Opinion
Excellence In Education In The Context Of Pan-Africanism And Digitization
Published
2 years agoon
By Toyin Falola
For different justifiable reasons, the development of a society has always been tied to the quality of education – formal or informal – that the people in that society have access to. The truth is, before the human mind can conceive innovative ideas that will revolutionize societies and institutions, it must first be made fertile by exposure to information about its societal realities and predicaments. No doubt, what we today refer to as “civilization” or “development of the west” has education as its backbone. So, one may not be wrong to conclude that the development of a society like Africa reflects the quality of its education.
Since it is not the case that Africa has no access to formal education, what puzzles me is that with Africa’s access, its development across different areas remains below par with global standards. Considering formal education, Christian missionaries have, as early as the late 15th century, established mission schools in parts of Africa. Before this, Africa had developed a functional system of education where indigenous African societies learned indigenous knowledge, crafts, and skills. But then, despite this, there is still a remarkable lag in the level of development in Africa compared to other continents in the world. What, then, could be the problem with our education? Why are we not achieving excellence in education? More importantly, what do we have to do to achieve excellence in education in line with Pan-Africanism and digitization?
Here’s the rough edge: education in Africa reeks of foreign legacies overshadowed by the lingering effects of colonialism in African institutional cultures, institutional structures, and educational curricula. Africa’s educational system was created using Western models, which impacted its ideologies, institutional cultures, organizational structures, and curricula. As a result, African students were instructed to interpret knowledge from Western views in African colleges and universities, which were initially founded in European colonies. Many scholars have referred to this as the colonization of Africa’s educational system. But since there was a vibrant education system in pre-colonial Africa, many scholars have pushed for a reversal to indigenous African knowledge systems.
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Reverting to the indigenous knowledge systems that served as the cornerstone of knowledge and education in pre-colonial Africa has been suggested by several scholars and policymakers working to bring African educational systems back to the level of development that existed before the arrival of colonialism. The development of information and communication technologies has also given rise to new possibilities for expanding Africa’s educational systems. Some have stated that the twin initiatives of Africanization and digitization must be carried out concurrently to “decolonize” the education system. It is important to carefully consider the implications of Pan-Africanism and digitization on decolonization and the growth of the educational sector in post-colonial Africa.
African education and knowledge systems were introduced to the West by European colonizers and Christian missionaries. The first members of these systems underwent years of professional training and exposure to political engineering in Western countries. They gradually organized into political and cultural movements that came to be referred to as “Pan-African movements.” The history of modern education in Africa and Pan-Africanism are intricately linked. African intellectuals who were Pan-Africanist used the advanced educational system that European colonists established as a tool to establish a new socio-cultural and political order on the continent. A “modern education system” acknowledges the knowledge and educational systems that existed in Africa before colonization.
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Recent literature has provided a perspective on Pan-Africanism as a movement for education. As an intellectual movement, Pan-Africanism embodies Africa’s philosophy, notions, and ideas as a united nation. As an educational movement, Pan-Africanism aims to inform the African public about the ideas, ideologies, and cultures that distinguish Africa from European colonial endeavors as a distinct political and cultural entity.
Currently, Africans are taught subjects in Western-styled educational institutions that, though pertinent for Europe and the Americas, are poorly suited to African realities. Therefore, campaigns to change the education and knowledge production systems on the continent have been inspired by the need for reform among African educational systems to accommodate African realities. However, the majority of the modifications made to African educational systems are merely cosmetic, focusing solely on minor adjustments to the curricula and supporting procedures. Though certain educational reforms have involved adding new courses, names, and assessment methods, the curriculum still fulfills the same old functions.
According to Kaya and Seleti in their article on African indigenous knowledge systems and relevance of higher education in South Africa, adopting Western-style education systems in Africa had an effect not just on the curricula and syllabuses of educational institutions but also altered how people conceptualized knowledge and knowledge systems. Other academics have also argued that the adoption of education systems modeled after those in the West encouraged a restrictionist view of African knowledge and knowledge systems because those systems’ proponents favored sophisticated knowledge and knowledge system understandings that excluded African indigenous knowledge and knowledge systems. This is why I agree that only through the Africanization of such systems will there be a true transformation within African educational systems. This process of “Africanization” is frequently defined as a revitalized interest in Africa and efforts to free the continent from colonialism. Regarding education, Africanization is interpreted as the need for African universities to create new curricula, syllabuses, and educational cultures to address African realities.
South Africa has arguably taken the Africanization of its educational systems more seriously than any other nation. As the nation endured decades of tyranny under sub-imperialist authoritarian regimes, the value of Africanization was emphasized. Apartheid was imposed on South Africa as a new form of harsh rule after decades of colonization. Still, meaningful discussions on creating an Africanized educational system that could replace apartheid education took place in South Africa. A fresh approach to education was required to recognize Black people’s humanity because apartheid schooling had colonized their cognitive processes. It was proposed during this time that a “people’s education system” could be created to set the groundwork for South Africa’s future in education. Despite the failure of the people’s education system, major efforts were still made to integrate African ideologies and indigenous knowledge systems into South Africa’s educational system. Though there is still a long way to go, South Africa appears to be moving in the right direction, and it is only expected that other African countries will follow suit.
