Education
Place education at the centre of peace building in Nigeria – UN

Place education at the centre of peace building in Nigeria – UN
By: Michael Mike
The United Nations in Nigeria has urged the government of Nigeria to place education at the centre of all peacebuilding efforts in order to build an enduring culture of peace in the country.
In a joint statement by the United Nations Educational, Scientific and Cultural Organization (UNESCO), United Nations Children’s Fund (UNICEF) and United Nations Information Centre (UNIC) to mark the International Day of Education in Nigeria, the UN emphasized the urgent need to prioritize education as a tool for promoting human dignity tolerance and peace.
“If education is placed at the centre of our commitment to peace, it can help empower learners with the necessary knowledge, competencies and attitudes to become agents of peace in their immediate communities,” said the Head of UNESCO Abuja Office and UNESCO Representative to Nigeria, Abdourahamane Diallo.
Diallo while “encouraging government to prioritize education at the top of its political agenda, a strong call is being made to rally influencers and wider civil society to push forward the movement to bring education into the center of peacebuilding at all levels,” disclosed that UNESCO has set new standard instrument on education for lasting peace, where Education offers multiple opportunities to address the root causes of hate speech and sensitize learners of all ages of its forms and consequences online and offline.
UNICEF Nigeria Country Representative, Ms. Cristian Munduate, on her part noted that: “While Nigeria has shown a commitment to creating safe school environments through endorsing the Safe Schools Declaration and developing the Minimum Standards for Safe Schools, there is room for further progress. On this important day, we are reminded of the collective responsibility we share in safeguarding the educational environment for every child.”
She noted that: “Education is a key driver of gender equality, economic growth, and social development, sadly it remains inaccessible to many Nigerian children. Their educational journey is often disrupted by attacks on communities and schools, including the abduction of students. These challenges are particularly acute for adolescent girls, potentially stalling the progress made in girls’ education in Nigeria.”
In her message, the Director General of UNESCO, Ms Audrey Azoulay explained that: “Because if hatred starts with words, peace starts with education. What we learn changes how we view the world and influences how we treat others. Education must therefore be at the heart of our efforts to achieve and maintain world peace.”
According to her, this year’s International Day of Education on 24 January is dedicated to the crucial role of teaching and learning in promoting lasting peace – and the ways in which education must adapt in order to address current global challenges.
“The UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development adopted by our 194 Member States in November 2023, is a major milestone in this regard. This global standard-setting instrument, the only one of its kind, is a roadmap for
re-thinking and re-designing education systems to prepare learners to collectively shape more just, sustainable, healthy and peaceful futures for all. UNESCO looks forward to supporting education reforms based on this Recommendation across the world.” Azoulay said.
On 3rd December 2018, the United Nations General Assembly proclaimed 24 January as International Day of Education, in celebration of the role of education for peace and development.
Place education at the centre of peace building in Nigeria – UN
Education
Unimaid joins nationwide ASUU warning strike

Unimaid joins nationwide ASUU warning strike
By: Bodunrin Kayode
University of Maiduguri has joined the warning strike called by the National Executive Council (NEC) of ASUU to press home series of demands linked to backlog of unsolved issues with the federal government of Nigeria.
Some of these issues linked to the development and peaceful existence of their members on campus include the foot dragging of the federal government over their legitimate dues like the three months salary arrears which the government is still holding on to.
A memo signed by the new chairman Mohammed Waziri and secretary Dr. Peter Teru stated that the warning strike would be total through out its two weeks duration as it would be well monitored for compliance.
In a release, made available to news men in maiduguri, he went on: “This is to notify all academic staff that the UNIMAID Branch of ASUU, in unwavering compliance with the directive of the National Executive Council (NEC) dated 13th October 2025 and in line with the resolutions adopted at the Branch Congress held on Wednesday, 15th October 2025, hereby calls on all members to adhere strictly to the total and comprehensive warning strike as directed by NEC, effective from 13th October 2025.
“Accordingly, all academic activities are hereby suspended. These include, but are not limited to: Lectures, examinations, Supervision of undergraduate and postgraduate projects/dissertation or thesis Accreditation exercises Statutory and ad-hoc Meetings inaugural and public lectures etc.
“We urge all members to remain resolute, vigilant, and uncompromising in the pursuit of our collective demands. Let no member engage in any action that may undermine the integrity of this struggle. The University Management has been duly notified of our position.
