Educational inbalance, Regional attitude and consequences in NIGERIA!!!! Compiled by Igwe Harry, from Lakeshaire & Persimmons,Malvern While the Federal Ministry of Education has released the cut-off marks on State-by-State basis of the just concluded 2013 National Common Entrance Examination for admission processes into Federal Unity Colleges nation-wide. I would employ you to take time and anaylse the cut - off marks and detailed statistics that proves the iQ level of each eixsting region,educational attitude and forced mix of educational defficient brains with a teaming populace of bright potentials Parents are advised to check the results of their wards which have been posted on notice board of all Unity Colleges throughout the Federation. Pupils that scored above the cut-off marks based on their state of origin are eligible for admission on merit. Abia – Male(130) Female(130) Adamawa – Male(62) Female(62) Akwa-Ibom – Male(123) Female(123) Anambra – Male(139) Female(139) Bauchi – Male(35) Female(35) Bayelsa – Male(72) Female(72) Benue – Male(111) Female(111) Borno – Male(45) Female(45) Cross-Rivers – Male(97) Female(97) Delta – Male(131) Female(131) Ebonyi – Male(112) Female(112) Edo – Male(127) Female(127) Ekiti – Male(119) Female(119) Enugu – Male(134) Female(134) Gombe – Male(58) Female(58) Imo – Male(138) Female(138) Jigawa – Male(44) Female(44) Kaduna – Male(91) Female (91) Kano – Male(67) Female(67) Kastina – Male(60) Female(60) Kebbi – Male(9) Female(20) Kogi – Male(119) Female(119) Kwara – Male(123) Female(123) Lagos – Male(133) Female(133) Nassarawa – Male(58) Female(58) Niger – Male(93) Female(93) Ogun – Male(131) Female(131) Ondo – Male(126) Female(126) Osun – Male(127) Female(127) Oyo – Male(127) Female(127) Plateau – Male(97) Female(97) Rivers – Male(118) Female(118) Sokoto – Male(9) Female(13) Taraba – Male(3) Female(11) Yobe – Male(2) Female(27) Zamfara – Male(4) Female(2) FCT Abuja – Male(90) Female(90) BELOW IS A COMPARATIVE ANALYSIS OF THE ABOVE CUT OFF MARKS REG N Mean SD* Median MALE se 5 130.60 10.99 134.00 sw 6 127.17 4.83 127.00 ss 6 111.33 22.65 120.50 nc 6 100.17 23.80 104.00 nw 7 40.60 34.10 44.00 ne 6 34.20 26.30 40.00 fc 1 90.00 * 90.00 FEMALE se 5 130.60 10.99 134.00 sw 6 127.17 4.83 127.00 ss 6 111.33 22.65 120.50 nc 6 100.17 23.80 104.00 nw 7 42.40 32.30 44.00 ne 6 39.67 19.33 40.00 fc 1 90.00 * 90.00 OVERALL National MEAN, SD, AND MEDIAN N Mean StDev Median MALE 37 88.22 44.72 97.00 FEMALE 37 89.46 42.51 97.00 (*) SD means standard deviation, meaning the average variation of scores within each region about its mean; the smaller it is, the better. Both the mean and median measure the average performance of each zone. Median is a preferred measure of measuring average because of its robustness against skewness which is often due to presence of outliers. The larger the mean or median in this case, the better. So you look for a large median or mean but a small standard deviation. The shocking differences seen in this summary and raw data can be visualized through boxplots. The dramatic differences light up in a boxplot like the sun’s corona. This statistical summary above summarizes the deep trouble in the heart of Nigerian problems. In light of the critical role education plays in any nation’s life, the summary above is simply telling you that there are clearly two groups (or, rather two countries) in one. This dichotomization has been our nemesis since Lugard made that terrible mistake of combining incompatibles. Let’s make some observations from the above statistical summary: 1) Clearly southern regions take a clear lead here with the highest average performance going to the SE while consistency in performance within each region goes to the SW due to its smallest sd. Both measures are statistically important. 2) Each of the three regions in the south performed roughly three times better than each of NE and NW medianwise. The significant drops in NW and NE averages can be seen by a blind person. 3) Double jeopardy for the NW in light of comparable values for their averages and standard deviations—a very mediocre (low) average and high sd. The NE is not far behind NW in these terrible statistics. 4) The NC again exhibits its middle-of-the-road role in this summary—its average performance lies between the south’s and the core north’s (NE and NW). 5) Both NE and NW performance falls badly below the national average performance. That needs not saying; it is obvious everywhere in the data. The level of education in Nigeria today is nothing to write about, this dismal performance from NW and NE adds another layer to the index of mystery. 6) Now if you go back to the raw data, it is obvious that most of the the northern states that performed above national averages contain a good number of christians. I don’t know what this observation means, but that is what the data are saying. I am just letting the data do the talking. 7) Now the data tell it all about the reason for abundance of Boko Harams in NE and NW. What the data depict is a serious national problem and, more tragically, the so-called northern leaders mix this tragic level of performance in education with religion and crude politics. This calamity is the first item that needs to be addressed, and not amnesty to boko harams. Now we have strong evidence as to why Boko Harams and their supporters from NE and NW hate western education. Yes, somebody with this type of dismal performance would hate western education. The big question is: How will the country remain united and, more importantly, progress aggressively with the rest of the progressive world under this type of tragic schism in education? This is what requires a national dialogue, and not a useless and meaningless dialogue with Boko Haram–murderers without conscience. I believe, we need to hear from the minister of education on how she and her boss are going to address this calamity? Or, is it alright for them to put a student with a 2-point score and a student with a 130-point score on the same platform together in the same classroom in the name of so-called national interest and federal character or employ such gross educational faliure at the same rank as that of its counter part from the enlightened east? Doing so simply removes character from federal character. What are the governors from these educationally depressed areas doing with their monthly allocations? Maybe Sponsoring people to mecca, or supporting marrying many wives and giving people away as done in Kano, or dashing out cash or other insignificant items like the mighty COW,that has become a priced asset and landmark posession in the north equivelant to them as having shares in banks, or cooking and feeding large Almajiri crowd during salah, or supporting Boko Haram to make Nigeria ungovernable! The nothern. Elites would rather sponsor and breed able bodied beggers than give up their god like positions as having the sole exclussive right to education,exposure and wealth in other to maintain uncontestable supremacy and to help them harvest baise and ignorant votes to put them in power and top seat of the federation.
Posted on: Wed, 12 Jun 2013 21:34:30 +0000
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