Education: Kaduna and Bauchi give us hope! -By Ismail Misbahu

It may not generate a controversy when someone says that a leader ‘is doing it right now, and later says he’s doing wrong’. It could however, generate an interesting controversy when someone says a leader ‘is right, and then says he’s wrong’! The former involves action definable to a situation or a given circumstance, while the latter defines the leader’s character, right or wrong. The criterion for judging a leader therefore is the ability to sincerely approve the right decision he has made, as well as disapprove the wrong — both are dedicated by circumstances and are not independent of human fallibility.

Based on this understanding therefore, the energy and effort greatly invested by Kaduna and Bauchi state governments on the improvement of education is truly commendable. They really are giving us hope for the future of our children education.

Today, 3rd February, 2021 marked the eighth day of the Kaduna state 10-day ongoing screening exercise for teaching applicants. It’s really a pragmatic shift from the earlier approaches adopted by other state governments. One remarkable significance of this exercise is its symbolic interpretation of the reality of our very diversity and the possibility that the north can foster unity in ideal, approach and progress to improving the dynamic sectors of manpower and economy. It is a riveting exercise that draws applicants from within and outside Kaduna state i.e. from Katsina, Niger, Abuja and even from Nasarawa and Kogi states!

Kaduna state merit-based (as opposed to state-indigene-based application procedure is an excellent approach that should be approved, guided and adopted by other northern governors in both public and private sectors. Only a determined and braved governor can go ahead with such a boiling austere, discarding the incompetents and anomalies, and ‘etching in stone’ of multiple thousands from different state of origins. Indeed an observation from the number of applicants — their status and social classes certainly impressed an admiring possibility that teaching profession, if handle with care, would surely yield meaningful result and remain forever a desiring job for the mass unemployed graduates to engage in.

The rationale behind this decision is that it’s acting on the hope that there’s surely a possibility in which a qualified and successful applicants from other states can work under Kaduna state government. The gestural expression of this approach has it that a qualified candidate from Sokoto can work under Kano state government, ditto a man from Kaduna also can work under Katsina state government! Such is the idea the north takes for granted, and reinvigorating it now would surely guide and improve the northern economy and security arrangement.

Notwithstanding the bluffing resonate which the skyrocketing number of applicants may hint at this time around, this approach is an indication of a good and sincere intent purpose to improving the quality teaching as part of the general education reform program. Surely governor El-Rufa’i is exhibiting this tendency with sincere care and speed. It’s a time-consuming reform exercise though, but will eventually push education to meaning. Graduates with teaching-oriented qualifications shouldn’t be discouraged by a faulty system that is geared to no purpose. They shouldn’t be discouraged to misconstrue their career in banking or in the schematic and facile “private schools”. It’s no doubt that this attempt, if properly managed, will fill the huge and terribly harmful vacuum that’s today ” private schools” everywhere.

The continuing dwindling education system has a greater turn out in the increasing number of elitist and poorly desperate private schools. Many of the latter category, according to Ugoji Egbujo, are just jokes. Petty traders who left pure-water businesses have opened up and run private schools at a speed faster than walk without having feet on grounds. They are restless for profit. The school curricula are shiny without substance. In fact most of private schools have become dumping grounds for the mass failures from public ones. SSCE examination centers are sold out, and credits are awarded to those who paid for it. Model exam questions are set for students who augment the teachers’ salary. School inspectors are either absent or have sold themselves for plates of porridge. Whole lots of anomalies have come to infiltrate the system.

It is important that government (both federal and state) should reclaim its responsibility towards improving the good conduct and quality of public schools. They have become a mere collection of dilapidated buildings, many without toilets and other basic facilities. Most of public schools are staffed by tired and frustrated teachers and attended by poorly fed, disenchanted pupils. Such an environment does not engender high job morale at all. It is important if this will be revisited and revised.

Federal and state funds should be made available for secondary and post-secondary vocational education and adult training. Specific vocational training should be introduced for children with disabilities, and construction of area vocational schools and provision of ancillary services should be considered.

The efficiency and system efficacy should be encouraged by improving and maintaining quality staffing and standard learning procedures. Teachers are some times overworked, and especially in elementary schools, a teacher is required to teach between seven to eight periods each day to classes which frequently have more than forty pupils. They’re are also expected to assist with other school-based activities that are sometimes labour-intensive. Above all, the reward system in terms of paltry pay packets and promotion does not appear to have job motivation at all.

But we still have a hope as some of these anomalies and shortcomings are being taken seriously by Kaduna and Bauchi state governments in the main, as well as by other states whose actions do not speak lauder! Bauchi state in particular, under its able education commissioner, Dr. Aliyu U. Tilde, has been taking a thorough review of some of these ‘retro evils’ to ensure good and unseaming progress in the education sector.

The state has been able to put pressure on private schools through the improvement of quality standard of public schools. Now students from private schools with good BECE result are encouraged to apply into SSI, and the proximity of their location to schools is considered for security purpose. Besides, number of boarding secondary schools were recently transformed into “Merit Schools” with priority to improving academic standard: quality staffing, availability of necessary infrastructure, a robust calendar routine that would keep students busy and prevent them from becoming prone to brigandage. Host of other reform programs have already gotten underway. Currently Bauchi state government is giving free education to students in public primary, basic (junior secondary) schools, as well as reduction in school fee for senior secondary schools which is only N700 per child/year.

What has not been emphasized now, and for quite sometimes been taken for granted is the teachers’ motivational behaviour towards effective teaching. Needless to say here that the teacher motivation largely rests on the question of his improved remuneration, increment of salary and allowances. It says that teachers, as one of the elements in the teaching and learning process, play multiple roles, not only as teachers transferring knowledge but also as guides who encourage the potential of students to develop alternatives in learning. This means that teachers face complex tasks and responsibilities that deserved a good motivational package.

A Burundian proverb says “Without effort no harvest will be abundant.” Kaduna and Bauchi states are really doing good at it. It is left for other states to copy and adopt.

Ismail Misbahu wrote via:
ismailmusbahu15@gmail.com