The Nation Newspaper

Tag: Education

  • The home and the missing education

    The home and the missing education

    • By Ganiu Bamgbose

    Sir: The boundary between parental care and social vices has become inconsequential in the scheme of things in Nigeria. How do we explain parents forging documents to change their children’s age to gain admission to higher institutions of learning because they cannot wait to have them clock the required age?

    We euphemise this act as having our children’s interest at heart and downplay the life-long effect of making them normalise forgery and accept lying as a norm. While this will go on subtly in homes, it becomes the liability of the society when such children grow to become administrators and public officers with no regard for standard practices. If helping children secure a good future now means to pay specially for malpractice for their O’ Level and A Level examinations, can we still confidently say we are raising future leaders?

    I remember a student came to me weeping about a course they had failed and she repeatedly said she would not mind the lowest mark because she had never failed in her life. How do we justify raising a generation of future leaders who do not understand failure as a stepping stone to success? Will they not grow into adults who take elections as a do-or-die affair and consider public offices their entitlement?

    Education is the acquisition of skills, knowledge, values and attitude which make one a functional member of the society. It is pathetic that the aspects of value and attitude are now trivialised in our understanding of education. The affective domain of learning which should inculcate the spirit of hard work, dedication, honesty, transparency, accountability, empathy, selflessness and so on into young minds is handled with levity.

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    The focus of many parents is the formal education of their children with outright disregard for the informal education which a renowned educationist, Professor Babatunde Fafunwa, described as “eko omoluabi”, loosely translated by Dasylva (2016:65) as the attitude of an “ideal persona”.

    In Ogundeji’s (2009:73) opinion, ọmọlúàbí implies “a person born and raised by someone with good character and, by implication, a person with good character himself or herself”. These elements of informal education are the soft skills which grease hard skills such as competence and ability.

    A competent leader who lacks compassion will starve the followers. An administrator who has ability but lacks humility will ruin a system. Educationists represent the domains of humans as the head, the hand and the heart. A nation that does not properly mould the hearts will not get the best of the heads.

    The school and society can only consolidate and improve on the foundation that the home has set for a child. This is of course why the English proverb says “charity begins at home”, and why the Bible says “train up a child in the way he should go, and when he is old he will not depart from it” (Proverb 22:6). “If the foundations are destroyed, what can the righteous do (Psalm 11:3)?”

    Inasmuch as parents want to make life easier for their children, they must also ask themselves if they would have got it right if this was the path they were made to take. 

    Our society is a reflection of our family system. If it gets better at home, it will be better out there. Let the education be right from home.

    •Ganiu Bamgbose,  PhD,

    Lagos State University, Ojo.

  • ACU: Taking varsity education a notch higher

    ACU: Taking varsity education a notch higher

    •  By Sunday Saanu

    Universities all over the world function on the tripod of teaching, research, and service. The impact of this triad on society is incredible. Underscoring the importance of education, an American, who is the President of the Children Defence Fund (CDF), Marian Wright Edelman says education is for improving the lives of others and for leaving your community and world better than you found it. In today’s world, however, university education offers students advanced academic and professional knowledge in their chosen fields. It equips them with the necessary skills to excel in their future careers by providing in-depth knowledge, research skills, critical thinking abilities, and practical experience.

         However, if our universities in Nigeria live up to these expectations, why do we still need to talk about ‘unemployable graduates’? Who are the unemployable graduates? What makes them unemployable? Didn’t they pass all the compulsory, required and elective courses? This is perhaps a sad commentary on the huge investment on any individual who has gone through the academic rigour from secondary school up to the university level. Whatever makes him ‘unemployable’ must be critically examined.

         On a flip side, some pundits have argued that any university graduate worth his salt should not be looking for a job upon graduation. Rather, the supposed graduate must be a job creator. This is altogether another interesting debate because the environment must be conducive for job creation with all the desiderata. It is tough for anyone to create jobs in Nigeria. Yet, the labour market is, to say the least, saturated as we have more willing hands to work than the available opportunities.

        In response to this unemployment problem, the Federal Ministry of Education directed that entrepreneurship education be included as part of the curricula of the universities, polytechnics, and colleges of education effective from 2007/2008 academic sessions. The intention is to encourage job creation through entrepreneurship. The goal is to make an average graduate a creative entrepreneur, rather than to be looking for a non-existing white-collar job. The idea is noble and progressive.

          Interestingly, Ajayi Crowther University (ACU) located in the ancient city of Oyo seems to have taken this entrepreneurial training to another level. This university whose motto is “raising Godly intellectuals” has created 20 different vocational skills in which every student must register for any skill that catches his fancy. The available entrepreneurship training are Computer Hardware and Mobile Phone Repairs, Graphics & Creative Arts, Paint Production & Tilling, Tailoring ,Tye & Dye , Beads, Shoes & Bag Making, Catering ,Make-up and Cosmetics, Horticulture, Metal Works & Welding, Alternative Energy (Solar), Wood Works and Carpentry, Auto-Mechanical Work, and Household Consumables. Others are Agri-Business, Electrical Works and Wiring, E-Publishing, Household Consumables, Carpentry, Waste Management  and Masonry and block making.

       As part of their General Studies, all  students at ACU register and participate fully in this entrepreneurial training. At the end of the training, they are expected to practically demonstrate their acquired skills by producing and marketing their products. I was at the last public parade or exhibition of their vocational skills. It was marvelous. Each group in a different skill set  showcased their talents to the amazement of the school authorities. We moved around to inspect their products. When we got to Catering , my mouth began to salivate. I was tempted to taste their jollof rice, going by the aroma I perceived. The same impressive feeling in each stand. Indeed, if these students could turn their experience in this entrepreneurial training into expertise upon graduation, none of them would go through the nightmarish experience of unemployment.

