The Nation Newspaper

Tag: Education

  • ‘Science education should start early’

    ‘Science education should start early’

    Early exposure of pupils to science and technology education and capacity building of science teachers are needed if Nigeria is to join the league of technologically-developed nations, says Group General Manager, Public and Government Affairs, Mobil Producing Nigeria (MPN), Mr. Paul Arinze.

    Speaking at the close of the 19th MPN/NNPC STAN National Science Quiz/Project competition hosted by Asaba, the Delta State capital, as part of the 55th Science Teachers Association of Nigeria (STAN) conference, Arinze said the government must institute a policy in this regard to stimulate interest in Science, Technology, and Engineering and Mathematics (STEM) education.

    He said: “In order for Nigeria to join the league of technologically advanced and economically prosperous nations, deploying creativity in technology is essential, and science education will play a crucial role in fulfilling this objective.

    “Concerted efforts and policy must be put in place to not only ensure that pupils are introduced to science subjects early, but also that a greater encouragement system is instituted to identify and reward pupils showing exceptional abilities in science subjects.

    “Teaching aids and other infrastructural support must also be provided to encourage pupils while science teachers must show greater commitment to their duties. Relevant authorities should also make science teachers’ capacity development a priority.”

    Arinze’s recommendations tallied with the concerns expressed by Prof Peter Okebukola, Director, STAN Quiz Bureau, and Mr. Emmanuel Ekoluwo, a Mathematics teacher at the Delta Steel Company Model School, Aladja, Delta State.

    Okebukola said this year, the contestants did not display the level of confidence usually noticed in the final of the competition. He attributed it to the process used to select the contestants.

    “Last year, it was most exemplary. It was quite heart-warming that our pupils could do so well because there were some questions that came out that many teachers could not answer within the time-frame.

    “This year, I could not see that lustre and that shine. A few things could be accountable for this observation. It could be that the process leading to the winners at the state level to come to the national level was weak. I guess they did not use the best mechanism to get the best pupils to come for the finals. I know there are many pupils at the state level who are sharper than those presented for this year’s competition are.”

    On his part, Ekoluwo, whose school has won the primary school category of the quiz competition in the last five years, faulted the government for not investing in the pupils and teachers as recommended by Arinze.

    “For some years, the school has won this competition, yet it has not received any recognition from the state government. It has also not received any sponsorship. There has also not been any acknowledgment for us the science teachers that have taken these pupils to this level. This is not encouraging,” he said.

    This notwithstanding, the competition was not without its usual thrills. The duo of Adarerhi Erere Gloria and Enameguono Aroesiri of the D.S.C Model Nursery and Primary Schools, won the Primary School category trophy for Delta State with 118.25 points. The teams from Imo State (111), Benue (98) and Osun (96.75) were the runners up.

    In the secondary school category, Imo State lifted the trophy with the help of Adolalom Obinna of Living Word Academy, Nkwerre and Ononiwa Benjamin of Alavana Model Secondary School, Owerri.  They edged out Akwa-Ibom (111) with just one point. Enugu scored 110 points to emerge third, while Ondo came fourth with 107 points.

    Gloria Adarerhi, one of the primary school category winners, said her team was inspired to win because Delta State hosted the competition.

    “My school authorities did not force us to read for the competition, but we made up our minds to come tops because the competition was hosted in our state and you cannot lose in your own state. We had to take first,” she said.

    For 17-year-old Benjamin Ononiwa, winning the secondary school category trophy for Imo was a dream come true, especially as he  failed to do so at the primary level six years ago.

    “This is a dream come true. I have always been hopeful and optimistic about my chances. I thank God for making it possible,” said Ononiwa who hopes to study Mathematical Physics in the university because of his passion for mathematics.

    Cash and gift prizes were also awarded to contestants in individual subjects, science projects, and teachers’ projects, courtesy of MPN/NNPC which has sponsored the competition for 19 years.

    The five-day STAN conference attended by about 1,000 participants  featured lectures, workshops for teachers, and conferment of fellowships on deserving science teachers.

    Six teachers conferred with the STAN fellowship were: Ayodele Akande, Arinola Akinsete, Ezekiel David, Prof. Elizabeth Gyuru, Dr. Adebola Ifamuyiwa and Dr Muilimi Olayiwola.

  • Engineering students make case for quality education

    The Nnamdi Azikiwe University (UNIZIK), Awka chapter of the Nigerian Universities Engineering Students’ Association (NUESA) has held a symposium to mark its Engineering Week.

