Opinion
Endangering 21st Century Nigeria’s Educational Institutions
Published
4 years agoon
By
Grace Ego Omoni
Education is the bedrock of a nation’s development. It is the process of facilitating knowledge, skills, values, beliefs and habits in the individual. In other words, it is the act of acquiring or imparting knowledge or developing the powers of reasoning and judgement and preparing oneself or others intellectually for mature life. According to Ebenuah- Okoh E.E., educational institutions all over the world are established to bring about positive changes in the lives of individuals. Thus, the education sector ought to be given more attention in that it gives room for the entire development of the nation and its citizens. According to Peretomode V., the utmost concern of educationists is the creation of products that are capable of eliciting desirable behaviour emotionally, intellectually, morally and socially.
Unfortunately, the standard so desired has proved to be counter-productive due to cancerous practices that have besieged the educational system. It is an undisputable fact that only a sound functional education system can guarantee this nation’s victory over the moral decadence that has so permeated the society. However, it is most disheartening that the educational system which the nation is looking up to for this change has completely failed. It is now the seat and domain of counter-productive practices negating the goals and objectives of education as stipulated in the National Policy on Education. Some of these goals include developing individuals to understand and appreciate their environment, and the acquisition of skills that will enable them to be self-reliant and be integrated into the society.
Education is very important and as such should not be neglected since the future of the nation is dependent on it. Despite the laudable goals and objectives as outlined in the NPE(2004), our educational institutions have failed to achieve these due to corrupt practices among policymakers, implementors of the policies, the learners and other stakeholders such as parents, politicians, the government, administrators and non-governmental organisations.
This article will identify some of these cancerous or counter-productive practices with a view to proffering solutions.
Counter-productive Practices:
Poor Funding: One of the major causes of failure in our educational institutions is poor funding. The financial crises that have engulfed the nation’s economy have made it impossible for the educational institutions to record any substantial progress. Before now, the education sector used to have the highest budget allocation in the nation but this is no longer so. The percentage margin between education and other sectors is now very minimal because the government does not cherish it as a priority to the nation. This has affected the institutions in terms of facilities, physical structures like blocks of classrooms, laboratories and the equipment therein, teaching aids, adequate and qualitative staff strength, training and retraining of teachers, remuneration for staff, e-libraries, health facilities and a host of other infrastructures.
Adequate and qualitative staff ensure that knowledgeable teachers are being enlisted, developed and rewarded for realizing the goals and objectives of education. However, poor staffing results in the pitiable outcomes which we see in the teaching-learning process. Moreover, most of the money put aside for the purpose of promoting education is being vandalized and embezzled by known and unknown unscrupulous elements in the society.
You can imagine that in this 21st century, teachers in schools including higher institutions are still in the practice of using blackboard and chalk to teach whereas, many private universities use the interactive digital board. What a shame! With this modern interactive board, the teacher can access the internet for useful information in relation to the topic, thus making the teaching much more interesting to the learner and easier for the teacher to explain. Thus, poor funding is counter-productive.
.Politicization of education. This is a very serious malpractice negatively affecting education in Nigeria. The government of the day has politicized educational policies affecting our institutions in the area of curriculum development, the establishment of schools and higher institutions of learning, posting of teachers, choice of subjects by the students, and appointments and promotions . Where do I start from? In appointments and promotions, a lot of lobbying goes on and at the end of the day, square pegs are put in round holes and vice-versa. Junior teachers are promoted over seniors and the unqualified are given appointments over the qualified creating disharmony in the system. Invariably, interest in the work becomes a problem and at the end of the day, the products cannot fit into the society as well-groomed individuals.
One more thing here is the issue of choice of subjects and the availability of qualified teachers. Take for instance French Language being paired with Arabic Language. It is a well-known fact that there is a dearth of French teachers in secondary schools. Deliberately, the so-called policymakers paired it with Arabic Language and flooded the schools with Arabic teachers. Who does not know that the intention is to give precedence to Arabic Studies and no choice for the students?