        Obviously, this entrepreneurship education gives them an opportunity to fend for themselves in life. This is one area they have the highest probability of becoming job creators. ACU believes that it is a manifestation of half literacy for a graduate to become a job hunter after graduation, hence, the seriousness it attaches to the programme. At ACU, every graduate goes home with at least three certificates. Apart from the certificate attached to their core disciplines, there is a certificate for entrepreneurial training, and Mind Education among others.

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        It is true that no law makes it mandamus for ACU to issue three certificates for its products upon graduation, it is just a way of taking education of its products a notch higher. I can state with unimpeachable facts that ACU is working hard to ensure that the quality of education of its products is unquestionable. The world is constantly changing: from mechanization to modernization and to globalization. This is what the university is preparing its students for, believing that a future unprepared for, is a disaster afoot. Recently, ACU recorded a big feat in the final Bar Examinations of the Nigerian Law School as four of its students finished in the first-class category.

         According to the Vice Chancellor, Prof. Timothy Abiodun Adebayo in my interactions with him, “Ajayi Crowther University believes that the future depends on what we do in the present. Anyone who attends our school can self-actualize without holding out a begging bowl in the labour market. Our university is a place where students are being exposed to rigorous, multi-level self-application with a view to promoting value optimization. We ensure that the parents and guardians get their money’s worth “

        Arguably, private universities enforce stricter discipline than the publicly owned institutions. This is seen with the way ACU VC does not hesitate in sending home any errant student. Prof. Adebayo, a cerebral scholar of uncommon standing who keeps boasting that ACU is not a place for robbers, rapists and ritualists does not condone what should be condemned. Any time he catches a student who steps out of line, you will hear him, saying, “call me Saanu to come and take his picture. I am going to publish your picture in national newspapers before I send you home” It is his own way of instilling fear in the students. He has never published any student in newspapers. But everyone appreciates his energy and purity of purpose.

         On recent unsavory developments in ACU where a female student was allegedly raped by night guards and another student was beaten to death by fellow students on allegation of phone theft, one can only describe these as isolated off-key notes in a melodious verse of the university which does not approximate the realities in ACU. The university has learned its lessons from the storm. It is a useful guide, going forward.

        On the whole, ACU observes that there is psycho-spiritual disequilibrium in the public university system. Consequently, the faith-based university believes that one’s life shouldn’t be built on faulty foundations, hence, the spiritual component of its educational offerings. Therefore, fellowship is compulsory for both staff and students. This is no special claim of moral or ideological exceptionalism, but a clear demonstration of faith in God. The university carefully shapes and strengthens the moral conduct and compass of its staff and students. Yes, ACU is a sky luminous with stars, it believes the stars must be guarded with prayers and words of God.

         As my sabbatical gradually comes to an end with this beautiful campus of Godly intellectuals, one cannot forget the fond memories of this amazing university. There is a world of difference in managing both public and private universities. It is in a private university that a student can walk up to the Vice Chancellor and complain that he has no money for food, and the VC will give the student money. But in a place like the University of Ibadan, University of Lagos or Obafemi Awolowo University, such an indulgence exists only in fantasies!

         The Ajayi Crowther University, Oyo was established by the Supra Diocesan Board (West) of the Church of Nigeria (Anglican Communion), has its origins in the defunct CMS training institution, Abeokuta and the defunct St. Andrews College, Oyo.

    *Saanu is on sabbatical at Ajayi Crowther University, Oyo.

  • Interrogating the nexus between education, politics

    Interrogating the nexus between education, politics

    Title: Navigating the politics of Universal Education policies in Nigeria

    Author: Modupe Adeola Adelabu

    Reviewer: Ozolua Uhakheme

    Publisher: BookCraft

    Pagination: 198

    Globally, education remains a top priority of most nations in pursuit of meaningful development. The need for lifelong learning has never been more critical, through skilling, reskilling and up skilling than now. The reality is that, times are changing and it is imperative for nations to keep pace with changing times.

    Little wonder the UNESCO Assistant Director-General for Education, Stefania Giannini told the G7 Ministers meeting on education that investing in education is what the world need the most now.

    At the G7 Ministers’ Meeting on Education, which took place in Trieste, Italy between 27 and 29 June this year, Giannini said: “In this moment of dramatic change, investing in education is what we need the most. It empowers us to better understand the world and to actively participate in democracy, the economy, peace-building efforts, and climate action.” At the meeting, UNESCO emphasized the importance of inclusion and investing in teachers for transforming learning and unlocking everyone’s potential. In addition, UNESCO highlighted the need to enhance early childhood education and care, which is one of the most beneficial investments a country can make to promote holistic development, gender equality and social cohesion. Failing to invest in every learner’s education has dire consequences not only for individuals, but for societies and economies as a whole. According to a new UNESCO report, out-of-school children and educational gaps cost the global economy US$10 trillion a year…

    “We need global citizens equipped with the knowledge, skills, attitudes, and values to tackle interconnected challenges, including inclusive and equitable digital and green transitions.”

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    How has Nigeria fared in the race to educate its citizens in line with the evolving needs in the global market? How has the politics of federal, the federating units-regional and state governments affected education policies over the years? These and many other questions are addressed in the 198-page book, Navigating the politics of Universal Education policies in Nigeria by Prof. Modupe Adeola Adelabu, the former Deputy Governor of Ekiti State and former Chairman Ekiti State Universal Basic Education Board. The nine-chapter book is a well-researched work on the relationship between resources, professional, stakeholders and other players, which captures the evolution, development, practices and success of the Nigerian education system.

    As background, the author dedicates the first two chapters to the basic concepts of education and politics as conceived and executed by different administrations including global agency like UNESCO. She buttresses her submission on fundamental and relevance nature of education by citing the Universal Declaration of Human Rights (UDHR) Article 26 of 1948, which states that everyone has the right to education.

