In Gidan Yaro Community School, located in Wamakko Local Government of Sokoto State, the promise of free Education struggles against the harsh realities of rural life. Despite the state government’s initiative to provide free academics, classrooms remain empty, and the school lacks its usual energy. Instead, the sound of village life dominates the area, reflecting a widespread issue in northern Nigeria’s education system. The northern part of the country faces severe academic challenges, with Gidan Yaro serving as a telling example. Many children in the community have either never attended school or attend infrequently.
While the school is physically accessible, many limitations prevent students from receiving a quality education. The absence of teachers is a recurring problem, and even when teachers are present, motivating students to remain in class proves difficult. Several kids dedicate their time to assisting on their family farms or at a nearby university hostel, generating a modest income to help their households. In their case, the urgency of supporting their family’s well-being frequently takes precedence over formal academics. As a result, in the community, parents face the tough decision of focusing on urgent financial requirements instead of academics, perceiving learning as secondary to protecting harvests in the rainy season or ensuring their families have enough to eat.
Parents expressed frustration over the absence of reliable teaching staff.
Moreover, the region contains the highest number of out-of-school children, with the Boko Haram Insurgency adding to the instability. Reports indicate that about 60% of the country’s out-of-school children reside in the North, and rural areas like Gidan Yaro suffer the most. With about 20.2 million children nationwide, communities like this struggle with the consequences of limited academic access. The challenges faced by the community go beyond just financial struggles; they also involve an unreliable institutional system. Parents point out that their children’s inconsistent attendance is due to the lack of dependable teaching staff.
Currently, there is only one Teacher in the entire learning centre, and his absence, even for a single day, results in classrooms being completely deserted. The village leader recognises the issue but lacks a clear solution. Insufficient learning resources and an unorganised setting lead to low attendance, complicating attempts to maintain student interest. The situation worsens as local leaders struggle to address the increasing academic gaps. During an interview with the reporter, Mallam Kabiru, the only teacher at Gidan Yaro, expresses his discontent with the current situation.
Experts urge free education access regardless of economic background.
He arrives daily dedicated to educating his students but struggles with low attendance and limited resources. The absence of essential writing supplies for the learners and the recent departure of the academy’s headmaster leave Kabiru solely responsible for the institution’s operation. He believes enhancing the learning atmosphere, like introducing recreational areas or initiating meal initiatives, could increase student enrollment. Additionally, he proposes that a more rigorous application of mandatory education regulations might instill a feeling of urgency. Dr. Muritala Akanbi Yusuf from Usmanu Danfodiyo University in Sokoto emphasises that all children deserve access to learning, irrespective of their economic circumstances.
Nonetheless, in rural areas like Gidan Yaro, Poverty hinders academic pursuits, as families often focus on meeting their immediate survival needs instead of education. Insufficient facilities restrict the prospects of children and reinforce the cycle of poverty, offering minimal opportunities for individual development or community engagement. Dr. Muritala points out that inadequate institutional facilities pose a significant barrier to academics in these areas. Institutions like Gidan Yaro frequently lack essential resources, and locals might not recognise the lasting advantages of learning. If urgent measures are not taken, these children face the danger of remaining uneducated, leading to repercussions for the whole community.
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To tackle these issues, Dr. Muritala emphasises the importance of raising community awareness and encouraging participation from governmental and academic organisations. He believes that universities should actively engage with rural regions to promote the value of academics. It is equally essential to confront the socio-economic barriers that prevent children from attending school. However, when communities recognise the importance of learning and actively encourage students to attend class, there is the potential to disrupt the persistent cycle of illiteracy.