The recent decisions by the governments of Bauchi, Katsina, Kano, and Kebbi States to close schools for the duration of Ramadan have sparked significant debate. The Christian Association of Nigeria (CAN) has expressed concerns, labeling the move as counterproductive and threatening legal action to protect students’ educational rights.
Governors’ Constitutional Authority
In Nigeria’s federal structure, primary, secondary, and tertiary education fall under the Concurrent Legislative List, granting both federal and state governments the authority to legislate on educational matters. This framework empowers state governors to adjust academic calendars to align with regional cultural and religious practices. The recent school closures during Ramadan can be viewed as an exercise of this constitutional prerogative, reflecting the governors’ responsiveness to the religious sentiments of their constituents.
Global Practices: Integrating Religious Observance with Education
Globally, various approaches are employed to harmonize educational schedules with religious observances:
Saudi Arabia and the United Arab Emirates: Schools remain open during Ramadan, with adjusted schedules to accommodate fasting and prayer times.
Indonesia: The world’s largest Muslim-majority country often reduces school hours during Ramadan, allowing students to participate in religious activities without compromising their education.
Malaysia: Schools implement flexible timetables during Ramadan, balancing academic requirements with spiritual practices.
These examples illustrate that accommodating religious observance within educational systems is a common practice, tailored to the cultural and religious contexts of each country.
Historical Context: Colonial Legacies and Educational Calendars
Nigeria’s current academic calendar, influenced by its colonial history, predominantly aligns with Christian holidays:
Easter Breaks: Schools close to observe the Christian celebration of Easter.
Christmas and New Year Holidays: Educational institutions recess during these periods, reflecting Western Christian traditions.
Despite these Christian-centric schedules, Muslim communities have historically shown flexibility and cooperation, ensuring societal harmony. The recent adjustments by northern governors to accommodate Ramadan can be seen as an effort to balance this historical disparity, allowing Muslim students to engage fully in their religious practices.
Impact on Educational Outcomes
Concerns about the potential negative impact of these closures on educational outcomes are understandable. However, it’s essential to consider the holistic development of students, which encompasses both academic and spiritual growth. Allowing students to immerse themselves in religious observances like Ramadan can enhance their moral and ethical development, contributing positively to society.
Call for Inclusive Dialogue
While the governors’ decisions are within their constitutional rights, fostering an inclusive dialogue is crucial. Engaging with stakeholders—including religious leaders, educators, parents, and civil society organizations—can lead to more nuanced policies that respect religious practices while safeguarding educational commitments. Such collaborative approaches can prevent misunderstandings and promote national cohesion.
In respect of the ongoing public debate which was inspired by the threat by CAN to sue those States where schools have been closed during Ramadan, we have some contributions to this topic.
There are instances where countries not even States have closed schools during the holy month of Ramadan.
Notable examples include:
Bangladesh: In 2010, the Bangladeshi government ordered all schools and colleges to close for Ramadan. The decision aimed to conserve electricity and alleviate traffic congestion in urban areas during the fasting period. The closures lasted until after the Eid festival, which marks the end of Ramadan.
Sudan: In 2005, the Ministry of Education mandated the closure of schools in Khartoum and Gezira states during Ramadan. The directive included penalties for non-compliance, emphasizing the importance of observing the holy month.
These examples illustrate that, while not universally practiced, some countries have implemented school closures during Ramadan to accommodate religious observances and address logistical challenges.
Conclusion
The temporary closure of schools during Ramadan by certain northern Nigerian states reflects an effort to harmonize educational policies with the religious and cultural practices of their populations. Recognizing the governors’ constitutional authority and the importance of religious observance can pave the way for policies that honor Nigeria’s rich diversity. By embracing flexibility and mutual respect, Nigeria can continue to build a society where both faith and education thrive harmoniously.
Dr. G. A. Fraser. MFR
The National Patriots
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