With digitization, the development of information and communications technology has made knowledge production and acquisition more difficult for Africa. The expansion of information and communication technology in Africa has resulted in the loss of traditional, cultural, and customary knowledge, despite the claim that technological innovation has enormous benefits for sustainable development worldwide. African indigenous knowledge is based on data obtained via centuries-old cultural practices, unlike Western knowledge systems that may be “scientific” and theoretically oriented. Westerners have used conventional and technologically advanced techniques to maintain Western knowledge systems. Oral transmission from one generation to the next has, however, been the traditional method for maintaining indigenous knowledge in Africa. This knowledge is susceptible to loss if modern technological developments are not used to effectively maintain indigenous African knowledge.
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African indigenous knowledge has enormous potential for sustainable development, but the continent has not taken the necessary steps to protect it, making it impossible to utilize it. Some people have argued that African indigenous knowledge should be preserved using contemporary strategies because the continent’s traditional oral preservation methods have some drawbacks. The knowledge gathered from earlier generations will eventually be changed, falsified, or lost if it is not properly kept. In this way, digital technologies have proven effective for the acquisition, transmission, and preservation of knowledge.
Digitalization has created new possibilities for both industrialized and developing nations. However, actual data acquired from developing nations, particularly in Africa, has revealed that these nations have not been able to fully capitalize on the prospects offered by such technologies. The low rate of internet usage in Africa continues to be a significant barrier to the widespread and efficient deployment of digital technology. African countries have been sluggish in using technology to remove the last remnants of colonialism from their educational institutions. Indigenous knowledge, which encompasses a variety of cultural values, beliefs, and attitudes, cannot endure without sufficient recording.
Supporting discussions regarding the decolonization of education in Africa requires intentional government action and efforts by other stakeholders in the education sector of each African nation. Only a combination of Africanization and digitization may result in the liberation of African educational systems. Decolonization is one action we must take concerning the African educational system to overcome this deficiency. However, the pursuit of greatness in Africa’s educational system, goes beyond decolonization. It calls for initiatives that are pan-Africanist in nature, using technology to digitally portray Africa to the rest of the globe.
Hence, we must actively build Pan-Africanism in its purest form so that our children will be motivated to carry it out, just as we must consciously eliminate the structures of European epistemology from our curriculum. As the link between authentic African traditions and modern lifestyles, it is our responsibility to hold the hands of the current generation of Africans until they return to the spirit of Pan-Africanism.
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It is our collective responsibility to ensure that we maintain the ideality and applicability of our ideologies. Pan-Africanism belongs to the future just as much as it does to our current or past situations. Making the world recognize us for who we are – a continent full of intelligent people who won’t submit to western norms – is one approach to doing this. And we use digitization to accomplish this. Since the current issue is the educational system, we must start there. Africanizing African educational institutions’ structures, traditions, and curricula, as well as utilizing digital technology in research, teaching, and learning, are prerequisites for decolonizing African educational systems.
Lastly, we must pay close attention to the process and establish a feeling of quality control as we work towards decolonization, Pan-Africanism, and the digitization of our educational system. We must continue to advance the cause of African scholarship’s fair treatment while strengthening our procedures. This implies that we must be selective about who assumes the responsibility of educating our children in the context of our educational system. Are they individuals who share the principles of Pan-Africanism and want to preach them openly, or are they hired just because there is a gap that needs to be filled? This time, we must take a different, long-term approach to create a digital pan-African education system. The total decolonization of Africa’s educational systems won’t happen suddenly; it will take time and careful effort. The development of Afrocentric materials and pedagogies, the use of digital technologies in research and teaching, the rethinking of models for doctoral training, and the investment of time and resources to address language issues in African universities are some of the actions that must be taken.
(Excerpt of a Public Lecture to mark the 20th Anniversary of the African University College of Communications, Accra, Ghana, November 23, 2022)
Falola is a Nigerian historian and professor of African Studies. He is currently the Jacob and Frances Sanger Mossiker Chair in the Humanities at the University of Texas at Austin.
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January 31, 2025Opinion
Ritual Killings: Resurgence And Need For Urgent Action In Nigeria
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5 days agoon
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.
