The push to integrate digital learning tools in Nigeria and across Africa is commendable. However, abandoned electronic waste in schools is fast becoming a silent crisis. With rising procurement of laptops, tablets, projectors, and smartboards, the question of what happens when these devices reach the end of their lifecycle remains largely unaddressed. Without a policy to guide safe disposal and sustainable life cycles, schools will inadvertently become e-waste dumps, posing environmental and health risks, especially in underserved communities where discarded electronics are often mishandled.
In Nigeria, education stakeholders are embracing EdTech to close learning gaps. Federal and state-led digital literacy initiatives such as the National Digital Literacy Framework (NDLF) launched in 2023 aim to expand ICT access in schools. However, many devices under these schemes come with limited aftercare or end-of-life plans. As hardware becomes outdated, schools are left with spoilt equipment piling up in storage or discarded in landfills or informal dumpsites.
Digital devices have a limited lifespan, typically 3 to 5 years. Yet many interventions funded by government, donors, or non-profits rarely include maintenance or replacement plans. A 2019 study at Obafemi Awolowo University (OAU) highlighted the absence of a policy for disposing of obsolete electronics, leading to e-waste accumulation and health risks. Similarly, research conducted in ten secondary schools within Ojo Local Government Area, Lagos State, assessed e-waste practices and emphasized the need for greater awareness and improved management.
According to the International Telecommunication Union (ITU), Nigeria produced over 500,000 tonnes of e-waste in 2021, with less than 20 percent formally recycled. While most comes from households and businesses, the contribution of schools is growing, especially in states where digital programs have expanded rapidly.
Obsolete or damaged devices contain toxic materials like lead, mercury, cadmium, and flame retardants. When exposed to heat or weather, they release hazardous substances into the air and soil, with children being particularly vulnerable. Exposure has been linked to cognitive damage, respiratory illness, and long-term health issues. In low-income areas where schools also serve as community hubs, this risk is heightened.
Nigeria’s National Environmental Electrical Electronic Sector Regulations (2011) provide a legal framework for e-waste, but enforcement is weak, and the education sector is rarely included in strategic plans. Agencies like UBEC and SUBEBs procure devices without specific guidelines on safe disposal or recycling. Procurement policies lack sustainability standards, with devices often chosen based on cost, not durability or recyclability. Many EdTech deployments are donor driven, but few include accountability mechanisms for managing devices post-project.
In contrast, Rwanda and Kenya are making strides. Rwanda has a national e-waste strategy and over 15 collection centers, including in schools. A public-private partnership with Enviroserve Rwanda has recycled over 300 tonnes of e-waste, growing a recycling ecosystem. Kenya’s Ministry of Education includes e-waste in its Digital Literacy Programme, promoting partnerships with certified recyclers. Additionally, India’s “Digital India” initiative encourages refurbishment and redistribution of used devices in rural communities, reducing both digital inequality and e-waste. These approaches show that coordinated national strategies and partnerships can deliver practical results.
To mitigate growing e-waste risks in schools, the Ministry of Education should work with NESREA and NITDA to develop clear protocols for safe e-waste collection, storage, refurbishment, and recycling. Rwanda’s model where school collection centers link with national recycling infrastructure provides a template adaptable to Nigeria’s context. Second, EdTech procurement should include criteria for reparability and end-of-life planning. In Finland public procurement laws mandate that devices purchased for schools meet minimum durability and recyclability thresholds, extending their usable life and reducing waste. Also, the government can incentivize partnerships between schools and certified e-waste recyclers. Kenya’s Digital Literacy Programme integrates school community partnerships with accredited recyclers, ensuring proper end-of-life management for devices. Fourth, teachers and administrators should be trained on e-waste handling. Civic education curricula can include lessons on environmental responsibility. In South Korea environmental literacy is embedded in teacher training programs, increasing institutional awareness of safe tech usage and disposal. Lastly, set up school-based collection centers to redistribute refurbished devices to rural schools, extending their use and reducing waste. This is aligned with India’s school refurbishment programs under the National e-Governance Plan.
As Nigeria advances its digital education agenda, sustainability must be built into the plan. A dedicated e-waste policy for the education sector will protect health and the environment while enhancing the value of EdTech investments. By learning from African and global models, Nigeria can lead in building a responsible, future-ready education system.
Adebimpe Elizabeth Adeoba
Adebimpe Elizabeth Adeoba is a committed advocate for quality education, with a focus on climate-resilient governance and inclusive digital learning systems. She is a Policy Impact Fellow at the Cheetahs Policy Institute.