Kunle Adegboye, a retired Permanent Secretary from the Ministry of Physical Planning and Urban Development in Lagos State, has voiced his concerns regarding the growing issue of banditry and kidnapping in Nigeria, particularly emphasizing the urgency for Nigerian youth, especially in the Northern region, to pursue education. In an interview with PUNCH Online during an event commemorating the 50th anniversary of Fatima College’s 7074 Set in Ibadan, Oyo State, Adegboye highlighted the correlation between illiteracy and the recruitment of young people into criminal activities. He believes that the government has a critical role in compelling youth to engage in educational pursuits, stating, “The Federal Government should make a frantic effort by forcing or compelling our youths to go to school.”
Adegboye further remarked that the stark contrast in literacy rates between the Northern and Southern regions of Nigeria plays a significant role in the perpetuation of insecurity. He pointed out that the high levels of illiteracy in the North create an environment where young individuals are easily manipulated into joining banditry and kidnapping schemes. He emphasized that addressing this educational gap is essential for long-term security solutions, positing that promoting technical or vocational education could provide viable alternatives to criminal paths. The retired official expressed a sense of urgency for President Tinubu’s administration to take proactive measures to ensure that the youth are not only encouraged but also mandated to pursue educational opportunities, citing the adage, “an idle hand is a devil’s workshop.”
In alignment with Adegboye’s sentiments, Henry Otoibi, the National President of the college, highlighted the decline in educational standards over the years. He noted that his generation experienced a time when education was genuinely valued, and families aspired to see their children educated for the sake of societal contribution. Otoibi lamented the deterioration of this value system, attributing it to changes in both the educational landscape and societal attitudes. He argued that today’s teachers may lack the same level of commitment that educators of the past displayed, contributing to a declining quality of education that might exacerbate existing societal issues.
Otoibi’s observations prompted him to advocate for school reforms, particularly the reversion of educational institutions to their original proprietors—many of whom are missionaries or individual founders. He posited that allowing these groups to manage schools could significantly enhance educational standards, as they historically possess a vested interest in the quality of education provided. By alleviating the burden from the government, which he claimed lacks the capacity to effectively manage the multitude of schools under its jurisdiction, a focus could then be directed to institutions where enhanced governance could lead to improved outcomes.
Encouraging this paradigm shift, he referenced the positive outcomes witnessed when former Lagos State Governor Bola Tinubu facilitated the return of several schools to their original owners. Such actions allowed the government to concentrate its resources more effectively on educational facilities it could adequately manage. Otoibi expressed optimism that similar strategies could be employed nationwide, leading to a systematic uplift in the quality of education and consequently, a decrease in the societal issues linked to illiteracy and disillusionment among the youth.
In conclusion, Adegboye’s and Otoibi’s insights shed light on the intricate relationship between education, youth engagement, and societal stability in Nigeria. There is a clear acknowledgment that the present state of educational neglect, particularly in Northern Nigeria, has significant ramifications for security and social order. The urgency for governmental intervention in promoting educational participation among youths is crucial, not just for immediate results in combating crime, but for establishing a foundation of knowledge and skills that can foster long-term social development and cohesion. The proposed return of schools to their original proprietors illustrates a potential pathway to reinvigorating the educational landscape, thereby creating a more informed, empowered, and ultimately, secure youth population.
