Sociologists observe that institutions such as Federal Government Colleges (unity schools), the National Theatre and National Youth Service Corps (NYSC) as well as inter-marriages are veritable means of promoting national cohesion and development.
They note that one of the important goals of governments and non-governmental agencies, particularly in developing countries, is to facilitate the evolution of a society where there is unity, tolerance, honesty, respect for human dignity and patriotism.
In efforts to realise this goal, the experts underscore the need to inculcate in the citizens the vital values and traits of effective citizenship, using institutions such as unity schools as a platform.
The sociologists insist that unity schools serve as the one of the most pragmatic means of promoting understanding and tolerance among the people, as well as respect for one another’s culture.
They further note that the schools’ students in their seminal years are given the opportunity to live together, as part of designed efforts to foster national unity.
Stakeholders believe that the compelling need to promote unity among Nigerians might have informed the Federal Government’s decision to establish unity schools in all the states of the federation.
Analysts agree that the schools are veritable tools promoting understanding, patriotism and unity among various ethnic groups in the country through education.
There are two unity schools in each of the 36 states and colleges offer day and boarding facilities for students at a highly subsidised cost.
Observers recall that unity schools were established, shortly after the civil war in 1970, saying that the main rationale behind their establishment then was the compelling need to ensure the fulfilment of post-war national integration efforts.
Speaking on the importance of unity schools to national unity, Mr Bobby Udoh, an alumnus of Federal Government College, Ikot Ekpene, says that he is convinced that unity schools are excellent tools of promoting nation-building efforts.
“I was privileged to join several former students of Federal Government College, Ikot Ekpene, for our first grand re-union recently.
“In attendance was the pioneer graduating sets. For me, it was a great delight to interact and reminisce over old times with seniors, mates and juniors.
“One thing that really gladdens me was the presence of ex-students from every nook and cranny of Nigeria; for the four days we were there, we viewed ourselves as Nigerians, and not northerners or southerners, Muslims or Christians.
“I believe the biggest plus of unity schools is the integration of Nigerians from various ethnic and religious backgrounds.
“Pupils from the South-Went (geopolitical zone) go to schools in the North, East or West and the same applies to pupils from other regions.
“The end result was that between five and six years, the pupils lived, slept, ate, played and studied with pupils from other parts of Nigeria and that led to the making of many strong friendships.
“Many students learnt to speak other languages, dated boys or girls from other backgrounds — many of them even got married in the end — ate foods from other cultures, while experiencing and appreciating the peculiarities of different Nigerian cultures.
“During our re-union at the school in Ikot Ekpene, we had some alumni who came in from various parts of the North, and they were well-received.
“It was like home-coming for them, as some could still speak a bit of the language, drink palm wine, eat the local delicacies, and have business engagements.
“Students of unity schools are taught that in every culture, there are good and bad characters.
“So, when people say that Nigeria must break up due to the actions of a northerner, a Muslim, a Yoruba, an Igbo or an Ijaw; we must stand up and declare from our experience that we are all Nigerians with common dreams and aspirations.
“The negative actions of one or few Nigerians must not be allowed to affect the collective desire of the majority,’’ he says.
Udoh says that the students’ exposure to those from other ethnic groups in unity schools has revealed that several citizens from the northern part of the country are very intelligent.
“The record of West African School Certificate Examination’s result of eight straight A1s, held by FGC, Ikot Ekpene, was set in 1980 by Yakubu Solomon from Borno.
“Here is a brilliant Nigerian who has gone on to excel in the field of civil engineering; he has executed jobs in all parts of Nigeria and he even knows the southern part of the country better,’’ he says.
Apart from this, Udoh believes that the products of unity schools do not have a myopic mindset, considering their years of dealing with diverse cultures while in school.
He says that unity schools have been able to produce broad-minded of Nigerians who are very tolerant, understanding, objective and open-minded.
“Like many other alumni of unity schools, I can boast of a network of friends in all regions of Nigeria and I can reach many of these contacts with just a phone call.
“I believe it is this sort of interconnection that preserves the unity of this country,’’ he adds.
Udoh urges the alumni of unity schools to make pragmatic efforts to promote a better society for all Nigerians.
He also wants the ex-students of the colleges to actively participate in all activities aimed at revamping their former schools.
Udoh’s viewpoints notwithstanding, some critics fault the admission procedures into unity schools.
They allege discrimination in the admission processes, insisting that no Nigerian child should be denied the opportunity to go any school of his or her choice on account of factors such as ethnic backgrounds.
“Federal Government Colleges should be regarded as centres of excellence where only the best should be found.
“Unity schools should not be seen as an all-comers college where the major consideration for admission is where a pupil hails from or whom his or her parents know,’’ they note.
In the light of this, Justice James Tsoho of the Federal High Court, Lagos, recently faulted the disparity in the admission requirements into unity schools across the country.
The judge, in a ruling on a case brought before the court on the disparity in the admission procedures, declared that the Federal Ministry of Education erred in prescribing and applying different requirements for candidates seeking admission into unity schools.
He added that such practice violated Section 42 (1) of the 1999 Constitution.
The court further held that the provisions of the constitution were superior to any administrative law or policy adopted by the ministry.
It, however, directed the Federal Ministry of Education to apply uniform admission standards, particularly cut-off marks, for all candidates seeking admission into unity schools across the country.
The court’s decision was sequel to a fundamental human rights’ enforcement suit filed by Mr Olisa Agbakoba, a Senior Advocate Nigeria (SAN), against the Attorney-General of the Federation and the Minister of Education.
In the respondents’ counter affidavit to the application, it was argued that the Federal Government’s policy on education, particularly as it relates to entry qualifications into unity schools, is formulated to represent the federal character of the country, as enshrined in the constitution.
It averred that the first set of unity schools were established to reflect the true spirit of “federal character’’ and had representation in the northern, southern, western and eastern parts of the country.
It also declared that there was no discrimination wherever government policy was driven at ensuring substantive equality and ensuring that everyone had the opportunity to enjoy rights equally, irrespective of factors such as their sex or ethnicity.
The respondents also asserted that the different cut-off marks were to equitably allocate admission spaces to states that were marginally ahead of others and those that were marginally behind others.
All the same, concerned citizens urge the Federal Ministry of Education to ensure that pupils in each of the Federal Government Colleges are drawn from each state of the federation, so as to justify the raison d’être behind the establishment of the schools. NAN