When the 2024 West African Senior School Certificate Examination (WASSCE) results were released, Ibarapa North stood out as the poorest-performing local government area in Oyo State. This poor academic performance did not shock many in the area in July when FIJ’s ABIMBOLA ABATTA visited Ayete, Tapa and Igangan, three popular towns in the local government, to understand the factors responsible for it. As FIJ discovered, a wide-ranging lack of appreciation for the education in the local government means the future looks bleak.
Ideally, students should have a mental picture, even if vague, of what they want to study in tertiary institutions by the time they approach their final year in secondary school.
When FIJ spoke with senior students of government secondary schools in Ibarapa North Local Government Area, Oyo State, it was glaring that several of them barely understood why they were in school in the first place.
Take 16-year-old Awawu (real name withheld), a commercial-class student at Tapa Community High School, who expects to begin her first term in SS3 this September, but struggled to give a coherent answer when asked about her desired career path.
However, that is just a fraction of the deep-seated crisis holding the education system in this local government in its grip. Students dropping out of secondary school based on the notion that education is a waste of time was commonplace, for example.
NO TEACHER FOR GEOGRAPHY OR COMPUTER SCIENCE
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Awawu was with four other girls from the school when FIJ approached them one evening during an intergroup football match on the school field. They assumed the journalist was a corps member posted to Tapa.
During a chat in Yoruba, the girls mentioned that their school had no Geography or Computer Science teachers. They also seemed eager to share that, outside of school, they were learning hairdressing, tailoring and nursing.
FIJ would later discover that apprenticeships, among other alternatives such as farming, charcoal business and commercial motorcycling, have rendered formal education less important to some students in Ibarapa North.
Asked if they were enrolled in extra lessons after school, one of the girls replied, “No, we don’t. Do you want to teach us during extra lessons? Normal classes end by 2:00 pm. We can do the lesson from then till 3:00 pm or 4:00 pm. But you have to speak with our principal.”
While the girls were open to being taught whatever subjects the reporter could, they offered reminders about their more important commitment: apprenticeship.
“The lessons have to end by 4:00 pm so we can head to the various shops where we are learning tailoring and others,” another explained. “I can sew well. If you have clothes to sew, you can bring them to me.”
“But we don’t have money. We want free lessons,” interjected Awawu, who revealed her interest in English Language lessons.
SS3 STUDENTS WHO DON’T EVEN KNOW THEIR CAREER OPTIONS
After Awawu and her friends had mentioned their respective majors in science, commercial and art classes, FIJ asked them what they wanted to become in the future and what courses they hoped to study. But the journalist’s questions sounded like gibberish to them.
One could tell that they had not actively thought of such questions before then.
After explaining to them, that someone in the commercial class could study Accounting, just as a science student could choose pharmacy or Medicine. Awawu and another girl quickly responded, “I don’t know accounting.”
“That subject (accounting) does not ‘enter our brains’. Our teacher does not calmly teach us. All he does is draw lines that confuse us,” Awawu added with a laugh.
As the girls and the journalist went their separate ways, the fact that none of them said anything tangible about their academic ambitions gnawed at the reporter like a wound that refused to heal.
FIJ interacted with no less than 15 current senior students of public schools in Ibarapa North, and only one could give a convincing answer to the question of their desired course of study in higher institutions.
But interacting with their counterparts in private secondary schools showed a striking contrast. Where the former struggled to communicate their academic ambitions, the latter spoke with clarity.
For instance, while two boys from private schools in Tapa revealed they wanted to study Civil Engineering and Mechanical Engineering, respectively, a group of six science students, all boys, of Oke-Aako High School, Igangan, simply said “our hope is to succeed and be great in life” in response to a similar question.
EX-STUDENTS WHO HADN’T CHECKED THEIR WASSCE RESULTS AFTER 3 YEARS
FIJ observed this same lack of clarity in several of the secondary school graduates interacted with. But not only that, some of them had not bothered to check their results, despite having sat for WASSCE prior to 2025.
“We have not checked it at all,” chorused a group of young men seated across from the journalist in a bar in Tapa. They had taken the external examination between 2022 and 2024.
