This document discusses issues with education in Nigeria and proposes solutions. It argues that Nigeria's education system is facing problems due to lack of infrastructure and a poor reading culture in society. Merely building more classrooms will not solve the problems, as the societal views around education need to change. It proposes three initiatives to address the issues: 1) Conceptualized learning, which involves making learning more engaging for students by incorporating visual elements, themes and real-world examples. 2) Rebranding the teaching profession to attract better candidates and improve teacher training. 3) Effective mass mobilization campaigns to change societal attitudes towards the value of education. These soft solutions aim to shift mindsets and make learning more appealing in order

2. If we give today’s students great learning experiences,
they will build the future. If we don't, too bad!
- M.D. Omisore
GEDUCATION

3. Preface
Don't we need an anti-illiteracy revolution?
With the UNESCO report of 2014 that stated that 10 million Nigerian children of primary and secondary
school age are not in school, the highest figure by any country in the world, with a huge portion of the
remainder that made the 5 to 16 years population though in school yet not being properly schooled for
lack of infrastructure, training and materials, the country Nigeria may be sitting on a self-set bomb that
needs to be checked before it blows up her societal fabric. The need to check this negative trend as a
matter of urgency is due to the role education plays in social, economic and cultural development and
evolvement of any forward moving society, of which there is hardly hope for a great future without it.
But in what direction should such revolution go? If it is ever going to be both meaningful and impactful,
it must adorn the colours of orientation and not force. The war against illiteracy, unlike War Against
Indiscipline, cannot and should not be fought with force compelling offenders to do right. Rather, it has
to be a proactive repositioning of values of the average member of the society from what matters to
what really matters, then to what ultimately matters. And with all the negative trends it will come up
against, it must be resolute in approach – It has to be a problem-damning and circumstance-drowning
awareness and orientation campaign that will take the whole country by storm.
The reason for this direction is not far-fetched. The country
Nigeria, currently handicapped by its struggling economy, has not
been able to provide even a tenth of all infrastructure needed for
the proper and adequate education of its young. The statistics on
how many new public school facilities can be built to cater for the
population of students (if all are to be catered for) have probably
not been considered not to talk of executed because of low
funding and budget on education. In terms of all that it entails,
successive governments till now have only been scratching the
surface as regards providing quality education for all. Why? The
'hardware' for an effective learning system, which is good and
adequate infrastructure, has generally been lacking. Save for the
great initiative and provision of few model schools by some state
governments (with classrooms, laboratories and libraries good enough to really accommodate and
engage students), too few in number for wide impact, public school education has slipped way down
the slope from the vantage position it was established on by foreign missionaries who brought it to the
country, now only offering its students too little and ‘too poor’.
To overcome this undesirable condition of stagnancy and backwardness in education, we may perhaps
need to tilt the 'thinking cap' to an angle that will afford us see how a new learning structure can be
Until all stakeholders in
education... are repositioned
to not only think 'hardware'
but also 'software', not only
infrastructure but also 'edu-
structure’... then we will
leave the status quo
unchallenged and continue to
wallow in the circumstantial
waters persistently disturbed
by the struggling economy.
GEDUCATION

4. superimposed on the existing literacy-poor environment, jumpstarting a reawakening that will begin
to override the inadequacies and disadvantages of our clime. Such 'software' injections, which can
always go along with concrete plans and agenda of today's government to further bridge the
infrastructure gap, can help shape the tone and impression of learning, with practical, resourceful and
goal-oriented map charters that can engender the much required conduciveness and much wanted
possibilities regarding mass literacy and education. A whole new vista may be opening up in the way
learning is perceived and received, teaching is performed and delivered, and education as a whole is
valued and adjudged. Maybe, just maybe, there is light at the end of the dark tunnel of poor learning
due to poor infrastructure.
The light may however remain faint and insignificant if conscious efforts are not made to zoom at its
opportunities begging for the taking, cutting across operational modes of management, content
strategy and procedure, training, and mass mobilisation. Until all stakeholders in education, namely
government, education ministry and boards, school owners, teachers, students and parents – not to
forget alumni bodies – are repositioned to not only think 'hardware' but also 'software', not only
infrastructure but also 'edu-structure', not only few model schools but many models in most schools,
we will leave the status quo unchallenged and continue to wallow in the circumstantial waters
persistently disturbed by the struggling economy. Looking inwards, taking our destiny in our hands,
and doing all in our power to reach for the vantage again through repositioning could salvage our
education today for development and progress tomorrow.
This repositioning, by rethinking, is what
this revolution is all about.
GEDUCATION