    The Article also states that ‘education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms.’ Apart from the UDHR, the author also provides other provisions by international agencies like UNESCO that support the policies and process of education in Nigeria.

    She says there is a strong symbiotic relationship between education and politics with each influencing the other. Education, she notes is key to human capital development and any attempt to divorce politics from education will constitute a veritable uphill task concerning the depoliticisation of policy formation and implementation.   

    Chapters 3 and 4 focus on different stages of education policies development dating back to the pre-colonial period, the traditional form of education, advent of Arabic/Islamic education, introduction of Christian Missionary education, and the impact of the various stages on the system. While acknowledging the contributions of both Islamic and Christian missionaries, the author did not lose sight of the seeming gulf between the two. “The curriculum of Qur’anic education does not prepare the student for higher productivity in the existing economic system. Of course, this is unlike what indigenous African traditional education offered its clientele…The objectives of missionary educatio. n was to convert Africans to Christianity like Qur’anic education was to convert Africans to Islam. For all intents and purposes, the school is the church,” she puts it bluntly.

    According to Prof Adelabu, the Christian education system paved the way for Nigeria’s cultural, economic and political colonisation, adding that education per se was not the primary goal of the missionaries as it was auxiliary to it.  Citing I. Delano, she notes that there is a general feeling are that the ‘missionaries were the front of the government to soften the hearts of the people, while the people look at the cross, the white men look at the riches of the land’ 

    To the author, the colonial period added little or no value to the education system except that it designed an education system that kept Africans as second class citizens in their own lands. She quoted Lord Lugard as saying that Africans were primitive, and their education should be carefully designed to serve such special needs that would make them subservient to their European overlords.

    To accurately capture the political context of the various polies and development of education in Nigeria, she identifies in Chapter 5 factors that affect free education to include the followings; federalism, regionalism, ethnicity, domestic and international, domestic environment, social and demographic, politics, external environment constraints, patterns of influence from linkage with foreign states and multinational organisations.

    The 1955 Universal Primary Education launched by Chief Obafemi Awolowo in Western Region, its adoption in 1979 by Unity party of Nigeria (UPN), the subsequent reviews and the policy making process form the thrust of Chapter 6. But in Chapter 7, Prof Adelabu provides profiles of some major actors of free education policies in Nigeria, which include Chief Obafemi Awolowo, Chief Stephen Awokoya, Chief Michael Ajasin, Nnamdi Azikiwe, Ahmadu Bello and Olusegun Obasanjo. These personalities’ contributions, according to the author shaped and influenced the politics of education in Western region and Nigeria.

    Chapter 8 highlights the sources of funding and financing of the various educational policies starting from the missionaries during the colonial era and attempts by colonial government to assist some of the missions in their educational works.

    She appraises the various initiatives in the developmental process of the UP 1955, 1976 and 1999; thus offering a sequential account of the schemes. The commitment levels of each administration, region and federal in terms of yearly budgetary allocations are provided copiously. The author also highlights the role and impact of funding with the varying degrees of the educational goals intended as well as success recorded.  

    She, however, points out that the 1955 free education policy of the Western region was not really free in the true sense of the word because it was indirectly paid for. “To supplement the available resources, the regional government in January 1953 tabled the education and health levy before the Western House of Assembly. The levy is referred to as the capitation tax. This was because the regional economy was not buoyant enough to sustain the scheme. The levy was seven shillings six pence per adult male taxpayer,” she says of the UPE scheme.

    Beside few editing omissions like inconsistency in spelling of words like ‘programme/program, and the duplication of some sentences such as ‘It should be expected that states and regional rights and powers would be enhanced or diminished by the terms of association….,’  on Pages 70 and 72, the book is well written in simple, direct and easy to understand language. It is highly recommended for researchers, students and decision makers at all levels in government.

    Vice President Kashim Shettima is special guest of honour at the public presentation of the book today at NAF Conference Centre, Abuja.

  • Actualising promises: Rivers pursues basic education transformation

    Actualising promises: Rivers pursues basic education transformation

    Despite simmering political challenges in Rivers State Governor Siminalayi Fubara has set his sights on achieving social and economic elevation for the people of the state by working on his agenda. One of the key areas of focus is Educational development, a top priority for the River State Government.

    Governor Siminalayi Fubara has outlined several initiatives and plans to improve basic education in Rivers State including consolidation of the current investments in the education sector to ensure delivery of high-quality outcomes while increasing budgetary allocations to meet the funding requirements for access, quality, equity, and infrastructure maintenance.

    The governor has emphasised the need for maintaining and improving the standards set by the Universal Basic Education Commission (UBEC) and has called for an enhancement of existing systems to achieve better results.

    The governor seeks to improve access to ensure that every child in the state benefits from quality education foundations by addressing issues related to out-of-school children and dropout rates within Rivers State communities.

    Governor Fubara plans to recruit, train, and deploy adequate teachers to improve the teacher-to-pupil ratio in line with UNESCO recommendations. This will include promoting teachers who are qualified for advancement. The governor aims to introduce technology and digital facilities in public schools to prepare students for the global digital economy and improve teaching methods.

    These objectives reflect Governor Fubara’s commitment to enhancing the quality of education and ensuring that children in Rivers State are equipped with the skills necessary for success in an increasingly competitive world.

    Towards actualisation of these objectives, a high-level Rivers state Delegation led by the Hon. Commissioner of Education, Dr. Ovy O.C. Chukwuma, visited NewGlobe, an education services organisation and a school they support. Also on the visiting Rivers State team were Dr. Joe B. Hezekiah Director of Finance, Ministry of Education, Mrs. Ade Rachael Isaac, Director of Primary Education Rivers State Universal Education Board, and Miss Ifeoma Obodoekwe, Technical Assistant to the Hon. Commissioner.

