Making Rural Schools Attractive

The role of education in the social, economic and man power development of any society cannot be overemphasised. Education is one of the critical factors to determine the Human Development Index of a nation. This implies that the level of development of any people, the world over, is a response to the investment in this all-important sector.
Education has far-reaching effects even on the characters and general disposition of an individual. Quality education is the bedrock of any society. The civilisation of any people is a function of their disposition to education.
It is also pertinent to state that the response to change in society and individual world view are ultimately based on quality education.
It is in realisation of this vital role education plays in the holistic development of a nation that the present administration in the state led by Chief Nyesom Wike, took the bull by the horn to strive to put in place a conducive environment for teaching and learning in public schools in the state.
This, the state government does, in spite of the dwindling economic state of the nation where more capital projects are jostling for the lean financial resources.
That is why it is necessary to commend Mr Projects for his avowed commitment to give quality education to the people of the state to drive the development, especially in the critical manpower need.
To match his words with action, the state governor has awarded contract for construction, rehabilitation or remodelling of long abandoned schools in the 23 local government areas of the state. Work on most of the schools for rehabilitation has already been completed while a few others are at various levels of completion.
The state governor had also resolved to address the inadequate manpower, especially the teaching staff in schools to bridge the yawning gap ratio between teachers and students. This is also a heartwarming development that should elicit commendation from stakeholders, though provision of basic education is the responsibility of the government to the citizens.
As lofty and laudable as the efforts of the state government in repositioning public education in the state is, without the participation of stakeholders in the sector, such celebrated efforts will only be mere exercise in futility, overtime.
Communities where academic infrastructures are either built or remodelled should see those projects as their own and zealously guard them against vandalism. It is a sordid spectacle to behold the mindless and unconscientious vandalisation and stealing of school project components built by the previous administrations in the state or the Federal Government.
That the project was not completed at the time of the exit of those administrations, does not justify the resort to such unpardonable level of destruction. People seem to forget that every project sited in a community is a development index, consequently, the beneficiaries are under moral obligation to keep a watchful eye on them.
Second, the implementers of education policies and those responsible for staff posting to schools in ministry, Department and Agencies of Education Sector should be proactive in doing the needful. They should be intentionally committed to partner the state government achieve their robust programmes and projects.
Education policies not executed are as good as not existing. Policy strengthens the values of education and instills a sense of commitment to teachers and other stakeholders in the education sector. Policy gives focus and direction. Conversely, absence of policy leads to clueless and counter-productive efforts and resources.
The managers of the education sector especially, those in charge of posting and supervision of schools should leave no stone unturned in ensuring that apparent disparity in posting of teachers to schools is addressed. This is an issue that should not be treated with levity and kid-gloves. This is because the value of education rises and falls on the compliance or otherwise of policies and the available manpower.
Posting of teachers in my considered opinion, should not be lopsided and skewed in favour of urban and city schools. Saturating city and urban schools with adequate manpower creates a social problem of inevitable migration of people to such areas so they would be availed the opportunity of attending schools deemed reputable and academically sound. But all things being equal, people can go to school where they are.
I observe, much to my dismay, that there is an unhealthy concentration of teachers in Port Harcourt, Obio/Akpor, Eleme and some urban areas at the expense of schools in rural areas. This, to say the least, cannot promote learning in such public schools in rural areas.
The situation is so disgusting that while some core subjects have multiple teaching staff in some  schools in the city, those in the rural areas do not have even one and are left at the mercy of community volunteers and National Youth Service Corps (NYSC) members posted to those areas.
“What is good for the goose is sauce for the gander”, is a maxim that should find expression in public schools education. I think that rural schools are disadvantaged in terms of the level of literacy and availability of manpower to drive effective learning in rural areas. So, to correct the imbalance, more teachers of core subject areas should be posted to rural communities. And teachers so posted should be made to remain in the area through constant supervision.
A situation where teachers posted to rural areas stay outside their places of primary assignment and go to work at their pace, whim and caprices portends a major challenge to quality education. It also speaks volumes of how deficient the supervision of schools machinery is in the state.
Public schools, no doubt, parade an array of eminently qualified teachers in the state but the crux of the matter is lack of commitment on the part of some teachers. This negative trait has informed parents’ decision to send their children to private schools even when public schools are fee-free, including registration for external examinations, and better equipped in terms of manpower.
Because of the inglorious trend the confidence, respect and dignity that public schools once enjoyed is now history. And privately-owned schools even with comparatively less qualified manpower have become a veritable alternative and yearning for parents and guardians. This, to say the least, is a misnomer.
Consequently, administrators of schools, the Universal Basic Education Board, Senior School Education Board,  the Ministry of Education and, of course, all stakeholders should brace up to the challenge faced by schools in the rural areas before they become ghosts of themselves.

By: Igbiki Benibo