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Schooling in Nigeria a scam?

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By Olabisi Deji-Folutile

Unfortunately, the reality is that Nigeria cannot achieve its full potential until it begins to invest in its human capital.

School na scam! I hear this phrase a lot of times these days, especially from Nigerian youths. Ask them what they mean, they will tell you that the whole hype about education being the foundation for a productive and profitable future is all lies – that all the talks about schooling being the gate pass to a life of comfort are all made up.

As far as they are concerned, Nigerian schools are teaching them things they may never need or use in life. Unfortunately, society keeps telling them that the road to success in life lies in school, when they can actually see that most of their peers doing well early in life are school dropouts. And the ones that society idolises don’t even have degrees. That is confusing!

One of them told me recently that going to school is a waste of time. To him, people spend so many years in school and still come out to do things that do not really require any form of academic rigour to handle. He cited examples of graduates ending up as fashion designers, photographers, event planners, etc. That’s share waste of time, isn’t it? These ones could have invested their energy in these vocations rather than waste their time studying what is not really relevant to their lives.

Well, that may be true. Many youths ‘doing well’ in Nigeria today are dropouts. A lot of them are into music. A lot of them got into the limelight through reality shows and they seem to be doing well for themselves.

Meanwhile, the number of graduates doing menial jobs is mounting every day. Just this past month, the story of a female graduate of the University of Calabar, who left her teaching job to ride a tricycle, popularly known as Keke NAPEP went viral on social media. According to her, she took up a teaching job after she graduated but, because the pay was meagre, she decided to venture into driving a commercial tricycle, which she said, brings her far more financial returns than her teaching job.

Another lady, Unyime Asuquo, a graduate of English Language, is also riding keke to earn a living because she has not been able to secure a job since graduation. If after leaving a university, all you come back to do is ride keke, why go to school in the first instance? No one needs a degree to learn how to ride keke, so why waste time and energy in a higher institution just to become a keke driver? How do you convince people like these that education is not a scam?

I know people talk a lot about the correlation between academic success and success after school. They claim academic feats rarely translate into success in life. They cite examples of first-class graduates working for third-class degree holders and wealthy stark illiterates employing brilliant professors and teachers. All of this seems to further justify the phrase that school is a scam. After all, if the narrative of schooling guaranteeing a great future is true, professors should be the richest people on earth and first-class graduates should probably be among those controlling the world’s wealth.

I may not have empirical data to back this up, but I have observed an increase in the number of Nigerian youths dropping out of higher institutions. I have also noticed that these youths aren’t really bothered about not finishing school. The ones I know are not idle either. They are all working – some as social media managers, web designers, SEO experts. These are skills they learn on their own in most cases. They even earn more money than graduates and they seem at par or even better than their graduate colleagues in terms of eloquence, industriousness, and relevance.

Are these enough reasons to conclude that schooling is a total waste of time? Definitely not! Rather, I would say what we need is a functional educational system. It is now apparent that Nigeria’s current educational policy is neither satisfying the yearnings of its teeming youths nor delivering the needs of the labour market. From personal experience at recruiting for jobs, I can tell you for free that many people who parade themselves today as graduates are unemployable. This does not mean that these youths aren’t smart; they are not just groomed for the labour market.

First, we miss it as a society when we think that every child should go to higher institutions. That is a grave mistake. There was a time when Nigeria had functional technical schools where students could learn vocational studies and specialise in whatever area of interest they were good at. Then there was carpentry, welding, building, hairdressing, catering, etc. These colleges were equipped to provide these vocational courses. Had my youth friend been aware of this, he would have known that you don’t have to go to university to become a fashion designer or event planner.

As a matter of fact, the main objective of the 6-3-3-4 system of education, championed by a renowned Nigerian educationist, scholar, and former minister of education, the late Prof Babs Fafunwa, was to produce self-reliant graduates with better labour market skills and earning potential.

The 6-3-3-4 system of education, introduced in 1982, according to experts, was designed to inject functionality into the Nigerian school system, by producing graduates who would be able to make use of their hands, head, and heart. It was designed to produce the expected technician class needed in Nigerian society.