Another problem is in the area of posting teachers to urban schools leaving the rural areas to be starved of teachers in the core subjects. The school’s management board connives with teachers to have them posted to schools of their choice to the detriment of the rural ones. Even with that, proper supervision is not given to ensure that there is equitable distribution. This is cancerous.
Administrative Malpractices:
The impact of poor administration by both academic and non-academic staff in educational institutions is another counter-productive factor. There have been cases of deliberate missing files and documents causing delays in executing matters of importance in the schools. Others include delay in processing applications, late coming and irregularity to work, lack of dedication, dereliction of duties, falsification of documents, bribery and corruption and several other fraudulent practices that have tarnished the image and reputation of the education industry in Nigeria and have rendered institutions incapable of adequately meeting the goals and objectives of education.
Other examples include teachers and lecturers not strictly following the scheduled school timetable because they engage in private businesses to the detriment of the students. Often, they wait till the tail end of the term or semester to rush in teaching what would have taken them 13 weeks for those in the secondary schools and 16 weeks for higher institutions in just a few days. According to Prof Okoye, many lecturers and teachers exploit the students sexually and financially. They are forced to buy textbooks written by them for scores in continuous assessment. Some others fail the students for the refusal of their sexual or monetary demands or household equipment like Plasma television, washing machine, air conditioner and clothes. The more expensive the gift, the higher the score or grade.
Examination Malpractices: These occur at both external and internal examinations in a well-coordinated manner with so many people involved. Examination malpractice is a fraudulent means of cheating by getting answers to questions while an examination is going on. There are different types of examination malpractice. It could be by a sole individual or could be corporately organized. The school or the teachers or parents, supervisors, invigilators and the police are usually accomplices especially if the examination is external. It could be by bringing relevant materials into the examination hall or by impersonation whereby a person paid comes in to write for another individual. There was a case some years back when a friend of mine went to supervise WAEC only to find her friend’s son who had already passed the school certificate examination comfortably seated to write for someone. Immediately he sighted this friend of mine, he vanished from the hall.
There was another case in which a councillor in a local government was caught in the exam hall with relevant answer materials. He quickly threw the papers into his mouth, chewed and swallowed. The invigilator no longer had evidence to present. Some write on their palms, on the desks or under the hem of their garments. There was another case involving the police and the WAEC candidates during the time of Mrs Ogbuagu, the then Commissioner of Education in Delta. After these two boys were caught, two police officers were asked to take them to the police station. On their way, they bribed the police officers who returned to the exam centre to announce that the boys jumped into the river when they got to a bridge.
Other forms of examination malpractice include the leakage of examination questions in both external and internal situations, cases of missing scores, allowing students and non-teaching staff to be invigilators and collate and compile results and arranging for students to write exams outside the official time. Mass promotion too was another form of malpractice in those days. Here, students and pupils were allowed to move to the next class whether they passed or not. A few schools still do it, especially in the private sector.
All these are counter-productive practices that have lowered the standard of education and encouraged a high level of indiscipline. So most often, the certificates being carried about are not the true representation of the carrier’s intellectual ability! It is extremely dangerous. Many have used it to get employment and are not able to perform well. Employers give reports of ugly situations involving people who have wonderful educational qualifications they are not able to defend.
Admission, Appointment and Promotion Malpractices.
Educational institutions have laid down admission, appointment and promotion policies but these are most of the time set aside because of corruption tendencies. Let us look at the admission policy for primary school children. The law says the child must be six years old before he or she should be admitted but it is not so today. Children of 4 years or less than are found in primary one, especially in the private sector. The child may at times may be given double promotion and so skips classes, get to the secondary school and even write junior school certificate in J s s two and then off to the tertiary institution. Unable to cope, he or she begins to express emotional anxiety, depression and might fall into bad peer group.
