I keenly perused how Suleiman A. Suleiman courageously queried the impromptu closure of schools by the governments of Bauchi, Kebbi, Kano and Katsina states because of the Ramadan fast in his last column.

Of course, the writer lucidly expressed not only his deepest resentment on this ill-informed decision with the support of cogent reasons, but also spoke for the affected students, the survival of the education system in the North and the weak leadership pervading the region. Fundamentally, it has been a wake-up call for the Northern governments to appreciate the spiritual essence of Ramadan which does not bear unbearable burden on students while in school.

Whatever might be the logic behind that obnoxious policy, the gains of the academic interruption will never outweigh the colossal losses. For the sake of political opportunism, our governments are unwilling to shun the temptation of gaining cheap popularity under the guise of religion. Pathetically, our innocent children are made victims of politicisation of vacation in the name of religion. Over the years, we have been made to ignore the fact that Ramadan is another big school that can be consolidated in a formal school setting where related elements work together for the attainment of a defined goal.

It is highly imperative that governments profoundly ponder over any crucial issue affecting education before it is publicly made a state policy. This is because the school system is a robust affair that has as its ultimate objective good learning outcomes for learners. For instance, every learner should receive a minimum of 180 days schooling per year. Anything short of this means that the child is exposed to illiteracy. Accordingly, the crisis of education is manifested in three levels of illiteracy vis-a-vis functional illiteracy, cultural illiteracy and moral illiteracy.

Education in a changing world is tilted towards quality attainments. Therefore, learners must enjoy full schooling days except for the fear of danger such as the outbreak of communicable diseases or insecurity as we have witnessed the abduction of many students over the years.

While trying to defend this action, I read the view of an unnamed person who suggested that because of the high temperature, students will find it difficult to trek and learning will not be easy for them. Not only that, he also expressed deep concern that there would be large absenteeism. To counter the two arguments, the same students can play football despite the high temperature if they will not be in school. On the issue of absenteeism, it is a well-known fact that in many major towns during market days, large absenteeism of students is a repulsive practice and we are unconcerned about it. Whose fault is this, Ramadan?

On this note, a prolific communication encounter between Hassan Al-Banna, the late modern Islamic thinker with a Muslim student who was on a study in the United Kingdom needs mentioning here. It was called ‘Al-Banna’s letter to a Muslim student’.

Al-Banna wrote: ‘Dearest brother, fasting with hardship in the homeland of the West will earn you a valuable reward and be an asset to your account; it is pleasing to your Lord and righteous to yourself’. Therefore, fasting during school session is more valuable for students.

When I was a teacher in a boarding unity secondary school, Muslim students from different parts of the North exhibited the highest form of exemplary life during Ramadan. It was a period of spiritual reawakening, intellectual brainstorming and full-scale students’ engagement through personal and interactive learning. Ramadan was the teacher of all teachers, the master of all discipline masters, the counsellor of all guidance and counselling masters. By the end of each successful Ramadan, we saw many students graduating from the school of discipline, a positive trend that extended to various homes for the reinforcement of righteousness.

Instead of succumbing to the pressure of abrupt closure of schools, our governments should focus on providing quality education and ensuring quality standards. For instance, nursery learners should not be taught in a class larger than 25. No primary pupil should be taught in a class larger than 35. No secondary school learner should be taught in a class larger than 40. This conducive learning environment is what we are yearning for over the years. Unfortunately, most of our public school classes are overpopulated, learners sitting on the bare floor and our governments are not deploying the political will for decisive actions.

Consequently, by the end of primary six, most learners do not have permanent literacy, numeracy and ability to communicate effectively. By the end of junior secondary school, most learners cannot develop talents and abilities for future roles. By the end of senior secondary school, majority of learners cannot possess creative thinking and respect for the dignity of labour. This bad trend is what our governments should focus on without making Ramadan a scapegoat.

More importantly, the governments should focus on the deteriorated conditions of particularly primary schools. Many of such schools are having just one or two teachers with an enrolment of about 700 and above. Yet, a governor can have hundreds of personal aides, advisers, assistants and so on and so forth. The resources that are used to cater for them can be harnessed to employ teachers to teach in primary schools where teachers are lacking. This is a burden of trust bestowed on our leaders and should not be jeopardised.

As long as primary schools are neglected without teachers, teaching and learning materials, as well as conducive learning atmosphere, the lingering crisis of education will persistently escalate and the North will continue to lose human capital for sustainable development. This is why the period of Ramadan is for sober reflection in doing the needful and discarding the needless.

More disturbing is the inclusion of Kebbi for the closure of schools. This state is having the highest number of out-of-school children in the country with a staggering 67.6 per cent, followed by Sokoto and Yobe states with 66.4 per cent and 62.9 per cent, respectively. A state with this disturbing record should act decisively because out-of-school children endemic breeds crimes and cripples the economy. Therefore, emphasis should be on breaking down educational barriers related to enrolment and attendance, particularly for girls and children in conflict zones.

If we are expecting a better North, change must begin with education. Transforming the North is not about the huge investment on physical development, abrupt closure of schools but human development, and the foundation of that human development is education. The late Sardauna was the champion of the North through massive investment in education. May his soul rest in peace.

Our governments must have a rethink to support ‘spiritual comfort’ zone which is attained in schools during Ramadan. They must passionately strive and create possibilities, NOT disabilities.

 

Abdu Abdullahi, Galadanci Quarters, Ringim, Jigawa State aaringim68@gmail.com