It had a provision for technical schools. The idea is that every child would have six years of primary school, three years of junior secondary school, and then proceed to a technical school or senior secondary school depending on their interest and ability. As early as Junior Secondary School 3, the students proceeding to these technical colleges would have done so. They don’t have to waste their time by finishing senior secondary school or sitting the UTME because they really don’t need that stress.

Technical colleges prepare the students for specific trades or careers. They could spend 2-4 years there depending on their programme of choice. And they are awarded certificates at the end of their study. These colleges had workshops. They were not the typical classroom settings. The students had the opportunity of experiencing what they were expected to see in the labour market. In other words, the colleges offered practical lessons. These schools teach students life skills that cannot be taught in the traditional classroom setting.

In the developed countries, these technical schools are almost the complete opposite of a university. Rather than receiving a broad education, they prepare their students for a particular job of interest. Whereas, universities are for people interested in research or a general pursuit of knowledge.

The 6-3-3-4 policy initially seemed laudable; unfortunately, it didn’t take into consideration the fact that at the tender age of 13, some children may not really know what they want to specialise in. Besides vocational courses are stigmatised in this part of the world and those who go for them are largely regarded by society as being crude, unpolished, and dull.

Perhaps, it would have been better if the pupils had been allowed to finish senior secondary school before going for the vocational courses. So, it was replaced with the 9-3-4 system of education which merged the six years of primary education and the first three years of the JSS education. That muddled everything up. We ended up neither being here nor there.

Be as it may, the technical colleges are almost all dead now. That integral part of our education is gone and this is one of the reasons why the young ones are convinced that schooling is a scam. This is one aspect of the problem.

The other leg of it is the use of obsolete curriculums in many higher institutions. Many of these institutions have not reviewed their curriculums in years. The result is that they produce graduates that cannot use their hands, head, and heart. The world is changing but the curriculums have remained static. To be relevant, schools have to upgrade their curriculum to be in tandem with the needs of today’s world.

There is also a problem with the way our higher institutions structure their programmes. There are some course combinations that are not allowed here. This restricts the students and prevents them from expressing themselves. The schooling system should be reviewed to make room for more goal-oriented courses. Institutions can encourage students to have majors and minors. You can major in Computer Science for instance and have a minor degree in history or music. This will ensure diversity and help students to discover their purpose.

Besides, Nigeria has a funny way of getting people admitted to university. Everybody must have a credit in English and Mathematics. I often wonder, the mathematical formula that someone studying English would need or the lexicon that a maths student would need to solve mathematical problems. We just put unnecessary stumbling blocks in students’ way. Some students spend extra five years at home looking for maths and English to gain admission into Nigeria’s higher institutions. This is another problem. Imagine going through such a hell and coming out to ride a tricycle.

For me, school is not a scam. Rather, the dysfunctional education system that we have in this part of the world is the scam. Education remains a key driver of societal growth and progress. However, it would be a mistake to think that we go to school to obtain certificates and that the certificates should be a meal ticket. Proper schooling should help to develop one’s critical, logical problem-solving skills. Collins English Dictionary (2009) describes education “as a process of imparting or acquiring general knowledge, developing the powers of reasoning and judgement, and generally of preparing oneself or others intellectually for mature life.”

You don’t have to go to a university to learn these skills. Some of the highest paying careers in the US include dental hygienist, Air Traffic Controller, Margin Department Supervisor, Construction Manager, Automobile Service Station Manager, Cardiovascular Technologist, Elevator Mechanic, and Power Utility Technician. They are all learned in trade schools or technical colleges and not in universities. Some Nigerians all in a bid to obtain foreign degrees often end up attending these schools abroad meanwhile, back home, our employers discriminate against polytechnic graduates.

With the IT revolution in today’s world, people in charge of our education should be thinking of how to establish centres where youths can be taught how to code, develop websites, design and implement software solutions. That is how to make education and learning practical and relevant.

I know that Nigeria’s situation can frustrate many people. There is a deliberate move by our leaders not to focus on the education sector. Governor Nasir El-Rufai of Kaduna State has told us that politicians shy away from investing in education and health because such investments are generational as it takes 30 years for the results to show.

