Posted in Basic Education, governance, Language in education, Politics, Uncategorized

Multilingualism, Cultural Pluralism and Curriculum Development in Basic Education in Nigeria

By Noel A. Ihebuzor

Introduction

Multilingualism and cultural pluralism have received considerable scholarly and policy attention in countries such as the United States, Canada, the United Kingdom, Belgium, and France because of their implications for national integration, identity preservation, and educational development. In many African countries, however, including Nigeria, these issues have often received only superficial attention despite their enormous significance for social cohesion, equity, and curriculum development.

Nigeria is one of the most culturally and linguistically diverse countries in the world, with over 250 ethnic groups and more than 500 languages. Such diversity presents both opportunities and challenges for education policy and curriculum development. While diversity can enrich learning and strengthen cultural identity, it can also create tensions relating to language policy, representation, access, and national integration.

This paper examines the relationship between multilingualism, cultural pluralism, and curriculum development in Nigerian basic education. It explores the conceptual foundations of multiculturalism and cultural pluralism, analyses their implications for curriculum development, and discusses the advantages, disadvantages, and threats associated with multilingual and culturally plural educational systems. The paper further examines how power relations, linguistic dominance, and educational policy shape curriculum choices in Nigeria and concludes with recommendations for a more inclusive and equitable curriculum framework. The writing of this paper is informed by concerns for equity, respect for language rights and the imperative for culturally responsive pedagogy. A related motivation was the need to broaden the rhetoric on curriculum decolonisation to include recognising the dangers in the subtle colonisation of speakers of minority languages in multilingual African countries such as Nigeria by speakers of dominant languages in these same countries. Implicit in the above is the invitation to the reader that colonisation is colonisation. Denying a speaker of a minority language education in his/her language is thus a measure that could lead to exclusion. Given the vital link between language and indigenous knowledge systems, such an exclusion could also lead to major losses in indigenous knowledge systems for speakers of such languages

Keywords: Multilingualism, cultural pluralism, curriculum development, language policy, minority languages, multicultural education, Nigeria.

Conceptual Clarifications

Multiculturalism and Cultural Pluralism

Multiculturalism refers to the coexistence of multiple cultural groups within a society. It is commonly associated with policies that recognize cultural diversity and encourage the inclusion of different cultural traditions within national life. Multicultural societies may contain dominant and minority cultures of varying demographic and political strength.

Cultural pluralism, on the other hand, refers to a situation in which diverse cultural groups are not only allowed to exist but are also encouraged to preserve and develop their unique identities, languages, traditions, and values. Unlike monocultural systems that encourage assimilation into a dominant culture, cultural pluralism promotes integration without cultural absorption.

The distinction between multiculturalism and cultural pluralism is significant. Multiculturalism may simply describe the presence of multiple cultures, whereas cultural pluralism implies deliberate policies aimed at protecting minority identities and ensuring equitable representation.

Linguicism and Linguistic Imperialism

The concept of linguicism, introduced by Tove Skutnabb-Kangas, refers to discrimination based on language. It describes ideological and structural processes that privilege certain languages while marginalizing others.

Closely related is the idea of linguistic imperialism, developed by Robert Phillipson, which explains how dominant languages expand through political, educational, and economic power structures. In multilingual societies such as Nigeria, language choices in education often reflect broader struggles over power, identity, and cultural dominance.

The privileging of major languages over minority languages in schools can therefore become a mechanism for reinforcing social inequalities and weakening minority cultures.


Curriculum Development as a Political and Cultural Process

Curriculum development is often presented as a technical or pedagogical process involving the selection of learning content, teaching methods, and evaluation procedures. However, curriculum development is also deeply political and ideological because it involves decisions about:

  • what knowledge is valuable;
  • whose culture is represented;
  • which languages are promoted;
  • which histories are remembered;
  • and what kind of society education seeks to create.

Education is not culturally neutral. Beyond transmitting knowledge and skills, it also functions as a mechanism for cultural transmission, identity formation, and social reproduction.

Scholars such as Pierre Bourdieu and Michael Young argue that curriculum can become an instrument for reproducing dominant cultural values while marginalizing less powerful groups. In multicultural societies, curriculum development therefore reflects existing power relations and ideological preferences This is especially evident in subjects such as language, history, social studies, religion, literature and civic education. These subjects often privilege dominant cultural narratives while underrepresenting minority perspectives.

Multilingualism and Cultural Pluralism in Nigeria

Nigeria’s educational system operates within a highly multilingual and multicultural environment. The country’s language policy recognizes English as the official language and identifies Hausa, Igbo, and Yoruba as the three major Nigerian languages. Numerous other indigenous languages are recognized as mother tongues, although many are not adequately supported within formal education.

This arrangement has generated significant educational and sociopolitical tensions.

For example, children from minority linguistic backgrounds frequently experience what may be described as a “multiple language burden.” A child from a minority ethnic group living outside his or her ancestral community may be required to learn:

  • the local dominant language;
  • one of the three major Nigerian languages;
  • and English.

This creates unequal linguistic demands compared to children from dominant linguistic groups.

The emphasis on the three major languages also creates concerns about:

  • linguistic marginalization;
  • unequal resource allocation;
  • cultural domination;
  • and the gradual disappearance of minority languages.

The latter concern, that of a concern with the phenomenon of language disappearance, sometimes described as glottophagy, becomes when smaller languages are gradually abandoned due to pressure from dominant languages and cultures.

Models of Cultural Pluralism

The literature identifies several models of cultural pluralism:

Cooperative Model -Different cultural groups collaborate harmoniously while maintaining their identities.

Conflict Model – Cultural groups compete for recognition, influence, and resources, often generating tension.

Coercive Model – Dominant groups compel minority groups to adopt dominant cultural norms; and

Domination Model – Powerful groups impose their culture through institutions such as schools, media, and government policies (Young, 1979; Phillipson, 1997)

In reality, most societies display elements of several models simultaneously. In Nigeria, these models play out in such things as the choice of which Nigerian language should be learnt as L2 and which language should be used as mother tongue in school settings characterized by the presence of learners from different first languages. Given the close affiliation between language and culture, any language choices in such settings ultimately become a choice of which culture to advantage.

Challenges of Cultural Pluralism and Multilingualism in Nigerian Education

These are several and include Language Policy and Inequality, curriculum representation, the reality of resource constraints, the ever-present ethnic and religious sensitivities which may colour perception of educational decision taken, the problem of teacher supply and the availability of pedagogical materials. Let us now take up each of these in turn and discuss each albeit briefly

Language Policy and Inequality – One of the most difficult issues in Nigerian education concerns the language of instruction. While mother-tongue education is pedagogically desirable, implementing it across hundreds of languages is financially and administratively challenging.

Consequently, many minority languages remain excluded from instructional use, placing their speakers at educational disadvantage.

Curriculum Representation

Curriculum content in areas such as history and social studies often reflects dominant cultural narratives. National heroes, historical figures, and cultural references are frequently drawn from major ethnic groups, while minority cultures receive limited representation.

