which remains the bedrock of long-term educational achievement.

Teacher capacity building has also expanded through collaboration with the Universal Basic Education Commission (UBEC), enabling the implementation of several professional development initiatives. These programmes include the Teachers’ Professional Development Programme, School-Based Training for Teachers, Activity-Based Teaching of Mathematics and Science, Early Grade Reading initiatives, and Strengthening Mathematics and Science Education training. The overall objective is to ensure that teachers possess not only subject knowledge but also modern instructional techniques that can enhance classroom engagement and learning outcomes.

Beyond classroom instruction, the board has revitalised stakeholder engagement mechanisms to strengthen community participation in education development. Partnerships with School-Based Management Committees, Parent Clubs, and Old Students’ Associations have been revived to support school improvement initiatives. This approach recognises that sustainable education development requires collaboration between government institutions and the communities they serve.

Administrative coordination within the system has also been reinforced through regular review meetings with education secretaries across the 20 Local Government Education Authorities in Ogun State. These sessions provide opportunities to evaluate progress, identify operational challenges, and develop coordinated responses to emerging issues within schools. Such structured dialogue helps ensure that policy directives are effectively translated into practical improvements at the grassroots level.

Observers within the education sector have also pointed to Ifede’s leadership style, which emphasises accessibility and institutional openness. His open-door policy encourages teachers, headteachers, and other stakeholders to raise concerns and propose solutions aimed at improving service delivery. This approach has helped promote dialogue within the sector while strengthening confidence in the board’s leadership.

Ultimately, the direction of basic education reforms in Ogun State remains closely aligned with the broader development priorities of the Abiodun administration. Education continues to occupy a central place within the state’s policy agenda, reflecting the recognition that human capital development is fundamental to long-term economic and social progress. Strengthening foundational education therefore remains a strategic priority for the government.

While challenges inevitably persist within large public education systems, the ongoing reforms within SUBEB suggest a gradual process of institutional stabilisation. Improvements in leadership coordination, teacher support programmes, and stakeholder engagement indicate a sector undergoing steady transformation. Such progress may not always attract dramatic headlines, but it often provides the foundation for lasting educational improvement.

Within Ogun State’s evolving education landscape, the leadership of Evangelist Olalekan Ifede represents an effort to reinforce these foundations and reposition basic education for sustained growth. Without a doubt, the board is gradually shaping a more responsive and resilient system as seen in its strengthening of governance structures, investment in teacher development, and promotion of community participation. The long-term impact of these efforts will ultimately be measured by the quality of education delivered to the children of Ogun State.

Gafar Alabi

Information and Public Relations Officer, covering the Ogun State Universal Basic Education Board(SUBEB)