A growing controversy has erupted over the decision by some northern Nigerian states to shut down schools for Ramadan, with the Minister of State for Education, Suwaiba Ahmad, calling on the affected states to reconsider their stance. The minister, while speaking on Channels Television’s Political Paradigm, made it clear that Islamic teachings do not support the closure of schools during fasting. She stated that no Muslim-majority country follows such a practice and urged Bauchi, Katsina, Kebbi, and Kano states to review their policies in the interest of students’ academic progress.
Ahmad pointed out that in countries where Islam is the dominant religion, such as Saudi Arabia, Egypt, and the United Arab Emirates, schools remain open throughout the fasting period. She argued that while state governments have the right to make educational decisions, the Federal Ministry of Education will continue engaging them to present a strong case for keeping schools operational during Ramadan. She emphasized that the shutdown of schools is not a religious requirement and that Islamic history itself proves that fasting does not prevent individuals from carrying out their responsibilities. She referenced how the Prophet Muhammad (S.A.W) even led wars during Ramadan, reinforcing the argument that education should not be suspended because of fasting.
Concerns have been raised about the academic time that will be lost due to these closures, especially in a region already struggling with high illiteracy and poverty. Ahmad questioned how students would recover from the weeks of academic disruption and whether any measures had been put in place to mitigate the consequences. She stressed that learning must remain a priority and that keeping children in school during Ramadan aligns with global best practices. The minister assured that the Federal Ministry of Education would continue discussions with the affected states to ensure that a resolution is reached.
The decision to shut down schools has drawn sharp criticism from education stakeholders and civil rights groups. The Christian Association of Nigeria has condemned the move, describing it as discriminatory and counterproductive. The association argued that in a region where poverty and illiteracy rates are alarmingly high, shutting down schools for five weeks would only worsen the situation and deprive students of valuable learning time. They insisted that non-Muslim students in the affected states were also entitled to uninterrupted education and should not be forced into an unnecessary academic break due to religious reasons.
Similarly, the National Association of Nigerian Students has rejected the decision, calling it an infringement on the fundamental right of every student to access education. The association, through its National Public Relations Officer, Samson Adeyemi, maintained that learning should not be halted because of Ramadan. They urged state governments to explore alternative measures such as adjusting school hours or modifying the academic workload instead of completely shutting down schools.
While the criticism against school closures continues to mount, some Islamic groups and state authorities have defended the decision, arguing that it prioritizes students’ well-being. The Supreme Council for Shariah in Nigeria has insisted that the move was necessary to allow students to fast comfortably, especially in light of the extreme heat conditions in the North. They emphasized that shutting down schools for Ramadan was not meant to disrupt learning but to ensure that students were not put under excessive physical strain while observing the fast.
However, critics argue that the justification does not hold when compared to global standards. In many Muslim-majority countries, schools remain in session during Ramadan, with only minor adjustments made to daily schedules. They insist that instead of shutting down schools, northern state governments could adopt more flexible academic timetables that allow students to balance both fasting and learning. The argument is that Nigeria, as a secular country, should not implement policies that disproportionately affect students of other religious backgrounds or compromise the education sector.
Beyond the religious debate, the controversy raises broader concerns about how education policies are formulated in Nigeria. While state governments have autonomy over their education systems, decisions with such a significant impact on students’ academic progress should be carefully considered. The issue has now become a test of how Nigeria balances religious observance with national development priorities, particularly in a region that already faces educational challenges.
The Federal Ministry of Education has maintained that it will continue discussions with the affected states, but it remains uncertain whether the governments of Bauchi, Katsina, Kebbi, and Kano will reverse their decisions. The outcome of these discussions could set an important precedent for how religious observances influence public education policies in Nigeria moving forward.
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