Governor Ademola Adeleke campaigned on a platform of political renewal and civic revitalisation dubbed “Imole” for Osun State. Central to his vision is a comprehensive education strategy that goes beyond basic literacy to include civics, ethics, health and life skills. Mr Adeleke repeatedly emphasises that “education [is] a potent catalyst for state development¹.” Under his administration, public education is being reframed as a holistic force to rebuild communities and drive economic, social and governance reforms. It is therefore timely to examine how integrated public education – blending literacy, political/philosophical theory, sanitation, emotional regulation and character development – aligns with Mr Adeleke’s broader goals and with global best practices.
Osun State, like much of Nigeria, and particularly the Adeleke administration inherited a legacy of neglected public schools. Journalists have documented severe decay in school infrastructure: “collapsed roofs, cracks on walls, fallen windows, [and] lack of clean toilets and basic amenities” are now “hallmarks of some public schools in Osun State².” This rot persisted despite large budget allocations (up to ~20% of state budgets) to education. One report found that in four years the previous administration built no new classrooms; existing schools (many dating from the 1950s–80s) were often in ruin. Even where funds were earmarked and some structures were erected, inadequate maintenance meant systems broke down (e.g. non-functional toilets), underscoring both physical and managerial deficits.
At the same time, Osun’s academic indicators show mixed outcomes. The state is part of Nigeria’s relatively well-educated Southwest, but challenges remain: tens of thousands of children remain out of school, and national exams reveal learning gaps. Osun’s low repetition rate in primary and secondary schools (around 3%) hints at some successes³, but UNESCO and UNICEF data confirm that nationwide many children are “learning poor” (45 million Nigerians lacked basic literacy in 2024). Moreover, on health and sanitation Osun faces broader Nigerian trends: a 2018 UNICEF report found only 17% of schools in Nigeria have basic water and sanitation services⁴. Unsafe hygiene contributes to disease and absenteeism, undercutting education outcomes.
Against this backdrop, Mr Adeleke’s campaign pledge to rebuild Osun included a strong focus on education. A report notes that the Governor “places a high premium on all-round education from lower level to tertiary stage”⁵. In his view, Osun must produce “all-rounded citizens with a sound mind” by upgrading learning environments and curricula. His team recognizes that literacy alone is insufficient – students need civics, life skills, and values to thrive. Thus the historical neglect of schools is now being addressed as part of a broader development plan.
Governor Adeleke has made numerous public commitments and policy moves to improve Osun’s education system. At a mid-2024 meeting, he reaffirmed pledges “to upgrade Senior Secondary education in Osun State to enhance foundation for university education.” He highlighted the need for a “conducive environment” for teaching and learning, and announced that Osun would domesticate the national law creating a Senior Secondary Education Board by early 2025. This aligns the state with Federal educational reforms and promises more autonomy in curriculum and funding decisions.
In operational terms, Mr Adeleke’s administration is rehabilitating schools and expanding staff. He reported that Osun “is rebuilding almost all schools, expanding her pool of teachers by over five thousand; and sustaining the school feeding programme.” Building thousands of new classrooms and recruiting teachers aim to erase the infrastructure deficit left by his predecessors. The popular O’Meals school feeding program continues under his watch, ensuring nutrition and hygiene components are embedded in schooling. (Food vendors in O’Meals now undergo health/hygiene training, and the government provides medical checks for cooks, reflecting a link between schooling and public health, though detailed sources for that training are not yet public.)
Adult education is another priority. Mr Adeleke pledged to “reopen the state’s shuttered adult literacy centres and to make it easier for everyone, particularly women and young girls, to acquire new skills⁶.” Speaking at a national conference of adult educators, he warned that rising teen pregnancy, early marriage and child labor violate universal education norms, making adult literacy “the only way out” for many citizens. By targeting adult and out-of-school youth, the administration connects basic literacy and vocational skills to broader goals like reducing poverty and improving family welfare.
In late 2024, Mr Adeleke oversaw Osun’s launch of Nigeria’s Learning Passport (a UNICEF-backed online/offline learning platform) to help the state “become the 21st State in the country” adopting this tool. This initiative is explicitly meant to “close the learning gap” for children and youth, supporting those out of school or in remote areas through digital learning. In his own words, the Learning Passport will drive “improved learning outcomes through high quality, portable enlightenment,” boost digital literacy, and “encourage high intellectual performance for which Osun State is noted⁷.” Notably, the Education Commissioner added that the state has “formulated strategic steps…for holistic education which is raising students who are problem solvers, self reliant, critical thinkers, social and scientific innovators and wealth creators.”