    The event, which held at the FEG Engineering Hall, hosted students from Enugu State University of Technology (ESUT), Delta State University (DELSU), Federal University of Technology, Owerri (FUTO), and Anambra State University (ANSU).

    In his paper entitled: The importance of university and industry collaborations in engineering research, president of the DELSU chapter, Jude Uti, said collaborations between universities and engineering firms led to industries making giant strides in product improvement, service delivery, technology and medical advancement.

    He said the event offered students opportunity to meet with industry professionals, who could help them to choose mentors in their respective area and equip them with necessary knowledge to make them employable.

    A lecturer in the Department of Industrial Production Engineering (IPE), Prof Christopher Ihueze, in his lecture titled: The making of Nigerian engineer and common engineering courses: Panacea for infrastructural development, said poor and inadequate infrastructure hinders Africa’s development. He said the Millennium Development Goals (MDGs) and Vision 20:2020 may not be attained if infrastructure is left to rot without funding.

    He condemned people’s attitude to emphasise university education without quality, stressing that corruption, insufficient and poor infrastructure, lack of incentives and obsolete engineering curriculum reduced performance of engineering students.

    The Director of Electronics Development Institute (ELDI) in Aba, Dr Michael Ndinechi, who spoke on From research to realisation, said: “A successful national research endeavour requires a number of facilities to be put in place, which include knowledge institution, laboratory facilities, funds and researcher-industry linkage.”

    At the event were  former UNIZIK Deputy Vice-Chancellor (Academics), Prof Sam Omenyi, president of the Students’ Union Government Chukwunonso Ibe, presidents of NUESA in ANSU, FUTO and ESUT chapters Kingsley Anyadike, Chibuzo Okonkwo and Igwe Ofodile respectively.

  • ‘Involve private sector in rural education’

    The proprietor of International College Ibefun, in Ijebu-Ode, Ogun State, Prince Babatunde Taiwo, is advocating more private sector’s involvement in rural education development to improve teaching and learning in the country.

    Private sectors, Taiwo argued, should endeavour to support the government at all levels in ensuring that quality education is available to children regardless of their financial background.

    Taiwo, who spoke at the pioneer valedictory/prize giving of the school, said the destiny of a nation depends solely on how youths are equipped for future.

    According to him, every child, irrespective of their social background, deserves an access to quality education as a veritable tool for their advancement and the country at large.

    He said the burden to meet up with the ‘Education For All’ agenda of the MDGs could not be achieved by various governments without a major participation from the private sectors.

    He acknowledged that establishing ICI in Odogbolu local government area, on a full scholarship basis for town indigenes, only represents a drop in the ocean of his programme for the less-privileged.

    His words: “If I had the money, I will educate every Nigerian child to secondary school level at the least, free of charge, but unfortunately I don’t.

    “As an observer of the sector, the dwindling education can be attributable to the decline of facilities in the various elementary and secondary schools.

    “Though governments are giving their best to rescue the sector, but they cannot do it without the help of private investors.

    “The problem in education is a revolving one and you now see overseas institutions taking advantage of the situation to penetrate the sector.”

  • Cleric: Education can end insurgency

    The General Overseer Charismatic Ministries Worldwide, Dr Cosmos Ilechukwu has advocated compulsory education for all children in Nigeria as a panacea to the persistent insurgency in the country today.

    Ilechukwu, who spoke with reporters in Calabar after dedicating the Cathedral of Destiny of the Charismatic Renewal Ministries Incorporated, described the incessant suicide bombings in the country as pathetic and an indication of a nation that has lost value for human life.

    He urged the Federal Government to evolve deliberate policies of mandatory and unconditional education for all children in Nigeria.

    According to him, an enlightened mind cannot be easily manipulated to commit such hideous crimes.

    Earlier, in a sermon, he urged churches to return to the bible and core Christian principles which establish the church as a temple of prayers and deemphasise materialism.

    “So much emphasis on money has hindered the manifestation of God’s presence in the church,” Ilechukwu said.

  • Chibok girls: Expert advocates security education

    AN educationist, Alhaji Jamiu Idris, has called on the Federal Government to integrate national and personal security into the curriculum of Civic Education.

    Jamiu, who once served as the Secretary of Nigeria Union of Teachers (NUT), Lagos wing, said this while reacting to the abduction of the Chibok girls by the Boko Haram sect.