5. Introduction
What are the real problems behind low value of education in Nigeria?
A number of factors worth enumerating because of their serious negative impact, constituting a huge
barrier to a virile reading and learning culture! The consequential effects of these negative factors are
not only on the present crop of young students but on the whole populace – from the toddlers with
untapped potentials to the aged with fruitful minds. The questions these negative factors demand such
as 'Why should I read when I am hungry?', 'Why should I read except to pass?', 'How dare you say I don't
read?' and 'What is really there to read?' warrant a thorough study in order to give appropriate answers
particularly regarding the current students who are at their formative stage of life.
GEDUCATION

6. First and foremost of the plagues is the economic crunch being experienced in the country, a sad
development so to speak as people are merely getting by with daily living so are not either buoyant
enough to invest in books or don't just see the need. Then there are gaps and cracks – getting wider
each academic session – in our education system that have made learning to be wrongly taken as
cramming, just to pass exams. Such learning gaps, causing a terrible development of children growing
into adulthood without real learning experiences and without having really assimilated great learning
contents, and in place of great contents subscribing a lot to gossip, hearsays and rumors particularly on
the internet and social media and having their attention readily turned from their studies to mere
frivolities. Also worthy of note is the mediocrity around the output of teaching contents and textbooks,
a bad representation of the intended essence as far as learning is concerned.
The winning strategy, if there is one, for contending with these anti-learning plagues cannot be a
straitjacket tactic. Neither can it be a mere focus on physical infrastructure because the problems
portended are no longer just physical or economic in nature, but also intellectual, psychological and
social-cultural. For example, one offshoot of these problems in the society, which is poor reading
culture, has become prevalent and way beyond what the classroom alone can now fix. Why? The
teaching and learning that happen in classrooms are being influenced by the disenabling environment
in the larger society. Building all the classrooms needed to cater for all students without re-orientating
the society on the ideals of education will amount to underutilisation and waste. If we are dealing with a
culture problem, then we are essentially dealing with a people problem. And the people must be
repositioned through rethinking on why and how education can again be what it really ought to be –
the effective requisite aid for all skill acquisition, trade venturing, academic, vocational or professional
pursuit, and personal development.
The strategy through rethinking that can at least get us back on track regarding education, again if
there is one, must come as a package that will actively sensitise the populace on the ideals of
education, carrying along all stakeholders in education with the objectives of correcting and healing
undesirable states and conditions such as discontent in the teaching workforce, uninformed parental
disciplines, business against learning offerings of schools, ineffective methodologies of education
ministries and boards, and chief of all, the alloyed and wavering will of successive governments to deal
Building all
the classrooms
needed to cater
for all students
without re-orientating
the society
on the ideals of education
will amount to
underutilisation and waste
GEDUCATION

7. with the challenges confronting education. How far reaching this healing will be depends on the
capacity and will of the agency wielding it. What will get us out of the woods must come in form of
exercises, programmes and campaigns that will completely change the mindsets already developed
which have made learning seem daunting, teaching unproductive, and education itself a can-do-
without. These soft solutions being suggested and proposed can be broadly categorised into three
areas of function:
1. Conceptualised Learning
2. Rebranding the Teaching Profession
3. Effective Mass Mobilisation
In the midst of all the challenges confronting education in Nigeria, these three concept and content-
based initiatives as suggested and recommended by this report can serve as a breather almost
immediately, and then a most constructive intervention as they are consistently being applied.
Ultimately, they are thought of as being the cornerstones upon which a new foundation of sound and
quality education in our public schools can be built. All stakeholders in education, particularly the
government, the Ministry of Education and their boards, should therefore find this report engaging
and useful.
M.D. Omisore
OmisOre
GEDUCATION