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    NewGlobe is an education expert and leader in learning, with unequaled experience in dramatically transforming educational outcomes at speed and scale. Newglobe achieves large-scale education transformation through enhanced adaptive instructional content design, a digital learning platform, continuous teacher training and coaching, classroom management techniques, 360-degree support, assessment, and evaluation to achieve enhanced learning for children in the classroom.

    Currently supporting more than 2 million children globally including 4 state government public school systems in Nigeria, NewGlobe’s education transformation success has been confirmed by a 3-year Randomised Control Trial with Center for Global Development and Innovation Poverty Action led by 2019 Nobel Prize winner and Harvard Professor, Michael Kremer, which found that students in NewGlobe supported schools had the equivalent of 2.5 years of additional learning.

    The Kremer study and a DFID study by Oxford Policy Management and the University of Sussex also proved that NewGlobe-supported schools provide equity of quality learning irrespective of the social and economic background of children and communities. 

    Since 2015, performance in Kenyan and subsequently in Ugandan and Nigerian national exams have seen students supported by NewGlobe consistently outperform the national average, with alumni now represented at top Kenyan and US colleges.

    Some of NewGlobe’s well-known system transformation programs include EdoBEST, EKOEXCEL and RwandaEQUIP, as well as KwaraLEARN, STAR Education Manipur and BayelsaPRIME. It also supports four community school programs.

    River State Commissioner for Education, Dr. CHukwuma expressed his satisfaction with what he observed, noting its potential for implementation in Rivers State.

    He highlighted the benefits of the technology used, particularly the teacher tablets, which he found to enhance teacher efficiency and classroom engagement.

    “I like what I’ve seen so far, especially the tablet. It would create so much efficiency with our teachers and it is very rich in terms of the content,” he remarked. He also praised the engaging classroom environment fostered by the technology.

    Following this visit, the Rivers state government is exploring the implementation of a technology-enabled system for its basic education sector.

    This includes a digital learning platform, intensive teacher training and coaching, adaptive instructional content, live data-driven monitoring, and comprehensive people and technology support.

    Governor Fubara’s administration remains dedicated to transforming Rivers State’s educational landscape, aiming to provide a brighter future for its children through improved educational opportunities and outcomes. In the Governors’ words while commenting on education at a different event “We are going to transform the school system in Rivers state.”

  • Education is right of every Nigerian child, says School founder Adama

    Education is right of every Nigerian child, says School founder Adama

    • By: David Bolarinwa and Olusanjo Oluwatofarati

    Mary Ketwa Adama, the founder and proprietress of Legacy Villa Schools, has said that education is the right of every Nigerian child.

    She made this statement during the school’s end-of-the-year party on Friday, July 19, urging the government to provide quality education for children, as it is the best-saving grace for a child.

    “I believe in Fafunwa’s policy from 1974 that education is the right of every Nigerian child. The government should ensure that every child is in school,” she said.

    Adama also congratulated the outgoing students, wished them success in their future endeavours, and encouraged them to continue on the path they have been taught.

    She stated: “It is my advice to you that you have gotten a solid foundation from this place and I am not expecting less in their next step of academics, I know you can go places, and for those who are going to the senior class, I advise you to be focused, do not be discouraged and carried away by the frivolities of life, face your studies and become successful.”

    The principal of the Senior Secondary School, Emmanuel David Okereke, shared his thoughts with the school’s proprietress, urging students to never give up on their studies because it is the surest path to becoming successful.

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    He said: “A day like this is a day where we celebrate those that have worked hard, especially when giving prices and we showcase some of the things we’ve done through the session, so my advice to outgoing students is to let the fire and keep burning, don’t give up, a lot of things are ahead of you but in the years that you have been here, we’ve instilled in you certain things that will make you excel, and for those that are going from one class to another, we are not giving up on you.”

    In her remarks, the outgoing Head Girl of the school, Tabitha Bolarinwa, expressed her gratitude to the school for its significant efforts in providing the essential education needed to overcome life’s challenges.

    She also advised the students transitioning from one class to another to remain focused.

    “As the outgoing head girl, I want to use this medium to appreciate the school for all their efforts so far in giving us the best education possible, the school has taught us well, and some of us who wrote GCE can testify with our good results, it is my prayer that God will continue to bless the school and move her forward.

    “As our motto says, “Education is Light”, so I advise you my juniors to remain focused on your studies, not be carried away, and the sky will be your starting point”, she added.

  • Why shortage of qualified teachers in basic education is worrisome

    Why shortage of qualified teachers in basic education is worrisome

    Parents, Nigerian Union of Teachers (NUT) and Teachers Registration Council of Nigeria (TRCN) have stressed the imperative of tackling the ‘acute teacher shortage’ at the primary level following the Universal Basic Education Commission (UBEC) outcry on the issue and the drive to collaborate with the private sector, DAMOLA KOLA-DARE reports

    Teachers are a crucial part of a triad of education — learner, teacher and materials. At the primary or basic education level, which is  a vital part of learning, lack of enough qualified teachers pose a great threat to pupils’ development. Thus, not a few raised eyebrows when Universal Basic Education Commission (UBEC) boss, Dr. Hamid Bobboyi stated at the gathering of stakeholders in Lagos that the nation was suffering acute teachers shortage.

    The UBEC Executive Secretary emphasised that teachers play very important role in the teaching and learning process. He noted  that their number and quality significantly contribute to improved  learner performance.

    Bobboyi  said  of the 694,078 teachers required at the level, 499,202 are available, leaving a gap of 194,876.

    He spoke  at a one-day partnership meeting/ dialogue with the Organised Private Sector (OPS) on the implementation of the Universal Basic Education (UBE) programme,which was organised by UBEC in collaboration with Private Sector Advisory Group (PSAG).

    Bobboyi said the inadequate supply of qualified teachers at primary school level is contributing to learning poverty in basic education, adding that the problem  lies with skewed deployment in favour of schools in urban areas.