    He said: “It is over 100 days that these children have been seized by Boko Haram and I want to suggest that the fight against terrorism should be taken to classrooms where every pupil will be taught how to identify and guard against the incursion of any kind of insurgency.”

    Condemning the serial bomb attacks by the sect, which have claimed many lives and property  in the north, Idris said security should be built around the students by regularly updating the education curriculum with new information about security and the antics of Boko Haram and other terrorists.

    “If Boko Haram members could stroll to a school and seize more than 200 girls in a jiffy, then the Federal Government must do more than just deploying soldiers or anti-bomb squad in the country. Government must provide employment for teeming jobless youths while also sensitising the students against terrorism,” he said.

    Idris, now secretary, NUT, Ekiti State wing, explained that though the teachers had no expertise to fight terrorism, they could help the government enlighten the society and schools about personal and national security.

    “Most of the Boko Haram members are youths who have no jobs. Some of them are students who do not have the right education. Everybody has a role to play in this. We should not politicise the fight against Boko Haram. It is a national problem that all of us must fight. I know that Lagos is doing a lot of sensitisation among the pupils and we are doing the same in Ekiti State. This must go round the country to save the life of our children,” Idris said.

    He called on teachers and pupils to always raise the alarm whenever they notice any strange movement around their schools and quickly report to appropriate authorities to take action.

    “While we are waiting for the peaceful release of the Chibok girls, I think it is a proper thing to do if the government can vigorously take the campaign to schools,” he added.

     

  • Education as tool against insurgency

    Drawing from mankind’s experience with wars and violence, with special regard to Nigeria’s current horrid security challenges, never had the need to provide quality education, especially for the girl-child by government received earsplitting support than now.

    Proponents of education for the Nigerian child maintain that it promotes knowledge skills and values that will bring about behavioural changes that will enable children, youths and adults to embrace peaceful means of resolving conflicts.

    The current state of insecurity in the country orchestrated by the Boko Haram insurgents seems to give impetus to the massive support which the crusade for education for every Nigerian child is receiving, as views are that education imbues in one refined lifestyle. This view which sees education as the bedrock of development in any society is, seemingly incontrovertible.

    For instance, if those who joined the Boko Haram; the rampaging Islamist sect that is totally opposed to anything western education had been imbued with the values of education, they would not have taken up arms against the state, unleashing indescribable mayhem on her.

    They also would not take bestial pleasure in killing their fellow mankind. They would also have been taught that there are alternative means of settling scores or grievances. They will accord dignity to human life, knowing that they have no right to take any life which they never created. They agree to embark on suicide mission because they were brainwashed and received unconstructive indoctrination.

    The worrisome destruction of lives and properties in the Northeast geo-political zone and other parts of the country is so massive so much so that one wonders if there is any hope for those communities and people affected by the insurgency.

    Based on the above, one is convinced that genuine commitment to provision of quality education for all, especially children, would eliminate ignorance which often fuels violence.

    Education is a tool for social justice as well as a fundamental driver of economic development. This explains why governments, the world over, show serious commitment to the provision of quality education for their citizens.

    Education is one of the most important factors that not only sustain the culture, including the democratic principles, but also empowers an individual and determines his status in a competitive world.

    Some of the aims of education are mental, physical, psychological and emotional development of the human person.

    Education for the Nigerian child seeks preparing him for full and happy life which, in turn, makes him useful to himself and his society; as it moulds the individual for a better future.

    Education inculcates in the child the values of national consciousness and unity, right type of principles and attitudes which allow survival of both the individual and the society. It also trains the mind of the child to enable him to think for himself and independently take decisions on issues. The aim is to eradicate illiteracy from the society.

    Over and above this, education ensures that the child acquires appropriate skills, ability and competence that will make it possible for him to earn his living in order to be comfortable and contribute, in reasonable manner, to the development of his society.

    Our leaders should show greater commitment towards ensuring that the country’s future is guaranteed. This they could do through formulation of policies and programmes that make education of her citizens a right and not a privilege. We hold this view because the state or society is the chief beneficiary of education when its enlightened and patriotic citizens, through hard work, enhance its growth and development.

