I often find myself reflecting on the educational systems that have shaped my life; the contrasts between Nigeria, where I raised my now-adult children, and the UK, where I’m nurturing my two youngest, are stark. One is diligently preparing for his GCSEs, while the other is still embracing the foundational learning of primary school. The pull of these two distinct systems frequently leads me to question: which is truly superior—Nigeria’s educational framework or that of the UK?

My formative years in Nigeria were steeped in a rigorous educational model that demanded a uniform approach. The system was largely dictated by traditional methods: attending classes, undertaking assignments, and enduring the rigours of timed examinations. Each student was afforded the same conditions—handwritten responses, equal time, and a focus on rote learning and memorization. This egalitarianism, in my view, provided a level playing field that prepared students for the competitive landscape of adult life. However, as I engage with the UK educational system, I’ve found myself confronted by new principles that challenge my long-held beliefs.

Transitioning to life in the UK brought about a profound evolution in my understanding of educational equity. When my son began his GCSE preparations, we noticed he often struggled to complete his exam papers—not due to a lack of knowledge, but because of the pace at which he could write. My initial response was one of disbelief when my wife suggested he be allowed to type his answers on a computer. I dismissed this as accommodating laziness, a notion rooted in what she termed my “African mentality”.

It was only through deeper discussions that I began to grasp her perspective. She elaborated on the concept of “Equal Educational Opportunity”, asserting that various social or psychological factors, rather than pure academic ability, often hinder a child's performance. While my instincts clung to traditional notions of uniformity in examinations, I began to appreciate the necessity of tailored support for students facing unique challenges.

To my astonishment, the school agreed to her request for our son to type his examinations, a practice not only accommodating his needs but now emblematic of a broader educational strategy in the UK. Furthermore, I discovered that students with Special Educational Needs (SEN)—those dealing with dyslexia, ADHD, or other conditions—might receive significantly extended exam times, a concept that initially bewildered me.

This new awareness starkly contrasts with the prevailing attitudes in Nigeria, where the educational establishment largely perceives disabilities as visible or overt. I have observed that while special needs schools exist in Nigeria, they focus predominantly on children clearly labelled by society as needing support. Yet, many students in mainstream UK schools necessitate subtle adjustments, promoting an understanding that intelligence isn’t solely reflected through conventional performance metrics.

Yet, the UK’s SEN framework is not without its challenges. Reports reveal an escalating demand for special educational needs support, resulting in a near doubling of revenue for privately run SEN institutions in recent years. Coupled with warnings from the National Audit Office regarding the financial sustainability of England's SEN framework, the pressures are palpable. The government plans to invest £740 million to enhance provisions in mainstream schools, yet local authorities continue to report devastating budget deficits and an over-reliance on expensive private placements.

Additionally, the impact of the COVID-19 pandemic has exacerbated behavioural and mental health issues among students, seen in increasing suspension rates and growing demands on support services. It raises questions about the preparedness of the education system to respond adequately to these challenges, especially for vulnerable populations.

As the current discourse around educational reform evolves, with potential changes to the criteria for receiving SEN support, my perspective continues to be refined. Discussions among policymakers aim to improve early intervention and support within mainstream settings while reconsidering the framework established under the Children and Families Act of 2014. This contextually rich examination into education highlights the pressing need for systems that truly cater to diverse learning needs.

In this journey as an expatriate parent, I have come to accept that, regardless of cultural differences, there is much to learn from varying approaches to education; indeed, it is through understanding these differences that we foster a more inclusive mindset. Just as I once wielded a cane in misguided attempts to motivate my children, it has become increasingly clear to me that supporting students in identifying and embracing their unique strengths is pivotal to fostering a thriving educational environment. Ultimately, no child is a dullard; they are simply different, deserving of the support required to flourish alongside their peers.

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Source: Noah Wire Services