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A CRITICAL
LOOK ON THE PROBLEM AND SOLUTION TO CULTISM IN TERTIARY INSTITUTIONS
ABSTRACT
Cultism is
one of the problems that students face in campus. This is because of
non-challant attitude, poor orientation, ideology and culture that youths get
towards education. Many youths see tertiary education as an avenue to assert
their individuality through wearing outlandish attire, giving money to
lecturers for grades, engaging illegal activities in order to seek protection
and get wealth. Pedagogical education has made many to toil in wasteful
activities without discovering their innate potentials. This study seek to
address the problem of cultism through learner centered Education.
CHAPTER ONE
1.0 INTRODUCTION
The role of
education in the development of a society has been vastly documented in
academic journals, and we do not intend to revisit it here. This section will
concentrate on the need for Nigerian leaders to pay close attention to the
needs of the educational sector, and treat it as a public-health issue, because
the sociopolitical and economic development of a nation and (or her health) is,
in many ways, determined by the quality and level of educational attainment of
the population. Political leaders should take politics out of education, as the
continued neglect of this sector would lead to social paralysis.
The youth
should be given the appropriate quality academic training and an environment
that would enable them to reach their full potential.Nigeria has toilet with
some educational programs, which have only served as conduits to transfer money
to the corrupt political leaders and their cronies. For instance, the nation
launched the Universal Primary Education (UPE) in 1976, but as noted, the
program failed due to lack of fund necessitated by corruption, among other
factors. Nigeria has again launched another mass-oriented education program,
this time branding it the Universal Basic Education (UBE).
The
President, Olusegun Obasanjo, declared during the launching of the program in
Sokoto that the nation ‘cannot afford to fail this time around.” However, not
long after that, the federal government reported that the falling standard of
education in Nigeria is caused by “acute shortage of qualified teachers in the
primary school level.” It is reported that about 23 percent of the over 400,000
teachers employed in the nation’s primary schools do is the minimum educational
requirement one should posses to teach in the nation’s primary schools
(Ogbeifum and Olisa; The Vanguard Online, July 1, 2001.
1.1 BACKGROUND OF THE STUDY
Education
has been traditionally thought of as the preparation, learning, acquisition of
certain things because they will be useful. It is a preliminary to something
more important to happen later on. Childhood is only a preparation for adult
life, and adult life for another life. Also, the future, not the present has been
the significant thing in education. Education is thought of also as something
needed by some human being merely because of their interdependence on others.
We are borne ignorant, unversed, unskilled, immatured and consequently in a
state of social dependence. Instruction, training, and moral discipline are
processes by which the adult gradually raises the helpless to the point where
they can fend for themselves. The business of childhood is to grow into
independence of adulthood, through the guidance of those who have already
attained it.
1.2 STATEMENT OF THE PROBLEM
In the late
40s, the higher institutions in Nigeria were not associated with secret
societies. The first secret cult in Nigeria came into existence in 1952 when a
group of seven students led by Professor Wole Soyinka, Olumuyiwa Are, Ralph
Opara, D,. Aig-Imokhuede, Tunji Tubi and Olu Aguuloye founded the Seadogs
Confraternity (a.k.a Pyrate) in the University of Ibadan. The sole objective of
founding the cult was to fight colonialism, ensure the dignity of man and to
rid the Nigerian society of elitism and tribalism. Its members engaged in
humanitarian activities such as donation of blood to hospitals to save lives
and presentation of gifts to orphanages, to assist the helpless in the society.
“Everything we did then was healthy, firm
harmless and above board” recalled Muyiwa Awe, one of the founding fathers.
Although they left school for different locations they remained members of the
organization.Twenty years later, the Pyrates Confraternity began to change
significantly. Rancours, feud, factions degenerated into divisions and
splitting of factions. It began with the breaking away of a faction of the
group known as the Buccaneers confraternity in the campus scene in the year
1972. The rebellion of the Buccaneer was led by a group of thirty led by Dr.
Bolaji Carew whose cult name was “Rica Ricardo”. He is presently the Supreme
Eye and Spiritual Head of the Association. The logo of the Buccaneer reads “A
dog has a Master and the Master is a Lord.” This is an open challenge to the
Pyrates confraternity.
Other
slogans of the Buccaneer are “Blud for Blud”, Odas is Odas”, No price no pay.
On the 10th anniversary in 1982, the Buccaneer confraternity became the
Buccaneer Association of Nigeria. The Buccaneers (a.k.a Sea Lords) was soon
followed by the Vikings confraternity. “There were general disenchantment with
the activities of the first two cults” a spokesman said, “Those who once
claimed they stood against oppression later resorted to it as a means of
subduing their fellow students who were civilians”.So came the three sailors
whose aims and objectives were almost the same, whose major difference have
remained their ‘modus operandi’ and their choice of camouflage and logo. While
the Sea Dogs took red as their color, the Buccaneers and the Vikings chose
yellow and black respectively.
Admission of
new members into the Sea Dogs was highly restricted at inception, the same
became true of the Buccaneers and the Vikings. As a result of this, students who
for one reason or the other wanted to “belong” started gathering and in most
cases ended up with a group of their own Needless saying that as the group
continued to split their objectives and aims also metamorphosized from engaging
in humanitarian services to cannibalistic tendencies. Since the 80s, the rate
of splitting and disintegration had been rapid such that presently, we have
over one hundred different cult groups with fanciful names, in our higher
institutions. Some of the cult groups that later developed after the
monopolistic tendency of the sailors include Black-axe, Eiye, Mafia, Maphite,
Klansman Confraternity, Black Beret, Black Cat, Black Cross, Jurist, Mgba Mgba,
Thomas Sankara Boys, Black Brassier, etc. But one thing that is common among them
all is that they have lost the vision and mission of the founding fathers and
have all degenerated to unnecessary rivalry and violence amongst themselves
leading to unnecessary carnage and hair-splitting bloodshed in our higher
institutions.
So many unsuspecting
students have been lured into joining secrete cult societies through deception.
Such deception include; becoming one of the untouchables once you are a member
of a secret cult, owing the most beautiful girl on campus, passing your exams
without study, etc.For those who are lured through such lies there is no
apology because it is only a highly mischievous, untrained, and morally
deficient students that would subscribe to such lies. For, what manner of
student are you, that membership of a secret cult will enable you to
short-circuit studies. The fact is that there is no student without studies!Lie
is a major characteristic of secret cult members. These lies are quite
misleading especially for those who have no idea about their activities. We owe
it a duty to lay before the youths the facts about cult activities.
1.3 SIGNIFICANCE OF THE STUDY
The study is
very important because Parents will check their children’s activities and
friends.Academic and non-academic staff will go extra miles by adding value to
their job in order to prevent students from joining cult.Academic researchers,
government and all those involved in curriculum planning will see the need to
embrace education that touches life or learner centred education in order to
keep the students mind into active reasoning.
1.4 PURPOSE OF STUDY
The study
exposes the consequences of cultism and the damage it causes in our tertiary
institutions.
1.5 RESEARCH QUESTIONS
1. Is cultism a healthy practice among
Nigerian youths?
2. To what extent has pedagogy made dormant
the minds of our youth?
3. To what extent has conventional method of
teaching caused youth restiveness in the tertiary institutions?
4. What can be done to help Nigerian youths
become morally, caring and responsible citizens?
5. Is given learner centred education, the
rightful approach to youth enhancement in tertiary level of education?
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