Features
Tertiary Institutions And Sustainable Dev (III)
Earlier commitments to
wards sustainable development and a green economy. “The Future We Want” provides a global framework to protect ecosystem integrity through holistic and integrated approaches ensuring effective balancing of the social, economic and environmental pillars of development, including poverty eradication, social inclusiveness and equity. In all the above global actions to operationalize sustainable development, a lot of emphasis has been placed on education for sustainable development.
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
Education is essential to achieving sustainable development. It is crucial to the ability of the citizens to create solutions and find new paths to a better future. The citizens need to understand the environmental implications of all the actions they take, and learn their way to sustainability. Our current knowledge base does not contain the solutions to contemporary global environmental, societal and economic problems.
Education for Sustainable Development (ESD) promotes efforts to rethink educational programmes and systems within the context of sustainable development. It affects all components of education, such as, legislation, policy, finance, curriculum, instruction, learning, assessment, etc. It calls for lifelong learning and recognizes the fact that the educational needs of people change over their lifetime.
The strategy of ESD concept is to equip people with knowledge and skills in sustainable development, making them more competent and confident while at the same time increasing their opportunities for leading healthy and productive lifestyles in harmony with nature and with concern for social values, gender equity and cultural diversity. It also empowers the citizenry to effectively play a key role in environmental governance and contribute to sustainable development.
THE KEY ELEMENTS OF ESD:
These elements are based on the principles and values that underlie sustainable development; deal with the well-being of all four dimensions of sustainability – environment, society, culture and economy; use a variety of pedagogical techniques that promote participatory learning and higher-order thinking skills; promote lifelong learning; are locally relevant and culturally appropriate; are based on local needs, perceptions and conditions, but acknowledge that fulfilling local needs often has international effects and consequences; engage formal, non-formal and informal education; accommodate the evolving nature of the concept of sustainability; address content, taking into account context, global issues and local priorities; build civil capacity for community-based decision-making, social tolerance, environmental stewardship, an adaptable workforce, and a good quality of life; are interdisciplinary. No single discipline can claim ESD for itself; all disciplines can contribute to ESD.
The Belgrade Charter And The Tblisi Resolutions On Environmental Education
The Belgrade Charter and the Tblisi Resolutions on Environmental Education laid the foundation for the current thinking on education for sustainable development. Following the recommendations of the United Nations Conference on Human Environment in Stockholm in 1972, the United Nations Environment Programme (UNEP) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) launched an ‘International Environmental Education Programme’ (lEEP) aimed at fostering the exchange of information and experience in the field of environmental education. Under the auspices of the lEEP, an International Workshop on Environmental Education was held in Belgrade in 1975, which led to the adoption of ‘The Belgrade Charter-A Global Framework for Environmental Education’.
As enunciated in the Belgrade Charter, environmental education should include among its primary objectives, measures for assisting individuals and groups to: Acquire awareness of, and sensitivity to the total environment and its associated problems; Acquire basic understanding of the total environment, its associated problems, and humanity’s critically responsible presence and role in it; Acquire social values, strong feelings of concern for the environment, and motivation for actively participating in its protection and improvement; Acquire skills necessary for solving environmental problems; Evaluate environmental measures and education programmes in terms of ecological, political, economic, social, aesthetic and cultural criteria; Develop a sense of responsibility and urgency regarding environmental problems, and ensure that appropriate actions are taken to solve these problems.
The Principles of the Belgrade Charter state that environmental education should: Consider the environment in its totality – natural and man-made, ecological, political, economic, technological, social, legislative, cultural and aesthetic; Be a continuous lifelong process, both in school and out of school;
Be interdisciplinary in its approach; Emphasize active participation in preventing and solving environmental problems; Examine major environmental issues from a world-wide viewpoint, while paying due regard to regional differences; Focus on current and future environmental situations; Examine all development and growth from an environmental perspective; Promote the value and necessity of local, national and international co-operation in the solution of environmental problems. Two years after the Belgrade Charter, the UNESCOUNEP Intergovernmental Conference on Environmental Education was held in Tblisi in 1977. One of the Resolutions of the Tblisi Conference stresses that environmental education should strive to enable individuals and communities understand the complexities of the natural and man-made environments arising from the interaction of their biological, physical, chemical, social, economic, cultural, ethical and political aspects, besides acquiring the knowledge, values, attitudes and practical skills needed to participating in a responsible and effective manner in the anticipation and solving of environmental problems and in the management of environmental quality.
