In a poignant display of the ongoing struggles faced by vulnerable communities in Nigeria, the lepers’ community in Alabarago has decried the widening educational gap that leaves their children without access to quality schooling. During a recent visit by Mass Communication scholars from the University of Lagos (UNILAG), community chief and retired teacher, Mr. Umar Abdullahi, highlighted the critical state of education in the urban slum, drawing attention to the neglect of Sustainable Development Goal (SDG) 4, which calls for inclusive and equitable quality education.
Mr. Abdullahi expressed deep concern over the deterioration of their community school, which once served as a vital educational resource for children who could not attend government or private institutions. “We had a space where we operated a small school for children that couldn’t go to government or private schools; but due to financial problems, we were unable to maintain it and it has become a dumpsite for waste,” he lamented.
The retired teacher’s words underscored the urgent need for government assistance to rebuild the school, which could secure a brighter future for the community’s children. “Presently, only about 30% of our children are going to school, and we are appealing to the government to come assist us. We can provide land for more classes,” he added.
The situation in Alabarago is a stark reminder of the broader challenges faced by people with disabilities in Nigeria. Despite the passage of the Disability Act in 2018 and the constitutional guarantees enshrined in Section 18(3) of the Nigerian Constitution, which mandates the government to provide free and compulsory education, children in the Alabarago community remain largely excluded from these provisions.
International treaties like the UN Convention on the Rights of Persons with Disabilities (CRPD) further reinforce the need for inclusive education, yet Nigeria remains far from achieving this goal. According to UNICEF, an estimated 18.3 million children in Nigeria are not in school, with a significant proportion being children with disabilities. This exclusion is compounded by systemic barriers that prevent their integration into mainstream educational settings.
Mr. Abdullahi’s appeal echoes the sentiment that has long been championed by advocates of disability rights: there is ability in disability, but without the necessary support and infrastructure, individuals with disabilities are denied the opportunity to thrive. The neglect of education for children in Alabarago is not only a violation of their rights but also a failure to harness the potential of a significant portion of the population.
The Nigerian National Policy on Education affirms the right of every child to equal educational opportunities, regardless of disability. However, the gap between policy and practice remains wide, as evidenced by the conditions in Alabarago. The community’s call for help is a plea for the government to fulfill its constitutional and moral obligations, ensuring that no child is left behind.
As Nigeria continues its journey towards development, addressing the educational needs of vulnerable communities like Alabarago is crucial. Providing inclusive and equitable education is not just a goal—it is a fundamental step towards building a more just and prosperous society.