    He said states are not recruiting new teachers and not replacing those who withdrew from service, resulting in shortage of teachers.

    While raising concerns on the issue, Bobboyi said: “There were 1,686,535 teachers  at basic education sub-sector in 2022. According to him, 354,651 were in Early Child Care Development Education (ECCDE), 915,596 in primary and 416,291 in junior secondary schools. ECCDE teachers increased by 123.5 percent from 43,368 in 2018 to 96,956 in 2022.

    “On the other hand, teachers in the public primary and junior secondary schools decreased by -21.0 percent and -19 percent in 2023. COVID-19 was a major factor in the decrease.

    “The above suggests that states are not

    recruiting new teachers and not replacing  those who withdrew from service, resulting in shortage of teachers in schools, especially rural schools.”

    He berated state governments, which do not place premium on teachers’ professional development, even though they take 10 percent of UBEC grant for such purpose.

    ”The Federal Government sets aside two percent of the Consolidated Revenue Fund for UBEC and the state governments directly get 10 per cent of it for Teachers’ Professional Development and 15 per cent for Instructional Materials, but how many states use such funds for those purposes? Even the Matching Grant of 50 per cent that they are expected to provide for other projects, some are not faithful, ” he noted.

    Nevertheless, teacher shortage remains a worrisome issue that needs swift attention from government and stakeholders alike. According to the Nigeria Union of Teachers (NUT), more than 14 states of the federation  failed to recruit teachers in five years.

    The  NUT had  revealed that states such as Abia, Bayelsa, Bauchi, Benue, Cross River, Ebonyi, Edo, Gombe, Jigawa, Kano, Kogi, Ogun, Plateau, Rivers, Taraba and Zamfara failed to conduct recruitment between 2018 and 2022.

    Registrar of the Teachers Registration Council of Nigeria (TRCN), Prof. Josiah Ajiboye  also  deplored  “the shortage of qualified teachers” in the country. He said the shortage was more pronounced in rural areas, further worsening educational inequality.

    He  said:  “The surge in the population of school children, and the increase in the number of schools in both government and private present a complex challenge for the education system.

    “The availability and quality of qualified teachers are crucial  in ensuring students receive quality education. However, the shortage of qualified teachers is a concerning issue in Nigeria for several reasons.”

    Ajiboye noted that with the  population of school children in schools  and insufficient recruitment of new teachers, the teacher-pupil ratio in many schools had become worrisome.

    For Deputy National President, National Parent Teacher Association of Nigeria (NAPTAN), Chief Adeolu Ogunbanjo, there is no merit in recruitment of teachers. He tasked the TRCN to do more and sanitise the system.

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    He said: “There is no merit in recruitment of teachers. It is either you are a candidate of party chieftain, politicians. Merit is gone. There are so many qualified teachers out there, who are  begging to be recruited. It is about who you know and that is why we don’t recruit qualified teachers.

    “The TRCN  should ensure that state governments employ only those registered with the council. Unfortunately,the members of the House of Representatives, the senators, governors, commissioners, all have candidates who are just graduates but not registered with TRCN. Many of them are not even registrable. A degree and postgraduate diploma in education makes teachers registrable with TRCN. The council should be relentless in re-orientation and enlightenment campaigns on the importance of registering with TRCN. Then the powers-that-be are cornering slots for teachers. States are not throwing open lots for teaching and if they do,out of 10,000 only 1,000 gets employment and that is killing education. Teachers who are not registrable are being engaged because they are connected to the powers-that-be.

    Even when the state’s recruit, they sign on unqualified teachers.

    “When El-Rufai sacked over 2,000 teachers in Kaduna in 2022, how many did he employ to replace them? We should stop paying lip service to education and try to engage qualified teachers. They are making mockery of the profession if they refuse to employ qualified teachers.”

     Lagos State NUT Chairman, Mr. Hassan Akintoye said: “Primary school level is a crucial stage of  learning for children. It is interesting that UBEC has come out with data to establish we have teachers shortage in the nation. The figures should lead to swift decision-making.  Development can only be driven by education. Therefore, the foundation is important. Those in the system are not being taken care of, hence they are seeking greener pastures abroad. This is a double tragedy for the country because it seems the government is failing. Then, we sought for an elongation in the retirement age of teachers because the younger generation are not interested in teaching. The older ones are doing it  because of passion.

    “To address the situation, there is need to improve working conditions of teachers so that they won’t move abroad for better welfare. Then as a matter of priority, all states should recruit not less than 5,000 teachers. They should try to make up for the required number.

    ‘‘They can also use the Lagos approach because Lagos is not affected by the shortage. In the last three years, we have recruited at least 1,000 teachers per year.  Our strategy in Lagos is that when one level 17 officer retires, we recruit three Level 8 officers whose wages will be within the budget. It  won’t affect the wage bill of the state, it is replacements approach.”

    The way forward

    On how to address the drift, Bobboyi stressed the need to make the teaching profession attractive, create capacity development programmes, retrain teachers and offer regular incentives, among others.

    He said: “It is important to provide incentives and scholarships towards inviting more entrants into the teaching profession and making teaching attractive. Supporting state and LGEA efforts in the recruitment of more qualified teachers and provision of incentives for increased output is equally significant.

    Others are partnering with UBEC in the implementation and replication of the Effective Schools Programme; supporting the scaling up of UBE inputs and processes in targeted schools nationwide.

    It is also necessary to support the community-initiated self-help projects concept for enhancing local-actors interest in UBE delivery using the School Based Management Committee (SBMC) Intervention model.

    The UBEC Executive Secretary also sought the support of the PSAG and other players in the Organised Private Sector (OPS) regarding infrastructural development, creating further access opportunities to enhance UBE delivery, especially in underserved communities. He also emphasised sponsoring capacity strengthening and professional development for  UBE personnel, especially classroom teachers.