8. CONCEPTUALISED
LEARNING
'Book haters are not born, they are made.'
- M.D. Omisore
# ONE
Life isn't the same' could be a catchphrase to describe the millennials which most of today's students
are. Just three decades ago 20 Naira was the highest currency in the country, but today, it can hardly
buy a chocolate sweet. Students half a century ago could hardly see 15 hours of TV per week but
hundreds of TV channels beaming 24 hours a day are now bombarding today's students left, right and
centre, with other competitive options in video player and game and the giant internet never relenting. The
world is in such a crazy spin due to the pompousness and razzmatazz of the media.

9. Consequently, the adult generation often wants to blame today's students for not reading rather than
blaming itself for not travelling with time to create the style of learning that suits them. Our learning is
still in the eighties of last century while teens are already looking ahead to the twenties of this century.
Obviously, there is a generation gap in learning – causing a disconnect -- that needs to be bridged. The
students of today can't get education exactly the way their parents got it because the worldview has
changed.
It would not have been too much a big deal if other aspects of life
have also maintained status quo. The story is however different:
While mainstream education has been on a subjected plateau, other
aspects of life have climbed higher, reaching for the loft. Take
entertainment for instance: Music, comedy, movies have been
transformed in the same country into considerably massive pools of
attraction. (Check a Nigerian musical video of the eighties and one
now and you have seen night and day in terms of video quality,
effects and razzmatazz). For some other disciplines that have not so
grown in the country, like sports, media is capturing its razzmatazz from overseas and beaming it to
subscribers in their millions. Education at its end has largely been there, seemingly oblivious of its
environment that is constantly and increasingly galvanised by pictorials, images and effects, and have
been relegated to a low position in attraction and engagement, far below media-glorified disciplines
and trades so mentioned. One major reason why today's students find it challenging reading, studying
and preparing for exams is because media is booming and frivolities are rife!
This rising challenge of learning in our environment having not changed perspectives and reached for
perfection as described can only be tackled by facing the odds squarely, taking responsibility to
deliberately engage in the needful acts of creating effects around learning contents in such a way that
they tickle the fancy of today's students whose perception is constantly being influenced by the effects
they readily see in other areas. Call it conceptualised learning: Learning and learning contents derived
by showcasing the essence of the contents with or by a concept.
Conceptualising or concept as suggested is never a replacement of the essence of a topic or subject
otherwise the purpose for which it is formed will be defeated. Conceptualising or packaging does not
mean a showy piece with no impact on the bottom line of learning and knowledge impartation. Rather,
it means weaving an element of inventiveness into the practice of teaching and instructing that will
greatly aid students' understanding and connection with the different subjects serving as an aid for
assimilation, a good appeal for a longing digest just like what icing does to a cake. Without the icing or
frosting, the cake – the real stuff – looks bare and uninteresting, but put on the icing and the whole
content comes alive! The decorative frosting more than anything makes the cake look appealing such
that everyone will want to have a bite. That is what concept is meant to do to every lesson note, topic
and subject – doesn't take anything away from their essence but embellish them for desired perception
and reception.
It doesn't have to be anything out of this world! Concept can be in form of useful background
‘The students of today
can't get education
exactly the way their
parents got it because
the worldview has
changed.'
GEDUCATION