Since politicians only have a four-year term in office with a maximum of eight years if returned for another term, he said they often ignore these sectors and focus on road constructions, building of secretariats which to them can easily be paraded as achievements.

Perhaps, the other point the governor forgot to mention is that politicians make their money from kickbacks on such projects which make them attractive than investing in human resources.

Unfortunately, the reality is that Nigeria cannot achieve its full potential until it begins to invest in its human capital. Bill Gates made this valid point sometime ago when he advised the country to build human resources rather than bridges and roads. As good as these infrastructures are, they become useless if done at the expense of providing quality and practical education to the citizenry.

A Yoruba proverb says a child that is not trained well will sell off his parents’ house. In other words, if a father builds a house at the expense of his child’s education, that child will end up selling the house built. If Nigeria continues to build infrastructure and devalues education in the process, its uneducated and half-baked graduates will destroy the infrastructures and the country will be back to square one. A word is enough for the wise!

Culled from the Sahara Reporters

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Books

A Chronicle of Community: Tracing the Roots of Amaiyi Igbere

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  • Book Title: Amaiyi Igbere: A Historical Look Back on Life, People, and Places That Shaped the Community
  • Author: By Emmanuel O. Ukandu, P.E.
  • Publishers: Intekspress Publishers
  • Reviewer: Emeaba O. Emeaba
  • Pages: 285

There is a particular kind of historical work that does not begin in an archive but around family compounds, market squares, church yards, streams, and evening conversations. Amaiyi Igbere: A Historical Look Back on Life, People, and Places That Shaped the Community by Emmanuel O. Ukandu belongs to that tradition. It is not merely a local history. It is an act of cultural preservation, an ambitious effort to rescue an entire way of life from the erosion of memory. The book announces that purpose immediately, presenting itself as a historical record of “life, people, and places that shaped the community.”

Ukandu understands something many professional historians sometimes overlook: the disappearance of everyday knowledge is often more permanent than the loss of famous events. Kings, wars, and politicians usually find chroniclers. The names of neighbors, customs surrounding childbirth, wrestling ceremonies, market routines, childhood games, and village footpaths frequently vanish within two generations. His response is encyclopedic. Across eighteen chapters, the author documents everything from family genealogies and village compounds to agricultural practices, religious life, education, folklore, the Nigerian–Biafran War, and changing social values.

Rather than pretending to produce an objective, omniscient history, Ukandu openly defines the book as a “personal history.” He carefully explains the limits of eyewitness testimony while arguing that memory itself deserves preservation. In one of the book’s strongest passages, he writes that:

“What may appear to be a small fragment of history today… may spare them the considerable effort and resources that would otherwise be required to search for traces of what transpired.”

That sentence serves as the philosophical foundation for everything that follows. The author is less interested in constructing grand historical theories than in ensuring that ordinary facts survive.

One of the book’s greatest achievements is its treatment of genealogy. Hundreds of names appear throughout the narrative—not as dry census entries but as participants in a living community. Families are connected across compounds, marriages, occupations, churches, schools, and public service. Future descendants searching for ancestors decades from now may find this volume invaluable. The author’s hope that young readers will build their own family trees transforms the book from history into an invitation for continuing scholarship.

The strongest chapters are those describing daily life before modernization transformed southeastern Nigeria. The discussions of rites of passage, farming seasons, fishing traditions, folklore evenings, marriage customs, health practices, markets, and village maintenance recreate a society whose rhythms depended upon community rather than institutions. The cumulative effect resembles an ethnography written by someone who lived the culture rather than observing it from the outside.

Ukandu also demonstrates how education shaped modern Amaiyi. His accounts of scholarship programs, pioneering teachers, and community leaders reveal how one generation deliberately invested in the next. Particularly memorable is his reflection that:

“Good seeds planted in children at an early age may produce results that last for a very long time.”

That observation quietly becomes one of the book’s central themes. Throughout the narrative, the community advances not through dramatic revolutions but through teachers, mentors, churches, scholarship funds, and families determined to educate their children.

