Features
Community Radio And Nation Building
By most accounts, the radio is beleived to be the most effective means of communication in African.
Available statistics reveal that more than 70 per cent of Africans rely primarily on the radio for their information and entertainment.
Historically, radio broadcasting in Nigeria dates back to 1932 when the industry served the interests ofthe then colonial administration.
However, with the establishment of the Nigerian Broadcasting Corporation (NBC) in 1957, the industry became an independent institution designed to be a non-partisan means of communication.
Regrettably, however, such aspiration has turned out to be a hallucination, some observers say.
However, in the late 1970s when the industry was somewhat liberalised, the federal and state governments as well as any other body or person authorised by the President are authorised to own, operate or establish a wireless broadcast station in the country by the virtue of Section 36, Sub-section 2 ofthe 1979 Constitution.
In 1992, the administration of former military President Ibrahim Babangida further liberalised the industry to give room for the advent of private broadcasting.
The onset of private broadcasting, perhaps, explains the decision of the World Association of Community Radio Broadcasters (AMARC), in partnership with the Institute for Media and Society (lMS-Nigeria), to initiate the community radio project in Nigeria.
The project tagged: “Building Community Radio in Nigeria” was launched in 2003.
Industry experts describe community radio as a locally operated radio station that provides various services and information to its audience.
Some of the community radio’s programmes are local news, weather reports, sports news and public forums, as well as religious, educational and community programmes, which are not
usually handled by commercial radio stations owned by regional or national media outfits.
The community radio is also a non-profit venture that relies primarily on grants and donations for funding and its workforce usually comprise volunteers and other non-professionals.
Technically, a community radio station is operated on the lower end of the FM dial — between 87.5 and 91.9 — and it has lower signal strength than the larger commercial stations.
One of the fundamental goals of AMARC is to use radio as a means of promoting the people’s right, at the grassroots level, to communicate and contribute to development via the principles of solidarity and international cooperation.
Across Africa, AMARC has more than 200 affiliates and about 160 members of the association in Africa are radio stations and community radio federations.
A school of thought, however, posits that the community radio project is a two-way process the exchange of views from various sources and the adaptation of media for use by communities.
Others believe that the community radio project presents a platform for communities to participate in the communication process as planners, producers and performers.
They also argue that the community radio is a means of expression of the community, rather than for the community.
Interestingly, many African countries have employed the services of the community radio to promote peace-building efforts and conflict resolution.
For instance, a study carried out on four community radio stations in Sierra Leone and Liberia revealed that the radio stations had greatly assisted in fostering peace-building and conflict resolution in the post-war era of the two countries.
The study, which had its focus on areas that were still struggling to achieve meaningful development in a post-conflict setting, was designed to assess the relationships existing between drivers of development and community radio stations.
It found that the community radios appreciably promoted development in their respective communities via partnerships with local and international non-governmental organisations (NGOs).
The study partly entailed an analysis of the radio stations’ programmes and their impact on local development processes, while an impact-assessment survey of the audience and focus groups was used to evaluate audience perceptions and uses of local radio.
The stations were also assessed to estimate their intrinsic worth as independent development agents in ongoing peace-building activities.
The report categorised community radio into two major groups. The first is the radio’s support for development programmes’ implementation, leading to improved efficacy, broader reach, accountability and community feedback.
The second group entails the regular broadcast of education and public awareness issues, which could propel positive changes in the people’s attitudes and behaviours.
The study found that community radio stations had positive and purposeful relationships with local governments and civil society organisations.
On the whole, the study found that community radio stations played a central role in disseminating information which could promote development and improve development outcomes via a lot of partnerships.
The report said that community radio stations had positively contributed to the peace-building efforts in the rural communities of Sierra Leone and Liberia in the post-war era.
It noted that the community radio stations in the two countries were active participants in efforts to curb potential violent crises.