United Nations Decade Of Education For Sustainable Development (DESD}
In recognition of the importance of ESD, the United Nations General Assembly declared 2005-2014, the UN Decade of Education for Sustainable Development (DESD). UNESCO leads the Decade and has developed an International Implementation Scheme for the Decade. The goals of the Decade are to provide an opportunity for refining and promoting the vision of, and transition to, sustainable development – through all forms of education, public awareness and training; and to give an enhanced profile to the important role of education and learning in sustainable development.
The specific objectives of the Decade are to: facilitate networking linkages, exchange and interaction among stakeholders in ESD; foster increased quality of teaching and learning in ESD; help countries make progress towards and attain the Millennium Development Goals through ESD efforts; and provide countries with new opportunities to incorporate ESD into education reform efforts.
The Role And Opportunities Of Tertiary Institutions In Nigeria
Environmental sustainability has become an increasingly important issue all over the world, the role of tertiary institutions in environmental sustainability initiatives is becoming more and more prevalent. Sustainable development through higher education provides a pivotal role in nation building. Tertiary institutions have the capacity to give quick responses to different societal problems, including those relating to the environment. Beyond teaching and learning on environmental issues, there is an emerging consensus that tertiary institutions can also model sustainable practices. Such education contributes strongly to sustainable development by training and expanding young minds in researching solutions to the environmental challenges.
Tertiary institutions are unique and have their own traditions and culture. They are familiar with their surroundings. They can use their repository of knowledge and expertise to address various societal problems. The tertiary institutions can help protect the environment and achieve sustainable development through the implementation of various programmes under the umbrella of education for sustainable development.
Curriculum Design And Programme Development
The framework of the curricula should cover the necessary information regarding environmental issues. In developing the programme, the university should make extensive enquiries regarding what is the need of the regulators and the regulated community so that the students on graduation will fit in perfectly in any sector. Curriculum design should be problem-solving oriented. The students should get acquainted with all the skills and information related to environment. The curriculum should motivate the students to participate and solve environmental problems.
Dr. Benibo is DG, NESREA.
To be continued
Research is one of the integral parts of higher education. It is an investigative parameter of getting new information or looking for new ideas for the development of man and the society.
Research in various aspects of environmental protection and sustainable development at tertiary institutions can go a long way in the protection of the environment and human health. The research may focus on specific topical issue or issues that affect the local community, the state or the entire country. It must also be in the fields where the university has competence, expertise and manpower. Well thought-out and properly supervised students’ projects can result in new solutions for addressing environmental problems.
Outreach
Tertiary institutions should embark on outreach programmes. The purpose of such outreach programmes is to create enduring partnerships between the institutions and communities in order to share knowledge and information, as well as to build capacity to identify, analyse, assess and solve specific problems. In addition, participation in outreach programmes can enhance the research and teaching capacity of the institutions and at the same time contribute to the development of the local communities.
Development Of Centres Of Excellence
The tertiary institution should identify its areas of strength and comparative advantage, in terms of geographical location, localized environmental problems, faculty expertise and experience, target audience, materials and equipment, as well as possible sources of funding. It is better that an institution is well known and recognized in one particular area of special expertise and competence than trying to do all and not being recognized in any area. Like the popular adage, “Jack of all trade and master of none” Because the issues in environmental protection and sustainable development are so broad, an institution can easily find a niche in a particular subject or issue and be well recognized in that area at local, national, and even at international levels. Such institution will always be sought after when the need arises.
Organisation And Participation In Conferences, Workshops And Seminars
Tertiary institutions have a responsibility to articulate and disseminate new scientific knowledge and information bearing on environment and sustainable development, to society at large through various fora, such as roundtable discussions, conferences, seminars and dialogue between scientists and other stakeholders, including citizens and policy makers. Such events can lead to further ideas and knowledge that will help society progress along the path of sustainable development. There is need for continuous organisation and participation in relevant conferences, workshops and seminars. The faculty should be familiar with the rudiments of organizing successful seminars and workshops, including the preparation of concept notes for such conferences and seminars. Students should be properly tutored on how to prepare and present technical papers, including the use of ICT and multimedia. Such presentations create an impressive impact and also make it easier for the audience to understand and appreciate the issues.