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This is all because the child was not ready emotionally, intellectually and physically. E.L.Thorndike in his educational laws of readiness said that the child must be ready intellectually, physically and emotionally. Some may drop out of school. UNICEF asserts that Nigeria has the highest number of school dropouts in the world having about 10.5 million of them out of school. Others engage in social vices such as cultism, hooliganism, indiscipline, alcohol and drug abuse, prostitution, inappropriate dressing and the use of foul language.
In tertiary institutions, we also have cases of illegal admissions. Hence you find some students being asked to withdraw after spending years due to fraudulent practice of getting admission.
Appointment and promotion fraudulent practice has caused problems in the school system leading to cases of indiscipline. Through lobbying junior teachers are promoted over the senior ones. In giving appointments, the unqualified get the job while the qualified is dropped. The result is inefficiency and deficient teaching due to limited knowledge. There was this teacher of French who taught French using English. Laughable you may say but this is one of the things endangering education in Nigeria. These have further heightened the level of illiteracy in the country.
Only sound qualitative education in a sane environment can guarantee our national development in Nigeria. The challenge, therefore, is to rebuild our educational system and free it from all forms of counter-productive practices. The government, the very educational institutions, academic and non non-academic staff, learners, parents and other stakeholders must be ready to engage in the following:
1) Funding of education should be the priority of the government at the federal, state and local levels. Schools need to be refurbished, rehabilitated, and rebuilt. Facilities such as blocks of classrooms, halls, health clinics, laboratories, science and technological equipment, e-libraries, textbooks, modern teaching aids, interactive digital boards and conducive classrooms must be made available in both the rural and urban schools.
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2) Training and retraining of teachers, adequate staffing and fully qualified teachers properly distributed in both rural and urban areas must be put in place. Self-development following the policies laid down such as study leave with or without pay should be implemented. Reward and remuneration for hard work should be used to encourage teachers. Teachers teaching English Language, Mathematics and other science subjects should be given responsibility allowance. Promotion of teachers as at when due should be strictly followed. Denounce all forms of lobbying during promotion and appointment exercises.
3) The government and educational bodies should desist from politicizing education in Nigeria. Every ethnic or religious group should be given fair opportunity to education. Government should stop giving preference to a particular religion by making provisions for students to have extensive subject choices.
4)Admission policies should be strictly adhered to and enforced by the Ministry of Education. Proper supervision to checkmate these admission discrepancies at the primary, secondary school and tertiary levels is necessary especially for underage individuals.
5) Workshops and seminars should be organised for teachers to intimate them on new methods of teachings and approaches to teaching-learning situations.
6)Parents and guardians should be sensitized to government policies concerning education and their children. Parenting style that would bring out the best in their children should be introduced to parents. Authoritarian and laissez-faire kind of child-rearing practices should be discouraged.
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7) Counselling and youth centres in the primary and secondary schools, as well as higher institutions, must be established so that students will have access to counselling activities from qualified personnel. Here they are taught the values of integrity, hard work and the dignity of labour.
8) The law on examination malpractice enacted years ago should be enforced. The law states that anyone guilty of examination malpractice should be sentenced to 21 years imprisonment. Surprisingly, this law is no longer in operation since its promulgation yet stories of examination malpractice abound everywhere.
9) Individuals without teacher education qualifications should be relieved of their appointment. Such should not be allowed to teach because they lack the pedagogical competence to do so.
10)Research and development of teachers is a veritable tool for educational growth and sustenance. The government and employers of teachers should encourage and sponsor them to learn more about new methods of teaching, the use of modern teaching aids and current issues in their subject areas.
11) Worship of academic certificates should be minimized. Award of certificate to undeserved individuals should be deemphasized. Emphasis should be placed on technologically inclined subjects and skills acquisition centres are to be built where students can learn trades.
12) Moral instructions should return to schools. The government of the day should ensure that learners have access to religious knowledge. It has been observed that the so-called repentant Boko Haram men, herdsmen, bandits and terrorists are not given any Christian Religious knowledge and this is not good enough. Again with the high rate of hooliganism, cultism, indiscipline, inappropriate dressing, Yahoo syndrome, kidnapping and armed robbery cases, moral instruction has become inevitable.