Abdulwariz (surname withheld), who sat for the exam in 2022, initially came off as someone who cared less about education and would rather ‘hustle’.
“We suffered through secondary school. We have been hustling on our own for years because our parents no guide [they had no means to cater to their needs],” Abdulwariz told FIJ.
On why they did not check their WASSCE results, they simply said, “We failed it normally. We know. This is why we are planning to sit for the NECO examination. We will definitely pass that.”
Felix, who graduated from secondary school as an arts student, said his school had no Literature teacher. “We did not have teachers taking us for some subjects. What do you expect will happen?”
One of them recalled that schools had hired unemployed graduates to fill gaps in subjects where qualified teachers were lacking.
‘STUDYING NO LONGER PROFITABLE’
The first time a group of students in Ibarapa North said “Iwe o ta” in Yoruba, one wondered what made these teenagers, who had not even begun tertiary education, arrive at such a conclusion.
For many of them, the harsh reality of graduates in their communities struggling to secure good ‘9-5 jobs’ justifies that belief. So, they consider school a waste of time, especially when they see graduates take on menial jobs, others even ending up as motorcycle riders.
Adura (real name withheld), a male student of Tapa Community High School, Tapa, told FIJ some of his peers dropped out as early as JSS3 to start ‘hustling’ because they felt school was a scam.
“They believed that formal education would not help them earn a living because ahead of them, older siblings and neighbours who had graduated had no jobs to show for it,” he said.
“And because we see graduates riding okada and some learning handwork after graduating since there are no jobs, many feel school is a scam. You will often hear them say “‘Iwe o ta; a ko le fi jeun.’”
When asked what those students feel will guarantee them a source of livelihood, Bode (real name withheld), a student of Maku Grammar School in Tapa, said, “Farming, charcoal business, apprenticeship in areas like tailoring or vulcanising and family inheritance.”
‘WHAT’S THE POINT OF SCHOOLING, ANYWAY’
For this set of students, the common belief is that if the purpose of schooling is ultimately to secure a job and earn a living, then there is little point in it when they can make money through these ventures instead.
“The problem of unemployment is making some of these students exhibit a nonchalant attitude towards learning,”a teacher, who asked not to be named, told FIJ.
“They will tell us that those who have graduated are not getting jobs, so what is the essence of education? They will say that many who did not go to school are even richer than the educated ones. School is just a secondary thing to majority because they are making money already.”
Of all the government school students the journalist conversed with, only Adura mentioned the course he hoped to study for tertiary education.
“Though I have not thought of the schools I want to attend, I want to study Business Administration,” he said.
Both Bode and Adura told FIJ that they had no personal textbooks. Except for the ones in their school libraries, their parents did not buy textbooks for them.
“I don’t think school is a scam. But then, I am currently learning barbing,” said the latter.
FIJ also discovered that, for some people, the ultimate aim of pursuing education is simply to obtain credentials that can secure them government jobs through political connections.
“We will still take NECO and go to school, maybe a polytechnic in Eruwa or Igboora, so we can have levels,” one of the young men the journalist met at the bar said. “Normally, we know that even after going to school, we won’t get jobs, but some of our parents are politicians, so we can get jobs through them.”
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INSUFFICIENT SEATS, CLASSES… UNDER-EQUIPPED LABS
At the time the journalist visited schools in Ibarapa North, classes had ended for the third term, and final examinations had since been concluded. So, students were roaming about in preparation for vacation.
Sources in some of these schools disclosed that the unpleasant learning conditions contribute to their poor academic performance.
FIJ learnt that students sometimes sit on the floor due to insufficient seats.
“If you had come when classes were ongoing, you would have found some students with nowhere to sit,” a school official said.
“Also, most of the buildings are not conducive for learning. For science students, there are no standard laboratories. And libraries are not well-equipped.”
One of the buildings at Baptist High School. Ayete, was without a roof, putting additional strain on the few usable classrooms. A teacher said if FIJ had come during class hours, students would have been found simultaneuously sharing the same classroom for different subjects.
ACUTE SHORTAGE OF TEACHERS
If there is one thing former and current students, teachers and community leaders in Ayete, Tapa and Igangan agree on, it is that government secondary schools in Ibarapa North suffer from a shortage of teachers.