This may unintentionally create feelings of inferiority and exclusion among learners from minority backgrounds.

Resource Constraints

Developing multilingual curricula requires:

  • trained teachers;
  • instructional materials;
  • translation services;
  • orthographies for local languages;
  • and sustained financial investment.

Many developing countries struggle to provide these resources adequately.

Ethnic and Religious Sensitivities

Curriculum decisions involving religion, language, and culture are highly sensitive in Nigeria. Disagreements over religious instruction, civic education, and historical interpretation often reflect broader societal tensions.

Standardization Difficulties

Cultural diversity complicates efforts to standardize curriculum, assessment, and educational delivery nationwide. However, a basic truth that is worth asserting is that uniformity of curriculum offerings does not necessarily produce unity.

Teacher Preparedness

Many teachers lack adequate preparation in culturally responsive pedagogy. Without proper training, multicultural education may unintentionally reinforce stereotypes rather than promote inclusion.

Advantages of Cultural Pluralism and Multilingualism

Despite these challenges, cultural pluralism offers significant educational and societal benefits. These include the following:

Promotion of National Unity Through Inclusion

Inclusive curricula help learners feel recognized and valued within the national community, thereby strengthening social cohesion.

Preservation of Indigenous Cultures and Languages

Culturally responsive education contributes to the preservation of indigenous languages, histories, and knowledge systems.

Improved Learning Outcomes

Research consistently shows that children learn more effectively when instruction connects with their linguistic and cultural backgrounds.

Promotion of Tolerance and Intercultural Understanding

Exposure to multiple cultural perspectives helps reduce prejudice and promotes empathy, mutual respect, and peaceful coexistence. Specifically, the Urhobo adolescent who learns about Itsekiri culture is not only bound to become a more rounded but is also bound to display skills of empathy, acceptance and appreciation of fellow learners from other cultures.

Development of Critical Thinking

Multicultural education encourages learners to engage with diverse viewpoints and question assumptions critically.

Strengthening Learner Identity and Self-Esteem

Representation of diverse cultures in curriculum content helps learners develop confidence and pride in their heritage.

Disadvantages and Threats

These are several and include the following:

Risk of Ethnic Fragmentation

Excessive emphasis on cultural differences may deepen ethnic consciousness and weaken national identity.

Cultural Domination

Dominant groups may use education and language policy to reinforce their cultural influence over minority groups.

Linguistic Imperialism

Globalization and the increasing dominance of English create pressures that undermine indigenous languages and cultures. In the Nigerian case, the spread of Hausa language in the North of the country has become a threat to the survival of minority languages, some of which are now threatened with extinction of glottophagy. Without deliberate preservation efforts, minority languages may gradually disappear due to assimilation and globalization pressures.

Curriculum Overload

Attempting to represent all cultural groups adequately may lead to an overcrowded curriculum, but at the barest minimum, efforts must be made to ensure representativeness of the cultural practices of the various groups in society, whilst avoiding the dangers of political manipulation that may accompany such efforts as selection of  Curriculum content may become politicized by powerful stakeholders with strong interests, such dangers being especially high in areas involving history, language, and religion.

The challenge of all the foregoing is how to develop school programs that capture the major educational benefits of multilingualism and cultural pluralism whilst minimizing the downsides. The next section examines their implications for curriculum development.

Implications for Curriculum Development in Nigeria

This concluding section commences on the basic premise that Curriculum development in Nigeria must balance two competing imperatives:

  • promoting national unity;
  • preserving cultural diversity.

Such a curriculum development should also be culturally responsive. A culturally responsive curriculum should:

  • represent diverse cultures fairly;
  • avoid stereotyping;
  • promote inclusive citizenship;
  • support multilingual education;
  • and foster intercultural dialogue.

There is also a need to move away from curricula that privilege only dominant narratives and instead create space for minority histories, local heroes, indigenous knowledge systems, and community experiences. The solutions proposed below are based on these foundational principles

Proposed Solutions and Recommendations

Promote Multilingual Education

Nigeria should strengthen mother-tongue instruction, especially at the early childhood and lower basic education levels.

Develop Inclusive Curricula

Curriculum content should reflect the histories, cultures, and experiences of diverse Nigerian communities.

Strengthen Teacher Training

Teachers should receive professional preparation in:

  • culturally responsive pedagogy;
  • multilingual education;
  • conflict-sensitive teaching;
  • and inclusive curriculum delivery.

Encourage Community Participation

Curriculum development should involve stakeholders from different cultural and linguistic groups as this is one sure way to ensure relevance and critical stakeholder engagement with school curricula.

Support Minority Languages

Government should invest in:

  • orthography development;
  • local language publishing;
  • translation;
  • teacher recruitment;
  • and indigenous language media.

All the suggested policy interventions above come under the scope of language engineering and planned language expansion. These are well discussed in Rubin and Jernudd (1971). At the Nigerian level, these issues mentioned above are well examined in Bamgbose, Akere, and Ihebuzor (1992) and in Ihebuzor and Junaidu (1994).

There is also the need to balance Diversity with National Cohesion whilst making efforts to integrate Indigenous Knowledge Systems in curricula offerings

Furthermore, educational policy should promote shared civic values while respecting cultural diversity. At the same time, and this is the challenging part, efforts must be made to ensure that curriculum content incorporates local knowledge, environmental practices, conflict-resolution traditions, and cultural heritage.

Finally, there is a need for regular and continuous curriculum review to ensure inclusiveness, relevance, and responsiveness of curricula to Nigeria’s evolving sociocultural realities.

Conclusion

Multilingualism and cultural pluralism remain central issues in curriculum development within Nigeria’s basic education system. While cultural diversity enriches education and strengthens democratic inclusion, it also presents significant challenges relating to language policy, equity, representation, and national cohesion.

Curriculum development in multicultural societies cannot be viewed as a neutral process. It reflects broader struggles over identity, power, ideology, and cultural representation. Consequently, educational policy must carefully balance the demands of national integration with the imperative of protecting minority cultures and languages.

For Nigeria, the challenge is not whether cultural pluralism should exist, but how it should be managed in ways that promote inclusion, educational equity, social cohesion, and sustainable national development. Finally, the way that Nigeria manages its cultural pluralism and multilingualism must be such that would advance her pursuit of SDGs 4 and 11.


