Some findings have noted the poor performance of the graduate of the nation’s secondary and tertiary institutions. And many well-meaning individuals are worried about the overall falling standard in general education in the society. For instance, a report by Shelter Rights Initiative (an NGO), in Vanguard of February 13, 2003, shows that candidates from Nigeria who attempted the WAEC exams in 1992-1999 periods were behind those from Ghana, Gambia, Sierra-Leon, and Liberia in Mathematics, English Language, Physics and Chemistry. In addition, a recent World Bank study shows that employers complain that the quality of university graduates, especially their communication skills, has fallen continually for two decades. Despite this, all the ‘talks and no actions’ by the Federal Minister of Education with ASUU have only exacerbated the problems bedeviling this sector.

Many factors contribute to poor performance of student’s in schools. Among others are environ-mental, emotional, sociological, physiological, and psychological factors. However, this article concentrates on the environment factor, and it affects student’s academic performance. It is proper to state here that it is not the quality of teachers or their unwillingness to teach or the inability of the students to study and learn that is the cause of the poor development in the educational institutions across the land. It is undoubtedly, the unhealthy learning environments, which are necessitated by the many years of neglect of this sector by both the military and civilian leadership.

Therefore, there is need to create healthy learning environments in the nation’s educational institutions, by investing more on education. More importantly, the people should entrust the leadership of the nation on those who place high premium on education and appreciate its contribution to national development. The on-going 2003 elections are excellent opportunity to achieve this purpose, by voting into political offices only individuals of proven integrity, who have the welfare of educational institutions at heart. Because as Jean-Jacques Rousseau notes in Social Contract, ‘it is only men [and women] of integrity who can administer the law.’

However, it is a common belief in human development theory, that human beings do not develop in a vacuum; and that the many dimensions of the principles of human development are essential for healthy learning and academic performance of students. It has also been noted that people naturally exist and grow better in a supportive environment. Sadly, the political leaders of Nigeria do not seem to take cognizance of these facts, as they find it difficult to provide the institutions with the healthy environment that constitutes the context, in which students live and learn.

For instance, a student whose basic ‘physiological needs’ (food, water, sleep needs, etc) are not satisfied may not perform well in school. In fact, many students in Nigeria (mostly those from poor families) go to school hungry; and many students across the land live and study in crowded and noisy hostels that are without proper ventilation and portable water. In addition, many classrooms in the society are known to be crowded and chaotic. How could a hungry and thirsty student take lectures or study in classrooms that are as hot as a sweatshop?

In late October 2002, this writer visited one of the federal universities in the eastern part of the country, and noted with dismay the sordid and inhuman conditions that students (and teachers) are subjected to. In one instance, this writer observed that some of the students who arrived for lectures (in Engineering and Computer Science Department) were forced to hang out around the windows and entrance doors, because the classroom was filled up to the brim. And there were not enough seats for those who happened to be in the crowded and hot classroom. Those who were lucky to find seats were simply sandwiched like canned Sardine. They were perspiring profusely, with many students fanning themselves with books, notebooks, handkerchiefs, or whatever they could grab, while others were scooping off sweats from their forehead with their fingers.

In some other instances, some of the teachers were observed delivering lectures with the aid of a microphone, because the numbers of students, who were scattered all over the warehouse-type classroom, were overwhelming. In fact, a relation of this writer who teaches at one of the federal universities in the Northern part of the country confessed that he had conducted an economics class with enrollment of about 100 (one hundred) students. Under this circumstance, how could a professor keep track of the students or attends to the student’s personal academic problems? And despite these, some politicians and political pundits blame university teachers for the problems in the educational sector.

This sordid condition is not peculiar to tertiary institutions; secondary and primary schools have their own problems. In fact, because of lack of classrooms (buildings) some elementary schools conduct their classes under trees. And when this writer visited his Alma Mater during the same period in review (late October 2002), the school was like a war zone. The windows and doors of the buildings built during the Missionary era had been broken; and the roofs of the dilapidated buildings were leaking. Things are completely different than what they were in the middle 1970s when this writer was a student of this school.