Mr Adeleke’s initiatives reflect an understanding that integrated education – combining academic learning with life skills – advances multiple development objectives at once. The five key domains in Osun’s approach are:
- Literacy and Numeracy: The foundation for all learning and socio-economic participation. Strong basic skills enable students to absorb more complex knowledge, pursue higher education, and engage in formal labor markets.
- Political and Philosophical Theory (Civics/Ethics): Covering social studies, civics and basic philosophy, this nurtures informed, responsible citizenship. It instills democratic values and ethical reasoning, supporting Adeleke’s goals of “inclusive governance” and social cohesion.
- Public Sanitation and Health Education: Practical education on hygiene, sanitation, nutrition and public health reduces disease burdens and absenteeism. It also fosters environmental stewardship and links to welfare outcomes.
- Emotional Regulation and Social-Emotional Learning (SEL): Skills like self-awareness, self-management, empathy and conflict resolution help create safer, more productive school environments. They address issues like bullying, violence or trauma and build students’ mental resilience.
- Character Development and Values Education: Emphasizing honesty, responsibility, respect and other virtues produces “holistic individuals” who contribute positively to society⁸. This combats corruption and anti-social behavior, and reinforces family/community bonds.
By weaving these together, Osun aims to produce graduates who are well-rounded and adaptable. Literate citizens with civic knowledge are better equipped to engage in governance and contribute to the collective wealth of the state. Knowledge of hygiene and nutrition helps keep children in school and workers healthy, boosting labor productivity. SEL and values education help curb crime and promote unity – crucial in a diverse state. Ultimately, this approach aligns with Mr Adeleke’s broad targets: economic growth, improved health, social harmony and good governance. In his words, the ultimate target is “to produce all rounded citizens with a sound mind –” exactly the promise of an integrated curriculum.
Global Best Practices and Policy Trends
Mr Adeleke’s integration strategy follows international education trends emphasising holistic learning. UNESCO’s Education for Sustainable Development (ESD) framework, for example, calls on schools to impart knowledge, skills and values so people “live in a way that is good for the environment, economy, and society⁹.” In Osun, combining sanitation and ethics education serves environmental and social goals simultaneously, a local application of the ESD principle.
The prominence of Social-Emotional Learning (SEL) globally also validates Osun’s focus on emotional regulation. Research shows SEL programs improve attitudes and academic performance. Nigeria’s own Nigerian Social and Emotional Learning Project (NELPRO) illustrates the impact: its curriculum “promotes well-being in and outside schools, helping children heal traumas and create safe environments free from violence and abuse¹⁰.” NELPRO reports that students trained in SEL become ambassadors, spreading positive behaviors in communities. Such evidence suggests Osun’s emphasis on emotional/social skills will yield benefits well beyond the classroom.
Character education too is widely endorsed. A recent study on Nigeria observed that education “is much more than the acquisition of literacy competencies, it encompasses character modifications and character building.” Embedding values in schools instills “a sense of responsibility…key to ethical development, social cohesion and personal well-being”¹¹. This resonates with Governor Adeleke’s vision of shaping students’ ethics and sense of civic duty, thereby state reduces future governance and social problems. Indeed, surveys in Osun found Civic Education (social studies) content was already “well implemented” and relevant in senior secondary classes¹². This indicates a foundation exists; the current task is to broaden it and reinforce it with life skills.
Equally, the UN Sustainable Development Goals (SDGs) provide a policy context. Education (SDG 4) is explicitly linked to other goals: for instance, quality education promotes gender equality (SDG 5), improves health (SDG 3) and fosters peaceful societies (SDG 16). Mr Adeleke’s agenda addresses many SDGs at once: by educating girls and adults, he tackles inequality and poverty; by teaching sanitation, he contributes to child health; by instilling civic values, he strengthens institutions. International best practices stress this kind of cross-cutting planning. For example, a World Bank report (2018) argues that integrating health and nutrition into schooling dramatically increases returns on education investments. Osun’s continuation of school feeding, combined with hygiene training, aligns with such evidence.
Literacy and foundational skills are the bedrock of the integrated approach. Osun’s long-term success depends on reversing literacy gaps that trap families in poverty. Mr Adeleke’s push to reopen adult literacy centers recognises that many parents lack basic reading skills – a vicious cycle affecting children’s schooling. By training adults (especially women) in reading, writing and vocational skills, the state boosts its entire human capital. This will help reduce early marriage and child labor by giving youths meaningful educational trajectories rather than dropping out of broken school systems.
At the same time, in-service and pre-service training for teachers have been revived. Expanding the teacher workforce by 5,000 is only a start; continuing education for teachers in modern pedagogy and the new integrated curriculum is equally important. Here, partnerships with federal agencies and universities (for example, Osun’s partnership with UNICEF on Learning Passport) can help update teacher skills in technology, inclusive education, and theme-based learning.
