The United Nations International Children’s Emergency Fund (UNICEF) has urged Nigerian communities to push for government action in fixing or building new schools to ensure that primary and secondary Education facilities are in good condition nationwide. Ms. Cristian Munduate, a UNICEF representative in Nigeria, emphasized in a discussion that the influence of local communities can play a significant role in promoting better educational opportunities. The issue at hand is the widespread deterioration of Infrastructure in primary and secondary schools across the country.
A significant number of students are lacking suitable classroom environments, forcing some to study outdoors under trees because of insufficient facilities in Nigeria. Her statement emphasized the importance of communities speaking up about their educational needs, as this can prompt policymakers and authorities to make necessary changes. It was noted that community involvement plays a significant role in driving the demand for education. The significance of conducting research to understand community needs was highlighted, along with the importance of enhancing citizenship.
It is imperative that schools are structurally sound.
She stressed the importance of advocating for essential services like education, healthcare, and clean water, rather than just focusing on other luxuries. Dr. Mike Ike-Ene, the Secretary-General of the Nigeria Union of Teachers, also emphasized the negative impact of poorly maintained school buildings on students’ behaviour, stating that it could lead to increased hostility among learners nationwide. Ike-Ene stressed the importance of providing children with a quality learning environment, stating that being raised in substandard buildings could negatively impact their development.
When one visits primary schools in rural or old communities, they will notice children learning outdoors, surrounded by deteriorating buildings with leaky roofs and cracked walls. Despite their surroundings, they remain cautious, hoping the structures won’t give out on them. It’s difficult to believe they have a functioning government when students endure such harsh conditions. Instead of fostering environmental awareness, these conditions toughen the children, making them view their surroundings as hostile environments. It is imperative that schools are structurally sound and that teachers are adequately supported by the government.
In the northern region, only 53 percent of children attend school.
More so, there is a great deal of work that needs to be addressed by the government in order to improve education for the children. UNICEF’s mission is to advocate for the rights of every child in order to give them a solid base and the greatest opportunity to achieve their full potential. They firmly believe that promoting the well-being of children should start even before they are born. This includes providing expecting mothers with proper medical care and a safe environment for delivery, as well as preparing them to become responsible, healthy, and well-informed parents when the time comes.
Furthermore, a child’s path forward depends on the availability of shelter, nutritious food, safe water and hygiene, medical care, and schooling. Around 10.5 million children in the country, aged 5-14, are not attending school despite primary education being mandatory and free. Just 61 percent of kids aged 6-11 are consistently going to primary school, and only 35.6 percent of children between 36-59 months are receiving early childhood education. In the northern region, the situation is dire, with only 53 percent of children attending school. Reintegrating these out-of-school children back into the education system presents a significant obstacle.
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Additionally, in northern Nigeria, the lack of education is influenced by a range of reasons such as financial obstacles and societal beliefs and customs that hinder participation in traditional schooling, particularly for females. Significant challenges arise when it comes to providing education in rural areas, especially in the face of insurgency in the northeast. In the north-eastern and north-western states, a considerable percentage of Muslim children, around 29% and 35% respectively, receive only religious education without acquiring essential skills like reading and math. These children are classified by the government as officially out-of-school.