    Bobboyi called for modelling the future of basic education by supporting the replication of UBEC’s Smart School models in states and local government areas, adding that facilitating easy access (connectivity) and sustenance of smart learning using digital technology and ICT in the UBEC Smart Schools was also of significance.

    For Ogunbanjo, there is need for TRCN to redouble its efforts to sanitise the system. He noted that recruitment  should be on merit. He stressed the need to avoid tribalism and nepotism, adding that it is ‘killing our education.’

    Hassan reckoned that states should as a matter of urgency recruit at least 5,000 teachers to fill the gap. He also underscored the importance of  improving  working conditions of teachers so that they won’t move abroad in search of greener pastures.

    The Lagos NUT Chairman also urged states to adopt the Lagos approach, which he described as the ‘replacement approach’ wherein once  a level 17 officer retires, three Level 8 officers, whose wages will be within the budget are employed for effective service delivery.

  • Educationist calls for urgent overhaul of education system

    Educationist calls for urgent overhaul of education system

    A renowned educationist, Yetunde Kamson, has urgently called for a transformative overhaul of Nigeria’s education system.

    In an interview with journalists, Kamson discussed the current strength of education and areas needing significant improvement.

    She drew inspiration from successful education reforms in countries like Finland and South Korea, where innovative approaches to teaching, robust teacher training programs, and equitable resource distribution have led to significant improvements in educational outcomes.

    The Abuja-based educationist highlighted that Nigeria’s education sector is marked by a growing emphasis on its importance, various educational opportunities, and a vibrant community of educators and learners.

    According to her, challenges such as inadequate infrastructure, limited access to quality education in rural areas, inconsistent policies, teacher training, and development issues still need to be addressed.

    Speaking on the pressing challenges educators and students face, Mrs. Kamson pointed to inadequate funding, overcrowded classrooms, insufficient resources, and a stark disparity in educational quality between urban and rural areas.

    She also underscored the high number of out-of-school children, teacher recruitment, and retention difficulties as critical issues.

    Kamson emphasised that technology holds immense potential to revolutionise learning across Nigeria, advocating for better technology integration through access to online resources, digital literacy promotion, personalised learning experiences, and improved communication between stakeholders.

    “For technology to be truly transformative, there must be substantial investment in infrastructure, educator training, and digital tool incorporation within the curriculum,” she stated.

    The educationist pointed out the need for robust initiatives and reforms to address the disparities in educational access across different regions.

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    Her words, “These initiatives are not just a local concern, but also align with the global commitment to education as outlined in the Sustainable Development Goals (SDGs), particularly SDG4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030”.

    She called for improved rural educational infrastructure, enhanced teacher training programmes, increased investment, equitable resource distribution, and inclusive policies, noting that community engagement is also vital for bridging the educational opportunity gap.

    While outlining the roles of various sectors in improving education, she said, “The government should focus on funding, policy development, regulation, and maintaining quality standards. The private sector could contribute through partnerships, investments in educational technology, and support for skills development initiatives. Civil society organisations can advocate for reforms, provide community-based solutions, and promote transparency and accountability.”

    She further stated that promoting gender equality and inclusivity in education is another crucial area, calling for practical strategies, which include implementing gender-sensitive policies, increasing access for girls, supporting female educators, addressing cultural barriers, raising gender issue awareness, and fostering a safe learning environment for all students.

    In her opinion, Nigeria can ensure that all students have equal opportunities to succeed by prioritising gender equality.

    In a related development, Mrs Kamson stressed the importance of vocational and technical education in Nigeria’s educational landscape.

    “This form of education provides practical skills, prepares students for the workforce, and encourages entrepreneurship and innovation. To enhance its prominence, vocational education should be integrated into the mainstream curriculum, training opportunities expanded, industry partnerships strengthened, and its value widely recognised,” she emphasised.

    She added: “Through united and determined efforts from the government, private sector, and civil society, and by addressing these critical issues, Nigeria has the potential to overcome its educational challenges and create a brighter future for its learners.”

  • Organization stresses importance of quality childhood education

    Organization stresses importance of quality childhood education

    The educational training organization itsyBITs has stressed the importance of parents and teachers valuing quality early childhood education, recognizing it as the foundational stage of learning for children.

    The statement was made on Saturday during their annual programme, “EduNexxYola,” held in Yola, the capital of Adamawa state.

    The event aimed to enlighten participants on the necessity of enhancing their skill sets to meet the needs of today’s learners and adapt to the evolving future.

    Olutara Ogunwumiju, who spoke on practices and principles of education in the Early Years (0-Primary 3) emphasized the need to focus on foundational principles to improve learning in childhood education.

    “We should not just focus on teaching numbers and letters, but factor in all areas of development, physical, social, emotional learning are important for child growth”, she said.

    She urged teachers to understand their strengths and weaknesses, and not be shy to teach through the process because children learn through the process not just the end result.

    Aniebiet Onuk emphasized the importance of teachers understanding financial management and budget planning in their daily lives, given the country’s economic situation.

    He urged teachers to be prudent in their spending and to maximize their budgeting efforts.

    “You don’t need to compare yourself with another teacher who teaches in a big school and receives a huge salary, learn to manage your finances properly as teachers, it shows discipline and responsibility.”

    Keynote speaker, the executive director, Verbatim Virtual Solutions, Enene Ejembi spoke on “The Evolving School for the Evolving Student in an Evolving Future” addressing the revolution in the educational sector with the inclusion of tech and Artificial Intelligence.

    “Children of this generation are more tech oriented, you see small children with phones and gadgets, and they start swiping, who taught them, nobody, but it has become a part of them because of the world we live in, we as teachers should also evolve to teach them better.