The study noted that the community radio stations gave communication access to people, who hitherto had no access to other means of communication, adding that they also facilitated peaceful election processes in the two countries.
Such advantages, perhaps, informed the decision of some state and local governments as well as some individuals in Nigeria to key into the community radio project and acquire radio licences.
One of the state governments that adopted the community radio programme is the Bauchi State Government, which has established 10 community radio stations.
Gov. Isa Yuguda, who recently inaugurated one of the community radio stations at Kafin-Madaki, Ganjuwa Local Government Area, pledged that the remaining nine stations would be completed and inaugurated before the end of the year.
He said that the radio stations were established to improve the relationship between the government and the rural dwellers, adding that the stations would also promote effective communication with the people.
Saying that community radio broadcasting had been existing in many parts of the world, Yuguda said that the radio stations were designed to disseminate information on weather, agriculture, politics and other socio-economic issues, particularly to those living in the rural areas.
He said with the growing recognition of the efficacy of the community radio as a tool of mobilising the rural dwellers for nation-building efforts would further promote the fulfilment of the country’s democracy.
The governor urged rural dwellers to avail themselves of the opportunities provided by community radio stations to improve agricultural techniques, embrace good health habits and Western education.
Also speaking, Alhaji Mohammed Damina, the Commissioner for Information, commended Yuguda for the community radio initiative, saying that the project was one of the best government’s programmes for the rural communities.
Damina particularly urged the people of the area to promote their cultural values through the radio station, which was also designed to promote the people’s unity.
Many observers have been commending Yuguda for his foresight in embarking on the community radio project.
Alhaji Mohammed Abdullahi, the National President of the Nigerian Institute of Public Relations (NIPR), lauded the governor for the community radio project which, he noted, would also promote good governance.
Abdullahi, who is also the Managing Director of Bauchi Radio Corporation (BRC), noted that the 10 community radio stations established in the state would help in bridging the communication gap existing between the government and the rural dwellers.
The NIPR president, nonetheless, advised the new radio stations to be non-partisan in their programmmg.
“The radio stations are not established to propagate political conflicts, ethnic rivalry and religious bigotry.
“The stations must strive to be non-partisan. All the segments of the community, irrespective of their religious or ethnic affiliations, as well as their social, political and other leanings, should have unrestricted access to them.
“The linguistic plurality of the state should be respected and accommodated in the programme content of the radios, which should be used to enhance cultural values.
“However, since these community radio stations are to serve the various communities where the stations are located; there is a compelling need to promote their sustainability.
“The communities, governments, the NGOs, cooperative societies and individuals must be genuine stakeholders in the project,” Abdullahi said.
Sharing similar sentiments, Alhaji Sanusi Mohammed, a social commentator, proposed that the communities in which the radio stations were located should be encouraged to fund the stations’ operations and activities through voluntary contributions.
Mohammed said that the community radio project would enable communities to tell their stories in their own ways and share experiences, while they should become active creators and contributors.
Observers, nonetheless, stress the need for the government and the communities in which the radio stations are located to make effective use of the stations as a platform for educating the people on issues relating to health, sanitation, environment, education and security, among others.
After all, knowledge is the key to human survival and advancement as well as the panacea to virtually all the people’s problems, they add.
Adamu writes for the News Agency of Nigeria (NAN).
Sani Adamu
The importance of vocational training to the development of any nation cannot be over emphasised. Technical education experts define vocational education as any form of educational program or course that focuses on teaching the specific skills and knowledge required for a particular job or trade. Unlike traditional academic education, which is often broader and theoretical, vocational training is practical, hands-on, and tailored to prepare individuals for specific careers or industries. They also argue that the dearth of trained vocational and middle-level technical manpower represents a very serious gap in the development of third-world countries, including Nigeria. This argument, perhaps, underscores the Federal Government’s bold move towards educational reforms in Nigeria which includes the inculcation of vocational education into the schools curriculum as a way of equipping students with practical skills and enhancing their employability.