In Baptist High School, sources revealed that there were no teachers to take subjects, such as Literature-in-English and Government, so senior students, who should have the option of choosing the arts, are forced to choose between science or commercial classes.
“Baptist High School only has science and commercial departments. Even that commercial department does not have enough teachers,” a source explained. “There were times we had economics and financial accounting teachers but no commerce teacher, and other times, we had economics and commerce teachers but no financial accounting teacher.
“The sad part is that some students sit for WASSCE and NECO as art students despite not having been taught Literature-in-English and Government from SS1 to SS3.”
Another source disclosed that the inadequacy of teachers cuts across schools in Ibarapa North.
“In Ayete Grammar School, Ayete, there are no teachers for Literature-in-English, Government, Computer Science, Yoruba, Agricultural Science,” the source said.
SO BAD THERE’S A RESORT TO ‘PTA TEACHERS’
This shortage of manpower prompted an arrangement through the Parent-Teacher Association (PTA), where community members, such as graduates in search of employment opportunities, volunteer to teach subjects without assigned teachers. Known as PTA teachers, they are engaged part-time to handle these classes.
Sources said these ‘volunteer teachers’ receive a token funded by contributions from willing parents.
“These teachers are coming to our aid, but what they get in exchange is just a token. The downside is greener pastures are taking them away. They leave as soon as they get better job offers,” said a member of the management at one of the government schools.
On this issue of shortage of teachers, a source in Igangan said: “Someone who teaches Economics, for instance, might be asked to take History or Social Studies alongside Economics.”
I also learnt from students that some schools operate with just a single subject teacher, who is responsible for teaching the same subject from JSS1 to SS3 while also covering additional subjects outside their specialisation.
Schools like Baptist High School and Ayete Grammar School, for instance, have only one English teacher. Similarly, just one Agricultural Science teacher handles all classes from JSS1 to SS3, in one of the schools and this same teacher is tasked with teaching another subject to JSS1 to JSS3 students.
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30 TEACHERS, ONLY ONE CAR
While Ibarapa North struggles with a shortage of teachers, many of the available ones are demotivated due to lack of incentives. Several teachers in the three communities visited by FIJ acknowledged that the Oyo State government pays salaries promptly, but they believe more support is needed to make the profession attractive and boost morale.
At Tapa Community High School, a teacher explained that out of nearly 30 teachers, only one has a car; a few have motorcycles while the rest have no means of personal tranpsort.
“The government is not helping the situation. Teachers are not compensated enough,” the teacher said. “The government does not prioritise us like our counterparts in other sectors, and the fact that we are struggling does not even encourage the students. They don’t give value to what we are imparting in them.”
According to this teacher, parents have this same perception, especially in a community where uneducated transport workers and charcoal traders live more comfortably than teachers.
“With realities like this, the teachers are nothing to these students and their parents. They also believe much more in businesses or learning handiwork than schooling. Hardly will you find up to 10 of our SS3 students who can write their full names and addresses.
“Formal education is not their priority. All they want is how to accumulate wealth in lieu of schooling.”
He believes that fortifying teachers with incentives that can make students and parents value education.
“Our take home cannot take us home. We cannot spend the way health workers spend. Government should do what will impress the teachers to do better in imparting knowledge.
“If students had not been barred from bringing motorcycles to schools, you would be seeing some of them with brand new motorcycles while we, the teachers, use public transport or grapple with wornout bikes.”
Another male teacher disclosed that the government has a policy of mass promotion targeted at ensuring that no student fails.
“The government will say that a student should not fail. Even if a student does not attend classes in the first and second terms but shows up in the third term, it is expected that teachers must pass such students by every means.”
FREE EDUCATION TAKEN TOO FAR BY PARENTS
As part of its efforts to “ensure high quality education service deliver”, Oyo State government prohibits school authorities from taking fees and levies from students of public primary and secondary schools.
Sources said many parents in Ibarapa North misunderstand the idea of free education. They assume it means the government would provide everything for their children, from uniforms to books, learning materials, schoolbags and even meals.
“Majority of parents don’t buy textbooks for their children. To teach them comprehension passage in English Language, we sometimes have to make them borrow books from the library to read in class,” said a teacher.
