Ebook: A Nigerian State’s Stand Against Educational Exploitation
A Nigerian State’s Stand Against Educational Exploitation: A Blueprint for Global Equity?
By Rev. Don Victor, PhD
Researcher in Christian Education, Social Justice, and Faith-Based Development
This commentary examines a pioneering local policy in Nigeria—Imo State’s ban on certain school ceremonies and its extended textbook cycle—as a compelling case study in the global fight for educational equity. The commercialization of education is an increasing burden on vulnerable families worldwide. Grounded in both faith-based and secular calls for social justice, this analysis critiques exploitative school practices that create barriers to learning. It advocates for policies that prioritize student welfare over profit and challenges policymakers everywhere to consider how such targeted reforms can serve as a powerful tool for social and economic justice.
Keywords: Education reform, social justice, educational equity, Nigeria education, exploitative school fees, Imo State education policy, poverty and education, blueprint for education reform.
Introduction: A Universal Burden
Across the globe, the rising commercialization of education places undue financial strain on families. Nowhere is this more acute than in developing nations like Nigeria, where arbitrary levies for non-essential ceremonies and the forced annual purchase of textbooks push low-income households deeper into poverty. These practices undermine the core purpose of education and betray the universal ethical imperative to care for the most vulnerable members of society.
An Ethical Imperative for Justice
As a servant of God, I write from a gospel imperative, which commands believers to “learn to do right; seek justice. Defend the oppressed” (Isaiah 1:17, NIV). However, this call for justice resonates across all ethical traditions, demanding that we analyze and dismantle systems that prey on the vulnerable. True leadership, whether spiritual or secular, is measured by its commitment to protecting the powerless.
The Plight of the Poor and Vulnerable
Across Nigeria, many public and private schools impose:
Excessive graduation fees for children as young as those in nursery school, creating a financial barrier that can consume a significant portion of a family's monthly income.
Mandatory annual textbook changes, forcing repeated purchases even when syllabi remain unchanged.
These financial burdens not only defy biblical commands to "open wide your hand to your brother, to the needy and to the poor" (Deuteronomy 15:11, NIV), but also violate the child's fundamental right to education as enshrined in the UN Convention on the Rights of the Child (United Nations, 1989).
Exploitative Practices in the Education Sector
Empirical evidence validates these concerns. Research highlights how excessive educational costs have driven families into debt and forced children to miss school activities (Oguejiofor et al., 2024). Furthermore, studies confirm that the annual textbook turnover can inflate educational spending by up to 20% per term with only marginal content updates, suggesting the motive is more commercial than pedagogical (Sennuga et al., 2023). These practices stand in stark contrast to the principles of social justice and responsible stewardship advocated by both religious and secular ethicists (Hannam & May, 2022).
Imo State’s Reform: A Blueprint for Compassion
By limiting ceremonies to terminal classes (Primary 6 and SSS3) and mandating a four-year textbook usage cycle, Imo State has created a powerful policy model. This reform:
Alleviates Financial Strain, upholding the principle of economic justice for all families.
Refocuses on Learning Outcomes, shifting institutional priorities from pageantry to pedagogy, in line with UN Sustainable Development Goal 4 on Quality Education (United Nations, 2015).
Promotes Sustainable Resource Use, reducing waste and fostering continuity in learning.
This policy exemplifies the pure and faultless religion that the Apostle James speaks of: "to look after orphans and widows in their distress" (James 1:27, NIV).
A Model for National and Global Reform?
If this model were adopted more broadly, the impact would be profound. It offers a framework for:
A nationwide shield against arbitrary school levies, ensuring education remains accessible.
A uniform textbook cycle that promotes cost-efficiency and academic stability.
A clear message to all stakeholders: education is a public good, not a private commodity.
Such faith-inspired, justice-oriented leadership provides a moral compass for governance, fostering the conditions for political stability and equitable economic growth (Sele & Mukundi, 2024).
Conclusion: A Call to Faithful Action
To presidents, governors, federal ministers, commissioners, and policymakers in Nigeria and beyond: if your goal is to truly serve the people, adopting models like Imo State's is not merely an option—it is a moral and strategic duty. Let this bold, compassionate move ignite a revival in education policy worldwide. It is a reform that serves economic justice, uplifts the poor, and secures a better future for the next generation.
References
Bobbert, M. (2017). Religious education towards justice: What kind of justice is to be taught in a Christian context? Education Sciences, 7(1), 30. https://doi.org/10.3390/educsci7010030
Hannam, P., & May, C. (2022). Religious education and social justice: Reflections on an approach to teaching religious education. Journal of Religious Education, 70, 249–260. https://doi.org/10.1007/s40839-022-00178-5
Oguejiofor, C. N., Okafor, J. N., Chigbu, B. C., Ezenwagu, S. A., Mokwe, N. F., & Okechukwu, J. N. (2024). University education as a veritable tool for poverty alleviation in Nigeria: A theoretical review. European Journal of Theoretical and Applied Sciences, 2(5), 795-805. https://doi.org/10.59324/ejtas.2024.2(5).76
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Sennuga, S. O., Bamidele, J., Chinwuba, M. A., Abdulahi, R. O., & Ameh, D. A. (2023). Exploring the relationship between education and poverty reduction in Nigeria: A critical review. International Journal of Education and E-Learning, 9(9), 45–63.
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United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. A/RES/70/1.