Publications And Communications
If a tertiary institution does not tell the world what it is doing, the tendency is that the information on any research breakthroughs and other excellent programmes and activities of the institution will not be known. The public and private sectors who may need that information do not know what is happening within the four walls of the institutions unless they are told. There is need for tertiary institutions to encourage their faculties to publish and communicate the outcome of their research and other academic activities and programmes.
Such communications should be properly channeled to the appropriate target audience.
Consultancy And Expert Advisory Services
The tertiary institutions are repository of knowledge and expertise. They should reinvigorate and expand their consultancy services and expert advisory programmes in the area of environment and sustainable development. Such outfit should be visible and proactive. To-date, only about four tertiary institutions have applied to NESREA for accreditation as Environmental Consultants. The tertiary institutions should take advantage of their fundamental role as fulcrum of knowledge and conurbation of experts in diversified fields to promote multisectoral and multidisciplinary collaboration within and among the different faculties and colleges.
The institutions are in a better and informed position to provide expert advice to governments and private sector on topical environmental matters. They should make public statements, prepare and present memoranda at public hearings, on issues bearing on the environment.
Sabbaticals And Short-term Attachment Programmes
Tertiary institutions should have a programme whereby members of faculty can spend sabbaticals or some brieftime in a relevant government agency or industry to work on issues bearing on the environment and sustainable development.
Such a programme provides a win-win situation both for the faculty and for the government agency or industry.
Serving As Role Models For Sustainable Development
Tertiary institutions can use their campuses as models for a sustainable society, based on interactions with various stakeholders in the society through academic research and educational processes. The university can provide avenues in which to test new sustainability-relevant knowledge in a social context such as the development of “sustainable” or “green” campuses, use of renewal energy and implementation of sustainable waste management. By serving as test models for society at large, the tertiary institution can help foster in its students, the attitude and skills necessary to achieve a sustainable society in the future. Thus, the sustainable campus can serve as both an experiment in progress and an ideal tool for educating future generations.
Establishment Of Partnerships And Networks
Tertiary institutions can establish partnerships and networks among themselves at country level and with other tertiary institutions at international level. Such partnerships can provide a common platform to enhance interdisciplinary cooperation among tertiary institutions and research centers within and outside the country through such initiatives as student exchange, faculty exchange and joint research projects.
Models developed by these universities in different areas to address common issues, reflect each region’s economic, social and cultural conditions. Together, the work from each participating institution can provide the composite of a global model that incorporates regional diversity.
Conclusion
The concept of sustainable development has been explained or described in so many ways in scientific literature. A concept made popular by the Brundtland Commission in 1987 has grown to occupy a large body ofliterature both in content and context.
Nigeria is a large country endowed with rich natural resources and biodiversity, and at the same time facing various environmental challenges. Achieving sustainable development at country level would require proper management and control of our environment. It will also require sustainable exploration and exploitation of our vast natural resources.
There is therefore, need to evolve a formal environmental education system that can build the capacity of those who will be entrusted with the protection of the environment and management of our natural resources.
Our tertiary institutions have critical role to play in this regard. There is need for design and development of problem-solving and result oriented environmental programmes in our institutions.
Our tertiary institutions should embrace the innovations in sustainable environmental education and come up with specific programmes that suit their individual peculiarities and circumstances.
The National Environmental Standards and Regulations Enforcement Agency (NESREA) will be very willing to partner with the College of Graduate Studies of the University of Port Harcourt in the implementation of environmental sustainability programmes in the University.
I thank you.
Ngeri Benebo

From R-L: Vice Chancellor, Ignatius Ajuru University of Edcuation, Rumuolemeni-Port Harcourt, Prof. Rosemund Dienye Green-Osahogulu, Rivers State Governor and Visistor to the university, Rt. Hon Chibuike Amaechi and the Pro-Chancellor and Chairman, Governing Council of the university, King Aaron Ikuru at the convocation ceremony of the university, recntly
Features
Vocational Education And Nigeria’s Economy
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
Features
Vocational Education And Nigeria’s Economy
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
Features
A Farewell To Arms In Ogoni
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.