The prose possesses an unusual sincerity. Ukandu rarely writes as though he is attempting a literary flourish. Instead, his voice reflects someone determined not to forget. That straightforwardness gives emotional weight to passages describing migration, the Nigeria–Biafra War, and the gradual disappearance of customs that once organized everyday existence.

Perhaps the book’s most affecting declaration appears near the beginning:

“The material presented in this book constitutes ‘a time window’ on a particular period in the life of the people of Amaiyi Igbere.”

The metaphor is exactly right. Readers are not simply learning dates; they are looking through a window into a vanished social world.

What does the book do less well?

Its greatest strength is also its principal weakness.

The book frequently favors completeness over narrative momentum. Long catalogues of names, family relationships, and community figures provide extraordinary documentary value, but they occasionally interrupt the flow for readers unfamiliar with Amaiyi. A more selective organization—or the addition of supplementary family charts, maps, timelines, and genealogical diagrams—would have made the wealth of information easier to absorb.

Editorially, the work could also benefit from tighter compression. Many anecdotes repeat similar themes, particularly regarding exemplary community leaders and educational pioneers. A more robust synthesis would strengthen the narrative without sacrificing historical content.

There are moments when personal admiration for certain individuals overtakes critical historical distance. Since the author explicitly identifies the volume as a personal history grounded in lived memory, this is understandable. Still, readers seeking extensive engagement with conflicting interpretations, documentary evidence beyond recollection, or broader regional historiography may occasionally wish for more comparative analysis.

Yet these criticisms ultimately reflect the book’s chosen mission rather than its failure. Ukandu is not writing a conventional scholarly monograph. He is preserving communal memory before it disappears.

The result is an important contribution to local African historiography and a reminder that history survives not only in national archives but also in villages whose stories are too often left unwritten. If every community possessed a chronicler as determined as Emmanuel Ukandu, historians of the next century would inherit a far richer record of Africa’s social past.

Amaiyi Igbere demonstrates that preserving memory is itself an act of public service. It stands as both a historical record and a gift to future generations seeking to understand not merely where they came from, but how ordinary people built a community whose legacy deserved to be written before it was forgotten.

This book is available on Amazon (Click on Image).

 

 

 

 

 

 

 

 

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♦ Dr. Emeaba, the author of “A Dictionary of Literature,” writes dime novels in the style of the Onitsha Market Literature sub-genre.

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Book Review: The Gospel According to the Grocery Aisle

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  • Book Title: FOOD FOR THOUGHT: Nourishing the Soul, One Bite at a Time
  • Author: Professor Rev. Dr. Darlington Iheonu I. Ndubuike
  • Publishers: WestBow Press.
  • Reviewer: Dr Emeaba O. Emeaba
  • Pages: 220

In Food for Thought, Darlington Ndubuike transforms the produce aisle into a pulpit, finding in seventy fruits and vegetables a complete theology of the examined life; its trials, its silences, and its unexpected harvests.

Consider, for a moment, the humble prune. Dismissed by most as a geriatric remedy, shriveled and graceless beside its more glamorous neighbors in the produce section, it is not the obvious vehicle for theological meditation. Yet it is precisely here, at the unglamorous end of the fruit bowl, that Professor Rev. Dr. Darlington Iheonu I. Ndubuike begins his ambitious, idiosyncratic, and occasionally arresting book of devotional reflections. “Before it becomes a prune,” he writes, “the plum undergoes a transformation; it is dried, its moisture removed, and its form altered. Though the process may seem like a loss, the prune becomes more concentrated, sweeter, and longer-lasting than the original fruit.” The pruning of the plum becomes, in Ndubuike’s telling, the pruning of the soul; God as Master Gardener, cutting away what comforts in order to cultivate what endures.