     

    Stella, 300-Level Accountancy, NOUN

  • LAGOS GOVERNOR’S EDUCATION AWARD

    LAGOS GOVERNOR’S EDUCATION AWARD

    Lagos State Governor, Mr. Babatunde Fashola SAN (5th left), Commissioner for Education, Mrs. Olayinka Oladunjoye (4th left), Special Adviser to the Governor on Lagos Eko Project, Ms Ronke Azeez (4th right), Chairman, House Committee on Education, Science and Technology, Hon. Wahab Alawiye-King (3rd right), pupils and others holding a symbolic cheque of N268M presented to 134 Lagos State Secondary School by the Governor during the Governor’s Education Awards/Secondary Schools Performance Presentation 2013/2014 at the 10 Degrees Event Centre, Billing Road, Oregun Industrial Estate, Lagos on Wednesday, August 6, 2014.
    Lagos State Governor, Mr. Babatunde Fashola SAN (5th left), Commissioner for Education, Mrs. Olayinka Oladunjoye (4th left), Special Adviser to the Governor on Lagos Eko Project, Ms Ronke Azeez (4th right), Chairman, House Committee on Education, Science and Technology, Hon. Wahab Alawiye-King (3rd right), pupils and others holding a symbolic cheque of N268M presented to 134 Lagos State Secondary School by the Governor during the Governor’s Education Awards/Secondary Schools Performance Presentation 2013/2014 at the 10 Degrees Event Centre, Billing Road, Oregun Industrial Estate, Lagos on Wednesday, August 6, 2014.
  • Ihedioha decries education standard

    Ihedioha decries education standard

    House of Representatives’ Deputy Speaker Emeka Ihedioha has decried the standard of education in Imo State.

    Ihedioha, who spoke at the official distribution of scientific equipment at the Holy Ghost College in Owerri, the state capital, said stakeholders were concerned about the situation.

    He noted that no society could make meaningful progress without an educated population.

    “The state’s quality of education has become a primary concern to stakeholders. We are talking of not just education for its sake, but education that will lead to self-reliance. We are talking about education that will lead to industrial and the technological progress of our state.”

    The deputy speaker disclosed that the programme was designed to support the educational needs of pupils and to complement the efforts of government and the private sector repositioning education.

    The deputy speaker stated: “For educational progress to be made, we need to appraise where we are coming from, where we are and where we are going to. Sometime ago, a group of experts were commissioned to study and determine the level of preparedness by secondary schools in Imo State, in terms of equipment, re-agents, materials and qualified teachers, in teaching both basic and advanced sciences. The findings showed that funding for science education in Imo is low.”

    He lamented that the implication of the low funding of science education was that pupils in the secondary schools could complete their education without exposure to the basic experiments required in sciences.”

  • Will Shekarau deliver as Education minister?

    Will Shekarau deliver as Education minister?

    The Minister of Education, Mallam Ibrahim Shekarau, is known to many in the sector.  He has an impressive resume, rising from being a teacher to a permanent secretary in the Kano State Ministry of Education years before he became governor. With his appointment last week, stakeholders expect him to bring his experience to bear on his new job, report KOFOWOROLA BELO-OSAGIE, ADEUGUNLE OLUGBAMILA and KOLADE ADEYEMI.

    Mallam Ibrahim Shekarau is the 45th minister of education.  His appointment is coming at a critical time.  The Federal Government is about implementing its agreement with the Academic Staff Union of Universities (ASUU); negotiating with the Academic Staff Union of Polytechnics (ASUP), Colleges of Education Academic Staff Union (COEASU) and the National Association of non-Academic Staff Union of Tertiary and Allied Institutions. Other issues are the abduction of  over 200 girls from the Government Secondary School (GSS) in Chibok, Borno State, on April 15; and the number of out-of-school children estimated to be 10.5 million by the United Nations Education Scientific and Cultural Organisation (UNESCO). The figure is set to be the highest in the world.

    Following his appointment, stakeholders are expecting changes based on his antecedents as an educationist and achievements as Governor of Kano State between 2003 and 2011.

    Shekarau had his Qu’ranic, primary and secondary education in Kano before studying Mathematics at the Ahmadu Bello University, ABU, Zaria , Kaduna State in 1977.

    After one year as a teacher, he was made a principal in 1979.  He served as Deputy Director of Education in the Kano State Ministry of Education (1992), Director (1993), and Permanent Secretary (1995). He also headed different departments in the Ministry of Water Resources, Office of the Secretary to the State Government and the Civil Service Commission.

    When he became governor in 2003, Shekarau is credited to have removed Kano State from the list of Educationally Less Developed (ELD) states through the provision of instructional materials, infrastructure and manpower to schools and scholarships for 33,000 undergraduates studying in various institutions nationwide.

