Achieving ‘quality education’ in the Child Rights, SDGs

The Child’s Rights Act and the African Children’s Charter define a child as a person below 18 years of age.

Nigeria adopted the Child’s Rights Act in 2003, giving nod to both the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child.

The Act contains a number of rights of children. Among them is – Free and compulsory basic education. On the other hand, the 17 UN Sustainable Development Goals (SDGs) all the UN Member States agreed to achieve by the year 2030 was envisioned for a world free from poverty, hunger and disease with a special focus on women, children and disadvantaged populations.

However, quality education; the fourth in the SDGs, is the focal point here and now vis-à-vis the rights of the child. From UN data, globally, 53 percent of 10-year-olds in low-and middle-income countries cannot read and understand a simple sentence or perform basic numeracy tasks.

In sub-Saharan Africa, 87 percent of children are ‘in learning poverty’ as they do not have basic literacy by age 10. In Nigeria, the record is terrifyingly disturbing with results being one of the lowest globally – with 70 percent of children not achieving basic foundational skills.

Though, chief of the stumbling blocks to child education in Nigeria is religion, coupled with ethnic and cultural diversity, nonetheless, there are other forces like poor funding on education considering the paltry 1.7 percent of GDP to education, in-adequate and under-prepared workforce as a record reveals that 27 percent of the teaching staff are unqualified.

Others are in-sufficient physical resources with a high classroom learner ratio of 1:55 in primary schools, and low school readiness as no less than 10 million children aged 3 to 5 are not enrolled in early childhood care and education (ECCE) with net enrolment ratio (NER) put at 30.7 percent.

Breaking these down, ensuring that teachers in basic education are qualified and undergo requisite training is compelling. Qualification to teach should go beyond holding certificates to expertise and retraining. A teacher must have teaching skills, and not as an accidental job.

In fact, quality learning in basic education is as essential as in high school on account that pupils that receive quality basic education will flow in high schools with less difficulty. UNICEF Communication Specialist, Dr. Geoffrey Njoku while underlining the calamity pointed out that the majority of children enrolled in schools are as deficient as those not in school. This is terrible.

The second is the absence of preparatory classes preceding primary education in public schools. The oversight has contributed vastly to poor education in Nigeria. No surprise the society is in disarray presently with ritual-killings, banditry, abduction and other vices.

These are the effects of oversights over the years. A preparatory class for development of a child’s social, emotional, cognitive and physical needs in order to build a solid and broad foundation for lifelong learning and wellbeing prior to primary-one is essential.

UNICEF Education Specialist, Manar Ahmed Sharouda hit the hammer at the head during a workshop on ‘SDGs as Child Rights’ that “one must first learn to read, in order to read to learn”.

The third is excessive homework beyond the mental capacity of a child. The 31st clause in the UNCRC is right to leisure, recreation and cultural activities. Thus, ensuring that children are not overloaded with homework can enhance their learning progressions as experts maintained.

More worrisome are some homework that rationally can’t be solved by children. From investigation, the disproportionate workloads on pupils result from rivalry among schools for superiority contests, and therefore, regulating all schools under basic education to run a unified curriculum may change the narrative.