Lack of safety is another issue that impacts negatively on the performance of students. Even at this period that the entire world is concerned about terrorism, the authorities in Nigeria do not think it appropriate to employ security officers to guard school premises. But a student needs a safe and secure environment to concentrate on his or her studies. For instance, a student who is worried about cultist or terrorism (or a female student worried about being assaulted) will always be distracted by the thought that the environment is not safe and secure. In serious societies security issues are taken very seriously; police officers (or in some cases regular security officers) patrol the corridors and school environments to ensure the safety of all. But like other things in Nigeria, nobody cares whether the students are safe or not!

The nation’s educational institutions are also lacking in social activities, which are needed by students to develop their social skills and establish friendships among their peers. And a student could be exposed to stress when lacking in the things that would support him or her in school. Crowded classroom and noise, air pollution and dilapidated structures (buildings) create stress and even sickness. The fact is that students are not in school solely for academic reasons; they need to develop and improve on their social skills too. Therefore, students must be provided with the tools and healthy environment to enable them undertake crucial academic exercises, and at the same time develop their social skills. That would give ‘them some control over their environment as they become increasingly independent’ and prepare to become ‘productive citizens.’ However, serious engagement of students in extracurricular activities, in this writer’s opinion, could help solve the cultist problems rampant in the nation’s higher institutions, because when students are stressed out and angry they could be tempted get involved in frivolous and criminal activities.

Nevertheless, how could teachers and students work and study effectively under these conditions? Anyone who expects anything different than what the society gets from the teachers and students under this circumstance is asking them to perform magic. One gets what he or she ordered! These pathetic conditions of things are unthinkable in societies that place high premium on education.

In as much as we cannot afford to attend to all the human needs due to limited resources (we all know that life is naturally a stressful process), the authorities should endeavor to make available the essential tools (physical exercise, proper health care and nutrition and relaxing environment) to schools. This would enable students to pursue their studies without undue pressure and distraction. (It will also give the teachers the breathing room to perform their duties and responsi-bilities effectively). In fact, Maslow, through his theory of hierarchy of needs, shows that environmental factors are essential in education.

The role of education in the development of a society has been vastly documented, but the leaders of Nigeria are not paying attention to the facts. Educational institutions are known the world over as the intellectual laboratory of any nation and the engine that propels the economy. As mentioned earlier, most of the schools in Nigeria are currently in dilapidated states, as they have not been maintained for many years. Thus, something is wrong with any society that does not take her educational institutions seriously, because the sociopolitical and economic development of a nation is, in many ways, determined by the quality and level of educational attainment of the population. The continued neglect of this crucial sector would lead to social paralysis. For this, the society should invest more on education, so as to educate the youth to differentiate rights from wrong before they become adults. Because as Jean-Jacques Rousseau notes ‘people, like men [and women are] amenable only when they are young; in old age they become incorrigible. Once [bad habits] and customs are established and prejudices ingrained. It is a dangerous and futile enterprise to try to reform them; the people cannot bear to have the diseases treated, even in order to destroy it, like those stupid and fearful patients who tremble at the sight of the physician.’ Therefore, improving the condition of things in this sector would pave the way to the nation’s prosperity.

One can, therefore, safely argue that the success of any democratic system (which Nigeria now fiddles with) depends on the individuals' ability to analyze problems and make thoughtful decisions. But, with everybody chasing the shadow of money, how could the system produce the critical and creative minds Nigeria needs to guide and manage a complex democratic system, if the sector is starved of the needed resources to operate? Therefore, wealthy individuals and private organizations are urged to stop wasting their resources on corrupt politicians in the form of political contributions, and invest instead, on the educational sector. Investment in this area will help in providing the necessary tools for good quality of education to the youths that are the leaders of tomorrow.

Thus, without rearranging our priorities and provide the needed healthy environment for teaching and learning (by giving education the serious attention it deserves), the youth will continue to receive inferior education and suffer mass unemployment; and armed bandits and prostitution will continue to rise. The society will continue to be governed by ignorant and illiterate group, and political parties and politicians will continue to function without political ideology. Finally, non-leaders and visionless individuals will continue to occupy leadership positions in Nigeria, and the nation will continue to fall behind economically, socially, and politically.

Victor E. Dike, who lives in Sacramento, California, is the author of Nigeria and the Politics of Unreason: Assassinations, Decampments, and Moneybags [Forthcoming, December 2003].