International Day of Education reopens deprivation cries of Nigerian kids

The 2022 International Day of Education was marked on Monday, January 24, with the theme: “Changing Course, Transforming Education”, to generate debate on the essential triggers of transformations to build more equitable and inclusive education systems that will accelerate progress towards Sustainable Development Goal (SDG) 4. However, the day was celebrated in Nigeria amidst pre-existing […]

The 2022 International Day of Education was marked on Monday, January 24, with the theme: “Changing Course, Transforming Education”, to generate debate on the essential triggers of transformations to build more equitable and inclusive education systems that will accelerate progress towards Sustainable Development Goal (SDG) 4.

However, the day was celebrated in Nigeria amidst pre-existing education crises of poor infrastructure, low quality of learning, high number of out-of-school children, inadequate teachers, poor funding and more; conditions which have been exacerbated by the COVID-19 pandemic.

Experts have said without remedial actions, better support to teachers and increased financing, learning losses and school dropout would continue to rise thereby reversing progress towards all the SDGs and depriving youths of a future of dignity and opportunities.

In a statement to mark the day, UNICEF noted that Nigeria had the highest rate of out-of-school children in the world, with at least 10.5 million children – a full one-third of Nigerian children – and that one in five out-of-school children in the world was a Nigerian.

While noting that the education crisis in Nigeria is affecting children across the country, UNICEF said some children, including girls, those with disabilities, those from the poor households, those on the street situations or affected by displacement or emergencies, and those in geographically distant areas were more likely to be affected than others.

UNICEF Representative in Nigeria, Peter Hawkins, said, “Millions of Nigerian children have never set foot in a classroom; this is a travesty. Perhaps equally tragic is the high number of children who make it into a classroom but never make the transition from primary to secondary school thereby cutting off their chances for a secure future.”

He further said it was estimated that 35 percent of Nigerian children who attended primary school did not go on to attend secondary school, noting that half of all Nigerian children did not attend secondary school in 2021.

He said, “As we celebrate the International Day of Education today amid concerns in much of the world about the impact of COVID-19 on education, we must take a close look at what is happening to our children in Nigeria and the opportunities they are missing out on when they lack education.”

Hawkins revealed that they needed to look towards communities, leaders, parents, teachers and caregivers, and together, find the best strategies to ensure that all children enrolled into school had access to continuous learning and further ensure they emerged with quality skills that equipped them for a prosperous future.

He said, “We also need to ensure that children are safe when they are in school; no child should be afraid to enter a classroom, afraid their school might be attacked or that they will be kidnapped. And no parent should fear sending their children to school.”

UNICEF noted that Nigeria’s education system could be transformed through adequate funding to ensure schools were safe; the application of gender-responsive policies, including recruitment of female teachers and improved facilities for girls; the creation of multiple and flexible learning pathways for students such as digital and transferable skills learning; the integration of foundational numeracy and literacy in Qur’anic schools; and teacher training in the latest methodologies.

It said: “All Nigerian children deserve a fighting chance, no matter who they are or where they are. And this must include an education. It is not only their right, it is the smartest and best way to secure the future of Nigeria as a whole.”

Also, the Country Director of Plan International Nigeria, Charles Usie, speaking on the day, called for the protection of children and schools.

Usie expressed concern over increasing violence on children in school across the country in recent times, with particular reference to the kidnapping and murder of five-year-old Hanifa in Kano by her school proprietor and the slashing of the throat of a student in Maiduguri, Borno State, by a fellow student.

He said, “The school is a hallowed ground for children and learners that must never be allowed to be desecrated. The rising attacks on schools and children by mean spirited people should never be allowed to take root.”

He noted that out of the about 10.5 million out-of-school children in Nigeria, most were from Northern states of Borno, Yobe and Adamawa where the Boko Haram insurgency had disrupted academic activities.

He said, “When education is under attack, a generation is attacked. Girls and women are more vulnerable in times of conflict, and their vulnerability makes them more susceptible to trauma, fear, gender-based violence, physical and sexual abuse which will force them to withdraw from school, hence childhood dreams fading away.”

He further said as the day was celebrated, “Let’s all join hands to ensure that we are part of the generation that will ‘Change Course and Transform Education’.”

Meanwhile, the staff and students of Concordia College, Yola, Adamawa State, in collaboration with Initiative for Educational Transformation (IET), celebrated the day as part of their effort towards achieving SDGs come 2030.

A teacher, Oluwabunmi Anani (Winner, Maltina Teacher 2020), speaking during the event, said quality education was the tool for any meaningful transformation.

For Mr Jude Badaki, a language teacher, saidin the 21st Century life skills and competencies are pivotal to changing the course of education in Nigeria, and indeed globally in the quest to transform the face and practice of education.

Speaking on the importance of the day, another educationist, Olasunkanmi Opeifa, said it was unfortunate that days commemorating education or related themes in the world were always greeted by stories of woes and deprivation of the African child.

Opeifa said, “This is the reality; we take one step forward and two steps backward on matters pertaining education, especially steps in dealing with the preposterous issues of out-of-school children.”

He noted that education in its broad sense was a distant relative to so many Nigerian children and that many of them did not only lack access to schooling but were also subjected to a lot of mental and social distress right from the cradle of their lives.

He further said, “Going by this year’s International Day of Education theme: ‘Changing Course, Transforming Education’, the average Nigerian child can only experience what true education is if the education they are exposed to is redefined to suit global changes so that they can be competent global citizens.”

According to him, the theme resonates hope if given attention and seen as a call to action for decision makers in education, the needed transformation that should be orchestrated by changing course in diverse dimensions.

He added that, “It is unfortunate that they are inheriting the consequences of our already weak education. To the Nigerian children changing course includes, but is not limited to, revamping the curriculum, providing modern facilities, retraining their teachers, improving teachers’ welfare, etc.”