In a significant press briefing and launch event, the Saving African Youths Dream Initiative (SAYDi) introduced the Rural Education Needs Assessment Project (RENAP) as a pivotal step towards transforming the educational landscape in Kwara North.
Addressing a diverse audience, including esteemed guests, members of the press, and concerned citizens, SAYDi Executive Director, AbdulKareem O Abdullateef emphasized the urgency of the project in repositioning the education sector in Kwara North.
The initiative’s primary goal is to investigate the current state of education in the region, aligning with SAYDi’s broader vision for a society based on education, democratic governance, gender inclusion, and social justice.
The executive summary of the study highlighted the transformative power of education, particularly in rural communities. It shed light on the challenges faced by these communities, emphasizing education’s role in empowerment, community development, gender equality, and societal equity. The overall objective is to garner government support for implementing education policies, reforms, and increased investment in rural education.
The comprehensive study, conducted in the Northern Region of Kwara State, focused on schools in five local government areas. Utilizing a random sampling method, 48 schools, including primary, secondary, and technical schools, were included. The study also involved insights from 157 teachers, employing both qualitative and quantitative methods to gain a nuanced understanding of challenges and opportunities. Community engagement sessions in various communities across the five Local Government Areas added qualitative insights from stakeholders and key informants.
The study identified infrastructure limitations, including outdated facilities and inadequate access to technology, as significant concerns impacting the learning environment. A shortage of qualified teachers and limited representation of higher education levels were also flagged as crucial issues demanding attention to provide diverse educational opportunities.
The report presented a set of thoughtful recommendations to address these challenges and enhance education in rural areas. Key recommendations included prioritizing infrastructure development, promoting competitiveness through extracurricular activities, addressing truancy and lateness, investing in teacher training programs, and ensuring equitable salary and benefits for teachers.
AbdulKareem urged collective action, calling on policymakers, educators, and community leaders to collaborate in implementing the recommendations for a sustainable and future-ready education system in rural areas. The call to action emphasized creating equitable and inclusive education opportunities for all, unlocking the potential of rural communities and contributing to their overall development and prosperity.
Expressions of gratitude were extended to the project’s funder, the Ministry of Education, community members, and the research team. The initiative also appealed to additional funding agencies to contribute to similar studies in other regions, fostering comprehensive repositioning strategies for Kwara State’s education system.
In line with SAYDi’s mission, he urged collective efforts to create an environment where every young person, regardless of background, can fully harness their potential for the benefit of themselves and society at large.