A recent statement released by the National Orientation Agency (NOA), indicated that the government has added 15 vocational subjects to the Basic Education curriculum. These additions which take effect from January, 2025, they said, are designed to promote hands-on learning and better prepare students for the job market. The new subjects include: Plumbing, tiling and floor works, POP installation, Event decoration and management, Bakery and Confectionery, Hairstyling, Makeup, Interior Design, GSM Repairs, Satellite/TV Antenna Installation. Others are: CCTV and intercom installation and maintenance, solar installation and maintenance, garment making, agriculture and processing, which covers crop production, beekeeping, horticulture, and livestock farming (e.g., poultry and rabbit rearing) and Basic Digital Literacy, incorporating IT and robotics.
The former Minister of Education, Prof Tahir Mamman, who earlier hinted on the new curriculum for basic schools during a meeting with stakeholders in Abuja, last October, said under the new curriculum, pupils in basic schools will be required to acquire at least two skills. According to the former minister, “The idea is that by the time children finish school, they should have at least two skills. Students should be able to finish school with a minimum of two skills so that they can have a very productive life. “The basis for the curriculum is the National Skills Framework, and it has been approved. It’s a very big project; it affects all schools in Nigeria, public and private.“Whether in the public sector or private sector, all schools are going to implement it. So, this is already determined. It doesn’t require anybody’s consent or any institution can depart from it.
Speaking on implementation, the Mamman said, “We do not expect comprehensive, full implementation from January because, when you roll out something new, there’s a lot of preparation that has to take place by the schools, acquiring new things, equipment, and small things that they will need,” adding that plans were underway to ensure teachers were well-equipped for the new curriculum. He also spoke on the benefits of the curriculum, noting that it would rekindle the desire of parents and students to acquire formal education. Hear him, “Some parents do not want to send their children to school. Right now, part of the problem why schooling has become unattractive is because people finish and there’s no change in their lives. “They cannot be employed. They can’t do anything on their own. So, parents question the value of spending money to send their children to school. “Now it’s going to change that game altogether.
And we have seen how these things resonate with parents. When they are successfully implemented, you will see students will want to run to school every morning. Parents want to take their children to school because they are learning practical things while in school.”The Acting Executive Secretary of the Nigerian Educational Research and Development Council, Dr Margret Lawani, had also disclosed during the same event that the newly introduced subjects fell under the vocational and entrepreneurship studies framework, which has been designed to expose pupils to various trades across multiple sectors. In the views of some vocational training experts, the decision to include vocational education into the basic school curriculum is plausible as it comes at a time when the nation’s education system is facing mounting criticism for its inability to adequately prepare students for real-world challenges.
They opined that by introducing vocational training at an early age, Nigeria has an opportunity to bridge the gap between formal education and practical skill acquisition. They however noted that the success of this initiative hinges on thoughtful implementation and sustained support. “The problem of Nigeria has never been a dearth of ideas or policies on how to move the country forward. In the past some educationists came up with the idea of 6-3-3-4 system of education whereby Students would be taught introductory technology and other forms of vocational skills at the junior secondary school level to better equip them for the real world in future. What happened to that brilliant idea? How many schools have well-equipped laboratories and well-trained teachers to handle these technical and vocational subjects? “The idea of setting up technical schools and polytechnics across the country is for them to serve as a grooming ground for young Nigerians in the area of technology.