Selected References

  • Bamgbose, A. (1992). Speaking in Tongues: Implications of Multilingualism for Language Policy in Nigeria.
  • Bamgbose, A,  Akere F and Noel Ihebuzor (eds) (1992), Implementing the language provisions of the National Policy on Education, NERDC. Abuja, NERDC/FME
  • Barrow, R. (1976). Common Sense and the Curriculum. London: George Allen and Unwin.
  • Brent, A. (1978). Philosophical Foundations for the Curriculum. London: George Allen and Unwin.
  • Federal Government of Nigeria (1981). National Policy on Education. Lagos: NERDC Press
  • Fishman, J. (1993). “Ethnolinguistic Democracy: Varieties, Degrees and Limits.” Language International, 5(1), 11–14.
  • Ihebuzor, Noel& Ismail Junaidu (eds) (1994), Proceedings of the seminar on language survey planning, Lagos, NERDC
  • Phillipson, R. (1997). “Realities and Myths of Linguistic Imperialism.” Journal of Multilingual and Multicultural Development, 18(3), 238–248.
  • Rubin, J., & Jernudd, B. H. (1971). Can Language Be Planned? University of Hawaii Press.
  • Skutnabb-Kangas, T. (1988). “Multilingualism and the Education of Minority Children.” In Minority Education: From Shame to Struggle.
  • Young, C. (1979). The Politics of Cultural Pluralism. University of Wisconsin Press.
Posted in Christianity, corruption, governance, Moral conduct, power, The Christian life, Uncategorized

Pentecost Sunday and Us Catholics

By Noel Ihebuzor

Last Sunday was Pentecost Sunday, and our Parish Priest gave a powerful and moving homily. This was preceded by a praise worship session where we intoned the song – “Send your power, we pray thee, O Lord, send down your spirit, we say Amen….” The congregation was moved, and the homily, with its exhortation on the need to come together in a spirit of true fellowship, was powerfully moving. I was moved.

But I expected more, and perhaps for very personal and idiosyncratic reasons. I had expected him to challenge the Catholic faithful to break away from the shackles of fear and reject the debilitating culture of silence that keeps us mute in the face of abuse, maladministration, and betrayal of trust by political leaders. I had also hoped that his homily would weave in Prophet Isaiah’s liberation message (Isaiah 6), together with the calls for social justice from Prophet Amos and his condemnation of the exploitation of the poor.

Was I right to expect this from a Pentecost Sunday homily? I believe I was. Pentecost symbolizes the Spirit giving people courage and voice, the emergence of communal solidarity, and the use of that solidarity to call for justice openly and without fear. Such calls can inspire nonviolent witness and organized action for the common good.

Before Pentecost, Christ’s followers were marked by fear. Then came Pentecost: the chains of fear were broken, and the once fearful rose with courage to speak up and speak out, to the amazement of the public.

Yet the meaning and symbolism of speaking out extend far beyond the reversal of the Tower of Babel and the miracle of many languages. Pentecost signifies much more.

First, it marks the giving of the Holy Spirit, which in Catholic understanding enables believers to speak boldly and bear public witness. This sacramental and charismatic empowerment is often understood as a call to move from private faith to public engagement.

Secondly, for those who feel voiceless, Pentecost’s image of tongues of fire and speech in many languages reminds us that God equips ordinary people to communicate truth across divides and to name injustice in ways others can hear.

Finally, the feast and the homily preached to celebrate it can therefore be understood as both spiritual encouragement and a theological warrant for ethically speaking out against social evils rather than remaining silent.

We must always remind ourselves that Catholic social teaching links human dignity, solidarity, and the common good (John 10:10). The outpouring of the Spirit on Pentecost should be seen as a spiritual transfusion, empowering Catholics to develop the courage needed to help create communities where protection of the poor and resistance to structures that harm them become defining features.

By implication, Pentecost should embolden us to speak out against all those whose actions violate the principle of the common good. The need for such bold witness is particularly acute in contexts where public funds are abused and institutions fail. Pentecost can therefore reframe protest and advocacy as communal, faith-rooted obligations aimed at protecting the vulnerable and reclaiming public life for just ends.

Let me end by reaffirming the obvious: Pentecost gives Catholics both the inner courage to speak and the communal framework to act. It sanctifies public engagement by making speaking out a form of Christian witness aimed at restoring dignity and the common good in a society weakened by corruption and silence. Seen in this way, using a homily to invite Catholics to speak up against injustice becomes both a social and spiritual obligation, and indeed, an elevating one.

Posted in corruption, governance, Moral conduct, power

Omelogor, social iconoclast, sexual disruptor or gender avenger?

Author: Noel A Ihebuzor

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One of the most fascinating lessons I’ve learnt about women in this my short life, and this is based on the women I’ve met, is that a man can never truly claim to know a woman, except perhaps his mum. Because essentially, women are basically unknowable.

Women are mysteries, and the moment they lose their mystery, they lose an essential trait, a trait that makes them women. I am inclined to concluding on the basis of my limited experience (error of limited sample size)  that this state of things just has to do with what I believe is at  the core of what being a woman, that quality of their “unknowability” to a man.  Let us suppose that this applies to the relationships between most women and men and is invariant in time and place. In that case, a man approaching trying to “know” a woman in fiction, and this woman herself being a creation by another woman (would “understand” be a better verb to use in this context?), faces a serious uphill task. Such a man could be said to be embarking on a task which even the bravest of souls would approach with a lot of caution and timorousness.

Yes, it is thus with a spirit of “quaking and trembling” that I embark on this assignment, or this self-imposed task that will not let me rest, of sharing a few thoughts about what I believe I’ve learnt or known or suspect to have known about one of the many female characters that populate Chimamanda Ngozi Adichie’s many books. I’ve picked on one of her female characters that is perhaps the most complex, the most unknowable, and indeed, the most difficult to trap. And this you must agree, is a difficult task for a specie (sincere apologies for any crude biologism here – it is totally unintended) that, at the outset, I’ve said is basically unknowable to most men.

The character in question here is Omelogor, Chiamaka’s cousin in Ngozi Chimamanda Adichie’s newest and most engaging novel – Dream Count. Omelogor is the person I’m trying to wrap my head around to try to see if I can present a description of her that makes sense to me before it can make sense to other people. Omelogor is very complex, but then, trying to decipher a complex character is a project that appeals to us as humans, even when we intuitively feel that failure could be the fate of such an exercise in the long run. But I’ll try. As the French say, “The difficulty of succeeding only makes it more imperative for us to try.” By the way, that’s a very bad translation indeed, because the original expression in Beaumarchais’ play = Le Barbier de Seville goes thus, “La difficulté de réussir ne fait qu’ajouter à la nécessité d’entreprendre.”.

Yes, the subject of my reflection is Omelogor, her actions and her thoughts as reflected in the story in the section of the book that bears her name. I am asking whether Omelogor is the world’s modern female Robin Hood, (And it should not surprise anyone that the name of the NGO she established and devoted to supporting female empowerment is known as Robyn Hood – how cheeky!). I am also wondering aloud whether Omelogor is a social iconoclast, a deliberate disruptor of social norms and conventions, a social avenger, a woman who is willing to stand up to the rich and powerful, a career banker who does not think twice about using a mop to poke at comfortable glass ceilings of society, a very composed male-eater or a bit of all of these. Who thus, is this engaging and unusual character, this bold character, who sets out to speak with frankness on several issues that most women would approach with a lot of caution, you may ask? Omelogor is someone who can throw caution to the wind and who speaks her mind on very difficult issues, can make up her mind on very complex social issues, and who can go ahead to do things that run counter to the dominant trends and the dominant models of sex roles in society. Once her mind is made up, she just goes ahead and does these things, without as much as batting an eyelid about what the consequences could be.

