The recent statement credited to Professor Labode Popoola, former Vice-Chancellor of Osun State University, Osogbo, that “free education is not possible anywhere in the world” is both surprising and discouraging. Coming from a university administrator and scholar of his standing, such a sweeping assertion risks distorting public understanding of what is not only achievable but already being practiced in several parts of the world. Professor Popoola was a professor of Forest Economics and sustainable development at the University of Ibadan. He made the statement during the fifth convocation lecture of KolaDaisi University, Ibadan and published in a social media platform, Gistmate media.
I am compelled by the necessity of history to offer this rejoinder—not in the spirit of criticism, but to correct the erroneous impression that free education is an unattainable ideal. Contrary to Professor Popoola’s claim, there are countries where education is indeed free up to the university level and where such systems have operated successfully for decades.
Denmark stands as a prime example. Having studied and lived in Denmark, I can affirm from personal experience that education there, from primary school through the university, is entirely free for citizens and residents. Moreover, university students receive monthly stipends from the government to support their living expenses. This is not viewed as charity, but as an investment in human capital—the most valuable asset of any nation.
Similarly, countries such as Finland, Norway, Sweden, and Germany provide free or heavily subsidized education at all levels. These nations understand that the dividends of education—innovation, productivity, civic responsibility, and social cohesion—far outweigh its financial cost. They also recognize that the cost of ignorance is far greater and more destructive to national progress than the investment required to educate citizens.
Education is a human right, not a privilege reserved for the affluent. To argue that free education is “impossible” is to underestimate the transformative potential of visionary leadership, sound economic planning, and transparent governance. The issue is not the impossibility of free education, but rather the misplacement of national priorities. When public resources are judiciously managed, and corruption curtailed, there is no reason why Nigeria cannot guarantee free and quality education to all its citizens.
Free and compulsory education is not merely possible—it is essential. It is the bedrock of human development, social justice, and national prosperity. Nations that have understood this truth have advanced steadily; those that have ignored it continue to struggle under the weight of inequality and underdevelopment.
Education is not a burden to the state—it is its greatest investment.