    Kano before 2003 had 3,421 primary schools, 20,526 classrooms, 1, 026,300 pupils with 22,084 teachers.  After Shekarau came in, enrolment improved by 80 per cent. The Shekarau government also established additional 364 primary and 241 secondary schools.

    Mallam Musa Salihu, who worked as the Kano State Commissioner for Education during Shekarau’s tenure as governor (2007- 2011), said the new minister was aware of the issues in the sector and addressed them squarely.

    As minister, Salihu said Shekarau needs to address the challenge of teacher quality.

    He said: “Today in Nigeria, the general problem is how to produce devoted and committed teachers, it is very unfortunate that the old teachers college were scrapped.  Those who did it did not know the importance of the programme.  Today when you enroll young ones into teaching profession, most of them do not have interest because the foundation was not there. So the new minister has to address how we can have a regular flow of competent and  qualified teachers, so that at the end, we can achieve the benefit and to also tackle the issue urgently by taking  drastic action.”

    Mallam Musa Salihu  also said Shekarau should also intervene with private schools, which, he said, are exploiting parents with high fees.  He advocates they should be assessed regularly, while the Federal Ministry of Education (FME) should establish harmonious working environment between the government and the private sector.

    Akwa Ibom State Commissioner for Education, Prof Offiong E. Offiong, said Shekarau should endeavour to carry all states along when implementing policies to ensure success.

    “There is need to carry all states along in ensuring total and holistic transformation,” he said.

    Offiong also said Nigeria should settle the out-of-school problem once and for all by conducting its own investigation.

    “The out-of-Sschool phenomenon should be tackled. Also there is lack of reliable data. For instance 10.6 million Nigerians out of school is speculative. This has been a problem facing the sector. There is need to address this. We need to get the data. This has led to the inability to accommodate all in our efforts to give Nigerian children qualitative education,” he said.

    Executive Secretary, Lagos State Technical and Vocational Education Board (LASTVEB), Mr Olawumi Gasper, urges the minister to spare some thought for Technical and Vocational Education (TVE).   He described as erroneous, the present focus on tertiary education and advocates that the education environment be configured to support innovations.

    However, for TVE to succeed, Gasper said that the Federal Government should strengthen basic education.

    “We are focusing too much on tertiary education, which is unnecessary.  University graduates will not create jobs.  Job creation will come from young boys with brilliant ideas.  That is why we need to strengthen basic education.  Basic education needs attention.  That is the bedrock of education.  Once we get it right, everything will follow,” he said.

    Regarding the polytechnics, the National ASUP President, Dr Chibuzor Asomugha, said though the union has though suspended its 11-month old strike, members expect Shekarau to address their grievances without delay.

    The demands of the union that led to the strike include:  an end to the discrimination against polytechnic graduates in the public service and in the labour market;  release of the White Paper on the Visitations to Federal Polytechnics; implementation of CONTISS 15 migration for the Lower cadres and its arrears as from 2009; establishment of a National Polytechnics Commission (NPC)  as a regulatory body for Polytechnics.

    Others are: review of the Polytechnic Act; improved  funding of the Polytechnic sub-sector and equitable disbursements of TETfund grants among universities, polytechnics and colleges of education; appointments of qualified persons only from the polytechnic sector as rectors and provost of polytechnics, monotechnics and college of technologies, implementation of 65-year retirement age for lecturers in polytechnics, monotechnics and college of technologies, and the re-negotiation of the 2009 FGN/ASUP Agreement as agreed.

    Though Asomugha is not optimistic much can be achieved by Shekarau considering the little time left before the end of the current administration, nonetheless, Asomugha said ASUP expects him to lay a solid foundation for his successor to build on.

    He said: “It will be unrealistic to expect too much from the minister considering the brief period that he has before the end of his regime. Factor is also the enormous responsibility he is faced with in the education sector.

    “It will be reasonable for him to try and lay solid foundations for Nigeria education, a practicable roadmap, devoid of cosmetics of the past, especially with regards to technical and vocational education. So far he has shown satisfactory understanding of the critical importance of technical and vocational education and has pledged to give it requisite attention. It will be necessary for him to involve critical on-ground operators of the system in fashioning out a sustainable platform for raising standards in our polytechnics.”

    The National President College of Education Acacdemic Staff Union (COEASU) said Shekarau’s pedigree makes him look promising but warned him not to negatively influenced.

    “He looks promising. From his background, he appears to be having a listening ear, and like the kind who will approach issues without bias. But my fear is if he will not allow himself to be influenced by those bad eggs in the ministry,” he said.