How has the government, both federal and states, supported these schools to succeed? So, our problem is lack of implementation, fragmented policies and lack of sustenance not lack of ideas”, posited one expert. He advised that for the new curriculum to bear positive fruits, the government must take time to sensitize heads and owners of schools, teachers, parents and pupils of both public and private schools on the importance of the subjects and assist the schools in acquiring the necessary equipment and tools for the smooth running of the curriculum. “These subjects being introduced cannot be taught only theoretically as we are used to in this country. They require regular practical classes which will cost some money. Government, via the ministries of education, must vote out money for these practical classes and be ready to supervise schools to ensure that they are doing the right thing,” he added
Noting the importance of vocational training in today’s Nigeria where the rate of unemployment is high, Mr. Abel Ikiriko, a basic technology teacher in a Private School at Trans Amadi, Port Harcourt, regretted that vocational training is often seen as a last resort for those who fail academically, leading to low enrolment. He said, “I say this because I am a teacher and I know what we see in school every day. When these vocational subjects are introduced, you will see parents who will go to their children’s schools to make trouble because the children are compelled to learn maybe Hairstyling or something like that. Every parent wants their children to be doctors, lawyers, engineers and other professions and never skilled persons because for our society, skilled jobs are for the dullards.” “One of the most pressing issues in our labor market is the skills gap. Employers often struggle to find workers with the right skills, despite high unemployment rates. Yet many youths are not willing to be trained in a vocation. They prefer to search for the unavailable white-collar jobs. So unfortunate,” he continued.
Ikiriko said that the inclusion of vocational training in primary schools has benefits that extend beyond future job prospects. “Hands-on activities help children develop critical thinking, problem-solving, and creativity—skills that are essential in any field. Vocational subjects can also provide an alternative pathway for students who may not excel in traditional academic subjects, ensuring that no child is left behind in the education system. Moreover, these subjects can instill a sense of dignity in manual labor and shift societal perceptions about the value of skilled trades.”He advocated for public awareness campaigns so as to change perceptions about vocational education, and showcase its potential to lead to successful careers. Mrs. Meg Amadi, a mother of three pupils is concerned about the curriculum of the primary schools being overloaded, stressing that that is a potential risk.
According to her, primary school students are at a formative stage of their development, and overloading them with too many subjects could lead to cognitive fatigue. She maintained that careful planning is required to ensure that the new vocational subjects complement rather than compete with core academic learning; that they are seamlessly integrated into the broader curriculum without overwhelming students. To maximize the impact of this initiative, she offered the following suggestions: the government must invest in training and retraining teachers to deliver vocational subjects effectively, collaborating with vocational training institutes and NGOs for better result; government should begin with pilot programs in select schools to identify best practices and address challenges before scaling up nationwide; the private sector should be engaged to provide funding, equipment, and expertise for vocational training in schools.
Nonetheless, some analysts are of the view that the addition of 15 vocational subjects to the basic school curriculum is a visionary step toward transforming the nation’s education system and improving the nation’s economy. they hold that if implemented effectively, the initiative will equip young Nigerians with the skills needed to thrive in a rapidly changing world while fostering a culture of innovation and self-reliance. They said that with collaborative effort, strategic planning, and unwavering commitment from all stakeholders and the right execution, this bold move could serve as a model for other nations seeking to align education with the demands of the 21st century.
Calista Ezeaku
The importance of vocational training to the development of any nation cannot be over emphasised. Technical education experts define vocational education as any form of educational program or course that focuses on teaching the specific skills and knowledge required for a particular job or trade. Unlike traditional academic education, which is often broader and theoretical, vocational training is practical, hands-on, and tailored to prepare individuals for specific careers or industries. They also argue that the dearth of trained vocational and middle-level technical manpower represents a very serious gap in the development of third-world countries, including Nigeria. This argument, perhaps, underscores the Federal Government’s bold move towards educational reforms in Nigeria which includes the inculcation of vocational education into the schools curriculum as a way of equipping students with practical skills and enhancing their employability.
A recent statement released by the National Orientation Agency (NOA), indicated that the government has added 15 vocational subjects to the Basic Education curriculum. These additions which take effect from January, 2025, they said, are designed to promote hands-on learning and better prepare students for the job market. The new subjects include: Plumbing, tiling and floor works, POP installation, Event decoration and management, Bakery and Confectionery, Hairstyling, Makeup, Interior Design, GSM Repairs, Satellite/TV Antenna Installation. Others are: CCTV and intercom installation and maintenance, solar installation and maintenance, garment making, agriculture and processing, which covers crop production, beekeeping, horticulture, and livestock farming (e.g., poultry and rabbit rearing) and Basic Digital Literacy, incorporating IT and robotics.