 Omelogor is a banker who returns to Nigeria from the USA, after a successful degree, and joins a bank, rises to the very top of the career and becomes a very close associate and confidant of a character in the book simply described as CEO. The appellation CEO is the only one we have of him. Could this be a technique that Chimamanda Adichie uses to suggest that the CEO could refer to anyone, to any of the many individuals who crowd and corrupt the numerous commercial establishments in Nigeria’s financial sector? Through the CEO and his antics, the reader gains an insight into the carryings-on and the putrefaction that has become a distinguishing feature of the dealings in our banking sector. These include money laundering, aiding and abetting financial heists, stealing from clients’ funds, armed with the knowledge that persons who operate accounts made up of stolen funds cannot speak up when those very same funds are expropriated from them by the persons they entrust them to.  CEO is just as criminal as those who steal government funds, as he steals from his very customers in the Bank.  Omelogor soon finds out that the CEO is stealing from his own bank but shows no moral outrage. This is a reflection of how badly her values have altered that rather than upbraid the CEO for larceny, she actually tells him that she can teach him better ways to cover his tracks and criminal acts, CEO takes the bait, and once he does this, he becomes Omelogor’s accomplice and partner in crime. By thus choosing to cover up the CEO, Omelogor has effectively pocketed him and silenced him forever. To keep him under her thumb, she says – “I never failed to perform respect” because she has come to realize that men like CEO “had shockingly thin skins”.  Notice that the expression “to perform respect” serves to convey the superficiality and fakeness of her actions since she actually feels nothing but contempt for these big men in society – “these same men who paraded wealth that they knew to be mere hull and all hollowness beneath.” Omelogor continues to thus “play” this society for her own gains and ends. Is it hypocrisy that she can still decry the collapse of morality in Nigeria or is it the silenced voice of her morality still struggling to speak out amidst all the financial rot and decadence?  Her observation that “It is not that Nigeria is poor, it is that it is virulently materialistic…….Money is at the of center of everything, absolutely everything. We don’t admire principle or purpose” is most apt but what gives the moral high ground to speak thus when we know that her behavior in managing funds entrusted to her financial house betrays this same trait?

 She makes a number of statements that condemn corruption in society and its consequences. And I find myself agreeing with her when she talks of the “fragile security of stolen wealth”.  When she comments thus of a politician – “He was surrounded by many people but he trusted so few because his power had robbed him of the ability to trust”, I find myself feeling very sorry for the politician because he is experiencing the effects of what I describe as a bad tradeoff. The story contains other instances of the damaging results of a life of criminality –aptly expressed in the reflection  “who do you go to complain when someone steals the money you stole from you”? This situation is well illustrated in the case of the politician whose money is stolen and who did nothing “because what can you do when a person has stolen what you stole”?

Omelogor crosses the stealing and cheating line and her excursion into philanthropy with stolen funds could be dismissed as the efforts of someone looking for ways to buy back her soul by using of some of the stolen money to financially empower needy women! But I could be wrong as some other reader could simply see Omelogor as  our brand new 21st century Robin Hood. She takes the money she shas stolen and sets up a foundation that embarks on an empowerment programme for women in rural communities. Redemption through restitution to non-expropriated? Does this clean up the act of stealing? Her model is that of a  thief who steals money with the intention is using it to empower the poor. But do intentions wipe out criminality? Because stealing is criminal. Taking what is not yours is criminal, even if what you’re taking is stolen. And it is important to say this and draw clear boundaries around these issues, for if not we could get trapped in a quagmire of philosophical ramblings, emotional tainted disputations and theological disagreements.  A man/woman who steals from the rich to give to the poor, is he/she doing the right thing? And if the intention is to do the right thing, do intentions redeem an act from what it was in the first instance? Now, those are the type of questions that Omelogor’s acts in the story throw our way. The case of stealing from a stealer raises important ethical and moral issues! Whilst Robin Hood is an appealing model for this type of moral conduct, one wonders what the world would become if we all became modern Robin Hoods, acting like EQUALIZERS in the Denzel Washington and Queen Latifa molds.

What would Immanuel Kant say about such a world in the light of his categorical imperatives? Ethics and Morality can often be slippery where acts are judged by the intentions of the perpetrator and not by its outcomes and consequences; The moral and ethical question of “stealing from a thief”—sometimes phrased as “Can it be right to take back what was stolen?” – is a nuanced issue in philosophy. It has attracted and continues to attract volumes and tomes in ethics and theology and Miss Adichie, in her presentation of Omelogor, walks dangerous and slippery grounds here as the actions of her character raise the important question, is it right to steal from someone who has stolen?  When Omelogor  says “Look, you have to understand that lying and deceiving are not moral issues in everyday life here – they are just survival tools.”

Should we extend the same claim to stealing and “pen robbery”? And she goes on to seal her position and indicate the protective seal one must apply on one’s mind to carry on the way she does – “Compunction is not even an option because you would need to think of these issues first as moral”. Our heroine has provided us with the moral code by which she wants to be judged. Is she rationalizing her dishonesty by thus creating a code by which her acts should be judged? Honestly, I do not know. How did her mind which condemned the sleaze and corruption in the banking sector, her mind which had so much contempt for the corrupt characters in the sector suddenly get twisted? How and why did she allow her soul to be seduced to cross over the line that separates the innocent from the damned?

Maybe the seeds for the conversion could be traced to her unusual sexual ethos. Here is a female character who picks men to sleep with and dispenses with them after the event without any trace of emotional connection. Is she real? Is she acting? Doesn’t she feel anything? Is she well? Is her characterization simply to convey, by role reversal, the frustration that women, like Zikora and Kadiatou, feel on being used and dumped by men. In one episode, she walks over and invites a man who she has spotted ogling her at a party to her flat. In another, she picks a young man in act devoid of emotional connection. She picks the men. She is not picked.

Listen to Omelogor speak about one of such pickups.  – “I sensed his fascination with and mild repulsion for women older than him”. Yet she goes on and ends up “bedding” him and this decision is the rational one of a female tigress. About this younger lover, Omelogor observes – “He was to me simply a younger man, an experiment because he was sweet”. Who else but a man-eater could speak thus – Men run for your lives! There is a man eater on the prowl! And she can be so detached during the act of coitus that she is able to provide a neutral and clinical description of the engagement taking place, taking time to talk of the practiced movement of fingers and tongue and accusing the young man trying to please her of simply going through a well-rehearsed performance whilst being completely enraptured with himself over his performance. Reads more like a description of male masturbation with a female accomplice.

There’s a role reversal here in terms of our stereotypes. In standard narratives, men use women and dump them and move on. In the cases of the encounters between Omelogor and men, the tables are turned. Here is a bold female character, an enterprising and upwardly mobile one at that too, a new manifestation of Jagua Nana if you want, who picks up men, chews them and spits them out without any emotional connection. Picking men and sleeping with them without due attention due to considerations such as shared values, social class and adequate background checks of one’s intended sleep mate carries certain risks as Omelogor discovers when one of her “captives” brutalizes her during coitus by pinching her breasts – and he confuses effective and pleasurable coitus with the act of riding her as if he were riding a horse. She is so turned off that she tells him to get off and get going.