“This action is a principled stand in defense of our rights, the sanctity of collective bargaining, and the revitalization of the Nigerian University System.
” It is a call for improved conditions of service, adequate funding, and respect for agreements freely entered into. An injury to one is an injury to all. United we bargain, divided we beg! Solidarity forever!! ” said the release.
Unimaid joins nationwide ASUU warning strike
Education
Chairman NAPPS seeks intervention for private schools in Nigeria

Chairman NAPPS seeks intervention for private schools in Nigeria
By: Yahaya Wakili
The Chairman of the National Association of Proprietors of Private Schools (NAPPS) Potiskum chapter, Malam Mohammed Sambo Adamu, has called on the federal and state governments to provide intervention to private schools in the country.
Mohammed, who is also the Director and Proprietor of Women Day Academy Potiskum, made the call today during the celebration of 2025 National Association of Proprietors of Private Schools (NAPPS) Day at St. Peters Academy and College Potiskum, Yobe State.
The Director of Women Day Academy further said the private schools are in need of intervention from the government in order to develop our school infrastructures and other things.
He revealed that over 70 schools are here today for celebrating Napps Day and drawing the attention of the Yobe State Government Ministry of Basic and Secondary Education to come and intervene in the Napps, particularly because there are young schools that used to come up.
“We need maximum cooperation and other things that will develop the schools in the Potiskum local government and its environment, including the grants and other things for rehabilitation and maintaining the schools,” the chairman added.
The chairman appreciates the effort of all people that extend their support to private schools and also appreciates the effort of all parents as well as the proprietors and directors of various schools that give us maximum cooperation to organize such programs.
Chairman NAPPS seeks intervention for private schools in Nigeria
Education
ASUU, like PENGASAN: And the Unending Trauma of the Nigerian Federal University Students.

ASUU, like PENGASAN: And the Unending Trauma of the Nigerian Federal University Students.
By: Dr. James Bwala
The academic landscape in Nigeria is fraught with challenges that have a profound impact on students’ lives, particularly within the federal university system. Central to this discourse is the Academic Staff Union of Universities (ASUU), like the Petroleum and Natural Gas Senior Staff Association of Nigeria (PENGASAN), both of which serve as pivotal players in the orchestration of educational policies and policies in the oil sector and conditions within their respective domains. The persistent conflicts, strikes, and policies instituted by these unions have created an atmosphere of instability and uncertainty that significantly affects students and Nigerians. The implications of ASUU and PENGASAN on Nigerian federal university students and the nightmares of fuel queues among Nigerians generally have a long history. Exploring the historical context of their formation, the recurrent strikes they undertake, the psychological and academic trauma experienced by students, and the broader consequences on Nigerians and Nigeria’s educational sector is huge.
The inception of ASUU in 1978 arose from the necessity to address the deteriorating conditions of academic staff in Nigerian universities. Established with the aim to advocate for better remuneration and improved working conditions, ASUU became a significant voice for university lecturers’ rights. As a union, it quickly grew to encompass broader issues within the educational sector, including the quest for greater budget allocations and autonomy for federal universities.
Conversely, PENGASAN emerged as a counterpart for oil workers, seeking similar objectives of improved conditions and recognition. Both unions echo decades of systemic neglect characterized by inadequate funding, lack of infrastructure, and insufficient support for research and development in Nigeria’s higher education system as well as the shifts required for the oil workers. They always cried out, directing their actions to what they called the unfulfilled promises by the government. But who is really not making an attempt to shift ground? ASUU or government? Of course those with little or no information about what is going on at the table of meetings will always want to point a finger at the government. The very lie they told you is that ASUU is fighting for the rights of all, and we believed them as carriers of the true message. Always the resultant tensions between educational bodies, the oil sector, and the state have led to numerous strikes, which have become a recurring theme in the academic calendar for the universities and the ugly experiences Nigerians had to deal with wheneverPENGASAN made a move until recently exposed in the case with Dangote.