13) Parents – Teacher communication is important. There is need for teachers, parents, guardians, and others to periodically hold meetings to discuss the welfare of their children in terms of a conducive enabling environment, mental health, availability of materials and physical facilities needed to promote education. Schools should periodically organise open day for parents to come to see how their children are faring academically, socially and morally. With Parents- Teachers Association meetings, attendees will have opportunities to make suggestions that will be used to improve the educational standard.
14) Administrators should live up to expectation and should desist from practices such as lateness, irregular school attendance, bribery and corruption, engaging in pranks such as hiding files, delaying applications and stealing official materials. Such culprits should be punished.
Educational or counter-productive or cancerous practices are not peculiar to our nation Nigeria. Hong Kong and the USA are involved in this negative game. It is a malignant disease plaguing and endangering the educational system. It has made national development static and retrogressive. They are actions and inactions of individuals which violate the established ethical codes and conducts of educational institutions and policies. Parents, learners, the government, policymakers, implementors of the policies, administrators, academic, non-academic and management staff are all involved in the different shades of practices that are not productive. Therefore, it is suggested that all stakeholders involved should endeavour to have a new mindset and engage in activities that will make education productive.
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Opinion
Reading List For Public Servants And Reform Managers
Published
8 hours agoon
February 5, 2025By Tunji Olaopa
Since its inauguration many decades ago, public administration has generated a permanent discursive framework that ensures that it has the theoretical and practical contents to sustain the professionalism and efficiency that the public service requires to complement the state everywhere. This becomes even more critical given that the democratic imperative keeps articulating and aggregating the significant political preferences of a citizenry that knows what it wants from a leadership and its administrative apparatuses. This therefore means that for public administration to fully and adequately complement the democratic imperative—for the public service to optimally aid democratic governance in any state—the public administrative discourse must always be in full swing to ensure it is not outstripped by the discourse on democracy.
This, I suspect, is not the real challenge. This is because the public administration discourse has remained fundamentally fecund in terms of its inner dynamics of responding to the challenges that confront public administration and the public service over the decades. From Max Weber to Woodrow Wilson, and from the new public management (NPM) to the new governance theory, public administration has kept up with the changing dynamics of the times that enables it to overcome critical hindrances and challenges from the first to the fourth industrial revolutions to the transformation of the nature of the state, and from artificial intelligences to the new normal instigated by the COVID-19 pandemic and the polycrises that have engulfed the world.
The real challenge, I think, derives from the capacity of public servants to keep up their intelligence quotient with the vast array of discourses that public administration throws up. The twenty-first century demands a public servant that is knowledgeable, intelligent, adaptable and a transformative leader with the preemptive capacity to articulate a vision, design a strategy and get things done. This challenge to the intelligent quotient of the public servant, like most issues, is again more crucial once we begin to speak about the postcolonial public servant caught within the dysfunctional grip of a postcolonial public service like Nigeria’s. This puts a double bind on such a public servant to do more in order to be able to live up to the national and global expectations of a twenty-first century public servant charged with the fundamental responsibility of crafting and implementing public policies with the tools of modern decision science.
One significant way, and a most difficult one at that, by which a postcolonial public servant and public manager in a country like Nigeria can keep abreast of the public administration discourse and the challenges of remaining effective sufficiently to man the new public service is to have an up-to-date reading list of books that embody the trajectories of the challenges, triumphs and directions of the public administration apparatuses, especially within a specific context. What I want to do within the limited space of this piece is to outline a few critical books that speak to how far public administration and the public service have advanced. And the methodology is to combine books that provide both global and national perspectives. This speaks to the necessity of inserting a public manager within a global-local context of operation that ensures that such a public manager can think globally and act locally with the discursive resources garnered from such critical intellectual and theoretical-practical resources.
