Declaring National Emergency In Education

If any proof was needed about the bleak future that has been facing Nigeria’s education system in the past two decades, the mass failures that have continued to be recorded in the West African School Certificate Examinations (WASCE) and other allied public exams in the past three years are concrete enough. In 2008, for instance, out of the 1,369,142 candidates that sat for the WASCE, only 188,422 or 13.76 per cent passed with five credits, including English Language and Mathematics. That means that about 83 per cent of the candidates failed to meet the minimum requirement for admission into the nation’s universities.

Again, in 2009, no significant improvement was recorded. Of the 1,373,009 candidates that sat for the exams, only 25.99 per cent or 356,981 candidates obtained credit in English Language, Mathematics and three other subjects. Rather than improve in 2010, the number of candidates that obtained credit in English Language, Mathematics and three other subjects dropped or 24.94 per cent on 337,071 candidates.

Irked by this inglorious situation, President Goodluck Jonathan convened the just concluded two-day summit on the ailing sector. According to him, “we had a situation where our educational sector no longer produces the kind of people we expect. The rate of failure is so alarming and we need to ask, what is happening?”

If the picture of secondary level of education is grim, university education in Nigeria is even grimmer. The very concept of ‘university’ connotes universality. There have, however, been grave doubts as to how much universality we still have in our universities. What is implied here is universality of thought, of ideas, outlook and composition. However, a peep into the average Nigerian university clearly does not suggest the cosmopolitan atmosphere which permeated the older tertiary institutions in the 1950’s, 60’s, and 70’s.

For example, one of the contributory factors to the emasculation of the Nigerian university is the continuously weak national currency that has created a poor remuneration package that can hardly attract academics from across national frontiers. There is also the debilitating problem of funding. Surely, poor funding of the education sector has resulted in decaying infrastructural base at all levels of the educational system. In some cases, there is total absence of teaching aide, laboratories, and modern libraries.

The quality of education that the teachers themselves need in order to deliver quality education to pupils and students in schools and institutions of learning, need further examination. Just as President Jonathan pointed out that schools existed in the past with hardly a graduate teacher but still people read and passed their examinations with alphas. Even where excellent results are recorded these days, it is sometimes suspect and often attributed to exam malpractice because given the myriad of problems faced by students, teachers and the entire education system, dismal performances such are being recorded now are only to be expected. A school system that hardly runs without incessant disruptions is bound to produce students whose learning and assimilation sequence has been distorted and disrupted time and again.

With growing cases of shabby treatment meted out to teachers by the government, teachers themselves have also lost every sense of commitment and passion for the once-prized teaching profession. These days, many teachers are also petty traders, using the teaching profession only as a camouflage. Thus, they have little or no time for their students. This contrasts sharply with the days of yore when teachers took their profession seriously because government took teachers seriously.

The absence of school supervision is another reason for the unending decay in the sector. In the hair days of educational development in Nigeria, school inspectors played a major role in the maintenance of discipline among school teachers. Teachers lesson notes and students work books were examined. The school environment was inspected for neatness while teachers and students were also observed in class. These measures were aimed at instilling discipline and maintaining a high level of academic standard. Sanctions were imposed through punitive transfers, demotion, expulsion and outright sack. The rules which were strictly enforced created a pervading spirit of competition among students, teachers and schools, as the case may be, and resulted in the high academic standard and discipline that were recorded.

It is indeed public knowledge that the education sector has been on a progressive decline in the past two decades.   

It is against this backdrop that The Tide views the mass failures as an immediate outward manifestation of a protracted disease that has plagued the education system in Nigeria. Even though a two-day summit may be too short to properly diagnose and proffer remedies for the problems of this key sector, it has, at least, sensitized the various stakeholders on the need to begin proactive measures to address the situation.

One way forward is for the Federal Government to immediately declare a national emergency in the sector. Perhaps, a cue can be taken from the Rivers State Government where such summit at the beginning of the present administration resulted in the ongoing revolution in the education sector in the state. The Rivers State Government is already on its way to replacing all existing school infrastructure. This is after it took over the funding of primary education from the local government authorities. There is also massive training and retraining of teachers. In addition to making primary education tuition free the Rivers state government has also gone ahead to launch free school uniforms and books for pupils in all public schools.

The Tide urges the Federal Government to take the bold step of declaring a state of emergency in the education sector as a sure way of realizing the goals of the new road map announced by President Jonathan, last Thursday.