I have a nagging feeling that the character Omelogor perhaps offers the author a good platform for speaking out against a number of male inadequacies in relationships with women, be they wives or mistresses. Take the case of Hauwa whose husband is described as a reason and not a person. Or take the case of Mmiliaku and her husband, Emmanuel. Mmiliaku complains that her husband “just climbs on top of her whilst she is sleeping!  “I just want us to have enjoyable sex and connect as man and wife. It is terrible, always the same thing: he forces himself into my body when I am asleep”. When Mmiliaku complains to Emmanuel about his approach to sexual relationships in a marriage, he resorts to the strategy of shaming, instead of agreeing to identify his shortcomings – accusing her of talking like a prostitute and advising her to change her ways! My fellow men are we such insensitive and sexually incompetent clods?

The story “Omelogor” is replete with her and the way she treats men. In a few episodes, she makes comments on masculinity and the size of the male organ, which is something you don’t usually find women talking about – but I could be wrong here. Does Adichie use Omelogor to have a laugh at men, and the type of insecurities they feel because of size. One episode during a sexual encounter illustrates this well. When one of her “sex captives” asks whether he was hurting her during the sex act, she reflects and comments to herself – ”hurting me when the man had an object of insufficient size further encumbered  by a significant belly, and yet he had the nerve, as he was huffing and puffing to keep asking “am I hurting you”. “Huffing and puffing”, like the ineffective Fox in the three pigs story! Huffing and puffing indeed – this is what a man’s action during coitus is now reduced to.

And the introduction of four of her lovers by the phrase – “There was a man” – is very unusual and subversive. “There was a man”, so we read, “there was a man with long elegant fingers”. “There was a man I could have loved, a man I wanted to love” –  all of these read more like the disinterested entries in the social diary of a female qualitative researcher working on the relationship between the sexes, – conducting initial frequency counts, tallying numbers and then making bland entries. There was this man with elegant long fingers she describes as erudite, self-possessed, and not crushingly handsome but he is disqualified by one flaw – self-love because nothing bores Omelogor more than the self-love of men who have their whole lives been praised for their looks. In another relationship, she gets really upset when the fellow keeps repeating “I love you” to her during the act of lovemaking and ends the relationship. Her longest relationship lasts 11 months! Yet this tigress is not immune from emotions that come from the type of autopsies we usually carry out at the end of relationships – “How could I have opened my door to this man who I did not want at all and could not possibly have wanted” = So what happened ? Did Omelogor open her door to him in a moment of irrationality?  Please do not ask me.

Like most men, I feel uncomfortable when females discuss male sizes. Why? It is simple –  I’m tempted to believe that the saying size matters actually is a derivative, an offshoot from male obsessions with their inadequacies. And that indeed, if you look at the current obsession in pornography, which incidentally Omelogor wanted to do a master’s degree in, and its consistent interest in exaggerations, exaggerated phalluses, exaggerated busts, exaggerated moans and visual exaggerations enhanced by different styles and angles of photography and close ups, you will understand why men feel uncomfortable when size is mentioned. In pornography where one sees such mechanistic and demeaning images, one is right to start to wonder whether sex is really an expression of affection or is it more a physical expression of power and asymmetries? Is the sexual act an expression of power symbolized by size; of force and invasions symbolized by entry for the man;  power symbolized by capture for the female; and  power symbolized by subjugation for the female? I say subjugation very responsibly and I do so because at the end of most sexual encounters, the man leaves the battlefront a reduced form of himself, feeling very, very insecure at the end of it.

It is these taboos that Omelogor exercises little reluctance in giving expression to. And this is what makes her fascinating as a character in this book. Because she talks freely about these inadequacies, and funny enough, she’s also so aware of male inadequacies that she even sets up a blog to talk to men about issues about sex and relationships that men tend to fret about and are unwilling and afraid to discuss with third parties. Reading the contents of her blog, one cannot but get the feeling that Omelogor is mocking men and having a good laugh at their expense. It is also interesting to note, as I’ve said earlier, that Omelogor decides to abandon her banking career to go to the States to do a master’s degree in all things…in all things on an unholy subject like pornography. Anyway, in the end, she abandons the degree, but that does not mean she has abandoned her restless mind. Her mind is full of energy and brimming with rebellion.

So, what we have here now is a picture of a new female. I’m careful not to say new feminist. Is this a new female that’s assertive, that’s independent, that knows what she wants to do, and that doesn’t really appear to give a hoot about what social conventions say, Is this the model for the new female? Is she the model for the new feminist in Nigeria? I don’t think that’s the author’s intention. The author’s intention is rather to tell us that it is also possible for females to choose paths that do not conform to the conventional. Females can choose paths that set them apart and that are not necessarily tied to obeying the strictures of social conventions.

In the end, looking at Omelogor, you realize that we are dealing with a female who can say what she wants, and does what she wants, and doesn’t allow herself or her horizon to be limited by social norms and conventions. Is this the definition of a feminist? Perhaps so.

Now, if this is the definition of a feminist, then Omelogor is one, a social iconoclast smashing away at all the barriers of morality, whittling down on all expectations of females in normal society, attacking preciously held notions about motherhood. In her discussion with her auntie, she’s very clear about it – attacking and showing very strong moral outrage about attempts to make her conform to the norms of a society. In that case, social iconoclasm for her becomes a route to self-expression. But when you look at her closely, you discover a woman who’s also very anxious to be loved, anxious to be possessed, anxious to possess, but who is not that lucky, because the men she meets don’t meet her criteria. Could it be that she set her criteria too high? Could the source of the problem be in the way she conceives of love as sudden panic syndrome, an emotion described by another writer Mario PUZO in the Godfather as the bolt of lightening effect? Must all love be of this highly romanticized nature?

Omelogor is a woman who has triumphed over a number of socio-cultural obstacles that stand between women and upward social mobility, who has overcome social constraints and barriers that stand between women and success, broken through the glass window and is there in our faces asserting herself, being herself, even at the risk of being labeled a social iconoclast, a man-eater who picks up the men she wants, a lady who trivializes pornography, and who is able to even take risks of sleeping with men she poorly understands. So perhaps our female Robin Hood, our female social iconoclast, our social avenger, our male-eater, is a woman who wants to be what she wants to be and who demands to be understood for what she is and wants to be. But then I’m not sure that men would understand her and accept her in that position.

But there’s a point at which she actually goes beyond this searching for identification and definition and goes into what one could call a subversive role. The typical relationship in society, the typical male-female relationship in society is one that is governed by, in many ways, in many relationships, by power asymmetry where the man either physically or financially or socially enjoys a more privileged status than the woman. That is our standard, paradigm for the relationship between a man and the woman. The man is either richer, stronger, older, more experienced or taller or whatever you want to name it. But there’s always that asymmetry which is a critical part of male-female relationship. Now, in Omelogor’s case that asymmetry is changed, is reversed, is subverted because whereas the rich man uses his money and social position to hire women to come and please him, Omelogor uses her power, her privilege, her connections to hire men to come and please her. Now, that’s subversion because it subverts our normal expectations.