According to various sources, some students go to school in tattered uniforms, on empty stomachs and without writing materials.
“Some have only one exercise book for all subjects. When you ask them, they will say, ‘we don’t have books’. And the government said we should not send them home or beat them because education is free.
“Imagine science students with no calculators, mathematical sets or four-figure table, and they still come to school with just one notebook. Or art students who won’t buy recommended texts. How will they pass?
“Most of the parents don’t have time to monitor their children’s education. They just want to go their farms. They sometimes take their children along with them to the farms when they are supposed to be in school.”
This lack of involvement is compounded by the fact that many students come from broken homes, and some live with guardians who offer little supervision.
Perspectives from Community Leaders
A community leader in Tapa said, “If you invite 50 parents for sensitisation programmes, you will hardly see 20 or 10. Even when schools call PTA meetings, they hardly go in their numbers.”
Oba Rafiu Adeniyi Ariwoola, Asigangan of Igangan, for instance, said, “We have gone to Ibadan a few times over the issue of education in Ibarapa North. Teachers posted from Ibadan don’t want to stay in our communities because there is no light. Even water is scarce, so they have no motivation to want to stay here. So, they would work their redeployment to other locations with social amenities.”
Similarly, Oba Titiloye Oyekanmi Sunday, the Elempe of Tapa, linked poor academic performance to a lack of dedicated and qualified teachers. This, he said, is followed by lack of interest from students and parents.
A community leader in Ayete, who asked not to be named, said various efforts to address the situation had been fruitless.
“Residents here are predominantly farmers, and the majority of the elites are either teachers or local government staff. The percentage of parents working in structured workplaces is low.
“The government needs to step in, starting from the teachers, in recruiting competent hands. Some of the teachers here are not.
“The PTA wants to support government efforts, but because of lack of funding, some of these PTA teachers are half-baked. They are simply recruited to make up for the shortage, and this is killing the system. You go into classrooms and see errors on the board made by these teachers.”
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TEACHERS NEEDING STUDENTS ON THEIR FARMS
For Waliu Ogunniyi, leader of the Federation of Igangan Students’ Association, societal factors also drive the widespread apathy toward education in Ibarapa North.
“In past employment by the Teaching Service Commission (TESCOM), only a few from our LGA made it to the selection stage. Anytime government wants to employ people, they favour Ibadan, Eruwa and similar places over rural areas,” he said.
“Anytime I advise students here and tell them to focus on their studies, they often reply with ‘even with your education, are you not filling gas and doing PoS?’ You hear such responses often.”
Ogunniyi also addressed the lack teachers for several subjects. “What most schools do is manipulate it,” he said. “They assume a Chemistry teacher should have some knowledge of Mathematics or Physics and assign them to teach those subjects along with Chemistry, at no extra cost. There’s no magic such a teacher can perform when they are overworked.”
FIJ learnt that some teachers in Ibarapa North sometimes engage in farming, requiring students to work on their farms, either during or after school hours, as unpaid labour.
“Teacher sometimes take students to their farms to harvest cassava and other crops for them. Nobody will stop them,” said one student.
Education Supervisor in Ibarapa North
On July 21, when FIJ met with Simisoluwa Agbaje, the Supervisory Councillor for Education in Ibarapa North at the local government secretariat located in Ayete, he denied the claim that students are to be promoted even when performing poorly.
Agbaje stressed that the government provides exercise books and textbooks, sometimes branded with the names or pictures of local leaders, while there are ongoing efforts to organise holiday coaching classes to improve students’ academic performance.
“And recently, I met with students from the institutions within the community, and we are planning to organise a career talk for each community,” he said. ” Possibly by next session, we intend to go into schools and sensitise the students on what to do.”
On teacher shortages, the supervisor explained that recruitment is handled at the state level, not locally, and that many teachers posted to the LGA decline to work in rural areas due to limited amenities. Some residents with teaching qualifications also choose to work elsewhere.
He also blamed the poor academic performance of students on parental reluctance to invest in education, often due to a lack of exposure.
“The proposed solution is to focus on sensitising students about the broader value of education beyond job acquisition, with the hope that engaged and serious students will, in turn, influence their parents’ attitudes,” he concluded.
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