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    “The age of chalkboard is past now, everything seems digitalized, and so as teachers we should also learn to keep ourselves updated, so we can teach our students, since the era of Covid, not all classes are physical anymore, virtual classes have taken over, so the educational system is evolving from the old type of learning and we should evolve with it.”

    EduNexx is a coin word for Educating the Next Generation, a platform to educate early years teachers on the foundational basics of early learning and how it helps to shape the lives of children.

    Speaking with the Executive Directors of EduNexx, Ene Amen said: “The thought behind EduNexx was based of the fact that today’s learners are very different from yesterday’s learners and unfortunately, teachers are still using yesterday’s school strategies and learning to teach learners, not that the technique of the past are obsolete, but there’s a need to evolve”

    Ameh urged that early years teachers should be of esteemed quality as they effect greatly the growth of the children.

    “Teachers affect the growth of children especially in their early years, because these are very formative years, most times we describe these children as sponges, because they absorb alot, things they watch, things that are model to them, things that they hear, see, they absorb experiences and many of those experiences gets internalized, so they quality of learning experiences and modeling that they are getting from their teacher would affect their growth”

    Participants, including school leaders, classroom teachers, and interested parents, left EduNexx equipped with strategies and principles gained from the plenary and workshop sessions across various subject areas, including a leadership session.

  • Advocacy group makes case for quality education for children

    Advocacy group makes case for quality education for children

    An advocacy group, SOS Children’s Villages Nigeria, has called for collective efforts to ensure every Nigerian child has access to quality education in a safe environment with appropriate measures to support their well-being.

    This appeal was made by the organization’s Head of Brand and Communication – Nigeria, Rhoda Ocheche, as part of the activities marking this year’s International Day of the African Child under the theme “Education for All: The Time is Now.”

    The organization emphasized the urgent need to address the growing number of out-of-school children in Nigeria.

    According to a recent UNICEF report, Nigeria has the highest number of out-of-school children in the world, with approximately 18.4 million children not attending school.

    The statement said: “What is the fate of the Nigerian child if 1 in 3 Nigerian children is out of school? Twelve point four million (12.4 million) children have never seen the inside of a classroom, and five-point nine million (5.9 million) leave school earlier than the stipulated graduation time. Nigeria accounts for 15% of the global total of out-of-school children (UNICEF, 2022). These figures are alarming and underscore barriers to education such as conflict and insecurity, vulnerability and scarce resources, cultural and gender norms, effects of climate change, limited infrastructure, and accessibility challenges.”

    The national director of SOS Children’s Villages in Nigeria, Eghosa Erhumwunse, said: “There is an urgent need to address the barriers preventing millions of Nigerian children from attending school. Education is not just about knowledge acquisition; it is a fundamental right and a catalyst for breaking the cycle of poverty as seen in many other countries.

    “Nigeria, as a country, must double its efforts in tackling the issues of out-of-school children in society, especially in rural communities. SOS Children’s Villages prioritizes the educational needs of children through its numerous program implementations ensuring every child, irrespective of their background, receives the opportunity to learn, dream, and achieve their full potential.

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    “SOS Children’s Villages in Nigeria calls on the government to reinvest in actionable policies and implementations that will take these children off the streets. There is a need for family strengthening to build economic capacity, empowering parents and caregivers to place their children in school, thereby reducing the number of out-of-school children.

    “The essence of education will be defeated if learning environments are not conducive and safe for the children. All hands must be on deck to ensure absolute security and a peaceful atmosphere in schools by fully implementing the Safe School Declaration across states and communities.

    “Communities and relevant stakeholders must actively sensitize and create awareness on the importance of education for children, preaching the gospel of a child’s right to education as contained in the Child Rights Law. Most importantly, providing alternative care for children in emergencies reduces the number of out-of-school children. This method provides psychosocial and educational support for children who have lost or are at risk of losing parental care and ensures that they grow up in a loving environment fit and mentally ready for school and society.

    “Lastly, policymakers, educators, civil society, and individuals should renew their dedication to creating an environment where every child can aspire, dream, and achieve regardless of their circumstances, empowering future generations to build a brighter and more equitable world.”

  • X-raying Taraba’s free education, one year after

    X-raying Taraba’s free education, one year after

    Taraba State Governor, Dr. Agbu Kefas, in June, last year declared a state of emergency on education which has as its major component, free education for indigenes. One year down the line, The Nation’s Taraba Correspondent, VICTOR GAI, examines the policy.

    DURING a parley with reporters after his assumption of office in 2023, the Taraba State Governor, Agbu Kefas, declared a state of emergency in education. The policy had as its main component, free education at all levels. The news was received with great optimism by indigenes and also attracted media attention.

    At the emergency declaration, Kefas stated: “But you see the state of our primary schools, the environment in the secondary schools; we need to do something about it. We already have samples and templates of what we want to do in the schools. And also, we will include training of teachers for effectiveness. So, when we appoint our commissioners, we will be able to take up that one as soon as possible.

    “But the one that is a must is to declare a state of emergency on the state of our primary and secondary schools. We are not talking about security, because that is the standard and the primary responsibility of the government to provide to its citizens. Security is my constitutional responsibility.”

    Other components of the state of emergency as promised by Kefas include free uniforms, shoes and writing materials for primary school pupils, massive renovation of schools, slashing of tuition fees of tertiary institutions by 50%.

    Findings by The Nation one year after showed that students in these tertiary institutions: Taraba State University, the state polytechnic, the College of Nursing and the College of Education pay half of their actual school fees in line with the new policy while the College of Agric students still pay the old fees because it is N27,000.

    Additionally, massive rehabilitation is taking place in those tertiary institutions. But, the sectors that face the most challenges now are that of basic and secondary education. There was massive enrolment of pupils and students as soon as the policy was declared by the governor in the face of low number of teachers and inadequate structures to accommodate them.