The first book on my list is Zeger van der Wal’s The 21st Century Public Manager (2017). The book is fundamental because it is sufficiently situated in a time that captures the fundamental challenges of public administration in times of crisis (except that it is three years shy of one of the most fundamental challenges to humanity and public administration, the COVID-19 pandemic). However, the book recognizes that we live in a VUCA—volatile, uncertain, complex and ambiguous—time; a VUCA environment that was aggravated by the pandemic and polycrisis the world, and public administration, are currently confronting. The author was motivated to write a book that demonstrates that “public administration matters.” It is a book that was “hands-on, actor-driven, and speaking to the daily life of public managers who often operate in tough circumstances.” And with the book, the author meant to “speak to (aspiring) public managers across the globe. A book that would take their issues, pains, and challenges but also their optimism, clever solutions, and coping mechanisms as a starting point…. A book, above all, that would take senior practitioners seriously by providing them with examples, perspectives, and strategies grounded in the latest research evidence and best practices while being accessible and actor-driven at the same time. A book, lastly, that would be relevant and timely to public managers in the developing as well as the developed world, in the West and the non-West.”
In chapter four, van der Wal enumerates what he calls the “seven clusters of demands, dilemmas and opportunities” that public managers need to think through to operate optimally within the VUCA administrative environment. The first demand is that of “managing stakeholder multiplicity.” The new governance space now carries the burden of a multitude of stakeholders with diverse and often ambiguous demands, attitudes and styles. The dilemma is how to design and deliver a coherent administrative and managerial vision to such a diverse audience. The opportunity however derives from the benefits of leveraging the unlimited channels and supports that come from such diverse audiences to push through policy goals. The second demand is “Managing authority turbulence.” This implies that an average public manager is caught within an authority matrix that limits her capacity to utilize her formal power to enact critical decisions. The dilemma for the public manager is that of how to demonstrate collaborative capacity, even with those lacking the requisite skills while still holding on to critical authority. And yet, there is the opportunity of shared accountability that comes from the collective ownership of policies and programmes. The third demand for the twenty-first century public manager is “managing the new work(force)”. The public manager is confronted with the changing nature of work itself, and with an emergent workforce that incorporates new workforce, new worldviews and new generations, from Gen Z to Generation Alpha. This new workforce consists of a young, educated, knowledgeable, tech-savvy and assertive citizenry with a mind of its own. The dilemma is that of how to accommodate this new idea of work(force) while pushing it efficiently to achieve service delivery. The opportunity comes from the ability to remove bureaucratic constraints while achieving performance and productivity.
The fourth demand is that of “managing innovation forces.” Innovation forces are the critical resources, especially innovative technologies, that a public manager requires to keep the public service system as optimal and efficient as possible. The challenge however is that of being as innovative and entrepreneurial as possible within the ambit of budgetary limitations and ambiguous expectations from the politicians and the public. The opportunity that faces the public manager is that of experimenting with newer and developing innovation to achieve effective policies. The fifth demand is “managing ethical complexities.” Public administration is now embroiled within a global ethical governance framework that is enhanced by digital technologies and the need for accountability and transparency. The public manager therefore faces pressure from politicians, citizens, global innovations, and so on. The challenge is that of how to manage the public service ethically while facing enormous scrutiny from multiple publics with competing value sets. The opportunity comes from leading ethically in ways that achieve bureaucratic legitimacy for the state. The sixth demand comes from “managing short versus long time horizons.” This situates the public manager within the need to respond to the need for short-term goals by politicians and long-term planning for overall institutional resilience. The opportunity is that of deploying scenario-building techniques and technologies to anticipate future challenges.
The last demand is “managing cross-sectoral collaboration.” This is demanded by the new governance space that involves new and multiple stakeholders and non-state actors. The public manager needs to mediate this space to achieve extensive buy-in and ownership of ideas and policies, generate financial assistances and expertise, and tap into innovative ideas. The dilemma is how to balance this partnership while managing trust and power relations.
In Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector (1992), David Osborne and Teed Gaebler make the critical case that government can follow the logic of performance that have transformed capitalist corporation into performing better and achieving more efficient productivity result. And to make government work more efficiently and productively, the authors argue that government needs to be reinvented through the sweeping away of all bureaucratic bottlenecks that had made government too cumbersome to achieve democratic governance. An entrepreneurial government, as they call it, envisions some broad social goals and objectives, put in place performance management systems that strategize about these objectives, and employ people to sign performance contract to achieve the goals.
Osborne and Gaebler envision the responsibility of government as that of steering and not rowing; government’s responsibility is not to deliver services, but to articulate strategies that will enable the service delivery function to be outsourced to private contractors. Reinventing Government follows up on the managerial revolution brought about by the new public management and the objective of making government more flexible, lean and effective for the sake of performance. It demands that the public manager must be more than a thermostatic administrator who is merely gauging the institutional temperature of the public service. She must be more of a leader; a manager who anticipates challenges and coaxes the public service into more entrepreneurial and innovative performances.
In the 2007 book, The End of Government…As We Know It: Making Public Policy Work, Elaine Kamarck takes on the thread of the need to rethink how government business should be pursued for better result. The end of government as we know it is the end of the idea of government circumscribed by a bureaucracy that encumbers government from performing. It is the end of the traditional Weberian framework of government and its deadweights of hierarchies and red tapes. In the post-bureaucratic state, argues Kamarck, government needs to get tools that will facilitate the right connection between policy design and implementation. These tools are categorized into three: reinvented government, government by network and government by market. All three are meant to get the public sector to work in ways that involve externalities and outsourcing modalities that enable government to achieve efficient performance.
In its 2011 publication, The Future of Government, the World Economic Forum provides more recent contents that sum up the institutional reform objective of bringing the idea of government up to the requirement of the twenty-first century. What the managerial revolution demands is that government must be FAST—flatter, agile, streamlined and tech-enabled. The traditional structure of the bureaucracy, being rigid, inward-looking and founded on outdated competencies, must be modernized in ways that make it more collaborative, transparent, flexible and participatory. In other words, government and its public service must reflect the demands articulated by van der Wal in The 21st Century Public Manager.
The key issue that links all the preceding publications is that of public value that the new public service must create as a response to citizens’ informed demands. This is the focus of Mark H. Moore’s Creating Public Value (1995). In the book, Moore “sets out a philosophy of public management—an idea of what we citizens should expect of public managers, the ethical responsibilities they assume in taking offices, and what constitutes virtue in the execution of their offices.” Within the new managerial imagination, the public manager is more than an administrator who is supposed to look downward in terms of “the reliable control of organizational operations; she is rather meant to look outwards “towards the achievements of valuable results” or upwards “towards renegotiated policy mandates.” A public manager therefore becomes an explorer who is concerned with discovering, defining and producing public value.
These preceding books and publications sum up the global dimension of the materials that ground the postcolonial public managers and the public servants, especially within the Nigerian public service system, within the demands of public administration as a universal endeavor concerned with what the government does and the paradigms, trajectories of discourses and methodologies by which government can become more efficient and more productive. However, this global managerial imagination must be reckoned within the context of the inherited public service system Britain bequeathed to Nigeria. In my inaugural lecture, Big Bad Bureaucracy: Reinventing the Bureaucracy as a New Public Service in Nigeria (2018), I took all these preceding books, as well as my many years as a critical insider in the dysfunctional public service system in Nigeria seriously. The publication therefore becomes a critical leeway into how the Nigerian civil service system, founded on the traditional Weberian institution, works in stimulating what I have called bureau-pathologies that have compromised the search for a workable developmental state in Nigeria, post-independence. And how an insider perspective could enable a proper understanding of what ails the system, what needed to be done and how to go about reinventing the government from an approach that is not just universal, like Osborne and Gaebler’s, or Kamarck’s or Moore’s; but one that is rooted in contextual administrative dynamics. This provides a situational context by which public managers in Nigeria could begin to relate to what these non-Nigerian administrative theorists are saying about the nature of government and the reinvented mandates of the public manager.