10. information, distinctive graphical illustrations, connecting topics to real-life experiences, creating
unique themes, exploiting ready-made outlines and structures, and so on. From the teacher's desk to
the author and publisher's office, to the multimedia room, concept ought to showcase – not
overshadow – essence. Every teacher or instructor should get it once and for all that it is not how well
he or she knows the topic or subject that matters the most. In the final analysis, what matters more than
all is how well his or her students are able to grasp it.
Most local textbooks currently used in schools can actually get a pass mark for their essence, but they
fall short in the way such essence is showcased regarding structure, rhythm, layout, look and feel, and
balance, leaving the students with slim chance of assimilation, and the stark impossibility of opening up
the author's brain to reach his intents. Such frustration for students could well be avoided by building
the essence of such textbooks with a learner-friendly concept that makes assimilation easier. Textbooks
are not just meant to be read, they are meant to be used. In a relevant and practical manner, they are
meant to be as resourceful as possible with the essence showcased by a captivating concept so that
they can be what they are meant to be – the student's companion.
Then to the same media that has been presented as a negating
factor against learning even in this material. Take it or leave it, we
are in the internet age, and its tremendous usefulness should
not be lost on education. Why? Here is a steady bridge for the
teacher never to be behind the curve again in updating lesson
notes. Here is a simple solution to lack of visual effects in schools
due to inadequate infrastructure such as laboratories. Here is a
good opportunity to download a whole library of resources and
materials to share with students systematically and accordingly. It is no longer for debate whether or
not every school should have, at the very least, a functional multimedia room equipped with
computers or just even projector and screen. What every school should be striving towards now is how
to maximally and effectively peruse and utilise already packaged audiovisual contents and aids from
the internet on different topics and subjects that are in alignment with recommended teaching
methods, for visual stimulation of their students. There is really no need to complain about media,
social media and the internet, if education in our environment is positioned rightly, it can benefit from
their use as much as music and entertainment. Regarding conceptualised learning, media as a whole
remains a massive tool waiting to be explored!
Conceptualised learning must be the port where the rethinking should take off from, for it holds a vital
key to the whole re-orientation process. Today's students will do better if education will accommodate
and embrace their world of captivating and image-filling representations to communicate effective
presentations that will get them endeared to learning. This is the twenty first century reality.
'What matters more
than all is how well
students are able to
grasp...'
GEDUCATION

11. The principle goal of education is to create men and women who are capable of
doing new things, not simply repeating what other generations have done –
men who are creative, inventive, and discoverers.
- Jean Piaget
GEDUCATION

12. REBRANDING THE
TEACHING PROFESSION
he rewards of teachers are in heaven,' says who? Such a misplaced half truth with malicious
Tintents that border on mockery and ridicule ought not to be the portrayal of a profession that
prepares our children for the future. Heaven has rewards for everyone that keep faith in it, being
faithful to the end, irrespective of career, calling or profession. Inferring only eternal rewards for the
teaching profession – just because its career path in our society has been stunted – is far belittling their
# TWO
Until the average teacher feels as proud about his or her job as any other
professional, education in the country cannot take flight. – M.D. Omisore

13. inputs in the whole scheme of societal development. What makes the teaching profession less than any
other profession? Only the brainwashed mind, really!
The role of teachers has to be seen as huge in the society. Firstly, on a normal school day, students
spend six to eight hours with them, which means they are the 'second parents' and are meant to show
care and pass on ideals and qualities that the students will need for the future. Secondly, they are meant
to be chief knowledge givers in teaching and instructing, hopping from one set of basics to another
and one round of knowledge to the next. They also hand the students their first sets of do-it-yourself
home work, practicals and project paving the way for creativity and self development. And to cap it all,
they are usually the first to offer the bright and diligent students
leadership positions such as monitors, class captains and prefects
preparing them for leadership in the future. Regarding this four-
part role of care, orientation, leading by example and launching
into greater experiences, only the best of parents can beat the
hardworking, diligent and about-his-duty teacher. By design,
teachers are great role models of the school system. And if they
are made to be real models that they ought to be, we will have
less need for model schools.
The role modeling however comes with some price that will take some motivation to be able to
effectively achieve the goals year in year out. Perhaps more than any profession in our society, teachers
need a lot more motivation to give the total commitment required for their noble knowledge
impartation job. In our educationally backward environment, so downtrodden is the profession and
blurred its career path that the average teacher does not have a sense of pride and confidence needed
to carry through the complex day-to-day rigours of his or her job. That the average teacher is
underpaid is bad. That he tends to have low esteem because of a general low profiling of his services is
worse. That he can't see a much brighter future in the career path he has found himself is worse still.
That he has been conditioned to a mediocre version of his true potential of a role model is the worst of
all.
Such morale killers are what an average teacher is battling with on a consistent basis, and until there is
navigation away from mediocrity, low self-esteem, uncertainty and hopelessness, there is limit to what
is to be expected from teachers. Until the average teacher begins to feel so confident and proud about
his job as much as any other professional is proud of his noble profession, there is no end in sight to
unprofessional delivery in learning. And it is not all about better remuneration package, because based
on the present economy, there is limit to what the government or average school owner can afford. It is
more about incentives for motivation, training for capacity building, forum for belonging, knowledge
sharing for knowledge gains, and opportunities for career leap, forward moving collaboration and
comradeship among peers within the teaching circle. Whenever it is that such a productive course can
be charted for school teachers, the hard nut of underdevelopment will have been cracked going
forward.
'…only the best of
parents can beat the
hardworking, diligent
and about-his-duty
teacher.’
GEDUCATION

