Stakeholders seek improved investment in special schools, teachers, facilities, others

Stakeholders in the education sector have called for improved government commitment to infrastructure development, investment in digital learning tools as well as upscale investment in special schools.

They also stressed the need for specialised teachers, sanitation facilities and hygiene to boost learning in schools, re-engage communities and ensure that every child, regardless of location, has access to quality education and opportunity to thrive.

The Oyo State chapter of the Civil Society Action Coalition on Education for All and Educare Trust, which made the observation during a press briefing on the current state of Basic Education in Oyo State, held at Educare Trust Youth Centre, Aerodrome GRA, Samanda, Ibadan, expressed worries about the poor level of preparation of students in an increasingly digital learning environment especially in Oyo State.

The stakeholders also stated that although the teacher-pupil ratio had improved at all levels, according to the Annual School Census Report, the number of Persons With Disabilities (PWDs) in primary and secondary schools in Oyo State, is approximately 3,139 learners.

Iskil Yusuf, a member of the Caretaker Committee of CSACEFA, Oyo State chapter and executive director of the Child Development and Concern Foundation, emphasised the implications of digital gap on students’ academic progression, stating that “students are expected to sit for JAMB through computer-based testing, yet many of them have never used a computer before.”

Emphasising the impact on rural education, Yusuf said: “The shortage of teachers in these areas worsens the situation. Many teachers are unwilling to be posted to rural communities, and this leaves children in those areas without access to quality education.”

According to him, “While Oyo State has one of the largest student population in the southwest, second after Lagos State, it also records the highest number of Out-of-School-Children in the region.”

On factors that could deny access to education, he said:” There are so many hidden costs that are hindering access to education; these include the distance from home to school, and transportation, particularly at the present time. And besides, there are some grants promised by the state for schools, but if those grants are not coming as and when due, then the principals or school authorities will be forced to charge students certain amount of money either for exams or for printing papers.”

Folorunsho Moshood, programme director, Educare Trust and Coordinator, CSACEFA Caretaker Committee, explained that “due to inadequate number of usable classrooms, toilets and WASH facilities, the State needs to pay more attention to infrastructural development in public schools.”

“Overall pupil-toilet ratio is not impressive across all 33 LGAs. 2.1% of Public Schools allegedly have computers and internet access thereby facilitating digital learning. From the foregoing, huge percentage of schools still lack basic amenities, hindering effective teaching and learning processes.”

Speaking, Folorunsho Moshood, Programme director, Educare Trust and the coordinator of the Caretaker Committee of CSACEFA, noted that most Guidance Counselors are subjected to teaching in classrooms, rather than being engaged with counseling of pupils.