Opinion
After Incentives, What Next?
With the recent range of incentives for teachers in the civil service by the federal government vis-à-vis special salary scale for basic and secondary school teachers; increase of mandatory service year from 35 years to 40 years; low-cost houses for teachers in the rural areas; special allowance for teachers in the rural areas; peculiar allowance for science teachers; automatic admission into public schools and free tuition for biological children of teachers and automatic employment for Education graduates, there is no doubt that teachers will be motivated and encouraged to put in their best in the discharge of their duties.
However, the commendable incentives may not produce the desired result in our pupils and students if nothing is done about the entire education system in the country. A recent report has it that Singapore has abolished school examination rankings. By this, a child’s report card will no longer be showing the position he took in class. The report card will, henceforth, not indicate class and level mean; minimum and maximum marks; pass/fail for end-of-year result; mean subject grades; overall total marks; L1R5 (English plus five relevant subjects), L1R4, EMB3 (English, Maths, best three subjects) and EMB1 for lower secondary levels.
According to the Ministry of Education, the essence of banning exam ranking is to teach the children that learning is not a competition but a self-discipline they need to master for life.
The report book should, however, still contain some form of yardstick and information to allow students to judge their relative performance, and evaluate their strengths and weaknesses.
Juxtapose this with what obtains in Nigeria and you will wonder what we are doing. Ours is a country where everybody wants to take the first position, where it seems education is a serious competition about who comes top in exams without necessarily knowing the subjects taught. It is not strange to hear stories of teachers, especially those in private schools, supplying answers to students during examinations so as to ensure they all pass with good grades. By this, their parents will be happy that their children are doing well and that the school is the best. What about schools that give first and other top positions to as many as five persons? Or the ones that make sure that the children of the rich are given good positions even when they do not merit it just to retain their parents’ patronage?
It’s true that countries have peculiarities in monitoring standards and performance in their school system and so Nigeria may not be obligated to copy what obtains in Singapore or any other country but what system are we really operating in our country and is it yielding the best result? Is it a system that teaches and encourages the use of foreign languages but prohibits the use of local languages? A system that promotes the learning of foreign cultures while the beautiful diverse cultures of the country are relegated to the background? Today, in some private schools, children pay up to N30, 000.00 per term to learn ballet dance. What efforts are made to teach the Nigerian dances?
Before and after Independence, the nation had the 6-5-2-3 system of education, which means six years in primary school, five years in secondary school, two years in higher school, and three years in the university. In the mid-1980s, it was abolished on the excuse that it was meant to serve the interest of the colonial masters and that it did not encourage science and technology, self-development and entrepreneurship.
Subsequently, the 6-3-3-4 system was introduced in the mid-80s by the then Minister of Education, Professor Babatunde Fafunwa. We were told that the system would bring functionality in the system by producing graduates that make use of their heads, hearts and hands. We all know how badly this system has been implemented. Years after the introduction, there were reports of abandoned crates and containers of workshop tools and implements and containers at the seaports. These were tools and equipment meant for children who may not be suited or equipped to go beyond JS3. Most of these tools and equipment were reportedly stolen by the suppliers and contractors with the eventual connivance of those in authority. So the junior secondary school students are being taught subjects like introductory technology, home economics and the likes without seeing or touching any tool for 3 years.
The resultant effect of the failure of this system is that many schools now adopt whatever system that appeals to them. In some primary schools, the last class is primary five, while some end in primary six. Some use the British/Nigerian curriculum, while others go for Nigeria/Canadian curriculum. The fact is that there is no uniformity of the education system. Schools spring up every day without proper supervision to ensure adequate quality of their content and effective delivery. The issue of the poor quality of teachers, lack of regular teachers’ training and corruption in the system and poor funding of the education sector is another ball game.
So the Nigerian education system needs urgent and comprehensive overhaul both from the policy direction and in the area of standard. The introduction of the 6-3-3-4 system over 20 years ago was the last major tweak in our education system and one thinks there is a need to take a critical look at what obtains in our schools and have a system change since the current one has obviously failed.
It is also my opinion that just as Singapore has done, we should de-emphasise examination but rather concentrate on imparting knowledge on the children in the most fun and interesting way. This will definitely yield better results than constantly subjecting them to series of tests and exams.
By: Calista Ezeaku
Opinion
Ken Saro-Wiwa’s Unfinished Struggle (I)
On November 10, 1995, the Nigerian military government of General Sani Abacha executed Ken Saro-Wiwa and eight other Ogoni leaders after a deeply controversial trial. Their deaths marked one of the darkest chapters in Nigeria’s history. At a time when fear silenced citizens and sycophancy flourished around military power, Saro-Wiwa chose to confront tyranny. Many Nigerians retreated into silence, while others praised the regime to secure favour. He knew the risks, yet refused to abandon a people whose land had been devastated by oil exploration and whose lives remained trapped in poverty. His courage arose from the conviction that public responsibility sometimes demands resistance to authority. Saro-Wiwa understood that speaking against a military government could lead to imprisonment or death.