14. In charting this most wanted course, there is need for an overhaul that will bring decorum and dignity
back to the profession. Human resource engagement and dealings with teachers must become robust
with a system of gathering and updating biometrics that will not only inform employment and
deployment decisions and processes weeding away ghost teachers, but also determine key
performance indicators to foster the four-part role earlier stated. (It must be clear what every teacher,
department and school is bringing to the table.) Facilitation of training programmes and refresher
courses on different levels – department, school, region and city – touching current trends,
developments, interests and aspirations, and employing such to keep recasting the vision and mission
for a virile teaching profession will serve as redefinition – from a low-confidence workforce to one full of
pride for their job to the notice of the whole populace, who will have to start respecting teachers
because teachers will really start respecting themselves.
The rebranded teaching profession as described will yet be better maximised by forming different fora,
this time not necessarily for training but for collaboration – teamwork, partnership and group effort –
to discuss issues, solve riddles, write reports, undertake
projects, jointly play a part in acts beneficial to the society,
bonding and building comradeships as a result, and
still holding one another accountable to best practices --
all these with or without an increment in salary. With
these provisions, 'a new teaching workforce' will be born,
full of opportunities for expression, participation,
engagement, career fulfillment and leap, with high level of professionalism all the way. Goodbye to the
era and set of disgruntled teachers.
The rewards of giving one's life to teaching is therefore not only possible but almost inevitable – here
on earth – if teachers are treated and programmed as such. Administering from the centre to ensure
challenges are embraced and opportunities are seized for career progress and leap will help teachers
perform optimally on their job while stretching for advancement in the same or related profession.
What more can qualify as fulfillment for an 8am to 3pm routine schedule with part leave during the
holidays giving some time to work on personal projects! If this rebranding works as being suggested,
teaching may be completely turned around to become a much preferred profession in our society.
Setting up a system of appreciation – silent and loud, private and public, individual and mass – that will
keep teachers on their toes does not need to cost a fortune, sometimes does not need to cost at all
because appreciation is all about praise, and praise can be loud and large without dipping deep into
the state purse. Apart from the possibilities for advancement of career, large praise – because of the
large work and the large heart to do the work – on a private thank-you-my-instructor level or on a
reasonable public budget is the hardworking teacher's tonic for continued performance. Whoever says
the rewards of teachers are in heaven should have this rethink.
The rewards of giving one's life
to teaching is therefore not only
possible but almost inevitable
– here on earth
GEDUCATION

15. If children can't learn the way we teach, maybe we should teach the way they learn
- Ignacio Estrada
GEDUCATION

16. # THREE
EFFECTIVE MASS
MOBILISATION
The campaign on education that will work must make enough noise to get
attention and enough music to be really listened to. – M.D. Omisore
he thinking gets deeper here. Is there really a fuss about the state of education from the side of
Tthe government? There are mentions here and there in the news about what different levels of
government are doing to at least get education going within their jurisdictions. But it is a far cry
from the amount of complaints, condemnation and criticism – rightly given because of the decadence
that pervades the public school system – that we get on the opinion pages of newspapers and feeds of
social media about the alarming poor condition of learning and how the governments are not rising to
their responsibility. Definitely, it is a pointer to the fact that successive governments have not done

