Student loan and education: Between “Access and Success”

By Caleb Onah & Chinelo Helen Ogwuche

Whileaccess to education remains a pressing issue, the concept of success on its own in Nigeria’s education system is equally complex. Despite efforts to increase enrolment rates, the country continues to grapple with low educational outcomes and a high rate of school dropouts. The quality and “success” of education is a critical determinant of success, and unfortunately, Nigeria faces significant challenges in this regard.

Education plays a vital role in the development of any nation, serving as a catalyst for social, economic, and political advancement. In Nigeria, as a country we are known for our rich cultural heritage and abundant human resources, the state of education has long been a subject of concern. The Nigerian education system faces a persistent challenge of striking a balance between providing access to education and ensuring successful outcomes for students.

On June 12, 2023, President Bola Ahmed Tinubu signed a bill into law that establishes the Students Loan Fund (SLF) in Nigeria. The SLF aims to provide interest-free loans to Nigerian citizens pursuing higher education. Dele Alake, one of President Tinubu’s aides, confirmed the signing of the bill to state house correspondents. The bill was sponsored by Femi Gbajabiamila, the former Speaker of the House of Representatives, and was introduced in 2016 as part of efforts to address funding gaps in the country’s tertiary education sector.

The passage of the bill was met with scepticism by Hassan Soweto, the National Coordinator of the Education Rights Campaign (ERC). Mr. Soweto’s organisation has consistently opposed tuition fee increases in Nigeria’s tertiary institutions. He expressed doubt regarding the loan fund, suggesting that it is merely an attempt to provide an alternative funding source for students from disadvantaged backgrounds in the face of potential fee hikes. However, Mr. Soweto highlighted the lack of guarantee for the success of such measures in the context of Nigeria’s socio-economic challenges, emphasising that borrowing approaches from other countries may yield different outcomes in the Nigerian neocolonial context.

While access to education has been a significant issue in Nigeria, particularly in marginalised and underserved communities despite efforts by the government to improve access to education, many children still lack the opportunity to attend school. According to UNICEF, Nigeria has one of the highest numbers of out-of-school children globally, with an estimated 10.5 million children of primary school age not enrolled in school.

This alarming figure can be attributed to various factors, including poverty, inadequate infrastructure, and cultural barriers. Poverty remains one of the biggest obstacles to accessing education in Nigeria. Families living in poverty often struggle to afford the costs associated with education, such as school fees, uniforms, textbooks, and transportation. As a result, children from disadvantaged backgrounds are disproportionately affected and are often forced to drop out of school to support their families financially.

In regard to this, ASUU, the Academic Staff Union of Universities, has expressed its concerns also regarding President Bola Tinubu’s recent signing of the student loan bill into law. According to ASUU, the union views the loan bill as a discriminatory measure that creates an unfair distinction between students from affluent backgrounds and those from economically disadvantaged ones.

In an interview with Punch, Prof. Emmanuel Osodeke, the National President of ASUU, stated that the union would soon issue a response. He emphasised that ASUU’s stance on student loans is wellknown, as they believe such loans burden economically disadvantaged students with debts upon graduation. Prof. Osodeke further criticised the loan bill, stating that, based on his online reading, it appears to be restricted only to children whose parents earn a minimum of N500, 000 per annum. This limitation implies that students whose parents earn above this threshold would not be eligible to benefit from the loan scheme.

To address this issue, the Nigerian government needs to further implement and build on several initiatives, such as the Universal Basic Education (UBE) program, which aims to provide free and compulsory education for the first nine years of schooling. However, the impact of these initiatives has been addressed to an extent, though limited, and the challenges of poverty persist which is why the bill is still a doubt.

In addition to poverty, inadequate infrastructure poses a significant barrier to education in Nigeria. Many schools lack basic amenities like classrooms, furniture, and modern learning materials and equipment, making the learning environment less conducive. This shortage of infrastructure is more pronounced in rural areas, where access to quality education is particularly challenging. Furthermore, the lack of qualified teachers exacerbates the problem, as many schools struggle to attract and retain skilled educators. Without proper infrastructure and qualified teachers, the quality of education suffers, hindering students’ chances of achieving success and not ‘access’ as advocated.

Cultural factors also contribute to limited access and perhaps success to education in Nigeria. In some communities, traditional beliefs and practices discourage the education of girls, perpetuating gender disparities. Early marriages, domestic responsibilities, and societal expectations often hinder girls’ enrolment and retention in schools. Addressing these cultural barriers requires a multifaceted approach that involves community engagement, advocacy, and targeted interventions to promote gender equality in education.

While access to education remains a pressing issue, the concept of success on its own in Nigeria’s education system is equally complex. Despite efforts to increase enrolment rates, the country continues to grapple with low educational outcomes and a high rate of school dropouts. The quality and “success” of education is a critical determinant of success, and unfortunately, Nigeria faces significant challenges in this regard.

One of the key issues affecting the quality of education in Nigeria is the inadequate funding of the educational sector. The allocation of resources to education has consistently over the years fallen short of recommended benchmarks, resulting in a lack of investment in infrastructure, instructional materials, and teacher training. Insufficient funding hampers the ability of schools to provide quality education, limiting students’ potential for success. Additionally, the examination-focused nature of the Nigerian education system is on rote memorisation rather than critical thinking and problem-solving skills.

The prevailing educational model places a heavy burden on students to perform well in high-stakes examinations, such as the West African Senior School Certificate Examination (WASSCE), National Examination Council (NECO) as well as the Joint Admission and Matriculation Board Examinations (JAMB) which determines admission into tertiary institutions. This narrow focus on examinations often stifles creativity and discourages independent thinking, impeding students’ overall development. Another challenge is the mismatch between the skills acquired in the education system and the demands of the labour market.

There is a significant gap between what students “loans”, what is learnt in schools and the skills needed for employment and entrepreneurship. This mismatch contributes to high unemployment rates among graduates and perpetuates a cycle of underemployment and job dissatisfaction. To address this issue, there is a growing need for complete educational reforms that prioritise practical skills development, entrepreneurship education, and industry-academia collaboration.

Caleb Onah & Chinelo Helen Ogwuche are Public Affairs Analysts.

From Mika’il Tsoho, Dutse

Thousands of Jigawa youths embarked on peaceful demonstration against imposition of speaker to lead 8th assembly in the state.

The peaceful demonstration which was organised by APC north-northwest Youth Alliance for good governance, Jigawa state chapter took place at Assembly premises and government house Dutse.

Speaking on behalf of the protesters, the secretary general of the group, Adamu Muhammad Na’ Allah Jahun described the demonstration as a visit to sensitize members - elect on the need to elect individuals with passion for the state and capacity to collaborate with the executive, to bring sustainable development to the state.

According to the group, the only way governor Namadi will redeem his campaign promises was to have a vibrant 8th assembly where both the executive and legislative will work in harmony as well as in the best interest of Jigawa.

He maintained that the demonstration also will inform the legislators to allow internal cohesion to prevail in their quest for new leadership in the house.

“We shall advise the members elect, to resist any temptation, intimidation and coercion by external forces, to undermine the process”, he said.