    According to statistics provided by the Taraba State Primary Schools Management Board, the state experienced a 61% increase in pupils/students enrolment after the declaration of the state of emergency in education. When the declaration was made, which was during school vacation, the number of students was 100,950. Upon resumption, the number rose to 163,235, recording a 62,285 increase and representing a 61.84% increase. This has generated concerns among citizens as to the real intention of the policy. Also, the present situation contradicts the governor’s earlier promise in 2023 where he said that “we already have samples and templates of what we want to do in the schools. And also we will include training of teachers for effectiveness. So, when we appoint our commissioners, we will be able to take up that one as soon as possible”.

    Moreover, during the parley with the media in 2023, a reporter raised a concern which was shared by stakeholders in the sector. He brought the governor’s attention to the fact that some stakeholders were concerned about the hastiness of the policy and that the governor ought to have consulted them before making any declaration. Kefas, in his response, said: “I don’t make pronouncements; I only make declarations”. He also said he was the “number one stakeholder in the state”, which gives him the ample opportunity to declare a policy.

    However, despite the policy declaration and the timelines given for the full implementation of the policy, there are so many gaps that need to be filled. The Nation learnt that, though no school fees are being paid in both primary and secondary schools across the state, some disgruntled officials made attempts to frustrate the policy by collecting fees from pupils.

    The unavailability of school uniforms, shoes, writing materials and accommodation to cater for the massive enrolment of students and pupils is also a source of concern among the people.

    During the stakeholders meeting to mark the governor’s one year in office on May 29, 2024, Kefas re-echoed his administration’s resolve to ensure the success of the free education policy. He gave the reason why the free education policy at the basic level could not begin fully. He also warned the government officials, who were trying to frustrate the free education policy.

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    Kefas disclosed: “We have engaged a firm; its job is to assemble people with building experiences here in the state. In the next few days, you people will witness massive construction of school structures across the 16 local government areas of Taraba State.

    “Our plan is to make the students learn in conducive environments. You will discover that most of our schools don’t have perimeter fencing, no classes for the children and even desks. We have to improve on these things first before we go into the technical aspects of learning.”

    But, an education expert, Joseph Gimba, while commending the governor for declaring a state of emergency in education, also faulted the governor’s inability to consult stakeholders on how to go about the policy.

    Gimba , who is the coordinator, Coalition of Civil Society Organisations in Taraba State, said the hasty manner the policy was made was wrong because of paucity of funds and the lack of structures and personnel to run the programme.

    He said: “Looking at it from our own perspective as a civil society organisation, we were expecting that there should have been a study. If there is no study, there should be a report indicating those clear gaps in the Taraba State education system. That is one. From those gaps identified, you now work out modalities to fill the gaps. It shouldn’t have been so automatic. It should have been gradual looking at how difficult things are in terms of finances, human capital development – teachers need to trained, those that are already teaching need to be retrained – and knowing fully well that it is a new regime. Those teachers needed to learn, relearn and unlearn, because of the new development. But, you said free education. Education is very expensive. Funding education is like putting water into a bottomless pit. But with good planning, the free primary education would have taken shape in phases.

    “As it is now, there is high enrolment in schools. I doubt if we have the same for teachers. Even if we have the same for teachers, I doubt if we have the competency that is required to take on this large enrollment. And what about the infrastructure? Let me give you this story, Chief Femi Falana (SAN), floated a video of a community in Gashaka, on your way to Mambilla, where there were over 200 pupils without classrooms. I took that video and sent it to the Commissioner of Education and the State Primary Education Board for them to look at it and address it. There are so many communities like that. Even within the time he is talking about free education, some schools have been established. So, it overstretched the lean resources of the government.

    “With the N44 billion as budget for education, as far as I am concerned, the money is not enough. The way that money would be enough is when there are systematic ways of filling the gaps. What mechanisms have been put in place to ensure this free education? We heard that one or two teachers were reprimanded for doing what they are not supposed to do, but if you go to our schools today, the pupils are without uniforms, and they would tell you that it is because they are waiting for uniforms. We used to have what we call PTA teachers. In some schools, you have more PTA teachers than government teachers. And as far as we are concerned as a civil society organisation, we are not deeply involved in what is going on for us to give our own advice.”

    He, however, commended the governor for his idea of free education but said it would have been better if the governor consulted local stakeholders and adopted the policy gradually.

    Another member of the civil society in Taraba State, Samuel Tari, said they have advised government to put structures on ground first before going about the free education policy. “The members of the committee for the one year anniversary have not engaged us. Otherwise, we would have projected the work we have done based on his instruction for free education in the state in terms of instructional materials, furniture and creating a conducive environment for learning,” Tari disclosed.

    A school principal, who craved anonymity for fear of victimisation, said there are factors to be considered before declaring free education, which have not been put in place.

    “You need to look at the environment where those learners learn. You say free education, where are the classes? Have you gone round to get statistics of the pupils, classrooms, desks and blackboards? Are they in order? You instructed for school fees to be stopped but the fees are used to run these schools,” he stated.

    According to him, there has been an influx of students and pupils from neighbouring states seeking to take advantage of the free education, which puts a lot of pressure on existing facilities.

    A parent, who chose not to be identified, also spoke on the situations of school system. He lamented on the absence of teachers, especially in the rural areas and that wives of state officials often turn down deployment to rural areas. “There is absence of teachers, especially in the rural areas,” he stated.

    Meanwhile, efforts to speak with the Commissioner of Education, Dr. Augustina Yahaya, have always failed as she neither responded to phone calls nor replied text messages seeking for audience with her. An initial move to speak with her in December 2023, on the progress of the free education policy had failed as she directed this reporter to first seek for clearance from the Commissioner of Information for her to speak on the issue.

    “Please seek for that interview from the Commissioner for Information or seek permission to interview me from her first. Good morning! “Dr. Yahaya responded in her reply.