It is also worth noting that in our culturally defined norms, it is the man who makes the move, who chooses, who decides where the playground will be. But then suddenly a woman emerges and she’s the one doing the choosing, choosing when it will start, choosing when it will end, choosing who she will play with, choosing on which terrain she will play with the person. And for me, that’s been very deliberately subversive because like I’ve said earlier, the typical male-female relationship is one that’s characterized by intersection of power, privilege, culture and patriarchy, and all end up favoring men. Omelogor, in one fell swoop, subverts all that. And it is that deliberate attempt to subvert and successfully subverting that qualifies her well as social iconoclast.

 There is also a play on the name Omelogor by the author. The name Omelogor in Igbo suggests social philanthropy, and most social philanthropists are men. There are a few women. It is also assumed that money used for such noble exercises was cleanly made. Was the money that Omelogor deploys  to social philanthropy made through honest means? No because we know that in Omelogor’s case, the money was made by robbing the rich who had robbed society. Philanthropy made possible with stolen funds is flawed right at the outset!  Why then would Chimamanda Ngozi Adichie, her creator “bless” her with a name as  Omelogor knowing that her social philanthropy which reflects her name is made possible by illegal-gotten wealth, even if this illegally gotten wealth is obtained by robbing the rich who have robbed society? I find to be another interesting dimension to this story.

 Omelogor is socially aware and she has agency. But her behavior shows traces of what can be called a socially amoral strain with a very pronounced pragmatist bent. Her unfolding persona clearly illustrates the difference between the immoral and the amoral person. I hope that I am not being unfair to her if I say that she can be indifferent to conventional morality and may indeed have created her own moral laws. I’m not sure I’ve understood Omelogor, but like I said, I don’t think I understand women and I don’t pretend I do and perhaps I never will.

But the story is well written by a very skilled word and phrase smith and powerful storyteller and the verses and lines flow so beautifully – Just a few examples will suffice to demonstrate this –

“a part of Zikora decayed into a bitterness which she imagines is wisdom”

“if I needed further proof that this was no emotion happening, it was the painful hailstorm of cascading regret that hit me each time I remembered him”

“Friendship should have prefixes, suffixes, gradations”.

“….and leave my skin unmarked by the stigmata of eternal gratitude”

“Jide thinks of his hopes as thwarted even before he hopes”

 

There is beauty in these lines, even if some of these lines are hauntingly so . Read the book and you will discover more.

 

 

Posted in corruption, governance, Moral conduct, Poetry, Politics

Good bye to sense by Noel Ihebuzor

Notes scatter, flung high above the heads of the celebrant, come falling down like boozed butterflies in disordered clusters to the unclean floor, gradually being overrun by notes in disarray. The more affluent hurl bundles at willing shoulders, some other bundles are thrust into welcoming arms by photo-savvy gifters

The long arm of the law looks on, powerless, the law has been long settled, sorted, and so now is broken, breakable

The space knows no balance, this place knows no balance, peopled by hollow souls with no restraint, who know no restraints, know and respect no limits, the leash on the impunity of the rich has no limits, so we ball on, big ballers kicking restraint, morality, conscience, common sense further down the slippery road of riot, ruin, and rot.

Posted in corruption, governance, Moral conduct, Politics, power

Great Speech by Mr Atedo Peterside!! A Must-Read.

*Major Mistakes Nigeria made, Common thread to these Mistakes and how to correct them ~ Atedo Peterside*

*Nine major mistakes Nigeria made:*

1. Failure of Politicians to curb the excesses of their supporters.
2. The mindset that solution to violence is a greater violence.
3. The fixation of Public Servants on the pursuit of spoils of the Office they occupy rather than serving
4. The decision of the elites to bring religion into Politics for whatever reason
5. As a Nation we have not embraced proper conflict resolution mechanism.
6. The destruction of standards in the Civil Service by the military from the mid-seventies thereby  stripping Civil Servants of their sense of career and financial Security, making them transactional in their dealings with the populace
7. The words of the leader have become empty and deceptive: they can say one thing today and do the opposite tomorrow.
8. We enthroned injustice by making it impossible for people to access Justice thereby creating a vulnerable Society and resort to Self-help
9. We embraced moral hazards in the most terrible way by rewarding bad behaviours.

*The reason why we need to understand the mistakes is because it’s nearly impossible to solve any problem that has not been properly diagnosed, not because we want to get involved in blame games.*

*Two broad actions are needed:*
*1. Reformation of Structure (Constitution) and System*
*2. Reformation of the Processes of Leadership Selection to ensure that good Leaders emerge.*

*The Common thread:*

The Common thread or pattern to the fraud is that many actors  – Political and business actors  – are actually competing at a game called STATE CAPTURE (Making Nigeria to work for them and a handful of their friends instead of working for the whole Nigerians).

The danger with State Capture is that sometimes it is legal. The actors simply make laws to legalise the illegality.

Take Abia State, for instance, where the Governor revoked all past arrangements for paying Pensions to past Governors because effectively he believed it was a State Capture.

When one is in the Office and decides to Capture a huge slice of future revenue of the Government for ever(As was the Case in one State in Nigeria). They put in place an arrangement that says 10% of the revenue of a State must go to their Company – a legally protected but ethically flawed transaction.

State Capture has become the vogue with Politicians and Public Servants trying to outdo each other in using all manner of arrangements to capture the revenue that should accrue to the Government.

Creation of PPP Projects, disputes from it and arbitration to award a huge slice of the cake to oneself.

State capture is worse than Corruption because Corruption are not covered with legal instruments but State Capture can be legally covered.

*What to do to stop State Capture:*
1. Keep youths interested and engaged in the Political Process of Nigeria
2. Demand for electoral reform and the use of modern tools and techniques.
3. Hold every public Officer accountable. Let whistle blowing continue.
4. Work hard in improving the opposition. Give your opponent something to think about to curb his excesses
5. The enemies of Nigeria are those who engage in State Capture (buying Yacht and foreign SUVs with Nigerian scarce resources.
6. We must not give up. Make it a priority to fight for the rights of the 200 million Nigerians
7. Learn to trust and encourage the few leaders who still exhibit genuine love for the people.

*Conclusion:*

Our task is to seek and encourage the few leaders whose sense of Patriotism goes beyond seeking their share of the spoils. Indeed we must identify and celebrate the handful who continue to insist that their priority would remain seeking the greatest good for the greatest number of Nigerians because they are the rare breed. And finally  we must learn to put our trust in persons who still exhibit a genuine belief in social Justice and encourage them to deploy modern and traditional tools to expand their network and spread across the Nation.

Posted in BIBLICAL EXEGESIS, Christianity, faith, governance, Politics, The Christian life

Palm Sunday 2024 – some quick and fast reflections by Noel Ihebuzor

https://bible.usccb.org/bible/readings/032424.cfm

Palm Sunday.
We are once again at the start of the Holy Week. Lent is drawing to a close and Easter, with all its significance and reassurances is round the corner.