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We are heading towards another round of strikes again by ASUU despite the efforts of the government under this administration to ensure a soft landing for all Nigerians and particularly students seeking education in federal universities. Strikes instigated by ASUU, like PENGASAN, have become emblematic of the struggles within Nigeria as a nation. Nigeria’s educational sector and the oil sector are areas of discussion amongst citizens recently. The most recent decades have seen these unions engage in strike actions that have spanned from weeks to months, bringing the academic calendar to a standstill and forcing motorists out of the roads as a result. For instance, ASUU’s strike in 2022 lasted over eight months due to grievances surrounding underfunding and the implementation of agreements made with the government. Such prolonged disruptions are not just an inconvenience; they precipitate a cascade of negative effects for students, and the private universities are cashing in on this and strangling parents who had to pay through their nose to see to the education of their children. And this same ASUU, which is benefitting from an extended hand in the private education sector, is looking the other way as parents sweat it to meet the least they must do for their children.
Academically, strikes lead to the elongation of degree programs, compounding the already lengthy process of obtaining a university education in Nigeria. The psychological toll cannot be understated; students face anxiety over their futures, uncertainty concerning job prospects, and the diminished quality of education due to inconsistent attendance and sporadic learning experiences. The change in academic timelines often disrupts students’ plans, resulting in financial strain as many students depend on family support or scholarships that typically have fixed durations. Certainly this bad experience gave birth to a disease we are all experiencing today in the name of violent and cyber crimes, or Yahoo-Yahoo, an education most students get from self-teachings in very dark universities. And this has become a problem for the whole society.
Additionally, the overlap of strikes with an unstable economy means that many students are also grappling with financial insecurity, which necessitates the other way round. With students from lower socio-economic backgrounds affected disproportionately, the impact of these strikes exacerbates existing inequalities in access to quality education, and we are making do with what is at hand—the bad deeds and the resultant returns.
The trauma inflicted upon Nigerian federal university students extends beyond academic interruptions. Students endure a complex web of psychological stressors, manifesting as anxiety, depression, and loss of motivation. The constant uncertainty regarding when or if classes will resume creates an environment rife with frustration and despair. This mental health crisis among students has been acknowledged yet remains largely unaddressed by university administrations and government bodies. The social fabric of university life is disrupted during strikes. Students miss out on critical developmental experiences that occur within a vibrant campus setting—interactions that foster networking, communication skills, and emotional intelligence. Many students feel isolated during these periods, leading to a sense of disconnection from their peers and the academic community. The lack of engagement in academic settings can lead to a culture where students feel disenfranchised and voiceless, further breeding cynicism towards the democratic processes that govern their education.
The continuous cycles of strikes and unrest within the Nigerian federal university system highlight deeper systemic issues. Despite efforts being put in place to reach agreements, ASUU has in most cases been unwilling to shift ground, causing setbacks in every sitting government, and this lack of agreements with ASUU, as with PENGASAN, is indicative of a broader disregard for the importance of education and the future of Nigeria’s youth. This neglect results in a myriad of outcomes that affect not only students but the entire nation.
One significant consequence other than what I mentioned earlier is the brain drain phenomenon. Many qualified individuals, frustrated by the poor educational infrastructure and lack of opportunities domestically, opt to seek education and employment abroad. This exodus of talent diminishes the potential for innovation and economic growth within Nigeria, perpetuating a cycle of dependency on foreign expertise and limiting the country’s ability to develop homegrown solutions to its challenges.
In a competitive global environment, the quality of graduates produced by Nigerian universities is increasingly scrutinized. Disruptions caused by strikes affect the perception of these institutions both locally and internationally. Prospective students may reconsider enrolling in Nigerian universities, leading to a decline in enrollment rates and the subsequent financial crises faced by these institutions. The intersection of ASUU and PENGASAN’s activities with the experiences of Nigerian federal university students paints a stark picture of an educational landscape marred by conflict and instability.
While these unions play crucial roles in advocating for the rights and needs of academic staff and workers in their drives, the consequences of their actions resonate negatively through the lives of students and Nigerians who find themselves caught in the crossfire. The unending trauma experienced by these students—including prolonged academic timelines, psychological distress, and a compromised educational environment—demands urgent attention and reform. Addressing these challenges requires a collaborative effort between the government, educational institutions, and student bodies. It is imperative that stakeholders prioritize dialogue and negotiations that yield tangible improvements in funding, infrastructure, and overall educational policies. Only through concerted efforts can the negative cycles of strikes and trauma be mitigated, paving the way for a more stable, equitable, and empowering educational experience for all Nigerian federal university students.
* James Bwala, PhD, writes from Abuja
ASUU, like PENGASAN: And the Unending Trauma of the Nigerian Federal University Students.
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