This is the central conceit of Food for Thought, and it is one the author pursues with a kind of joyful relentlessness across seventy chapters, each devoted to a different fruit, vegetable, or herb. From peach to peas, from chard to walnut, from kiwi to kale, each item in Ndubuike’s spiritual pantry yields a devotional lesson, a biblical parallel, and an acronymic framework for right living. The book belongs to a long lineage of nature-as-sermon writing; from the medieval Physiologus, which found moral instruction in the habits of real and fantastical animals, to the pastoral homiletics of the American evangelical tradition. But Ndubuike brings to the genre something distinctly his own: an exuberant fondness for wordplay, an autobiographical candor that occasionally startles, and a devotional warmth that persists even when the metaphors strain their seams.

The book’s organizing principle is phonetic rather than botanical. Ndubuike pairs each food with a homophonic or near-homophonic English word or phrase: the peach becomes a meditation on the “pitch,” or the power of words; the kiwi prompts a reflection on “Can we?”—a question of communal possibility and spiritual unity; the walnut, with a brisk semantic pivot, becomes “Worry Not.” The raisin asks us to search for “reason” in the dry seasons of life; the lettuce implores us to “Let Us” choose reconciliation; the cantaloupe reminds us that we “Can’t Elope” from our responsibilities. Some of these puns land with the satisfying click of genuine insight. Others; the beet becoming “beats,” the corn becoming “con;” are more strained, their theological freight arriving at the station considerably ahead of any logical locomotive to carry it. Ndubuike is clearly aware that he is operating in the territory of the playful homily rather than the systematic treatise, and he generally deploys his puns with enough good humor to disarm objection.

What distinguishes Food for Thought from its devotional shelf-mates is the quality of Ndubuike’s autobiographical interjections. In a chapter ostensibly about chard—”charred,” in his reading, as a metaphor for transformation through trial—he pivots without warning into a searing personal memoir: his years as an international student in Houston, the hurricane that destroyed his workplace, the repossessed car, the miles walked before dawn from Stella Link Road to West Belfort, folding newspapers in the back of a pickup truck, shoulder still aching decades later. These passages are written with a plainness and precision that distinguish them sharply from the book’s more ornate homiletical moments. They arrest the reader because they are specific in a way that allegory rarely is; because they insist that the fire he describes is not only figurative. “I had a return ticket,” he writes. “I could have gone home. But I stayed. That was over forty years ago. What felt like the end was actually the beginning.” The chard chapter, in other words, becomes something more than a meditation on resilience; it becomes testimony.

The book’s theological framework is unambiguously evangelical and Protestant, rooted in the conviction that Scripture is the primary lens through which the natural world—and human experience—ought to be interpreted. Ndubuike cites Proverbs, the Psalms, the Pauline epistles, and the Gospels with the ease of long familiarity. His approach to biblical narrative is typological and hortatory: Joseph, Esther, Naomi, Gideon, Abraham, and Ruth appear as recurring figures, their stories pressed into service as analogues for contemporary spiritual dilemmas. This is a deeply traditional mode of Christian preaching, and readers already within that tradition will find the interpretive moves intuitive, even comforting. Those approaching from other perspectives—secular, interfaith, or from within Christianity’s more historically minded wings—may find the hermeneutic at once earnest and occasionally reductive. Ndubuike is not much interested in the ambiguities of biblical narrative, in the gaps and silences that have occupied critical scholarship for a century and a half. He reads for moral and spiritual direction, and he finds it consistently wherever he looks.

Structurally, the book follows a disciplined if somewhat formulaic pattern. Nearly every chapter concludes with an acronym that spells out the chapter’s food—the pecan yields PECAN (Positioned in Christ, Empowered by the Spirit, Called with Purpose, Anchored in Faith, Nourished by Grace); the peach yields PITCH (Pause Before You Speak, Intend to Build, Tell the Truth in Love, Choose Words Carefully, Honor God and Others). These frameworks are designed, one senses, for pedagogical application; for church small groups, Sunday school classes, sermons, and workshops. As pastoral tools, they are admirably efficient. As literary devices, they occasionally impose a tidiness on complexity that the preceding meditation has not quite earned. Life, as Ndubuike himself demonstrates when he is writing from memory rather than from schema, is rarely as categorical as an acronym.

