wilson omoniyi
The
Longman Dictionary of contemporary English defines education as “the
process by which your mind develops through learning at school, college
or university; the knowledge and skills you gain from being taught.”
Education is
critical to the development of countries. Most of the first world
countries are technologically advanced, and they owe their breakthrough
and successes in the field of science and technology to robust and
functional educational systems. Think of Japan and China, USA and
Germany – these are developed economies. Their automobile and electrical
products find markets in Nigeria and other African countries. They earn
much revenue by exporting their products and goods to other countries,
which boosts their economies. Their thriving economies are driven by
both the implementation of prudent economic policies and technological
innovations evolved by their citizens. But technological breakthroughs
and inventions are achieved by students where the educational systems
are virile and functional.
Here in
Nigeria, mechanical engineers can’t repair their cars, not to talk of
manufacturing simple tools. The economy is solely based on crude oil
revenues. The nation’s inability to diversify the economy is
intrinsically linked to its dysfunctional education system. So, what are
the problems bedevilling Nigeria’s education system?
First,
government’s budgetary allocation to education falls short of the UN
stipulation. Due to paucity of funds, lecturers can’t access fund to
carry out researches. Educational problems can’t be addressed when there
is little money for running the sector. Some state-owned universities
are utterly neglected and grossly under-funded. These institutions are
better described as “glorified secondary schools”. Are their libraries
well-stocked with the most recent books in diverse fields of study? Do
they have enough lecture-halls that can hold students during lecture
periods? Do they have teaching facilities, instructional materials and
equipment for running some science-based courses? These are issues that
impede the smooth transmission of knowledge from lecturers to students.
Acquisition of knowledge by students can’t take place in schools where
there is a dearth of facilities.
Equally, not
long ago, teachers and lecturers embarked on industrial action to
agitate for either increase in their salary or the implementation of a
new salary scale, which led to stoppage of academic activities. As a
consequence, the school calendar was altered, and the students stayed
longer in schools than stipulated. As a way out, the issues that cause
teachers to embrace industrial action instead of using other
alternatives to settle their problems with government should be
addressed.
But it is an
open secret that teachers’ welfare is at the root of the strike
actions. So, government and private school owners should not treat
teachers’ welfare with levity. Teachers groom our future leaders. A
poorly remunerated teacher can’t perform optimally.
But while
blaming government, teachers also should share in the blame as many of
them engage in multifarious unethical and corrupt deeds. In some
universities, lecturers trade high grades for sex or money. This is the
reason many lazy students graduate with classes of degrees they can’t
defend.
Examination
malpractice is very rampant in many schools in the country, especially
during SSCE, NECO and UTME examinations. At times, some parents even
offer school principals monetary inducement to help their children/wards
during these exams. Surrogate and mercenary students are smuggled into
examination halls to write examinations for the students. This leads to
the bastardisation of the educational system. As a result, the grades
that show on our certificates do not often mirror our abilities and
level of knowledge, for which reason certificates obtained in Nigeria
are treated with disdain outside Nigeria.
If
government can curb the menace of examination malpractice during
internal and external examinations, then those who are not qualified to
gain admission into universities will be barred. This measure can reduce
the population of cult members in our schools and make our campuses
safe and conducive for learning.
As there are
students who are not supposed to be in tertiary institutions, so are
there teachers who are not worth their onions. In some states of the
federation, the methods of recruiting teachers into secondary school are
not stringent, transparent, and fair. People who boast of their
relationship with political leaders are offered teaching jobs at the
expense of better qualified ones. The factors of cronyism, nepotism, and
bribery and corruption determine those who will land teaching jobs.
Furthermore,
there’s been a proliferation of private schools across the country in
recent times. While this in itself is not bad, it is sad that some of
these schools are not fit to be called schools. Their owners run them
solely as money-making ventures without caring about the quality of
education the students receive. These schools lack libraries, science
and technology equipment and sports fields. Worse still, some of their
teachers are ill-educated and therefore ill-equipped for the task.
Certainly, when a blind man leads another blind man, both of them will
fall into a pit. Teachers, both in private and government schools,
should be re-trained from time to time so that they would gain more
knowledge and be able to perform optimally.
Finally,
government should step up its regulation of privately-owned schools as
this would ensure that only schools that meet the minimum required
standards are left to stand.
