Category: MIL-OSI

Source: The Conversation – Africa – By Pearl S. Kyei, Senior lecturer, University of Ghana

Across Ghana, thousands of children start formal schooling every year full of promise. Yet many struggle to master basic reading and numeracy skills in the early grades.

Six in ten Primary 4 pupils in Ghana perform below basic proficiency in mathematics and half fall short in English. Primary 4 pupils are students in the fourth year of primary school, usually about 10 years old.

As researchers studying what helps young children learn better in Ghana, we wanted to understand something that is often overlooked: the home. Our study sheds new light on the importance of the resources available at home, the involvement of caregivers and the type of family structure.

We found that young children do better in school when their caregivers take an active role in their learning, even in families with fewer resources. The findings suggest that improving school performance in low-income settings may not always require expensive investments.

The early years are critical for children’s development. Skills acquired during kindergarten and the first years of primary school form the foundation for future learning. Children who struggle during these years often find it difficult to catch up later.

Home is where learning starts

In low-income countries, education discussions often focus on school resources and teachers. Learning does not begin and end in the classroom, however. Research has shown that learning begins long before a child goes to school, and caregivers are children’s first and most influential teachers.

Read more: Parents who believe their children can have a better future are more likely to read and play with them – South African study

The home environment, including what children do after school and how caregivers support learning, plays a critical role.

Caregivers don’t always know what a difference they can make to their children’s learning, though, particularly if they have limited education themselves.

Parental involvement in early education thus remains relatively limited in Ghana.

Home and school in Ghana

The study collected data from 3,742 children aged 4-8 years in Kindergarten 1 to Primary 1. Pupils were sampled from 62 public and private schools in the Greater Accra and Central regions.

We examined several home-related factors, including household resources (books, toys, information technology devices and so on), caregiver engagement (reading to children or helping with homework), and family structure (living with parents).

Children’s academic performance was assessed using grade-specific workbooks aligned with the Ghana Education Service curriculum. We tested literacy, numeracy and reasoning skills appropriate for the three grade levels:

• simple matching activities, such as shapes, letters, animals, and picture halves (Kindergarten 1)

• matching, counting, identifying patterns, and selecting odd items (Kindergarten 2)

• matching, basic arithmetic, shape recognition, word formation, picture sequencing, identifying living and non-living things, and colour-by-number activities (Primary 1).

Not surprisingly, children from better-resourced households tended to perform better academically. Homes with books, toys or digital devices offer more opportunities for learning.

But what caregivers did at home significantly affected children’s learning.

Children whose caregivers read with them or helped with homework scored 9% higher on tests than children whose caregivers were not engaged, after accounting for factors like age, grade, and home resources. These interactions with caregivers likely stimulate children and help them practice what they learn in school.

Children in first grade scored higher than children in kindergarten, and the differences by grade were even greater for pupils whose caregivers were actively involved in their learning.

Read more: Thinking aloud: what happens when children read for pleasure in classroom clubs

Reading with children was especially helpful in Kindergarten. Combining reading with helping with homework had the strongest positive association with performance in Primary 1.

Caregiver engagement partly explained why children from better-resourced households performed better. It also bridged the gap between resource-rich and resource-poor homes. This means that even in homes with limited resources, caregiver involvement can support learning.

Does family structure matter?

Children from single-parent households are sometimes expected to be disadvantaged in school. Our study, however, found no direct link between family structure and children’s academic performance. Children in two-parent, single-parent, or other living arrangements performed similarly once home resources and caregiver engagement were considered.

In sub-Saharan Africa, extended family systems often play an important role in child-rearing. Grandparents, aunts and older siblings may all contribute to a child’s learning, when a parent is absent.

Implications for policy and practice

Programmes aimed at improving early learning should not focus solely on schools. They should also provide practical guidance to caregivers on supporting children’s learning at home.

Read more: Sharing picture books with kids can make them smarter and more attentive

Interventions do not need to be expensive. Encouraging caregivers to ensure a capable household member reads with children, talks about school, and monitors homework could have meaningful benefits.

Initiatives that empower families to be part of children’s development have the potential to yield lasting benefits for children, schools and society.

– What helps young children learn? Adults who take an interest in their homework and reading
– https://theconversation.com/what-helps-young-children-learn-adults-who-take-an-interest-in-their-homework-and-reading-286669

Source: The Conversation – Africa – By Mark Tekena, Associate Professor, Theatre and Performance Studies, The Rivers State University of Science and Technology

Nigeria is grappling with banditry, kidnapping and insurgency amid renewed debates over community policing and the creation of state police. A Nollywood classic released more than 25 years ago remains strikingly relevant today.

