2023 Presidential Candidate of the Labour Party Advocates for Education and Good Leadership
The 2023 presidential candidate of the Labour Party, Mr Peter Obi, has expressed his vision for a Nigeria where leaders are individuals with genuine academic qualifications and knowledge of their peers. He criticized the country’s tendency to celebrate individuals with criminal backgrounds instead of those who have excelled in their chosen fields. Obi emphasized that if given the opportunity to lead the country, he would prioritize changing this narrative.
Investing in Education for Sustainable Development
Speaking at the graduation ceremony of students from Pacesetters Academy in Abuja, Obi highlighted the importance of investing in education for meaningful development. He stated that education is the foundation of progress and plays a crucial role in achieving the Sustainable Development Goals (SDGs).
- Education is essential for differentiating between developed and underdeveloped nations.
- Health is closely linked to education, and a well-educated society leads to a healthier society.
- Eradicating poverty is impossible without education, as education empowers individuals to lift themselves out of poverty.
- Nigeria currently faces a significant challenge with 20 million out-of-school children, hindering future development.
Obi’s Approach to Education
As the former Governor of Anambra State, Obi implemented policies to improve education in public schools. He rejected the distinction between private and public schools, emphasizing that all children are part of the community and deserve equal access to quality education. Obi equipped public schools with computers and extended these resources to private schools as well.
Recognizing the Role of Teachers
Obi acknowledged the critical role of teachers in shaping the future generation. He expressed his commitment to celebrating and supporting teachers, as they are the ones who impart discipline, knowledge, and character to students. Obi called for a shift in society’s focus, away from celebrating corrupt individuals and towards recognizing the contributions of teachers.
Empowering Graduates for a Better Nigeria
Addressing the graduating students, Obi encouraged them to be agents of change in a new Nigeria. He emphasized that a good education is the only certificate needed for success and urged them to uphold values such as discipline, truthfulness, and integrity. Obi highlighted the need for a society with individuals of good character and behavior.
Call for Restoring the Standard of Public Schools
The Emir of Dutse, Alhaji Muhammad Sunusi, expressed concern about the declining state of education in Nigeria. He called on the government to prioritize restoring the standard of public schools. The Emir also commended Barr. Kenneth Imansuangbon, Chairman of Pacesetters Schools in Abuja, and encouraged him to set a new standard for public schools in Edo State if elected as governor.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article primarily focuses on the importance of education and its role in development, indicating a connection to SDG 4.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article emphasizes the need for investment in education and highlights the importance of providing quality education to all children, eliminating gender disparities, and equipping youth and adults with relevant skills for employment.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
The article does not explicitly mention specific indicators, but it highlights the importance of achieving minimum proficiency levels in reading and mathematics, developing ICT skills, and ensuring gender parity in education.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill. |
| Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated. |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: opinionnigeria.com
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