17. enough or not capable to do enough because no government have been able to counter the claims
with both words and actions – both the will and the way. And when there is no will to tackle a problem,
the way may never manifest.
Let's give it to today's government that there is a genuine will to overcome the odds against education
and learning for which they are as much elected into government. But if such will is clouded with
ambiguity, ego-boosting, vain glory, opposition repression and the likes, it will have little effect on the
bottom line, which is to make a lot more students engage and benefit from the provisions of
government. Maybe this is the bane of successive past governments, mixing advancement with sheer
play of politics. Their self promotion could have been sweet music to as many people in their
government rubbing their ego and boosting their interests, but it is annoying and senseless noise to
the common people, who sees the mere talk and propaganda in the name of public relations and
awareness as unwarranted. Today's government definitely must do better, if there is indeed the will –
objectives and implementation – there must be the clear way and direction – the mass mobilization –
that people must be carried along for them to enjoy the dividends of governance regarding education.
The way in question must definitely come across to the populace as nothing less than a solution – not
propaganda – for them to achieve what have not been ordinarily achieved for present and future good.
It is not just to inform the masses, but to lift them – from despair to hope, from a state of low confidence
in the public school system to high expectations regarding what it
can begin to offer. It must have a life of its own. Though buttressing
the aims and objectives of government, it must go on to do the
extra of getting the people on the same page with the
government's ideals being worked out right before their eyes. It
can't just be focused on provision of infrastructure – servicing one
out of a hundred students in ratio – it has to be focused on 'edu-
structure' – servicing hundred out of hundred people, students
and non-students inclusive. The mass mobilisation that will work
must be an orchestrated campaign with themes and slogans that
will be in people's mouth before they realise it, people's mind
before they could explain it away and people's heart before they could say no to it. Even the most
idiotic book hater in the society will have to come to terms with it.
Arguably, Nigeria has not witnessed any effective mass mobilisation and publicity regarding education
close to what is being described since the Unity Party of Nigeria (UPN) free education campaign of the
early eighties in the South West states of the country, such that moved the populace towards education
and learning, the dividends and fruits of which the South West is still reaping till today. With the quite
substantial provision of infrastructure, take for example Lagos State constructing 11, 729 new
classrooms between 1979 to 1983 (resulting in 207 more primary schools and 118 more secondary
schools), the Lateef Jakande-led government did not rest on its oars but went ahead to build an
effective publicity campaign around the free education it was offering as well (not even around the
infrastructure) and effectively carry out the campaign to get the people endeared to school education
using the media platforms at its disposal: the state owned radio and television stations.
'…there must be the
clear way and direction
that people must be
carried along for them
to enjoy the dividends
of governance.'
GEDUCATION

18. Did it work? Yes it did, to an appreciable extent. With about 25% increase in the number of school
children within the four year period, the campaign, riding on themes and slogans on the offerings of
education itself and those of governments regarding it, made enough waves to get the education-for-
all message across, to the literates that already believed in education to continue to believe in it, to the
illiterates that might not to start believing in it. Without spelling it all out, the campaign spoke
differently to different people, with everyone hearing because of its loudness and getting their own
interpretation as it concerned them. The parent that would rather have her child hawk all day got the
interpretation that she would have to allow the child to go to a morning or afternoon school. The child
that wanted to learn a skill or trade realised he needed to get some education first. The students in
school through the campaign developed aspirations to become one kind of professional or another
while the truant among them not serious about education got to know at least that he was doing his
future a disservice.
Can such a campaign work now? Yes, but with a whole
different approach because times have changed. Media
has become so pronounced with so many avenues and
outlets. The government of today must still largely utilise
its own media arms for cost effectiveness, but must also
for the same reason seriously engage the social media,
coming up with a content marketing plan and strategy
that will pull the populace in to the ideals of education yet
again. The challenge will be that the media is also being
used a whole lot to showcase anti-learning fads in the
interest of some other trades, which will still tend to contend with the claims of the campaign for
education. The solution to that however will be in the strategy adopted. It will all boil down to
conceptualisation, conceiving a mass mobilisation plan simple enough to come across effectively and
holistic enough to take care of all the noises against education in our time.
More than ever, for mass mobilisation to be effective now, it has to be loud and distinct, not blending in
with compromising factors or overwhelmed by reigning fads. In its input, it must critically answer
certain campaign-based questions such as 'Why the campaign?' 'What is the theme?', 'Who is the
face?', 'Which is the selling point?', 'Where is the middle ground?', making enough noise to get
attention and enough music to be really listened to. Its output in turn must ultimately answer the
ensuing critical questions 'Why should you read when you are hungry?', 'Why should you read except
to pass?', 'How dare they say you don't read?' and 'What is really there to read?' which negative factors
and conditions have been putting to students since the 'collapse' of public schools sometime before
the turn of the century.
It is such mastermind of a holistic mass mobilisation campaign, which our education critically needs,
that today's government should be seriously aiming, seeking and searching for. Has it found one via
this report? Maybe!
It will all boil down to
conceptualisation, conceiving a
mass mobilisation plan simple
enough to come across effectively
and holistic enough to take care
of all the noises against education
in our time.
GEDUCATION