The readings are all great, engaging and gripping. The first one describes the triumphant entry to Jerusalem! In modern day terms, we have before us a State visit – ecstatic crowds, jubilant masses and all symbols of joy at the visit are there – access road covered with signs and effigies of genuine rejoicing and fellowship over the visit. Then something hits us – a King riding in on a donkey (why not a horse) – there is a clash in the grandeur of the visitor and the deliberate simplicity of the chosen means of conveyance. This is a jolt to our traditional image metaphors, a subversion and a challenge.
Then there are the dialogues that reveal Christ’s omniscience and omnipotence – He sees what will happen, and they happen as He described. He speaks what will happen and they happen as he spoke!
Then the readings from Isaiah – full of power, elegance, prediction and prescience (they split my tunic), obedience and the long suffering servant – obedience and humility tumble on one another – the obedient servant is rewarded, portending Christ’s own reward; the responsorial psalm and the cry of abandonment, St Paul’s letter to the Corinthians, an expose on Christ’s simplicity and humility and the rewards that flow from those twin virtues, and then the passion according to St Mark. Easter is round the corner. You can smell it.
Great readings. They carry important messages – the power of sacrifice, true love involves sacrifice, the importance of humility, the fidelity of God, the rewards of obedience and the presentation of a new type of grandeur that is grounded on simplicity and which flees our current display of affluence and presidential/governorship convoys of usually more than Fifty SUVs! Power should never be confused with the display of affluence and material artefacts. But is anyone listening? Happy Palm Sunday l.

Posted in governance, Politics, power, Prose

On “good and bad losers” by Noel Ihebuzor

On “good and bad losers” 1
Saturday’s presidential election introduced Nigerians to good losers and bad losers! Bad losers are those who call out inconsistencies in electoral processes and results. Good losers are those who remain silent in the face of gross irregularities, abuse of trust and misuse of power by organs of government.


On “good and bad losers” /2
Good losers acquiesce easily to offers of settlement, economic inducement and cultural pressures. They readily fling principles out of the window as expedience, considerations of personal gain and positioning are their principal decision making drivers; bad losers insist on the enthronement and the supremacy and application of principles of integrity, fairness and justice on all election related processes and decisions!


On “good and bad losers” /3
Good losers cringe readily before the threat of the use of power and force; bad losers recognize the supremacy of a recourse to legal means to resolve election disputes, such a recognition founded on a belief that an uncompromised judiciary is the rampart of all genuine democracies!

Posted in governance, Politics, Prose

Sobering reflections by Noel Ihebuzor


1 It is sad when people and nations choose foolishly and then blame fate or the gods for the consequences of their choices.
2. Experience is the best teacher but Nigerians are resistant to its teaching.
3. Huge traces of masochism must be embedded in the DNA of large portions of our populace when it comes to making political choices.
4. One bitten, twice seduced, thrice perpetually confused!
5. Rational Choice Theory (RCT) can explain anything including the worst forms of irrationality and that is its core flaw!

Posted in governance, Politics, Prose

Nkemdirim by Noel Ihebuzor


The person who calls his/her child Nkemdirim is not asking for too much! The person is simply asking God to confirm and sustain his gift to him or her. He or she is also asking God to imbue that gift with utility, distinctiveness, a sense of identity, permanence and sustainability. Nkemdirim is also a prayer that the gift remains with us whatever may be the vicissitudes of life!

People advance and progress when they grow, solidify and edify what is theirs. People advance when they build on their positive values and assets. Peoples and nations advance recognizing the value of what is theirs and not by uncritical self abandonment nor by group rejection nor through the adoption of the structures that belong to others. You cannot be an Ogaranya with someone else’s wealth or structure. Charity and beauty, they say, start from home. “Eji eshi uyo mara mma fuma ama” the Owerri person would say, and correctly too!
We approach others with more confidence and with a greater sense of security when invested and vested in our uniqueness, our USP, if you like. These constitute our distinctiveness.
In such situations, our base is firm, our unit flags, our symbols and our totems are visible, unique, vibrant and distinctive.

These things give us identity. A family, a village, a town, a clan…indeed, any structure without identity is lost and will be absorbed by others in a way that degrades it and ultimately wipes it off from any serious reckoning.

As in life, so also in other spheres of life, including associating with others in politics. Which political structure is ours? Just asking! Nkemdirim.

Posted in Basic Education, governance, Politics

Towards Developing a Training Package for House Committee members on Basic Education

by

Noel Ihebuzor

Interest in increasing the effectiveness of actors and duty bearers in the public domain has continued to grow since its beginnings following the launch of the movement in new public management (Hood, 1991; Gruening, 2001). The advantages claimed for a New Public management (NPM) approach in governance include the following – greater efficiency, greater focus on performance and results as well as their objective measurement, improved use of resources, these including human, financial and material resources. Hand in hand with these developments in public sector management has been a call for greater value for money in the use of resources appropriated by governments in the provision of basic social services such as Basic Education, primary health care as well as water and environmental sanitation. Members of parliament have important roles not only in ensuring that budgets are approved and appropriated for the provision of such basic social services but also in seeing that the approved budgets are utilized in manners consistent with the best practices in public finance management (PFM). Such roles ensure that cost savings, cost efficiencies and service maximization are achieved in the use of public resources and assets.  

It is such development thinking that informs the support that development partners working through relevant ministries continue to provide to the training and sensitization of law makers in Nigeria. UNICEF, for instance, has supported the design and development of a training manual for the training and sensitization of law makers from the state houses of assembly who are members of house committee on education. The purpose is to aid in their understanding of the processes primarily around the UBE act as well as other education documents/plans as a necessary step strengthening their capacity to provide required legislation and oversight for the education sector.

The training/sensitization programme has two objectives:

  • to facilitate an enhanced understanding of the education sector and its recurring challenges.
  • to acquaint law makers on the role they should play to protect education especially at the basic level through legislation and oversight.

Basic Premises

Basic Education is the foundation of all education. If the foundation is weak, then the entire edifice risks instability and possible eventual collapse. It is therefore important that this substructure of education is solidly built. Secondly, basic education caters for the education for all at the base. It is thus the level of education with the greatest egalitarian relevance and appeal. It is the level of education that any one with an interest in inclusive education will first to need to tackle and get right. A society with an interest in stimulating economic growth through investment in education will also need to invest in basic education as it has been shown to have multiplier effects of all other aspects of education and uptake of basic social services. All the thinking above inform global interest in universal basic education as one lever for vital socio-economic transformation.