The book’s range is its most impressive quality. In the space of a single volume, Ndubuike moves from modesty and bodily dignity (the citrus chapter’s meditation on “see-throughs” and discretion) to individuality and self-expression (the garlic chapter’s spirited defense of the “Gar-ilk,” those uncommon souls who carry bold presence without apology), from the communal ethics of the kiwi to the eschatological patience of wheat. The chapter on basil is perhaps the most quietly searching in the collection: Ndubuike warns against what he calls “basil living”—a life of safe, flavorless adequacy, the spiritual equivalent of the default herb—and invokes Esau’s sale of his birthright as its scriptural type. The Israelites in the wilderness, longing for the cucumbers and garlic of Egypt even after their miraculous deliverance, are pressed into service here as cautionary archetypes of comfort-seeking and diminished vision.

The final chapter, devoted to peas—peace—arrives with the warmth of a well-prepared meal’s last course. Peas, Ndubuike observes, “grow together in a pod, side by side, close-knit, and in harmony. They don’t compete for space; they share it.” It is a fittingly communal image with which to close a book that is, at its best, an invitation to a shared table; to the practice of attending carefully to the ordinary, of finding in the quotidian not distraction but direction.

Food for Thought is not a book without faults. It is uneven in texture, moving between passages of genuine spiritual depth and others that settle for the pleasant cliché. The acronymic scaffolding, useful as a preaching tool, can feel mechanical when encountered seventy times. And there are moments when the phonetic conceits require a suspension of credulity that the theological argument is not quite strong enough to support. But Ndubuike writes from a place of authentic vocation; he tells his readers, only half in jest, that he cannot cook, and that the Holy Spirit is the true chef of this volume, and that sincerity has a flavor of its own.

For readers willing to receive it on its own terms; as an extended pastoral exercise in finding sacred meaning in the ordinary world, written by a man who has walked miles in the dark and emerged with his faith intact; Food for Thought offers something genuinely nourishing. Ndubuike’s grandfather’s voice can be heard throughout: in the dedication to his grandson Lennox, he sets the book as “a table I’ve set with care, each page a dish seasoned with reflection, truth, and love.” That is, in the end, exactly what it is.

This book is available on Amazon (Click on Image).

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♦ Dr. Emeaba, the author of “A Dictionary of Literature,” writes dime novels in the style of the Onitsha Market Literature sub-genre.

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From Noise to Votes: Nigerian Youth Must Turn Online Fire into Electoral Power

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Young Nigerians have shown a remarkable ability to create waves in the digital space. With a single click, they can expose a politician’s corruption, rally tens of thousands of supporters behind a single hashtag, and keep every political actor on edge from dawn until dusk. However, as the 2027 general elections draw closer, it is time to face an uncomfortable truth: loud online noise isn’t the same as real power in the political sphere. If Nigerian youth wish to get the best possible leadership from their nation’s leaders, they need to take their online activity offline (i.e., to places where actual democracy occurs) and start showing up to cast votes.

There is simply too much evidence to ignore that this needs to occur. Nigeria is a young country demographically. Together, Gen Z and Millennials comprise approximately half of the total population—50.1 percent—according to IntelPoint. Gen Z makes up 25.8 percent and Millennials account for 24.3 percent. When we consider Gen Alpha, the percentage rises to 85.7% of the population under 44. According to ActionAid Nigeria, more than 60% of Nigeria’s population is under 30. According to Afrobarometer, Nigeria has a median age of 18.1 years, and 58% of its population is aged 0-29. Therefore, Nigeria isn’t merely a young country; it is a country dominated by young people.

Based on this information, this dominant demographic should wield considerable political influence. Unfortunately, there often appears to be little correlation between these statistics and political influence. The contrast is striking. While a majority of Nigeria’s population is young, there remains a significant gap between how influential young people are politically and how influential they could be. This lack of influence is not due to a lack of ability among young people; rather, it stems from many young people stopping short of completing what is often called the “civic journey,” which involves moving from awareness to action. They consume politics, engage in political debate on social media, participate in meme politics, and express frustration with politics through social media rants; however, many young people still fail to register to vote (PVCs) or participate in elections in sufficient numbers to affect the outcome.