Nonetheless, he believed the suffering of the Ogoni people demanded a courageous response. While oil was extracted from their land, they were left with polluted rivers, damaged farmland, declining livelihoods and an environment hostile to human survival. Fishing grounds and sources of livelihood were threatened, while the people struggled to secure basic amenities. The wealth beneath their soil brought neither adequate development nor a fair share of national resources. For him, silence in the face of injustice would have amounted to complicity. Through the Movement for the Survival of the Ogoni People (MOSOP), he organised a peaceful campaign that took the Ogoni question to the international community. MOSOP gave ordinary people an organised platform through which to express their grievances and insist on recognition.
The Ogoni Bill of Rights, presented to the Federal Government in 1990, demanded political autonomy, economic justice, environmental protection and control over the people’s resources. The campaign exposed the human and ecological costs of oil operations, particularly those associated with Shell, and challenged the apparent alliance between corporate interests and an unresponsive State. The Ogoni struggle became a defining expression of minority rights and environmental justice in Nigeria and Africa. Saro-Wiwa’s writings and mobilisation drew attention to communities treated as expendable because of their limited population and political influence. He argued that numerical strength should never determine a people’s value or rights.
A minority community does not become less deserving of justice because it cannot command electoral numbers or political power. In Nigeria, every ethnic group deserves dignity, protection and a fair opportunity to benefit from the commonwealth. Rather than respond to peaceful agitation with dialogue, the Abacha regime resorted to repression. Ogoni leaders were harassed, detained and killed; others fled into exile. The crisis intensified after four Ogoni chiefs were killed in May 1994. Saro-Wiwa and other MOSOP leaders were arrested, tried by a special tribunal and executed despite international appeals for clemency and serious concerns about the trial’s fairness. The executions drew worldwide condemnation and intensified scrutiny of Nigeria’s human-rights record and oil companies in the Niger Delta.
They demonstrated the danger of using State institutions to suppress peaceful demands. The proceedings remain a reminder of the need for judicial independence and due process. Saro-Wiwa’s courage rested on the conviction that justice must be pursued despite the cost. His method combined non-violent resistance, public education and grassroots organisation. His struggle recalled the civil-rights campaign of Martin Luther King Jr. and the power of peaceful mobilisation against injustice. Saro-Wiwa linked environmental degradation to political exclusion, economic exploitation and the denial of democratic rights. Oil-producing communities, he insisted, should not remain zones from which wealth is removed to develop other parts of the country.
Their people must benefit through roads, schools, healthcare, jobs and clean water. Resource extraction carries a duty to protect host communities. His argument extended to the structure of the Nigerian federation. He challenged a revenue-allocation system that made oil-producing communities bear the environmental and social costs of extraction without commensurate benefits. Like advocates of fiscal federalism, he believed resources should be managed and shared equitably. He envisaged a society in which no community would be disadvantaged by its size, ethnicity, political affiliation, culture or religion. His vision was a country bound together by justice and equal citizenship. Saro-Wiwa was also a gifted writer, dramatist and public intellectual.
Through books, essays, plays and television, he documented Nigerian society’s contradictions and challenged abuses of power. His popular television series, Basi and Company, demonstrated his creative range, while his leadership of the Association of Nigerian Authors encouraged writers to engage national questions. He believed literature should not be detached from society’s struggles. His pen exposed environmental injustice, political repression and the dangers of silencing courageous voices. He used storytelling, satire and drama to shape public consciousness and expose social contradictions. His literary achievements gave his activism wider reach and made the Ogoni experience part of national conversation. His commitment to the Ogoni people extended beyond the oil question.
During the Civil War, he worked to protect his vulnerable community. He urged younger generations to reject subservience and complacency and pursue change through lawful, peaceful means. Citizens, he believed, must not surrender their responsibility to challenge wrong doing. An injury to one community threatens the rights and security of all. The return to democratic government in 1999 and the establishment of the Niger Delta Development Commission, the Ministry of Niger Delta Affairs and the Hydrocarbon Pollution Remediation Project (HYPREP) are among developments that have kept the region’s demands in public view. Saro-Wiwa did not create these institutions, but his movement helped expose the urgency of intervention and sustain pressure for redress.
