The Christian Association of Nigeria (CAN) in the 19 Northern States and Abuja has voiced strong disapproval of the decision by several northern state governments to close public and private schools for five weeks during the holy month of Ramadan. This closure affects states such as Bauchi, Katsina, Kano, and Kebbi, and raises significant concerns regarding the educational development of children in a region already grappling with numerous challenges. CAN argues that this decision is detrimental to the academic progress of students, particularly those preparing for crucial examinations like the Joint Matriculation Examination Board (JAMB) and Junior Secondary School exams. The disruption comes at a critical time, potentially jeopardizing their chances of success and further exacerbating the educational disparities already prevalent in the region. Furthermore, CAN questions the religious justification for this widespread closure, pointing out that even predominantly Muslim nations like Saudi Arabia and the United Arab Emirates maintain regular school schedules during Ramadan.
CAN’s primary concern revolves around the negative impact of prolonged school closures on the educational trajectory of northern Nigerian children. The region already faces substantial educational setbacks due to persistent insecurity, which has frequently disrupted schooling. Adding another five-week closure only compounds the existing learning deficit. For senior secondary students preparing for the JAMB exams, a crucial gateway to higher education, this disruption can significantly hamper their preparation and potentially compromise their performance. Similarly, junior secondary students facing their own examinations will experience a setback in their academic journey. This lost learning time is difficult to recover, potentially widening the educational gap between northern Nigeria and other regions of the country. The concern extends beyond exam preparation to the overall learning process. The consistent rhythm of education is crucial for effective knowledge acquisition and skill development, and extended breaks can disrupt this rhythm, making it harder for students to regain momentum upon their return.
Beyond the immediate academic consequences, CAN raises concerns about the long-term implications of such closures for the overall educational landscape of northern Nigeria. The Multidimensional Poverty Index, published by the National Bureau of Statistics, reveals stark educational disparities in the affected states, with a significant percentage of children lacking access to education. Bauchi, for example, records a staggering 54% of children lacking educational access, followed by Kebbi at 45%, Katsina at 38%, and Kano at 35%. These figures underscore the pre-existing educational challenges in these states and highlight the detrimental impact of further disrupting an already fragile system. The closure of schools, even temporarily, reinforces the cycle of educational deprivation, hindering the region’s overall development and perpetuating existing inequalities.
CAN also challenges the religious rationale behind the school closures, noting the contrasting practices in countries where Islam is the dominant religion. In Saudi Arabia and the United Arab Emirates, schools remain open throughout Ramadan, demonstrating that education and religious observance can coexist without compromising either. This observation raises questions about the motivations driving the closures in northern Nigeria, prompting CAN to suggest that the decisions may be driven by political expediency rather than genuine religious considerations. CAN has consulted with prominent Islamic scholars who concur that the closures are not mandated by Islamic teachings. This discrepancy between religious doctrine and governmental action underscores the need for a more nuanced approach that balances religious observance with the educational needs of the children.
Instead of a complete closure, CAN proposes a more accommodating solution: reducing school hours during Ramadan. This approach would allow both students and teachers to participate in religious observances while minimizing disruption to the academic calendar. Shortening the school day, for example, from morning to noon, would provide ample time for fasting and other religious activities while still ensuring that students receive essential instruction. This compromise recognizes the importance of both religious practice and educational continuity, offering a balanced approach that respects the diverse needs of the community. By adopting this strategy, northern Nigerian states could align themselves with the practices of other Muslim-majority countries, demonstrating a commitment to both faith and education.
In a broader appeal for unity and progress, CAN calls on the governors of the affected states to reconsider their decision and prioritize the education of their children. They emphasize that these closures portray the region in a negative light, undermining its reputation and suggesting a lack of seriousness towards education. CAN urges the governors to recognize the long-term consequences of these decisions and to act in the best interests of their constituents. They also call on stakeholders and well-meaning Nigerians to address this issue amicably, fostering a constructive dialogue that leads to a resolution that benefits everyone. By prioritizing education and adopting a more flexible approach to school schedules during Ramadan, northern Nigeria can ensure that its children receive the education they deserve while simultaneously respecting the religious practices of its citizens.
