January 14, (THEWILL) – The Executive Secretary, Sokoto State Female Education Board, Professor Mustapha Namakka, speaks with TUNDE OMOLEHIN, about Governor Ahmed Aliyu’s desire to promote and revive female education in the state, as well as his commitment to help drive the governor’s vision to success, among other issues. Excerpts:
Can you share with us the challenges facing girl-child education development in Sokoto?
First, upon my resumption, I met a lot of challenges facing the Female Education Board, which had been hindering its mandate to function effectively. The board was established by the immediate past administration, but it was inactive. As a board, we need to function as an autonomous body and should have a composition of members that will sit and take some decisions and operate fully, like the inspection of female schools under it; renovate them if necessary, give recommendation for the establishment of new schools, recruitment and promotion of manpower, give punishment and reward staff, as well as training and retraining. But all these things had not been put in place by the previous administration. I don’t really know what brought this negligence on the government’s part. But, His Excellency, Dr Ahmed Aliyu wanted to change this narrative by appointing me as the Executive Secretary of the board. We want to let the board function effectively as an entity. It was established by the law. The edict that established this board is very clear about its autonomy.
How many female schools are under the board?
We have more than 120 female schools across the state and by the edict that established this board, all the female schools that are not directly under the Ministry of Science and Technology and that of the Ministry of Arabic and Islamic Board are supposed to be under the board, but still only 20 of these schools were given to us. And we have a lot of limitations to those given to us. But we are making a lot of engagements and consultations with relevant agencies concerned and the State House of Assembly to make sure that these things are changed.
There are data and statistics indicating that Sokoto is one of the backward states in the federation with a low rate of girl-child enrolment in schools and a large number of out-of-school children. Is the Sokoto State Government worried about this development?
It is something that should be very worrisome and alarming to any responsible government. We, as government, cannot just fold our arms and be looking at these statistics rising. But, let me state that the poor rate of girl-child enrolment is peculiar to the rural dwellers in the state. And this was caused by the misperceptions of western education and the poverty that often constrains some of the parents to enroll their children in a conventional school. So, because of these factors, they rather engage the children in roadside hawking or send them to farms to work for them. But, by the special grace of God, we have proposed to the Executive Governor by way of a memo to let the board carryout campaign and sensitisation programmes across rural communities to improve the enrolment rate. We are also recommending that schools should be established in urban areas for the benefit of children from those communities threatened by insecurity. They should be moved to less vulnerable areas for safety purposes.
What other plan is the Board making to revert the low enrolment rate of female children in schools in the state?
Our plan is multidimensional. First, we want to engage and advise the state government to finance various programmes of the board on girl-child education in the state for those in school and out of school. We have programmes for partnership with both International and national development partners, philanthropists and civil society organisations that are interested in or working on the issue of girl-child education. But in all, we need to be autonomous to enable us achieve these laudable objectives.
You are an academic in the field of Entrepreneurship Education, did you believe that entrepreneurship has a place in girl-child education in today’s school curricula?
I will tell you that my feeling about entrepreneurship is so superb because of the key interest. Maybe it was due to my background. We are taking entrepreneurship hand-in-hand with education for girls while still in schools. We want to teach the girls the mode of enterprises before going out of school. It is not a good idea to introduce business management to the youths after leaving school. That has been the major predicament of graduates in the country. Teaching girl-child entrepreneurship courses in schools remains the best approach to empower women and reduce poverty in the society. Our board will be focusing on training related to ICT or computer skills and not limited to traditional skills of sewing, tailoring or knitting. Everyone needs to be computer literate to drive business ideas or promote existing business.
Gudu LGA has the highest number of out-of-school children in Nigeria. What is the position of the government on the N1 billion Gudu Model School established by the immediate past administration in the state for the purpose of driving children’s enrolment in schools?
Yes, I learnt that a huge sum of money was committed by the previous government in establishing that school and that money shouldn’t be a waste. I was told the school was abandoned due to insecurity and not to risk the lives of the children. There is a security challenge in the community and I won’t subscribe to allowing children to be exposed to such situations. But I believe that with the commitment of the present government, we are going to devise an alternative in ensuring that the aim of getting the children enrolled in schools is achieved. The board is planning to advise the state government on how to mobilise all children, mostly female children whose communities have been affected, to urban areas to enable them continue their education. That is the perfect way to resolve security challenges affecting enrolment of children from security-prone communities in the state.
What are the indications that Governor Aliyu is truly committed to improving girl-child education in the state?
The Governor has deep interest in improving the education sector. I have seen his commitment in the budgetary allocation to the education sector. I have also seen the inclusion of education in his 9-point agenda. In all, female education is an important part of these commitments. My appointment to head this board as the Executive Secretary is another commitment of the governor. He has also been appointed a Special Adviser to the Female Education Board.
What roles can parents can play to complement the state government’s efforts toward the development of female education?
Parents have to see western education as a reality and means of personal development. They have to erase the wrong perception that has been attached to it and not see it as a civilising system rather than a self-reliant way of life. Certainly, the Islamic religion also encourages you to seek knowledge. I will advise parents to see society as it changes for good. We have seen many girls who through education are changing their communities for good. There are some exemplary women leaders that are numerous to mention within our immediate society.
Did you see partnership as another key approach in achieving your targeted-goals for development of female education in the state?
We are opening our doors for partnership in improving female education in the state and in supporting the commitment and developmental drive of Governor Ahmed Aliyu. In Europe, most schools are run by philanthropists and other civil organisations. So, if government is striving to develop education then all hands must be on deck to support it. We are calling on the relevant stakeholders to support by financing girl-child education in Sokoto State.
About the Author
Tunde Omolehin is an award-winning Journalist with prose in investigative and storytelling that is connecting the dots between the under-reported communities and policymakers to ensure good governance and accountability.