The former Minister of Education, Prof Tahir Mamman, who earlier hinted on the new curriculum for basic schools during a meeting with stakeholders in Abuja, last October, said under the new curriculum, pupils in basic schools will be required to acquire at least two skills. According to the former minister, “The idea is that by the time children finish school, they should have at least two skills. Students should be able to finish school with a minimum of two skills so that they can have a very productive life. “The basis for the curriculum is the National Skills Framework, and it has been approved. It’s a very big project; it affects all schools in Nigeria, public and private.“Whether in the public sector or private sector, all schools are going to implement it. So, this is already determined. It doesn’t require anybody’s consent or any institution can depart from it.
Speaking on implementation, the Mamman said, “We do not expect comprehensive, full implementation from January because, when you roll out something new, there’s a lot of preparation that has to take place by the schools, acquiring new things, equipment, and small things that they will need,” adding that plans were underway to ensure teachers were well-equipped for the new curriculum. He also spoke on the benefits of the curriculum, noting that it would rekindle the desire of parents and students to acquire formal education. Hear him, “Some parents do not want to send their children to school. Right now, part of the problem why schooling has become unattractive is because people finish and there’s no change in their lives. “They cannot be employed. They can’t do anything on their own. So, parents question the value of spending money to send their children to school. “Now it’s going to change that game altogether.
And we have seen how these things resonate with parents. When they are successfully implemented, you will see students will want to run to school every morning. Parents want to take their children to school because they are learning practical things while in school.”The Acting Executive Secretary of the Nigerian Educational Research and Development Council, Dr Margret Lawani, had also disclosed during the same event that the newly introduced subjects fell under the vocational and entrepreneurship studies framework, which has been designed to expose pupils to various trades across multiple sectors. In the views of some vocational training experts, the decision to include vocational education into the basic school curriculum is plausible as it comes at a time when the nation’s education system is facing mounting criticism for its inability to adequately prepare students for real-world challenges.
They opined that by introducing vocational training at an early age, Nigeria has an opportunity to bridge the gap between formal education and practical skill acquisition. They however noted that the success of this initiative hinges on thoughtful implementation and sustained support. “The problem of Nigeria has never been a dearth of ideas or policies on how to move the country forward. In the past some educationists came up with the idea of 6-3-3-4 system of education whereby Students would be taught introductory technology and other forms of vocational skills at the junior secondary school level to better equip them for the real world in future. What happened to that brilliant idea? How many schools have well-equipped laboratories and well-trained teachers to handle these technical and vocational subjects? “The idea of setting up technical schools and polytechnics across the country is for them to serve as a grooming ground for young Nigerians in the area of technology.
How has the government, both federal and states, supported these schools to succeed? So, our problem is lack of implementation, fragmented policies and lack of sustenance not lack of ideas”, posited one expert. He advised that for the new curriculum to bear positive fruits, the government must take time to sensitize heads and owners of schools, teachers, parents and pupils of both public and private schools on the importance of the subjects and assist the schools in acquiring the necessary equipment and tools for the smooth running of the curriculum. “These subjects being introduced cannot be taught only theoretically as we are used to in this country. They require regular practical classes which will cost some money. Government, via the ministries of education, must vote out money for these practical classes and be ready to supervise schools to ensure that they are doing the right thing,” he added
Noting the importance of vocational training in today’s Nigeria where the rate of unemployment is high, Mr. Abel Ikiriko, a basic technology teacher in a Private School at Trans Amadi, Port Harcourt, regretted that vocational training is often seen as a last resort for those who fail academically, leading to low enrolment. He said, “I say this because I am a teacher and I know what we see in school every day. When these vocational subjects are introduced, you will see parents who will go to their children’s schools to make trouble because the children are compelled to learn maybe Hairstyling or something like that. Every parent wants their children to be doctors, lawyers, engineers and other professions and never skilled persons because for our society, skilled jobs are for the dullards.” “One of the most pressing issues in our labor market is the skills gap. Employers often struggle to find workers with the right skills, despite high unemployment rates. Yet many youths are not willing to be trained in a vocation. They prefer to search for the unavailable white-collar jobs. So unfortunate,” he continued.
