Leaving No One Behind: How Process of Learning is Perpetuating Inequality

Education is a powerful tool for personal and societal advancement, yet children in Nigeria have access to vastly different levels of education (public, private, and international schools), indirectly creating barriers for skill acquisition that can significantly impact their future opportunities. Yes, education is generally attributed as a weapon to change the world, but it can also be a weapon to perpetuate inequalities. In this post, I share my experience to highlight the importance of the "process of learning" in shaping the future of children. For this write-up, I will classify private and international schools as private schools and public schools as government-owned schools.

Witnessing Disparity

As a teacher who has taught in both private and international schools in Nigeria, I have witnessed first-hand the stark disparities between these schools, and how the "process of learning" perpetuates inequalities and leaves certain children behind (a clear impediment to the 2030 agenda of "Leaving No One Behind"). While private schools often provide their students with 21st-century technological resources, highly qualified teachers, mentorship, and robust infrastructure, public schools struggle with overcrowding, lack of resources, dilapidated buildings, low-quality teachers, and underfunded programs. This discrepancy in the "process of learning," especially during foundational learning and developmental stages, not only affects academic outcomes but also shapes the social and economic trajectories of millions of Nigerian children in the future, particularly in job opportunities.

Yes, the challenges in government-owned schools require massive funding and long-term policy implementation, but there are immediate, evidence-based strategies and "WHAT WORKS" practices to ensure educational equity and equality in the "process of learning" for public schools. Based on my experience as a teacher in these two school systems, here are two ways the "process of learning" leads to disparity:

Catering for Diverse Learning Styles

Trust me, this is one of the significant practices in private schools. Learning styles refer to the various ways in which children learn, process, and retain information. Some students are visual learners, some are auditory, and others are kinesthetics. Teachers in private schools (mostly international schools) are trained to tailor learning in line with the learning styles of children, to accommodate each child in the learning process. While I was a teacher in an international school in Abuja, my vice-principal and principal would always come to the class, sometimes unannounced, to observe teaching, and the feedback mostly centred on how I catered to the different children in the classroom. I saw a similar exercise in the UK too.

In contrast, in my experience in public schools prior to 2016, after careful reflection, I realized that my teaching did not cater to the learning styles of students. Yes, I might have had mastery of the subject, but I lacked the skill to tailor my teaching to meet the needs of my students. I was preoccupied with ensuring that students had completed notes and covered the syllabus. I just wanted to go and teach, "talk" the lessons to the students, and ask them the usual question—"Do you understand?" And the general response would be a chorus "Yes." One thing I can attest to in government-owned schools is the emphasis on completing lesson plans and submissions. You can receive a query for non-compliance. While this is good, it is important for teachers to engage in learning activities that prepare students for tomorrow. There is an urgent need for teachers, especially those in rural areas, to understand and cater to the diverse learning styles of students in the "process of learning."

Experiential Learning

Teaching in private schools is through learning by doing—a student-centred approach that allows students to connect the practical with the theory. Real-life scenarios are brought into teaching. Evidence suggests that experiential learning enhances understanding and retention through practical application, encourages active engagement, and improves decision-making in students in uncertain situations. The first time I practiced this properly was during my Professional Development Qualification in Teaching and Learning (a Cambridge Certified Course for Teachers). The training exposed me to new methods and transformed my teaching style from a teacher that talks to a teacher that allows "students to talk and do" in the "process of learning." Teachers in private schools spend considerable time planning how to introduce a lesson, what activities to introduce and when, what questions to ask, and what real-life (past and present) experiences to connect with the lesson to achieve intended learning outcomes.

Unlike in public schools, where I did most of the talking, teachers in public schools also spend time preparing for lessons. In fact, some teachers exhibit great mastery of subjects, but experiential learning is absent. In these settings, "brilliant and good teachers" are known by how well they can talk and give notes to students. While the "process of learning" in private schools prepares students to be confident, suggest solutions through real-life experiences, and develop critical thinking skills for an ever-changing world, children in public schools are being prepared to be timid, reserved, and accept information "dogmatically."

Way Forward

1. NGOs and other educational stakeholders should incorporate training on experiential learning and learning styles into professional development programs for teachers in public and rural areas.
2. Education managers in these areas should be trained to understand what to look for during the observation of the teaching-learning process and encourage teachers to pursue professional development opportunities.

There is an urgent need for teachers in public schools, especially those in rural areas, to adopt experiential learning and understand the diverse learning styles of students. This shift is crucial for preparing students for future challenges and ensuring that no child is left behind.

#Learningwithoutbarriers #Leavingnoonebehind #2030agenda