By Tony Afejuku
Let me begin this essay with an open confession – by “open confession” I mean my saying it loud here about writing or speaking about this column’s present subject without difficulty. He is a man, a literary personage of distinction, whose writing span covers years upon years running into decades of verbal self-expression of longitude and latitude of dexterity. Where do I begin and end my scrutiny of Professor Emeritus Femi Osofisan – a distinguished literary scholar and professional of numerous parts that are more than numerous parts? He is a writer who is intimately concerned with imaginative literature; he is an academic/literary administrator; he is a theorist and critic; he is a playwright and dramatist; he is a novelist, biographer and short story writer; he is a newspaper columnist; he is a teacher and mentor; he is a poet, he is, he is a poet. In these listed parts and landscapes, so to say, in which we can rightly examine him without qualms, he so fittingly, so skillfully and so penetratingly distinguishes himself to the extent that we cannot or may not but see him as a literary personality whose stories constitute a story of how his imagination is kindled by experiences, that is, by happenings that were/are intrinsically insignificant and significant at the same time. What this means (to me) is that Femi Osofisan is one gem of a human being and a writer who appeals to me as a significant embodiment of our world, of our landscape, and his response to it.
Now my difficulty about writing about Femi Osofisan today should be apparent to my readers. I cannot possibly dwell on everything I have listed above – as important as they are because I really set out to view him as a poet, a well-languaged poet, of “a particularly wholesome or edifying matter of communication,” as TS Eliot would say. His two recent volumes of new and selected poems respectively called Remember Tenderness (Volume 1) and The Jeweller of Night (Volume 2: On Night and Life’s Mutations) represent faithfully and interestingly what Femi Osofisan (Okinba Launko – his pen name – in publishing the volumes) essentially means to me from my perspective or impression of the qualities of the poems that well define him as a considerable figure in the world of poetry and of letters generally.
In drawing my readers’ attention to Okinba Launko’s new and old offerings in this light exercise, I am not too certain if I should stick squarely to a run of the mill newspaper critique or do the run of the grain on a piece of wood reading distinct in a lavish manner from the former. Which one will delight my readers – my sophisticated and un-sophisticated readers – more? My rumination on the matter fetches me this answer: “Employ what inspiration fetches you to fit into the scheme of the length of time of your purpose and position at present.”
As a poet, what school of poetry does Okinba Launko belong to in our clime as his volumes reveal? Furthermore, what generation of poetry Okinba Launko’s volumes belong to – as the volumes equally reveal? What span of years do they cover or seem to cover in terms of the generations of poetry in our age and clime? These are weighty and difficult questions. I was a young man, a young under-graduate of the Ahmadu Bello University in Zaria trying my hands at poetry and learning to hone my writing skills as a poet or would-be poet. Of course, at this time the great Chinua Achebe had published me in Okike, the very remarkable journal of new African writing he founded, and which is still existing. And my poems had appeared in Poetry From ABU edited by Brian F. Downes, an Irish, and one of our under-graduate lecturers who supervised my collection of poems which I submitted in my final year as the requirement for the Original Composition Course which I was the lone student allowed and expected to offer the course. I cannot remember at this time that I had encountered Femi Osofisan’s name or figure in the world of our literature. But something happened when the late novelist Kole Omotosho visited ABU’s English Department to deliver a lecture to us. After the lecture I remember asking him a question that bordered on the generation(s) of Nigerian Literature. I don’t remember that he answered the question to my literary or critical satisfaction. As the editor of the students’ Departmental literary magazine, The Mirror and one of the founders of ABU Writers’ Club, I was looking for masters outside the class or the generation of Achebe, Soyinka, JP Clark, Christopher Okigbo and others – who would stir us to write what we wanted to write. My stubbornly inquisitive insistence elicited Femi Osofisan’s name from him – but the poetry of the young Osofisan did not exist for me; it certainly did not ring a bell.
Let me relate another encounter. As an undergraduate, Onibonoje Publishers, Ibadan had accepted to publish several of my poems in an anthology – in which other poets – aspiring and established ones – would also be published. Just before I graduated Onibonoje Publishers sent me their contract papers which I duly filled, signed and dispatched to them. When I did not hear from them after a long time that was more than a pretty long time, after my NYSC year, and I was already in Zaria as a Graduate Assistant, I travelled to Ibadan. Who did I meet there in the publishers’ office – but Kole Omotosho? He told me after hearing my story that Femi Osofisan was the editor of the envisaged anthology committed to the kind of poetry that world allow young writers/poets to use their voices to lead other younger ones the use of their own voices in an original manner. Up to this moment, even though we had ceaselessly seen or met each other at different times, I had not raised the issue with Osofisan whose figure has since loomed large in our consciousness. (Kole Omotosho informed me then in Ibadan that Onibonoje Publishers had some publishing hiccups which I presumed was why the anthology did not eventually see the light of the day).
Now, why this lengthy tale? It is germane, from my point of view, to the matter of the generation of poetry Okinba Launko two volumes that are well-languaged belong to. If at the time I alluded to Femi Osofisan had not made a name as a poet, but as a play-wright and dramatist, can I, can we, regard his poetry as that of a predecessor? And from another point of view can I, can we, regard his poetry as that of a contemporary? The year I mean in this reference to the master of drama and now of poetry after the generation of the big four – Achebe, JP Clark, Soyinka and Okigbo – is from 1975 on.
To be Continued.
Afejuku can be reached via 08055213059.
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