Ikiriko said that the inclusion of vocational training in primary schools has benefits that extend beyond future job prospects. “Hands-on activities help children develop critical thinking, problem-solving, and creativity—skills that are essential in any field. Vocational subjects can also provide an alternative pathway for students who may not excel in traditional academic subjects, ensuring that no child is left behind in the education system. Moreover, these subjects can instill a sense of dignity in manual labor and shift societal perceptions about the value of skilled trades.”He advocated for public awareness campaigns so as to change perceptions about vocational education, and showcase its potential to lead to successful careers. Mrs. Meg Amadi, a mother of three pupils is concerned about the curriculum of the primary schools being overloaded, stressing that that is a potential risk.
According to her, primary school students are at a formative stage of their development, and overloading them with too many subjects could lead to cognitive fatigue. She maintained that careful planning is required to ensure that the new vocational subjects complement rather than compete with core academic learning; that they are seamlessly integrated into the broader curriculum without overwhelming students. To maximize the impact of this initiative, she offered the following suggestions: the government must invest in training and retraining teachers to deliver vocational subjects effectively, collaborating with vocational training institutes and NGOs for better result; government should begin with pilot programs in select schools to identify best practices and address challenges before scaling up nationwide; the private sector should be engaged to provide funding, equipment, and expertise for vocational training in schools.
Nonetheless, some analysts are of the view that the addition of 15 vocational subjects to the basic school curriculum is a visionary step toward transforming the nation’s education system and improving the nation’s economy. they hold that if implemented effectively, the initiative will equip young Nigerians with the skills needed to thrive in a rapidly changing world while fostering a culture of innovation and self-reliance. They said that with collaborative effort, strategic planning, and unwavering commitment from all stakeholders and the right execution, this bold move could serve as a model for other nations seeking to align education with the demands of the 21st century.
Calista Ezeaku
For three decades or more, there has been a cessation of oil production activities in Ogoni land. But recent meeting of President Bola Tinubu with notable sons and groups may return Ogoni to renewed oil-production once again. Ogonis are weary of perennial neglect. Days after the meeting, President Tinubu gave a nod to the establishment of a University of Environmental Technology in Tai in the Ogoni area. He had earlier-on approved appointments into some federal boards in which some notable Ogonis were among the beneficiaries. The President’s actions and speeches so far have indicated good faith and good intentions. This has urged hard-nosed and irrepressible resistant leaders like Attorney Ledum Mitee, one-time President of the Movement for the Survival of Ogoni People (MOSOP), to be in complete agreement with the return to oil production.
He was heard on the news calling on all well- meaning sons and daughters of Ogoniland to accept the offers coming their way. Many Ogonis however, are still doubtful about the President’s intentions. They have said it is all geared towards the Federal Government having access to the rich oil and gas deposits in Ogoni soil. There is also distrust by some who have yet to heal from past injustices inflicted on the land by previous governments in cahoots with the oil majors. Since 1993 when oil production stopped in Ogoni land following intensive protests from the Ogoni people, the Nigerian government and the oil majors stopped reaping from millions of dollars in proceeds from the oil and gas. Lawson Hayford, a veteran journalist, who has reported the Niger Delta for over four decades, particularly the Niger Delta and the Ogoni crisis, said Nigeria has lost revenue amounting to over N30 trillion for the 32 years that oil has not been mined in Ogoni land.