Civics and philosophy education cultivates active citizenship. In Nigeria’s national curriculum, Civic Education (often taught as part of Social Studies) covers democracy, rights, laws and ethics. Osun’s data, as highlighted above suggest secondary schools cover this well, but integration means weaving civic themes into other subjects and community life. For example, literacy lessons can include local government budgeting themes; science classes could discuss environmental ethics; debates on sanitation infrastructure can embed political participation.
This approach aligns with Adeleke’s emphasis on governance. His agenda theme of Inclusive Governance stresses transparency, public participation and rule of law. By teaching young people about political theory and encouraging critical thinking (as mentioned in the learning passport launch), schools become training grounds for democratic engagement. Over time, this could help curb corruption and voter apathy in Osun. It also supports national trends: the Federal Ministry of Education’s new curriculum frameworks advocate integrated citizenship education under SDG targets for peace and justice.
Sanitation education in schools directly supports students’ health and productivity. Given Nigeria’s dire WASH statistics, teaching children about handwashing, clean water and latrine use is vital. In Osun, where some schools lack proper toilets, the government should prioritise installing facilities, but also running hygiene campaigns. For instance, integrating health clubs or “School Health Programme” activities can turn each school into a micro-center for sanitation awareness.
Governor Adeleke’s ongoing O’Meals program provides a platform: it could systematically include lessons for students on nutrition, food safety and waste disposal. Similarly, adult literacy centers could cover basic health topics to reach the broader community. This dual strategy addresses immediate welfare (fewer water-borne illnesses) and long-term economic goals (a healthier workforce). It dovetails with global best practice, as UNESCO emphasises linking education with public health for sustainable societies.
Emotional regulation and social-emotional learning (SEL) prepare students to handle life’s challenges and build positive relationships. In Nigeria’s often-stressful environment – with economic hardship, social conflict and even violence – these skills are crucial. Studies in Nigeria show that when schools implement SEL, students demonstrate greater empathy, better attendance and higher achievement.
Osun’s adoption of SEL can learn from local innovations. For example, the Nigerian SEL Project (NELPRO) has already demonstrated success by training teachers and students in self-awareness, self-management, social awareness, and relationship skills. Its report notes that SEL “create[s] conditions for true and active learning” and fosters “civic-minded adults.” Indeed, education experts say schools lacking basic WASH face psychosocial stressors: where children cannot wash hands or use toilets safely, focus and well-being suffer. By contrast, combining hygiene and SEL reduces stress and empowers students.
Governor Adeleke has not explicitly cited SEL by name, but his call for schooling to produce “problem solvers, self-reliant…critical thinkers” aligns with SEL outcomes. Implementing SEL training – for example, through counseling programs or “peace clubs” – would complement curricula and help address issues like bullying or aggression that threaten school climate. Over time, this builds the social capital needed for stable communities.
Character education is the glue that binds literacy, civics and life skills into ethical action. Osun’s curriculum can explicitly weave in lessons on honesty, responsibility, respect, and national pride. A recent review of Nigerian education argues that updating policies to integrate character education is essential. Such integration could mean, for instance, community service projects in schools, mentorship by civic leaders, or moral values incorporated into religious studies classes.
This is consistent with Mr Adeleke’s emphasis on “all-round citizens.” By fostering virtues in students, the state addresses broader social ills – from corruption to environmental degradation – at their root. For example, a child taught the value of clean living (through sanitation classes) and respect (through character lessons) is less likely to engage in littering or vandalism. Character-building efforts also support mental health and family cohesion, fulfilling welfare objectives.
Alignment with Development Goals
Integrating these domains into education helps achieve multiple state development goals simultaneously. For instance:
- Economic Development: A literate, skilled workforce drives productivity. Student innovators and problem-solvers (Adeleke’s terms) create new businesses. Vocational skills taught in schools can reduce youth unemployment.
- Public Health: Sanitation education and clean schools cut disease rates, freeing health resources. Better-educated mothers often raise healthier families.
- Social Equity: Adult literacy and inclusive schooling reduce gender gaps and empower marginalized communities, aligning with welfare targets.
- Good Governance: Civics and character education underpin “inclusive governance” by creating informed voters and ethical officials.
- Social Stability: SEL and values education help prevent conflict and unite communities. In a state with some history of communal tension, empathetic schools promote peace.
These outcomes mirror global recommendations. UNESCO’s 2022 Transforming Education Summit emphasizes that education must produce “knowledge, skills and values” for sustainable societies. Nigeria’s National Policy on Education (last updated 2022) likewise calls for “whole-person education” and life-long learning. Osun’s integrated approach is thus on-trend: it resembles the “whole child” education model in policy briefs by UNICEF and education think-tanks.
Current Initiatives and Progress
Several specific programs illustrate Osun’s progress:
- School Rehabilitation and Staffing: The state government is rebuilding schools and recruiting teachers by the thousands. These efforts increase capacity for delivering the new curriculum content.
