Education and Security: Exploring Areas of Collaboration between Schools and Security Agencies in Nigeria.
- April 12, 2022
- Posted by: rsispostadmin
- Categories: IJRISS, Political Science, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue III, March 2022 | ISSN 2454–6186
Gulesh, James Obadiah1, Mallam Al-Hassan S. Yakmut2, Aledare, Shola Emmanuel3
1Department of Political Science, Federal University of Lafia, Lafia, Nigeria
2Department of International Law and Jurisprudence, University of Jos, Jos, Nigeria
3Institute of Security and Strategic Studies, Nasarawa State University, Keffi, Nigeria.
Abstract
Widespread insecurity in Nigeria predisposes schools and institutions of learning to constant attacks by terrorists, kidnappers and bandits. This endangers life and learning infrastructure thereby affecting school enrolment, psychological and mental wellbeing of students, guardians and teachers while exposing them to financial extortion. Predicated upon the country’s overstretched security structures and apparatuses, this paper examines the interplay between education and security for the purpose of identifying ways of collaboration between schools and security agencies to mitigate the tides of insecurity. The paper is expository in nature such that content analysis is used. Thus, Structural Functionalist theory is adopted as a framework of analysis. It is identified that political, social and professional factors are likely to undermine synergy that will stem the tides of criminality perpetrated against students and schools. The paper recommended among other things, government and stakeholders within Nigeria’s education and security systems should emphasise and facilitate rapid linkage between the two sectors to exploit their potentials and strengthen the needed interrelationship between them under a defined framework.
Keywords: Education & Security.
INTRODUCTION
Education is an important aspect of human society that has link with all sectors and facets of life. Many developed societies rode on education to achieve prosperity, stability and sustainable development. Security on the other hand, guarantees peaceful atmosphere for the conduct of all human activities, including impartation of knowledge which is the primary purpose of education.
Recently, Nigeria has experienced bridge in security that has direct bearings on its education sector. The most unfortunate, is the fact that it is more perverse in the northern region which is the most educationally disadvantaged part of the country with about 80% out-of-school children (Owonikoko, 2021). To add to this problem, the resources that would have been channelled towards development and improving education are not allocated to security.
From the rising wave of terrorism that swept the north-east, to the kidnappings and banditry taking place in the northwest and spreading across other states of the Federation, Nigeria is now left with the dilemma of stabilising the entire nation and protecting it citizenry from the hands of the evil elements. Unlike other crises that limit to economy and politics, the current security challenge touches the fabric of the Nigerian society and its future generation (students and pupils). Schools and academic institutions have become soft targets, not only for the purpose of vandalising infrastructure, but commoditising human beings for exchange for ransom and use as human shield (Agerholm, 2016).
Insecurity in Nigerian schools and institutions of learning results from external incursion by terrorists, kidnappers and bandits thereby leaving management, parents and guardians helpless. With the existing gap in the security architecture, intervention by security forces and agencies has been weak to detect, deter and destroy threats. Worse of it all, prior information and threats of attacks always premeditate invasions and meet with minimal resistance. Confronted with these challenges, the fundamental questions to be asked are: How did Nigeria get to this point? Why are schools and institutions of learning soft targets of attacks? What is the responsibility of education stakeholders-policymakers, school managements and security agencies in protecting school students and learning infrastructure? How and when would this menace end? Inspired by these questions, this paper explores ways that synergy between school managements and security agencies can help address insecurity relating to kidnapping, banditry and other criminal activities against students, teachers and learning institutions in Nigeria.