Writing in the Southern Examiner, Hayford said, “While oil exploration and production in the Niger Delta region began in the late 1950s, operations were suspended in Ogoniland in the early 1990s due to disruptions from local public unrests with oil fields and installations remaining largely dormant for about 34 years, leading to a loss of revenue of over N30 trillion. “There are a total of 96 oil wells connected to five flow stations across the four local government areas of Khana, Gokana, Tai, and Eleme in Ogoniland. They were being operated by the Shell Petroleum Development Company, SPDC of Nigeria, a subsidiary of the Royal Dutch Shell.” That story is presently being rewritten by the remediation efforts of the Hydrocarbon Pollution Remediation Project (HYPREP) and the work of Prof Nenibarini Zabbey, its Project Coordinator.
“Over 50 communities are now enjoying potable water.” As though this was not magic enough, contractors are working hard toward mangrove regeneration not to leave out empowerment programmes for women and people with disabilities. These are stories too good to be true. In addition, the Petroleum Industry Act has also been introduced to take care of some basic needs of the oil communities, especially by tying development of the communities to the operational budgets of the oil companies. The establishment of a host community development trust as a condition for oil mining license holders regarding community development, may well be the magic wand required to turn things around for the Ogonis. A trying present is most likely to give way to a prosperous future. The future of the land and peoples of oil-bearing communities appear brighter with possibilities within this framework.
Environmentalist and lawyer, Iniro Wills, however, strongly thinks that the community-friendly clause in the PIA is only a tiny drop that cannot quench the thirst of the people’s appetite. Only time will tell. A lot of work needs to be done to bring every party in the Ogoni scenario to the table. Some groups are yet to agree with the return of oil production in Ogoniland, while others do not quite agree with the modus operandi adopted to initiate the process. They would all need to be brought together to ventilate their positions so that everyone is taken along together. Last Saturday, the committee that emerged to kickstart a process of the consultations initiated by President Tinubu convened a meeting at Freed Centre, Bori in the heart of Ogoniland. Though it was well attended, proceedings had to be hurried as a group of protesters stormed the venue.
Blessing Wikina, a long time public communications expert from Ogoni however, noted that the Bori meeting was a good landing. He said he was there. He dismissed the slanted reports about the meeting which he said were done to create social media content. He said in his social media handle that the committee deliberately avoided founding the consultations along old ‘loyalty blocs’ and ‘groups of people with entitlement blood.’ “Every Ogoni was to attend as an individual, not as a member of a camp. This approach meant no one would claim success or failure.”
Several factions exist in Ogoniland, including the leading pressure group, MOSOP, and they all need to get involved in the consultations, including those sulking for not being invited to the Abuja parley with the President.
Factional MOSO President, Fegalo Nsuke, recalled how MOSOP championed the Ogoni struggle from the beginning and wondered why MOSOP was not invited to Abuja or the Bori meeting. Hayford said, “sidelining MOSOP in the move to re-enter Ogoniland for oil and gas production could create distrust in the hearts of the Ogoni people, cautioning against rushing the process in order not to generate tension, anxiety and crisis in the landscape of Ogoni area.” Certain that the current process led by President Tinubu would yield good fruit for the Ogoni, Wikina says, he silently prays that “this oil resumption comes sooner, so that our people will participate in productive ventures around our oil economy…..and get benefits like our brothers in Orashi area, Bonny axis, etc.”
He cast a glance at the Bodo-Bonny road that will link mainland Nigeria with the vital island port of Bonny that is passing through Ogoniland. “Shall we wait, watch, as vehicles drive through here, to where lucrative oil businesses are happening…without our involvement? Every party will have to sheathe their sword and embrace the ongoing consultation process that will lead to a prosperous future for the land and the people.
Dagogo Josiah, Olayinka Coker and Emmanuel Obe
Josiah, Coker and Obe wrote in from Port Harcourt.