The UBE programme in Nigeria has its parentage in a number of human rights documents and development program thinking. Most human rights declarations make the important distinction between those who have rights holders and those whose custodial, constitutional and social functions are to ensure that those rights are met. Such persons are known as duty bearers. There is now evidence that the capacity and ability of duty bearers to effectively discharge their obligations to duty holders is a function of several factors  –

  • Understanding and appreciation of those rights
  • Importance and significance of those rights
  • Awareness of and Empathy with the plight of rights holder
  • Sense of Solidarity with rights holder
  • Level of Education and information of the basis of those rights
  • Knowledge of what to do and who to partner with to further those rights etc

In furthering the actualization of the rights of rights holders, duty bearers carry out a number of linked functions which include

  • Service provision
  • Procurement
  • Service supervision and monitoring,
  • Advocacy and awareness creation,
  • Alliance building and networking
  • Standards setting 
  • Compliance monitoring
  • Law making        
  • Mentoring, etc

Though all these functions are important, perhaps the most important is that of supervision. Supervision ensures compliance with agreed standards, proper resource utilisation, service provider conduct and presence, effective service delivery and waster minimisation. This is true whether we are dealing with duty bearer functions in the areas of water and sanitation, housing, leisure, recreation, nutrition or education. Indeed, in basic education, supervision by duty bearers leads to greater value for money and to ensuring that public resources set aside for or dedicated to basic education are optimally utilized.

Of all duty bearers, members of the house of representatives, especially those in committees charged with oversight functions for Basic education, have a critical role to play in the sustenance of BASIC EDUCATION.  They can carry out these roles in several ways, some of which have been mention in passing earlier in our general consideration of the roles of duty bearers in the provision of universal basic education. With specific regard to this subsector of basic social services, members of the House committee can get involved in the following ways

Advocating with the Executive for improved budgets for basic education

Insisting on improved public finance management as it concerns basic education at all levels of the value chain

Moving bills for basic education management, administration and or improvement, be these in the areas of minimum standards, Teacher hiring and firing, Teacher Incentives, Teacher Qualifications, Conditions for PRESET and INSET

Monitoring resource utilization in basic education

Lobbying, influencing and mobilizing other policy makers, the executive, the private sector and other social influencers for necessary policy changes that would advance all aspects of basic education be it Access, Retention, Quality and Completion.

To carry out these many functions, such House committee members need to equipped through exposure to a learning package which blends elements of sensitisation and guided learning experiences to acquire certain skills, affects and capacities.

The rest of this paper describes the steps taken in the design and development of this special programme for house committee members of basic education. It describes the processes adopted as well as the considerations that informed them.The development described below was carried out by a group of educators, teacher trainers, educational planners and administrators working together as a team. The emphasis here is on team work.

Step 1 – identify the essential core and content of the learning package.

To do this, the team had to answer the question – for a house member to lobby effectively for universal Basic education, to monitor Basic education provision, to provide oversight for basic education provision, to make laws for basic education, to move bills for basic education, to become an advocate for basic education, what does he or she need to know? Questions like this represent some form of indirect needs assessment. As is now well accepted, needs assessment is a necessary first step in the design of relevant learning experiences and packages.  Carried out in the form of a brain storming exercise by the design team, this exercise yielded the following three core knowledge needs/areas of vital learning

Policy framework for basic education – National   Policy   on   Education (NPE) 2013, normative framework for basic education provision

Nigeria and Universal Basic Education Programme (UBEP) – some history and Context and How UBEP works

Functions of House Committee on Education with regards to Universal Basic Education

These three core learning areas were examined and debated until consensus was achieved that they constituted the necessary, sufficient-Adequate and relevant tripod on which the learning package for House committee members could be built. It is important for us to remind ourselves here that necessity, sufficiency-adequacy and relevance are the prime determinants of correct choices in curriculum design.

Step 2 Conduct a task analysis and work breakdown of each of the elements of the legs of the tripod

The team agreed that the next step would demand that each leg of the tripod be now broken into its constituent parts. For this exercise, the writing team broke into three groups, with a group working on one of the tripods. At the end of the exercise, a plenary was conducted and the following sketch outlines were agreed upon for each of the three arms of the tripod.

Policy framework for basic education – National   Policy   on   Education (NPE) 2013, normative framework for basic education provision

  • The National Policy on Education (NPE) – policy thrust and specification and prescriptions by level
  • Normative frameworks influencing and guiding educational provosions- The Universal Declaration of Human rights, The UN Convention Rights of the Child, The African Union Charter on African Child, The UN Convention on the Elimination of all forms of Discrimination against Women (CEDAW), and the Ssustainable Development Goals (SDG)
  • Data speaks – the importance of data in education planning and what current data says for each state
  • Key issues in Basic Education – Access, Participation, Retention, Completion, Quality and their indicators, Net versus Gross enrolment
  • Contending issues in basic education – Equity, Inclusion, Inclusion, Gender, Costs of Basic Education, Benefit of Basic Education, Externalities of Basic education, Out of School Children;
  • Things that make for quality education – learner, instructional, administrative, school plant, and environmental factors
  • Quality indicators in basic education delivery
  • Quality versus non – quality indicators in Basic Education

Nigeria and Universal Basic Education Programme (UBEP) – some history and Context and How UBEP works

  • National and global antecedents of UPE and UBE
  • The Regions and Education Ordinances 
  • UBE Legislative framework.
  • Education indicators
  • Education plans and levels – strategic plans versus operational plans
  • Effective schools – their attributes and things to look out when monitoring basic education
  • How to make schools effective
  • Obstacles in the implementation of Basic Education and Strategies to overcome them.
  • Example of successful implementation of basic education act from a comparable country and what this means for Nigeria  

Functions of House Committee on Education with regards to Universal Basic Education

  • Committee members and their roles and responsibilities to the basic education sub-sector
  • Skills required to discharge these roles and to function effectively
  • Revisit to core indicators that would guide the discharge of the roles and responsibilities of house committee members

Step 3

Constitute each of these tripods into a learning session and develop learning outcomes for each session

SESSION 1

Learning Outcomes

At the end of this session, participants should be able to:

SESSION 2

LEARNING OUTCOMES

At the end of the session, House Committee Members should be able to:

Session 3

SESSION 3

Members of the Education Committee have among their numerous functions the responsibility of oversight of education matters.  This responsibility involves ensuring a variety of outcomes in education through monitoring, supervision, advocating, lobbying for bills and laws by consultations, communication, negotiation, consensus and relationship building. 

At the end of the session, House Committee Members should be able to:

Step 4

Develop the learning package in line with steps 1-3 above

Step 5

Subject the output of step to peer review, critique and validation.

Validation of this training document was done through a live presentation with lawmakers from four states. Reception was positive and indeed enthusiastic. The writing team however also learnt a few lessons from active engagement and participation in the process for strategic planning and Programme implementation 

Lessons learnt

Some lessons were learnt in developing the training materials. These include the following:

importance of team work

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importance of context sensitive learning materials development

importance of peer review

the sobering truth that effective curriculum building as an interactive process

the fact that effective curriculum development is an iterative process

importance of stating clear and realistic learning outcomes

Writing

      Hood C. 1991. A public management for all seasons?, Public Administration. Vol. 69. No. 1

Gruening, G (2001) Origin and theoretical basis of New Public Management, International Public Management Journal 4,  1–25