The decision by four northern Nigerian states – Kebbi, Katsina, Bauchi, and Kano – to close schools for five weeks during Ramadan sparked a heated debate among stakeholders in the education sector. While proponents argue that the closures respect religious observances and allow students to focus on spiritual reflection, critics express concerns about the potential negative impact on students’ academic progress, particularly in a region already grappling with educational challenges. This clash of perspectives highlights the ongoing tension between religious practices and educational needs in Nigeria.
Supporters of the school closures, including the Supreme Council for Shariah in Nigeria and the Northern Elders Forum (NEF), emphasized the significance of Ramadan for Muslims. They argued that the demands of fasting, prayer, and other religious activities can hinder students’ concentration and academic performance. The NEF, for example, stressed the importance of creating a supportive environment for students to fully participate in their religious practices. Furthermore, the Arewa Youth Consultative Council viewed the closures as aligning with northern cultural values and traditions, questioning why schools close for secular holidays like New Year’s Day but not for a significant religious observance like Ramadan. They even advocated for extending the policy to other northern states.
Conversely, opponents of the closures, including civil society organizations and Christian youth groups, argued that the closures were a breach of students’ right to education and discriminated against those of other faiths. The Civil Liberty Organisation (CLO) emphasized that fasting should not preclude work or education, questioning whether schools would also close during international exams. They further argued that prioritizing one religion over others infringes upon the constitutional rights of all citizens. Concerns were also raised about the potential for increased costs, delayed graduation, and hindered human capital development due to disrupted academic calendars.
Youth leaders within the affected states also voiced their disapproval, warning of potential protests if the decision was not reversed. They stressed the importance of education in a region already facing challenges like insecurity and high out-of-school rates. Their concerns revolved around the disruption to learning, particularly with upcoming exams like JAMB, and the potential for students to engage in unproductive activities while at home. They emphasized the need to separate religious practices from education, advocating for a balanced approach that respects both.
Further criticism came from a senior government official in Kano State, who highlighted the impracticality of skipping a month of the curriculum and the potential for students to fall behind. The official contrasted the closures with Yobe State’s approach, where schools remained open with adjusted hours to accommodate Ramadan observances. This alternative model suggests a possible compromise between religious observance and educational continuity.
The Northern Hausa Christians also weighed in on the debate, drawing a comparison with Saudi Arabia, a predominantly Muslim nation, where schools continued to operate during Ramadan. They argued that reducing instructional time, even marginally, could have a significant impact on academic performance. Furthermore, they reiterated the economic and social implications of disrupted academic calendars, including delayed graduations, increased costs, and hindered career prospects. They suggested shortening school hours as a more viable alternative to complete closures.
The debate over school closures during Ramadan in northern Nigeria underscores the complex interplay between religious freedom, educational rights, and cultural values. While proponents emphasize the importance of accommodating religious observances, critics highlight the potential negative impact on students’ educational attainment and the need for inclusive policies. Finding a balance that respects both religious practices and educational needs remains a crucial challenge in the region. Exploring alternative solutions, such as adjusted school hours, could potentially address both concerns and ensure that students are not disadvantaged by the prioritization of either. This ongoing dialogue underscores the importance of considering diverse perspectives and finding sustainable solutions that benefit all members of society.