This therefore makes even more fundamental the administrative memoir as a cogent introduction to how Nigerian public managers and public servants navigated the dysfunctionality of the postcolonial system while striving for a more efficient and optimal public service that will instigate developmental planning and democratic governance. Two of such memoirs are crucial, in my reckoning: Chief Simeon Adebo’s Our Unforgettable Years (1984) and Tunji Olaopa’s The Unending Quest for Reform (2023). Simeon Adebo represents a critical administrative figure in the emergence and consolidation of the public service and public administration discourse in Nigeria. He was one of the founding pioneers that ushered in what has been called the golden age of public administration in Nigeria. Indeed, his administrative commitment in the old western region led to the formulation of the Awolowo-Adebo paradigm of the politics-administration dichotomy, one of the defining dichotomies around which public administration emerged. Adebo’s public service reform efforts constitute a key framework for rethinking the institutional rehabilitating and reinvention of the civil service system in Nigeria. On the other hand, The Unending Quest for Reform articulates a challenging reaction to the bureau-pathologies that ate up the civil service system after the pioneering efforts of Adebo and his cohorts unfortunately went into critical debilitation. The Unending Quest for Reform serves the function of outlining what I consider a philosophy of institutional reform founded on many years of not only participating in the dysfunction of the civil service system, but also researching its root causes and administrative and political trajectories from pre-independence to date.
I am recommending these books—of course there are more—as the first level of challenging the intellectual acumen of any public manager who is willing to place herself within the VUCA and postcolonial environments of the public service in Nigeria, and dare to be critical sufficiently to become a significant part of the reinvention of the new public service as a world-class institution for making democratic governance productive for Nigerians. It is best to end this reflection about public administration discourse and the books public servants could start reading with Pablo Neruda, the Chilean poet-diplomat and politician: “The books that help you most are those which make you think that most. The hardest way of learning is that of easy reading; but a great book that comes from a great thinker is a ship of thought, deep freighted with truth and beauty.”
. Olaopa, Professor of Public Administration, is the Chairman,
Federal Civil Service Commission,
Abuja.
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Ritual Killings: Resurgence And Need For Urgent Action In Nigeria
Published
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January 31, 2025By Dooyum Dominic Ingye
Before the end of last year, I watched several video clips on TikTok in which some Nigerian youths boasted about engaging in money rituals to get rich. I vividly remember a video showing several young people gathered in the home of a traditional priest for consultation on money rituals. Furthermore, the internet was flooded with videos of young Nigerians declaring, “As 2024 no work for me, na rituals we go do for 2025.” These were disturbing signs of the events that would later define 2025.
Due to the number of ritual killings recorded in 2025, Nigeria’s House of Representatives urged the Federal Government to declare a state of emergency. This was partly in response to figures released by the National Bureau of Statistics (NBS), which indicated that over 150 ritual killing cases linked to young people seeking quick wealth had been recorded in the six months leading up to January 2025. Many of these cases occurred in the western part of Nigeria and the Federal Capital Territory.
For those wondering, ritual killings have always been practiced in Nigeria—from the Ogbuefi and Otu-Edo ritual killings in pre-colonial times to the Otokoto ritual killings in post-independence Nigeria. In 1910, British High Commissioner Sir Hugh Clifford documented various ritual killings in Southern Nigeria. Essentially, where superstitious traditional beliefs held sway, ritual killings were practised.
Prior to Nigeria’s return to democracy in 1999, most ritual killings were performed for so-called traditional religious purposes. However, contemporary Nigeria is characterized by exploitative ritual killings driven by superstition, greed, and power. Vulnerable people—such as women, children, and the elderly—are the primary targets.