19. This report by Edistyle Company will not be complete without certain recommendations to the present
government on the three-fold rethinking process dealt with in this report. Evidently, the
recommendations will require public-private partnership between government and private
organisations that will facilitate the smooth run of the recommended programmes in order to change
the education landscape for the better. Edistyle is such an organisation and is willing to work with the
government and any other agency that may be involved to see that all the outlined goals and
responsibilities are carried out and achieved.
Recommendations
GEDUCATION

20. Responsibili es
Goals
CONCEPTUALISEDLEARNING
Government Edistyle Other Agencies
Review of textbooks to
ensure essence is
showcased by concept
for smooth assimila on
Make room for the reviews through
its relevant arms and agencies.
Bring to bear over a decade-old
experience in line and substan al edi ng
to weave a concept around the essence
and content of each textbook made
available without taking anything away
from the essence in the author's mind.
Making conceptualised
audiovisuals and videos
for prac cal classes
Facilitate the video sessions
with the qualified trainer
teaching and anchoring
each topic and session.
Enhance the captured video sessions with
mul media effects and package and release
the final products for use
in schools.
Organising Vocabulary
Enhancement
Programme across
schools
Provide the materials
needed for the programme.
Facilitate the programme conduc ng Vocabulary
test from school to school, resul ng in each
student being given a Score Card as snapshot of
his present level of vocabulary and
Recommenda on on how to improve it.
Nil
Nil
Nil
Taking biometrics of all
teachers for proper
record and informa on
dissemina on
Empower the relevant arm or
agency to take biometrics for
the current set of teachers.
Take the biometrics of all
teachers by the provisions
of the government.
Nil
Crea ng goal and interest
-based fora for teachers,
for expression,par cipa on
and engagement
Work with Edistyle and relevant
agency on the said goal.
Work out the strategy for informa on
dissemina on by government which will
ginger expression, par cipa on and
engagement within each forum.
Use relevant informa on
from biometrics to set up
different goal and interest-
based fora and groups within
the teaching workforce.
Recommendations reThinkingEDUCATION

21. REBRANDINGTHETEACHINGPROFESSON
Celebra ng teachers
on Teachers' Day
Make a statement to every teacher
once every year on Teachers' Day
that they are deeply appreciated.
Conceptualise a build-up to the teachers'
day celebra on that will carry the whole
populace along.
Nil
Conduc ng regular
capacity building
training for teachers
Engage relevant agencies to conduct
training for teachers at different
levels to keep recas ng the vision
for a virile teaching profession.
Nil
Facilitate training
programmes and refresher
courses at department,
school, region and city
touching current trends,
developments, interests
and aspira ons.
EFFECTIVEMASSMOBILISATION
Bringing out the 'Face
of Educa on'
Determine an influen al
individual in government to
publicly push the advances of
educa on in the media.
Create lots of bit-sized contents for
announcements, broadcasts, posts and tweets
for the 'Face of Educa on' to seriously engage
all stakeholders of educa on i.e. students,
parents, teachers, school owners etc. through
sources of media available to the government.
Nil
Building themes,
slogans and programmes
for effec ve mass
mobilisa on
Conceptualise themes, slogans and
programmes that an effec ve mass
mobilisa on can ride on in today's world.
NilNil
Developing contents for
the whole mass
mobilisa on campaign
Develop contents based along the line of the
themes and slogans conceptualised for
compelling and impac ul delivery on the public.
NilNil
Giving teachers
incen ves for
mo va on
Come up with incen ves that
will further mo vate teachers
to do their work.
Give advice to government on the said goal. Nil
Recommendations reThinkingEDUCATION