This disparity is important because youth dissatisfaction is far from abstract. More than 23% of Nigerian youth report being unemployed or seeking employment, according to Afrobarometer. Additionally, more than two-thirds of youth aged 18 to 35 report having some form of postsecondary or secondary-level education. Despite Nigeria ranking among the lowest in providing employment and opportunities for youth, and despite identifying high costs of living, unemployment, crime and security concerns, poverty, poor economic management practices, and insufficient access to electricity as the top five issues requiring immediate attention from government officials, youth dissatisfaction cannot be considered indifferent. Rather, youth dissatisfaction reflects citizens’ grievances and legitimate reasons to be deeply interested in who governs their country.

However, mere interest alone will not suffice. Democracy does not reward passion without participation. A young person can identify every weakness inherent in a political system; however, unless that person participates by casting a vote, they will remain a spectator to their own future. If you are mature enough to understand concepts such as inflation, insecurity, broken campaign promises, unemployment rates, and poorly managed governance systems, you are mature enough to accept responsibility for your role in creating solutions to those problems. That responsibility begins with voting.

In addition to continuing to use social media to raise awareness of voter registration, election knowledge, fact-checking mechanisms used during elections, and peaceful participation methods, social media can also serve as a vehicle for facilitating the transition from social media activism to actual civic engagement. Young Nigerians should leverage their social media presence to encourage voter registration, promote election literacy programs, provide fact-checking services to counter election misinformation, and advocate for nonviolent participation throughout the electoral cycle. They should convert their social media timelines into civic classrooms. Where can I find the information I need about voter registration processes? Where is my assigned polling station located? Where do I receive my Permanent Voter Card? How do I protect myself from spreading misinformation? How do I properly monitor election results? These are not dull topics; they represent essential tools required for surviving democracy.

Youth organizations, creators, and social media entities can also help facilitate offline civic engagement. Use your WhatsApp groups to alert others as registration deadlines approach. Use X Spaces and Instagram Live to focus on discussing relevant issues rather than hurling insults. Use TikTok to simplify the voting process. Use Facebook to motivate family members and first-time voters to participate in elections. Use whatever platforms are available to make civic obligation contagious. Nigeria’s youth have shown they can create viral content. Now they must begin to generate participation on a viral scale.

One of the most damaging myths in Nigerian politics is that “your vote doesn’t matter.” It is a self-fulfilling prophecy that only serves the interests of cynics, crooks, and machines whose success depends solely on low turnout. Yes, Nigeria’s electoral process has flaws. Yes, there have been numerous disappointments. However, the response to a flawed democracy is not abandonment; it is increased participation. By staying home on Election Day, youth essentially give their votes — and therefore control — directly to the very same groups they loathe.

Another mythological excuse for the youth’s failure to vote in Nigeria is the claim that “all politicians are alike.” No — they’re not all the same. While some politicians are inept, others are corrupt, and others exhibit both characteristics, democracy is not about seeking holy men or women; it is about making selections and enforcing accountability. An individual who refuses to make a selection for office because none of the options appear acceptable is ultimately selecting the candidate most likely to emerge victorious by default.

Nigeria’s youth already constitute the country’s largest demographic group. It is time for them to become its strongest democratic force as well. However, that will not be achieved by trending hashtags alone. Instead, it will be achieved when online energy is harnessed and directed toward political organization, civic education, voter registration, increasing voter turnout, and holding elected representatives accountable after elections.

The 2023 election saw remarkable youth participation but lacked follow-up. Therefore, the 2027 election should not produce another generation of disillusioned observers; instead, it should yield a new generation of participatory citizens. Let online flames ignite electoral power. Let debates become ballots. Let criticism evolve into participation. If Nigerian youth can dominate social media, they can also dominate democracy. The future will not be handed to them in a retweet. They must elect it into existence.

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♦ Chris Ulasi is on the Editorial Board of The West African Pilot News. He contributes stories about culture and tradition, elite politics, ethnicity and national integration, civil society, and social movement. He is a university professor, community builder, poet, film producer, recording the emergent Nollywood cultural history through film.

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