    The Southwest Coordinator, Academic Staff Union of Universities (ASUU) Dr Adeshola Nasir, said Shekarau should convene an education summit where challenges in the sector would be addressed.

    “It is not only about understanding the sector, but being able to implement sound education programmes in Nigeria.  ASUU has repeatedly said education is declining with respect to poor funding, poor infrastructures and all that, and that government should call education summit involving stakeholders that will harvest opinions that will launch Nigeria among the comity of nations. Government needs not wait any further. The time to act is now and any positions arising there from should be passed by the new minister to government for onward implementation,” Nasir said.

    On his part, the first National Vice-President, All Nigerian Confederation of Principals of Secondary Schools (ANCOPSS), Mr Abayomi Adegunle, feels Shekarau’s designations as a technocrat and former governor would help him ward off any likely challenges from the ministry or any pollutants.

    He urged Shekarau to see to the passage of the  Secondary School Commission bill.

    He said: “He is a well grounded principal. He was also a former national president of ANCOPSS for four years. So he knows the rudiment of education because he has passed through the stages, Adegunle contended.

    “However, we expect him to press for the actualisation of the Secondary School Commission bill which is before the National Assembly. He should also ensure that professionalism among teachers in both primary and secondary school nationwide is henceforth more practical-oriented that theoretical. Above all, the he should ensure the implementation of the 27.5 Teachers Salary Scheme.”

  • The girl-child needs education’

    To mark the annual International Day of the African Child, the Basic Education Africa (BE Africa), in partnership with other concerned non-governmental bodies, has sought urgent attention to the fate of the girl-child in the country. It was at a seminar tagged: “Basic Education for All – A Focus on Girl-child Education.”

    It was held at the Nigerian Institute of International Affairs (NIIA), Victoria Island, Lagos to raise awareness on the plight of children in Africa, and on the need for continued improvement in their education.

    Seasoned speakers at the event, who were drawn by the BEAfrica founder and chairman, Ms. Abimbola Okoya, included: Director, Oando Foundation, Ms. Tokunbo Durosaro; founder, Slum2School Project, Mr. Otto Orondaam and Ms. Daphne Akatugba, The Future Project Nigeria. Mrs Olusola Adeola moderated the question and answer session.

    The theme of the seminar was hinged on the fragile fate of girls’ education in Nigeria as being recently threatened by the recent kidnapping of over 200 girls in Chibok, Borno State by Boko Haram.

    Ms. Durosaro who spoke on “Promoting a Holistic and Sustainable Approach to Enabling Access to Quality Basic Education,” said about 10.5 million children were out of school in Nigeria, adding that in Northern Nigeria states about two-thirds of primary age children are out of school.

    Durosaro who said 17.21 per cent of children that are out of schools in the world are Nigerians, added that one in every six out-of-school children is a Nigerian.

    She said the barrier to quality education in Nigeria is inadequate budgetary allocation, saying that what the government is putting into education was against the international board recommendation monitoring education in Africa.

    Durosaro also said that when people’s standard of living is poor, they would never have time to think of school, adding that they would rather think of scouting for daily survival. She said the way forward is to increase the private sector participation in the education sector.

    Orondaam, who spoke on “Basic Education for All: Making it a Reality for the disadvantaged child in Nigeria,” emphasized that cities are more developed than communities because educational focus is more on urban areas than rural.

    “Slum still exists in some communities because they have not seen a good reason why a child should go to school. All these happen due to poverty and lack of faith in Nigeria,” he said.

    Ms. Akatugba, who spoke on “Education and the Future Generation: Advocating for Equality in Access to Quality Basic Education in Nigeria” said despite the country’s progress in education since 1999 in Millennium Development Goal (MDG), over seven million school-age children still do not go to school, while at least 17 per cent of those who attend schools do not complete primary school education.

    Akatugba said that in some states, poor parental view on formal education for the girl child is still high. She said it is worsened by early marriage for girls in some areas and a situation where their boys and girls engagement in income-generating activities to supplement household income in the South Eastern and North- Eastern parts of the country.

    She advocated the expansion of partnerships and with the civil society and ministries to stop the gender disparity.

    The Baale of Omole Land, Chief Taiwo Bakare, said every community should know its role in the education of girls in its environment. He urged traditional rulers to lay good examples by sending their daughters to schools.

    He added: “Schools in the community should also encourage these girls to learn by providing suitable and conducive environment for learning.”