22. Conclusion
This report is borne out of the need to reposition all stakeholders of education by its appraisal of the
present condition and its outline of future possibilities. Most importantly, it is done to show the present
government how such a revolution can be systematically achieved if rethinking as described can have its
full course. Essentially, in the light of the present state of the economy, today's government needs to
navigate from showy capital intensive projects that only benefit a few to cost effective ideas and concepts
that can impact all. In the spirit of this report and what might be required for education in the present
clime, focus must not only be on physical infrastructure, because they are currently grossly inadequate
and spending the whole budget on them will not make so much difference, but perhaps more
importantly on 'edu-structure', a coined term unique to this report that captures its recommended soft
schemes.
The refocus on 'edu-structure' or setting in place programmes targeted at enhancing education and
learning will open a new vista regarding strategising and implementing goals related to the
development of education that will bring about significant improvement in the learning culture of
students and the society at large even if the present level of infrastructure, as low as it is, is maintained.
The cost-effectiveness of it, not so harmful to the budget, cements it as the way to go for both near and
far future benefits. Through the realisation of its ideals, the government can lay a solid new foundation
for education which will continue to yield more and more as infrastructure is increasingly improved year
after year.
It is sincerely anticipated that this report will be looked into by relevant authorities in today's government
and informed decisions will be made to implement some or all of its recommendations. It is genuinely
hoped that this rethinking, re-orientation and repositioning will aid the Ministry of Education to achieve
its laid out objectives for the new and subsequent academic sessions.

23. Edistyle, the publisher of this unique report, is a book editing firm that exists to help field
experts and companies create a strong presence in the market through professional
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or services and adapt for suitability in the market, we walk side by side with them to help
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industry solutions, and establish them as a knowledge leader in their industry.
PROJECTS
CAMPAIGNS
TRAININGS
We help individuals and corporate bodies
package their experiences, insights, ideas,
findings and profile into a top notch resource
suited for the target audience.
We run online campaigns and programs for
businesses and organisation to showcase
their products and services to the end of
making desired sales.
We help individuals and staff of organisations
build their potentials in writing through
training, aiding them in both written projects
and day-to-day correspondence.

24. Michael Dayo Omisore took a leap from Architecture, his
course of study in college, into creative writing. The decade
and half old journey is paying off handsomely with his
book, Writing Masterpieces, a compelling and beautifully
structured resource on the writing subject for both authors
and readers, experts and laymen – everyone in fact – where
he creatively drew from the basics of design learnt in the
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can grasp and turn their written communication around for
huge exchange of value.
Michael made incursion into mainstream education with
his Smart and Brilliant concept, which is also turning out a revealing episode with the
publishing of his book, Smart and Brilliant Writing for Senior Secondary School Students, now
gaining acceptance with its ideals of drilling students on reading and assimilation, vocabulary,
the art of writing and subject focus, gingering students unto academic pursuit and personal
development.
Michael, also a content marketing strategist, is the mastermind of a number of projects and
courses for the good of the society, one of which is leading a campaign to significantly
improve the societal reading culture that is considered critically low in his part of the world. His
firm, Edistyle Company, provides top class editorial services for individuals and organisations
and facilitates training for would be masterpiece writers.
About The Author
Twi er: @mdomisore
Facebook: MD Omisore
Email: mdomisore@gmail.com
Phone: 08060940106, 08029562942
Contact:

25. reasons why every senior secondary
school student should use this book
Contact the author for copies.
To help the student pass the School Leaving Cer ficate Examina on.
To help the student build the habit of reading good books and materials.
To make the English Language subject more interes ng and comprehensible.
To greatly enhance the student's vocabulary.
To prepare the student to become an author in the future.
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SMART AND BRILLIANT WRITING
FOR SENIOR SECONDARY SCHOOL STUDENTS
by M.D. Omisore