Many youths who engage in money rituals today likely grew up in the early 1990s and 2000s, a period when Nollywood movies and the media romanticized or sensationalized money rituals. Films such as Living in Bondage (1992), Circle of Doom (1993), Idejimba (1995), Blood Money (1997), Rituals (1997), and Last Burial (2000) effectively promoted ritual themes that not only evoked strong catharsis in viewers but also solidified their belief in rituals and other superstitious nonsense.
During this period, Nigerians were still reeling from the effects of the Structural Adjustment Program, which caused widespread hardship and suffering. Many saw these movies as validation of the effectiveness of rituals, believing that they could be used to escape poverty. These fictional narratives became ingrained in the minds of children who grew up admiring actors such as Kanayo O. Kanayo, Clem Ohameze, Kenneth Okonkwo, Pete Edochie, and others as classic examples of the success of rituals. They aspired to become like the fictional characters these actors played.
Similarly, the release of Isakaba in 2001 actively promoted the belief in magical powers, particularly Odeshi—the belief that certain charms can make the human body impervious to bullets and machetes. Isakaba depicted a society plagued by crime, where the policing system had failed. The introduction of the Isakaba Boys, who possessed magical powers to apprehend and kill criminals, was portrayed as a welcome solution.
The impact of this movie was profound: it resonated with Nigerians’ real-life experiences, and many wished for a real-life Isakaba to deal with criminals. As a result, many Nigerians grew up believing that certain rituals could make them invincible.
Furthermore, Nigeria’s weak law enforcement system has allowed ritualists to operate freely. Corruption and lack of consequences have emboldened those who engage in money rituals, as they see no one willing or able to stop or prosecute them.
Coupled with increased economic hardship—especially in the last two years—and social media pressure, many young people have been driven to kill others for ritual purposes. In a country where wealth is glorified without question, where education lacks critical thinking, and where social values are eroded, the belief that human body parts can be used to attain wealth or power reigns supreme.
These beliefs have led to the deaths of many young Nigerians with promising futures.
For instance, in January 2025 in Ogun State, four teenagers were arrested for the murder of 20-year-old Sofiat Kehinde. They allegedly decapitated her and burned her head, intending to use it in a money-making ritual. In Ushata village, Nasarawa State, a suspect was arrested for allegedly killing his friend’s seven-year-old son for ritual purposes. The arrest followed a report by the boy’s father regarding his son’s disappearance. In Kwara State, Ismaila Saliu, a 25-year-old herbalist, and an accomplice were arrested by the Nigeria Security and Civil Defence Corps for allegedly murdering Saliu’s 14-year-old brother for a money ritual. Reports indicate that he conspired with another herbalist and an accomplice to commit the act. In Abeokuta last month, Taiwo Yemitan was arrested by the Ogun State Police Command for possessing a fresh human head and dismembered body parts of a female victim. Last year, in Isua Akoko, Ondo State, Yusuf Adinohi was apprehended for allegedly possessing eight human skulls.
These killings have created fear and paranoia in communities. Feelings of trust and friendship have been completely eroded. Women and girls, who are often the victims, increasingly see men as dangerous predators. Worse still, ritual killings are now so rampant that ritualists kill their own wives and children, believing that sacrificing their loved ones will bring them wealth. The most sought-after human body parts for rituals include private parts, eyes, breasts, hearts, heads, tongues, and hands.
To address these issues, the government, as the major stakeholder, must take a decisive action by creating jobs and youth empowerment programmes to reduce desperation for quick wealth. There is a need to introduce stricter punishments for ritual-related crimes to deter offenders and to sponsor national awareness campaigns that educate Nigerians on the dangers of ritual killings. It is also necessary to address misconceptions around wealth and superstition by partnering with organizations such as the Advocacy for Alleged Witches (AfAW), which has spent the last four years addressing witchcraft accusations and ritual killings in Nigeria.
This year, AfAW launched the “Stop Witchcraft Accusations and Ritual Killings” campaign to tackle witch hunts and ritual killings by teenagers. Now is the right time for the government to support AfAW and end this menace once and for all.
Dooyum Dominic Ingye is the Program Manager of the Advocacy for Alleged Witches.
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