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I warned about Buhari’s govt, but Nigerians didn’t listen  -  Oritsejafor
NG🏛️ Politics2 days ago

I warned about Buhari’s govt, but Nigerians didn’t listen  -  Oritsejafor

Ayo Oritsejafor, former President of the Christian Association of Nigeria (CAN), stated that he had warned Nigerians prior to the 2015 general election that the administration of former President Muhammadu Buhari would face significant challenges, but his warnings were largely ignored. Speaking on Channels TV’s Politics Today, Oritsejafor reflected on the deteriorating state of the country under the Buhari government and explained why he withdrew from public political discourse after feeling his concerns went unheeded. He emphasized that his decision to remain silent stemmed from frustration with the lack of response to his warnings rather than complicity. Oritsejafor clarified that while he supported former President Goodluck Jonathan during the 2015 election, he did not endorse the Buhari administration. He now feels compelled to speak out again due to the worsening conditions facing ordinary Nigerians.

In recent months, Nigeria's education sector has faced mounting concerns due to the increasing prevalence of insecurity, which threatens both the safety of students and educators and the continuity of learning. At the forefront of these warnings is the Nigeria Union of Teachers (NUT), whose national president, Mr. Audu Amba, has publicly raised alarms about the impact of rising violence on the country’s educational landscape. Speaking at the 114th International Labour Conference in Geneva, Amba emphasized that the persistent attacks on schools—ranging from kidnappings to outright killings—are not just isolated incidents but indicative of a deeper crisis affecting the very foundation of Nigerian society. His remarks underscored the urgency of addressing these challenges, as they directly impede the progress of the nation’s human capital development.

The timeline of these troubling events reveals a pattern of escalation. Reports indicate that initial instances of insecurity in schools were relatively contained, but they have since expanded across multiple regions. Notably, attacks in Kebbi and Niger states have drawn significant attention, with schools being targeted by armed groups, resulting in the abduction of students and the tragic murder of a teacher. More recently, similar incidents have been documented in Oyo State, suggesting that the problem is not confined to specific areas but is instead spreading. This expansion has led to heightened fears among educators and parents, who now face the daunting reality of ensuring safe learning environments for their children.

The individuals and organizations most directly impacted include teachers, students, and local communities in the affected regions. The NUT, representing thousands of educators nationwide, has taken a firm stance, calling for immediate government action to safeguard educational institutions. Meanwhile, figures such as Mr. Toyin Joseph Larayintan, director of the Zion Study Centre, have advocated for alternative solutions, emphasizing the potential of technology-driven learning to mitigate the effects of insecurity. Larayintan’s proposals highlight the need for digital infrastructure and virtual classrooms, drawing inspiration from successful models in countries like South Korea, Finland, and the United States. His arguments reflect a growing recognition that traditional methods alone may not suffice in the current climate.

This issue is rooted in broader socio-economic and political contexts. Nigeria has long struggled with systemic underinvestment in education, compounded by regional disparities and weak governance structures. The rise in insecurity, often linked to organized crime and insurgency, exacerbates these vulnerabilities, creating an environment where schools are seen as easy targets. The government’s response has been inconsistent, with varying levels of commitment to security measures and educational reform. As a result, there is a critical gap between the need for protection and the capacity of existing institutions to provide it.

Divergent perspectives emerge from the various stakeholders involved. While the NUT focuses on direct advocacy for improved security and policy reforms, advocates like Larayintan propose a complementary approach centered on technological adaptation. Some critics argue that investing in technology could offer a sustainable solution, allowing education to persist even in times of crisis. Others caution against over-reliance on digital tools, noting that without addressing root causes such as poverty and lack of opportunity, technological interventions may only provide temporary relief.

Public reaction has been largely supportive of calls for greater safety and educational stability. Parents and community leaders have voiced concerns about the psychological toll of living in constant fear, while educators have expressed frustration over the disruption to their work. There is a shared understanding that the future of Nigeria depends on a well-educated populace, and thus, the stakes of resolving these challenges are exceptionally high.

Looking ahead, the path forward will likely involve a multi-faceted strategy. Immediate steps may include enhanced collaboration between security agencies and educational authorities to identify and neutralize threats. Simultaneously, investments in technology could help maintain educational continuity, offering a buffer against the uncertainties posed by insecurity. However, long-term solutions will require comprehensive reforms, including better resource allocation, stronger governance, and community engagement. As the debate continues, one thing remains clear: the survival and growth of Nigeria’s education system hinge on the ability to confront these pressing challenges head-on.

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18 reports

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