- Free Education Support: Adeleke pledged bursaries to over 3,800 tertiary students and promised further student-oriented policies. While not K-12, this demonstrates support for education generally. Free education initiatives at lower levels (e.g. eliminating fees) would further encourage enrollment.
- Adult Education Centers: The plan to reopen literacy centres is underway, though reports on progress are still emerging.
- Digital Learning: The UNESCO-backed Learning Passport rollout represents a significant step in educational technology, which can also deliver content on civics, health and SEL remotely.
- Community Engagement: Mr Adeleke has met student and teacher unions, and reportedly increased parental engagement in schools. This aligns with the view that character education thrives when families and communities reinforce classroom lessons.
However, many initiatives are still nascent. For maximum impact, the administration needs to ensure integration across departments (Education, Health, Local Government) and align budgets with these priorities. In Osun’s 2024 budget, education took 18–21% as noted earlier; a portion of this must go to training teachers in the new curriculum, and to building school WASH facilities. Transparency in implementation will also be key, so citizens see improvements in their communities.
Strengthening Implementation: Recommendations
To bolster the integrated education agenda, the following measures are suggested:
- Curriculum Development: Officially adopt an updated curriculum for primary and secondary schools that explicitly integrates health, civics, SEL and ethics into all subjects. For example, include hygiene lessons in science and social studies, and insert reflective discussion of current events into language classes. Align this with the State Assembly’s pending education laws so legal backing is in place.
- Teacher Training and Recruitment: Continue recruiting teachers, but also invest heavily in professional development. Pre-service teacher colleges and in-service workshops should cover SEL pedagogy, inclusive teaching methods, and ways to teach sanitation and character. Recruitment drives could target alumni of local universities and teacher colleges to ensure retention.
- School-Community Partnerships: Engage NGOs and international organizations (e.g. UNICEF, UN agencies, local NGOs) to support programs. For example, UNICEF can train school staff in WASH education or SEL, while agricultural experts could help school gardens that teach nutrition and environmental science. Involving religious and community leaders in character education can reinforce messages outside school.
- Monitoring and Evaluation: Establish metrics to track the new curriculum’s impact (e.g. student attendance, test scores, health outcomes, behavioral incidents). Periodic assessments will help refine programs. Reports on school feeding safety and sanitation (e.g. water quality) should be publicized to ensure accountability. This resonates with global calls for education accountability to meet the SDGs.
- Technology and Innovation: Scale up initiatives like the Learning Passport. Ensure rural schools have digital access (power and internet) so students can benefit from online civics lessons or virtual science labs. Consider a statewide app or radio program for parent education on hygiene and child wellbeing.
- Inclusive Outreach: Specifically target out-of-school children and girls through community adult-education drives, evening classes, and incentives (e.g. free materials, scholarships). Adeleke has highlighted teenage pregnancy and early marriage; linking literacy programs to health and family planning education could address these root causes of dropout.
By subtly embedding these proposals into policy (e.g. state development plans, education laws) rather than as new expensive projects, Osun can maintain fiscal balance while strengthening outcomes. Governor Adeleke’s strategy positions integrated public education as a lynchpin of Osun’s revival. By linking literacy, civic knowledge, health and life skills, his administration aims to cultivate the next generation of Nigerians who can drive the economy, govern wisely, and uplift their communities. This approach is grounded both in local imperatives – Osun’s need to fix dilapidated schools and empower its people – and in global consensus about education’s role in sustainable development. Early signs of progress are visible in new classrooms, revived learning centers and digital initiatives.
For maximal effect, Osun should continue to integrate these domains systematically, ensure consistent funding, and measure impact. In doing so, Mr Adeleke’s vision of an Osun where “the value of every successful nation is built in her educational system¹³” can become reality. An educated, literate, healthy and morally grounded population will in turn rebuild Osun’s economy, public health and governance, fulfilling the “Imole” promise of light and progress for the state.
Sources:
Adesoji, A. (2023, November 17). Osun governor unveils plan to reopen adult literacy centres, promote lifelong learning. Edugist. https://edugist.org/osun-governor-unveils-plan-to-reopen-adult-literacy-centres-promote-lifelong-learning/
Adeleke, A. N. (2024, July 12). Remarks at the Senior Secondary Education Board policy meeting in Osogbo. Osun State Government Official Press Release.
Adeleke, A. N. (2024, November 9). Speech during the Launch of the Nigeria Learning Passport in Osun State. UNICEF Nigeria & Osun State Ministry of Education.
Ajiboye, A. (2023). Character education: A missing link in Nigeria’s curriculum implementation. Nigerian Journal of Educational Foundations, 22(3), 61–76.
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