Third term pressure mounts amid ‘data blindness’ crisis in schools

Primary and secondary schools across Nigeria are set to resume for the third term on May 4, a period known for its short duration and academic demands. For students, it marks a race to complete syllabuses, address learning gaps and prepare for examinations. For educators, it highlights a deeper concern within the system.

Education experts say many schools are dealing with what they describe as a “data blindness” crisis. This refers to the lack of real-time tracking of students’ academic progress, which limits the ability of teachers and parents to respond early to learning challenges.

“Most students are not weak, they are simply unseen,” said Matthew Adekunle, an edutech expert. “The third term is notoriously short, yet schools are expected to complete the syllabus, fix learning gaps and prepare students for exit exams all at once.”

Teachers face both academic and operational pressures. In many schools, processes such as lesson planning, grading, attendance and result compilation are still handled manually. Estimates from within the sector indicate that teachers can spend up to 40 per cent of their time on administrative tasks. This reduces the time available for direct teaching and student support.

The effect builds over time. Teachers with limited time struggle to give attention to each student, while gaps from earlier terms remain unaddressed. By the time assessments take place, results often reflect issues that were not identified earlier.

Parents also feel the impact. At home, homework can become prolonged as students try to understand concepts they did not grasp in class. This can affect confidence, with some students beginning to doubt their ability to perform.

Communication between schools and families remains limited in many cases. Academic performance is often shared through end-of-term report cards. These provide a summary but do not show ongoing progress. As a result, parents may not have enough information to act before challenges become more serious.

In response, some education providers are turning to digital systems to improve how schools operate. These platforms are designed to bring together academic records, attendance and other data in one place, allowing teachers to access information more quickly.

One example is Eedu.tech, a platform now used in some schools to manage records and track student performance. It combines several functions into a single system, making it easier for educators to monitor progress.

A key part of the platform is the use of predictive analytics. This allows teachers to identify students who may be at risk of falling behind early in the term. Instead of waiting for examination results, support can be adjusted within weeks.

The system also automates tasks such as fee tracking and result computation. This reduces the workload for teachers and allows them to focus more on instruction. For parents, access to updates, assessments and reports provides a clearer view of their child’s progress.

Education analysts say such systems are becoming part of the basic structure needed in schools, especially where class sizes are large and time is limited.

“The difference is not just technology,” Adekunle said. “It is the ability to see problems early and act before they become permanent setbacks.”

As the third term begins, decisions made by school leaders may affect outcomes for many students. For teachers, the balance between administrative work and teaching remains a key issue.

For parents, the focus may be on how often their child’s progress is monitored and shared. In a short term, access to timely information may play a central role in shaping results.