His death made it harder to ignore the Niger Delta’s environmental and political grievances. Yet, interventionist institutions do not prove that the original demands have been met. Their effectiveness depends on competent leadership, transparent spending, measurable outcomes and community participation. Yet, thirty-one years after his execution, the central concerns of the Ogoni struggle remain unresolved. The HYPREP-led clean-up has offered hope, but many residents await meaningful improvements. Questions persist about the programme’s pace, quality and transparency, and whether its benefits reach ordinary people. A clean-up should be judged not by ceremonies or contracts, but by restored land and waterways, safe drinking water, improved livelihoods and better public health.
It must include long-term monitoring to ensure treated sites remain safe. Residents deserve information about contamination, remediation methods and completion timelines. Reports that water projects in Gwara and Ebubu Communities, in Khana and Eleme Local Government Areas respectively, failed weeks after commissioning have raised further concerns. If confirmed, the failures would indicate weaknesses in supervision, procurement and quality control.
To be continued in our next edition.
Taneh Beemene
Opinion
Reforming NYSC For Practical National Service
The National Youth Service Corps (NYSC) was established in 1973, after the Nigerian Civil War, to promote national unity, reconciliation and integration. By deploying graduates beyond their States of origin, its founders hoped to encourage understanding among Nigeria’s diverse peoples and help rebuild a divided country. However, the difficulties confronting corps members and their families now demand a comprehensive review. For many graduates, national service has become a period of uncertainty, financial pressure and exposure to risks. Parents who have spent years financing their children’s education must still find money for transportation, camp necessities, accommodation, feeding and other expenses. The monthly allowance may provide some relief, but often cannot meet the cost of living, especially where the place of primary assignment offers no accommodation or support.
Security is another serious concern. Corps members may be posted to communities affected by kidnapping, communal violence, insurgency or other threats. Government cannot eliminate every danger, but it must assess locations, provide reliable security information and avoid deployments where safety cannot reasonably be assured. National service should promote patriotism, not expose graduates to preventable harm. There is also the problem of securing meaningful places of primary assignment. A graduate trained in engineering may perform duties unrelated to engineering; a journalist may spend the year in an office with no opportunity to practise journalism. Graduates in agriculture, health, education and other specialised fields may likewise be assigned routine tasks that contribute little or nothing to their professional growth. Some depend on personal contacts or incur expenses to obtain suitable placements.
A year is significant for a young graduate entering a competitive labour market. National service should not be merely a compulsory waiting period before the search for employment begins. It should help bridge the gap between academic learning and practical work. The time has therefore come to review the structure of NYSC, not necessarily abolish it. I propose that the one-year programme should become vocational and professionally oriented. Graduates should, as far as practicable, be posted to institutions where they can gain supervised experience in their fields of study. Teachers should serve in schools; health graduates in suitable health facilities; engineers in technical organisations and public works departments; agricultural graduates in farms and extension services; and communication graduates in media and public information establishments.
NYSC should partner with ministries, state and local governments, private companies, professional bodies, universities, hospitals, schools and credible organisations to identify genuine training opportunities. Each member should have defined duties, a supervisor and clear learning objectives. At the end of the year, each should receive a record of duties performed and competencies acquired. The reform must also address remuneration and welfare. Corps members should receive fair pay that reflects the demands of their placements, while host organisations should provide reasonable support where possible. Government must establish transparent funding arrangements so that the new system does not become another burden imposed on employers or parents. Transport or accommodation assistance should be considered for difficult postings.
Graduates seeking jobs after service would have more than a discharge certificate: they would possess practical experience, workplace discipline and demonstrable skills. Employers would gain access to young people who have received supervised preparation. However, professional relevance should not erase the scheme’s founding objective of national integration. Inter-State deployment can remain, provided it is balanced with security, suitable placements and the availability of basic facilities. Where a safe and meaningful placement cannot be guaranteed outside a graduate’s State, an alternative should be considered. Orientation and community development activities can continue to promote cultural exchange, citizenship and service.
The Federal Government and NYSC management should convene consultations involving corps members, parents, universities, employers, security agencies and State Governments. Decisions should be based on evidence and the experiences of serving and former corps members. NYSC was created to help rebuild a nation divided by war. Its ideals remain important, but institutions must adapt to changing realities. Success should not be measured only by the number of graduates mobilised or certificates issued. It should also be measured by the skills acquired, the contribution made and whether young Nigerians complete their service safely and with dignity. It can better preserve the scheme’s founding ideals while meeting today’s economic and professional needs. A vocationally driven; adequately remunerated NYSC would turn national service from a costly obligation into a bridge between education, employment and national development. The purpose should not simply be to occupy graduates for twelve months, but to prepare them to work, serve and contribute meaningfully to Nigeria’s future.
Sylvia ThankGod-Amadi
Opinion
Protecting Nigeria’s Democratic Space
Quote: “Democracy is not
As the 2027 general elections
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Police intervention
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These claims require prompt
These rights apply equally to
No ambition, party or
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