Released in 1999, Issakaba was inspired by the real-life Bakassi Boys vigilante movement. It became one of Nollywood’s defining films, attracting audiences in Nigeria and across West Africa. The story centres on a community overwhelmed by violent crime and let down by an ineffective police force. When a vigilante group steps in to restore order, its success comes at the cost of operating outside the law. The film anticipated many of today’s debates about security, state authority and citizenship.

I research Nigerian theatre, film and popular culture, with a focus on how media and performance shape ideas about politics, governance and citizenship.

In my recent research on Issakaba, I analysed the film as a cultural text to examine how it represents justice, state authority and vigilantism. Rather than simply depicting crime and insecurity, the film explores the relationship between security, citizenship and the state. My analysis shows that it does more than dramatise crime fighting: it reveals how citizens negotiate legitimacy, justice and political authority when the state struggles to provide security.

My research drew on historian and political theorist Achille Mbembe’s work on power, violence and governance in postcolonial Africa. His work suggests that political authority is often fragmented and exercised through multiple centres of power rather than solely through formal state institutions. This helps explain why Issakaba portrays vigilante groups as acquiring legitimacy when the state is unable to provide security.

The film remains relevant because many of the conditions that gave rise to the Bakassi Boys persist. Across Nigeria, persistent insecurity has fuelled the emergence of vigilante groups like Amotekun, Ebube Agu and the Civilian Joint Task Force. Communities turn to these groups when they believe state security institutions have fallen short.

In many respects, the frustrations with state security that Issakaba captured in south-eastern Nigeria are now evident across other parts of the country.

Nollywood as a storyteller of governance

Nollywood is more than one of the world’s largest film industries. It is one of Africa’s most influential cultural industries. The films it produces contribute to public conversations about politics, justice and public life.

I found that Issakaba transformed the wave of armed robbery, violent crime and public distrust of the police that gripped south-eastern Nigeria in the late 1990s into a compelling political narrative. It did not present governance as an abstract concept. Instead, the film asks a practical question: who deserves public trust when the state can no longer guarantee security?

In the film, legitimacy depends less on formal authority than on performance. The vigilante heroes are portrayed as legitimate because they succeed where official institutions fail. Rather than presenting constitutional authority as the basis of legitimacy, the film suggests that governments earn public trust by protecting lives and property. Put simply, in times of crisis, people often judge governments more by whether they can provide security than by whether they possess formal authority.

Issakaba‘s appeal reflected more than its action-packed storytelling. It emerged at a time when many Nigerians were frustrated by rising insecurity and what they perceived as the failure of state security institutions. In the film, justice is presented as immediate and community-centred. The vigilante group identifies suspected criminals, acts swiftly against them, and restores order where the police have failed. At the same time, the film invites viewers to consider the ethical tension between effective security and the rule of law.

The film therefore offers an important insight into governance. Citizens judge institutions not only by their legal authority but also by their capacity to solve everyday problems. When governments are perceived as unable to provide security, alternative actors can acquire public legitimacy. This can happen even when their methods raise profound legal and ethical concerns.

My analysis also shows that Issakaba presents citizenship as an active rather than passive relationship with the state. Faced with insecurity, communities do not simply wait for government intervention. They organise, mobilise and participate in their own protection. This reflects broader realities across Nigeria and many African societies, where citizens frequently rely on collective action when public institutions appear inadequate.

At the same time, the film exposes a fundamental dilemma. If citizens lose confidence in formal institutions, should they support alternative systems of justice? The real-life history of the Bakassi Boys illustrates the risks of doing so. Human rights organisations documented allegations of torture, unlawful detention and extrajudicial killings linked to the movement. This demonstrates how groups established to protect communities can themselves become sources of abuse when accountability is absent.

Why the film still matters today

The questions raised by Issakaba remain remarkably relevant. Nigeria continues to face insecurity in many regions. Vigilante groups have emerged in response to banditry, kidnapping and communal violence. At the same time, policymakers continue to debate reforms, including the creation of state police forces under the control of individual state governments, as a way of strengthening local security.

More than 25 years after its release, Issakaba reminds us that public confidence in government depends not only on legal authority but also on the state’s ability to provide security effectively, fairly and in accordance with the rule of law. As Nigeria continues to debate policing reforms, Issakaba offers a timely reminder that security without accountability carries its own dangers.

– Issakaba: what a 1999 Nollywood classic reveals about Nigeria’s security crisis today
– https://theconversation.com/issakaba-what-a-1999-nollywood-classic-reveals-about-nigerias-security-crisis-today-286830