Since Mallam AbdulRahman AbdulRazaq CON assumed office as the Executive Governor of Kwara State in 2019, his administration has made considerable strides in addressing the longstanding infrastructural deficits that plagued the state’s public basic education sector. These deficits were inherited from the previous administration, which diverted billions of naira that had been appropriated for basic education in Kwara State. The National Pilot News has certainly not been ignorant of this misappropriation, which served as a primary obstacle to the investment in basic education infrastructure in Kwara from 2013 to May 2019. However, despite the ongoing reforms under AbdulRazaq’s leadership, certain reports continue to highlight the neglect of public school infrastructure. Understanding this paradox requires examining both the steps taken by the current government and the media’s portrayal of the situation.
Under the stewardship of His Excellency Mallam AbdulRahman Abdulrazaq CON, the state government has introduced several reforms and infrastructural improvements aimed at revamping Kwara’s public schools. His commitment to education is evident in the significant investment that has been distributed across the state’s 193 political wards. These efforts extend far beyond the state capital, as visible improvements can be seen across all 16 local government areas (LGAs) of Kwara. Despite these initiatives, media reports, particularly from the National Pilot News, continue to raise concerns regarding the neglect of public school infrastructure, claiming that more needs to be done. In response, the Kwara State Universal Basic Education Board (SUBEB) has emphasized repeatedly that the process of addressing the inherited infrastructural deficit is ongoing and cannot be achieved overnight.
While Governor AbdulRahman AbdulRazaq’s administration has undeniably taken significant steps to rejuvenate Kwara’s education sector, the paradox remains: why do some reports continue to depict a state of neglect? To answer this question, one must first assess the tangible steps that the government has taken and how these efforts are represented in the media. These include both physical infrastructural upgrades and investments in the quality of education itself, which have made a measurable difference in schools across the state.
A primary focus of the AbdulRahman AbdulRazaq administration has been the overhaul of dilapidated public school infrastructure. A considerable portion of the government’s budget has been allocated to refurbishing old and decaying school buildings, upgrading facilities, and providing essential amenities such as learner’s furniture, clean water, and sanitation facilities. Additionally, the state government has focused on constructing new classrooms where necessary, as well as building VIP toilets and installing motorized boreholes powered by solar energy. Regular maintenance programs are also in place to ensure that schools, especially in rural areas, remain functional and avoid further deterioration.
One of the most notable accomplishments of this administration has been the renovation of schools that had been long abandoned due to structural decay. New blocks of classrooms and office spaces have been constructed, and essential amenities, including clean water and proper sanitation facilities, have been provided. These upgrades have been achieved through collaboration between the state government and the Universal Basic Education Commission (UBEC), with substantial funding from both parties being directed into educational infrastructure across the state. As a result, the physical landscape of Kwara’s public schools has undergone a significant transformation.
Furthermore, Governor AbdulRahman AbdulRazaq has made a concerted effort to equip schools with necessary teaching materials, ranging from textbooks to modern educational aids. His administration recently approved the distribution of free textbooks in core subjects like English Language, Mathematics, and Basic Science and Technology to students in selected basic schools across the state. This initiative, aimed at easing the burden on parents and ensuring that students have access to the resources they need, is part of a broader strategy to improve the quality of education in Kwara’s public schools. Additionally, there has been a concerted push to increase the capacity of teaching staff through targeted training and workshops, both within and outside the state, which has resulted in improved teaching environments and, by extension, enhanced learning experiences for students.
Under the leadership of Professor Shehu Adaramaja, the Kwara State Universal Basic Education Board (SUBEB) has been instrumental in executing the educational reforms spearheaded by Governor AbdulRahman AbdulRazaq. The board has worked tirelessly to not only upgrade infrastructure but also improve the quality of education at the grassroots level. SUBEB has been involved in providing instructional materials, classroom furniture, and technology to improve teaching and learning outcomes in schools across Kwara State.
One of the most important initiatives introduced by the AbdulRahman AbdulRazaq administration is KwaraLEARN, a technology-driven program designed to bring Kwara’s public education system in line with the demands of the 21st century. KwaraLEARN aims to enhance the teaching process by providing teachers and students with access to digital tools and resources that can significantly improve learning outcomes. Through this initiative, the state is embracing technology as a critical component of its education reform efforts.
Kwara SUBEB has also implemented policies aimed at increasing student enrollment in public schools and reducing dropout rates. The board has made special efforts to ensure that children from disadvantaged backgrounds, particularly those in rural areas, have access to quality education. By offering incentives and ensuring that schools are well-equipped and properly maintained, SUBEB has made significant strides in making education more accessible to all.
Given the clear focus of the AbdulRahman AbdulRazaq administration on revitalizing Kwara’s public education infrastructure, it is perplexing why some reports, such as those in the National Pilot News, continue to emphasize the neglect of these infrastructures. One possible explanation is that these reports may focus on isolated cases where improvements have not yet reached or where specific schools still face challenges. Although the state government has made significant progress, the vast scale of the infrastructural deficit that accumulated over decades means that the problem cannot be solved in one fell swoop.
Furthermore, it is possible that the focus of the media’s criticisms is on schools that have not yet received attention in the initial phases of the reforms. While some schools have benefited from the government’s efforts, others may still be waiting for their turn, contributing to the perception that certain schools are being neglected. This does not reflect the true extent of the government’s efforts, which have been widespread and inclusive, even if they have not yet reached every school.
Another factor contributing to the paradox is public perception. Despite the considerable work being done, many people still hold unrealistic expectations about the speed of change. Given the magnitude of the challenges inherited from the previous administration, it is natural that some schools, particularly in remote or underserved areas, may take longer to receive the necessary improvements. The government’s efforts, though substantial, may take time to fully materialize across all sectors of the state.
As the AbdulRahman AbdulRazaq administration continues its work, it is essential to recognize the significant progress that has already been made. The government has committed to addressing Kwara’s public education infrastructure deficits, and while much has been achieved, it is clear that there is still work to be done. Moving forward, the challenge for the state government will be ensuring that the gains made in improving infrastructure are sustained and expanded to reach every corner of the state, particularly the more rural and underserved areas.
It will be critical for the state to continue investing in school infrastructure while also improving the quality of education. As the government works to address the remaining infrastructural challenges, it must also focus on ensuring that the quality of education in Kwara is on par with the best in the country. This includes continued investments in teacher training, the provision of learning materials, and the use of technology to enhance the educational experience.
In conclusion, while the criticisms highlighted in the National Pilot News may reflect real concerns in some areas, they should not overshadow the significant achievements that Kwara State has made in its education sector. The ongoing collaboration between the state government and UBEC demonstrates a long-term commitment to improving public education, and the efforts made thus far indicate that the perceived neglect of schools is not due to a lack of action but rather the complexity of tackling a problem that has been years in the making.
