The Federal Character Principle, enshrined in Nigeria’s 1999 Constitution, aims to ensure fair representation of all states and ethnic groups in the nation’s public service and institutions.
While its objective is to promote unity and equal opportunities, the principle has also been a source of contention, particularly in its application to employment and school admissions.
The recent decision by the Joint Admissions and Matriculation Board (JAMB) to lower the cut-off mark for university admissions has once again brought the disparities created by this policy into sharp focus.
The Federal Character Principle was conceived as a means to address the historical imbalances in Nigeria’s public sector, ensuring that no state or ethnic group is disproportionately favoured or marginalised.
However, in practice, the implementation of this principle has often led to significant inequalities, particularly in the realm of education. For instance, Unity Schools, established to foster national integration, have varying cut-off marks for students from different states. This reflects the broader disparities in educational standards and opportunities across the country.
In the recent JAMB admissions cycle, the cut-off mark was significantly reduced to 140, ostensibly to accommodate more candidates. While this move may be intended to democratise access to higher education, it also highlights the uneven playing field created by the principle. In some states, students are admitted with scores as low as 100, while others require significantly higher marks. This discrepancy not only undermines the meritocratic ideal of academic excellence but also perpetuates a cycle of educational underachievement in states with lower cut-off marks.
The disparity in cut-off marks has several far-reaching implications. Firstly, it creates a perception of inequality and unfairness among students and parents. Students from states with higher cut-off marks feel unjustly treated, as they are held to a higher standard than their peers from states with lower benchmarks. This perceived injustice can lead to a sense of alienation and disillusionment with the educational system and the broader societal structure.
Secondly, the policy inadvertently lowers educational standards in states with lower cut-off marks. Students in these states, knowing they can gain admission with lower scores, may lack the motivation to strive for academic excellence. This perpetuates a cycle of underachievement and mediocrity, ultimately affecting the quality of graduates entering the workforce. Employers often complain about the competency of graduates, which can be partly attributed to the uneven educational standards fostered by the federal character.
The principle also extends to employment, where federal institutions are required to ensure that appointments reflect the nation’s diversity. While this policy aims to promote inclusivity, it often results in the recruitment of less qualified candidates to meet quotas. This compromises the efficiency and effectiveness of public institutions, as positions are filled based on regional representation rather than merit. Consequently, the quality of public service delivery suffers, affecting national development.
Addressing these disparities requires an approach that balances the need for equitable representation with the imperative of maintaining high standards. One potential solution is to provide targeted interventions and resources to improve the quality of education in underperforming states. Rather than lowering cut-off marks or entry requirements, efforts should be made to elevate the educational standards in regions facing challenges to ensure that students are adequately prepared to compete on an equal footing with their peers nationwide.
Additionally, the government should consider implementing a phased approach to the Federal Character Principle in employment, where initial appointments are based on merit, followed by measures to ensure regional representation through professional development and capacity-building programmes. This approach would ensure that public institutions are staffed with competent personnel while still promoting inclusivity and diversity.
The Federal Character Principle, while well-intentioned, must be re-evaluated to address the inequalities it inadvertently perpetuates. Ensuring equal opportunities for all Nigerians should not come at the expense of lowering standards or compromising merit.
The recent JAMB cut-off mark decision and the ongoing disparities in Unity School admissions underscore the urgent need to rethink the application of the Federal Character Principle. By addressing these inequalities and striving for a more meritocratic approach, Nigeria can better harness the potential of its diverse population, drive national development and foster a more inclusive society.
