The power of Old Students Associations
By Reuben Abati
LAST weekend, I was guest speaker at the AGM/Annual lecture of Old Students of Comprehensive High School Ayetoro, Yewa, Ogun State. My assignment was to focus on the subject: "Old Students Association: A neglected stakeholder in Sustenance of Quality Education." I thought it was an interesting subject. Quality education is a national concern. Each and every one of us is an old student of a certain school which most likely, has lost its old glory.
Standing before the scanty audience that had gathered at the Gateway Hotel, Abeokuta, I wanted to use the opportunity to make a few declarative statements about the concept of old students associations, and thereby challenge those who may be excited by the idea, to think more rigorously about the possibilities involved. The first point to be made is that the concept of old students association or alumni association, to use a more generic term, means different things to different people.
And it is perhaps in the ambiguity that is involved in this respect that the role of such an association as a stakeholder in the education process, in terms of the difficulties and values can be better appreciated. Not too long ago, I found cause to participate in a number of old students associations. Hitherto, I had looked upon the idea of participating in such a group as a distraction, but former colleagues mounted so much pressure, I had to decide to attend a few of the meetings and take a much keener interest in the activities.
In general, old students associations are organised along different lines: some are gender-based, for example "Old Boys" or "Old Girls", others are organised along class lines; there are also others which refer to specific disciplines especially at the tertiary level: such as Association of MBA Graduates of the Lagos State University (LASUMBA), or Association of Old Students of Economics etc. As is often the case, some of these associations may be national or regional or even local, hence there are branches of certain alumni associations across the country.
But whatever may be their features, alumni associations have certain benefits that appear universally common to them all, and on these, there is little controversy. They provide opportunities for networking and personal advancement: this is arguably the primary reason why most people participate in alumni associations. All over the world, the old boys network is a strong means of gaining access to opportunities. The simple operative principle is that persons are more likely to offer privileges to those with whom they have a shared field of experience. In a country like Nigeria where opportunities are few, there is so much desperation and the future is increasingly uncertain, the old students association has become one of those windows which people open and manage as a mechanism for personal advancement in society. They also foster friendships and provide avenues for social interaction.
They promote a sense of identity and personal history: being part of an alumni association can be a source of pride. It reminds the individual of a significant aspect of his or her life. It confronts us with our background: it enables us to measure ourselves against our contemporaries in terms of personal progress, even if this cannot be done too obviously. They strengthen links with the alma mater: this is perhaps the strongest rationale for the existence of old students associations. And for both the school and the alumni, it is a mutually beneficial interaction. Indeed, some families build their educational history around certain schools across generations. Finally, these associations provide role-model and mentoring opportunities.
But how can old students associations be strong stakeholders in the sustenance of quality education Surely, there is a crisis in the country's education sector, and this is at all levels from the primary to tertiary. It is a crisis that requires the input of all stakeholders. And it is most appropriate to think of how old students can make an input in this regard beyond the personal advantages that membership of an alumni association confers. The truth is that nobody who went to school at any level in this country between 1960 and 1985 would be happy with what now exists as Nigerian education.
The principal culprit is bad governance and the anti-intellectualism of the leadership elite. The soldiers who ruled Nigeria for decades deserve the bulk of the blame, but their civilian successors have not fared better either. For tyranny to succeed in any society, the first target of the power mongers are those institutions which can promote quality thought, freedom and general awareness of citizenship rights. The education system therefore became an easy target for successive Nigerian governments.
By 1999, the World Bank in collaboration with a Nigerian NGO had announced that Nigerian graduates since 1990 could no longer compete favourably in the international market on a scale of preference. Today all known educational institutions face one problem or the other. Recently, universities particularly the University of Lagos, began to insist on a post-JAMB test as they have discovered that many university intakes do not possess the abilities indicated by their JAMB and WAEC scores. They are offered admission only for them to become burdens unto the system. Anyone who knew this country's education system in its days of glory would be alarmed.
In our days, if I may be permitted to use this expression, students used to come to school in Nigeria from other African countries. There were teachers all over the world who considered the Nigerian school system challenging in terms of career opportunities. At the University of Ibadan, there were foreign students from Southern Africa, Europe and America. Indeed, up till the 80s, the Nigerian certificate was rated above an American university qualification. If anyone even showed up with a certificate from India, Nigerians were likely to burst into laughter!
What can be done to regain this lost glory What can old students associations do It seems to me that the critical area of intervention for the old students lobby is two-fold: Policy Advocacy: this would involve interfacing with state authorities to ensure compliance with standards, adequate funding, and commitment to educational development. The critical problem with the education sector is the tendency of government to treat education cavalierly, as an item of party politics, or at best as a money-making venture. Countervailing moral force: old students association can act as a check on the likely excesses of the teaching staff and school authorities by taking a keen interest in developments in the schools. This may be easier in mission schools, privately owned schools and possibly at the primary and secondary school levels.
Setting examples: individual old students with an interest in education and material resources can set up model private schools. Private investment in the education sector is on the increase, and standards in these private schools are adjudged to be better. But this is only a temporary response. The larger objective should be to ensure qualitative education across the country.
But there are a number of caveats which limit the capacity of old students association in these respects: Old students associations are mostly social and ceremonial. Most of the members are not interested in becoming policy advocates for quality education even if they are, as parents and citizens concerned about the education sector. They attend alumni meetings only because they provide useful distraction. Old students associations also lack capacity. Members do not contribute subscriptions regularly. The association is usually kept going by the dynamism and commitment of a few members. Once these members leave the executive office, or they get distracted, the association loses bite until other dynamic persons show up.
Old students associations exist as small units scattered all over the country. They do not operate under a common national umbrella, and their interests are geographically localised. This weakens their capacity to function as a civil society movement. There is also the problem of perception. Generally, old students associations are seen as peaceful, networking and social units, and not as critical voices for policy action. Both government and school authorities are wont to treat old students associations patronisingly. After all, they do not influence votes and appointments, nor can they impose sanctions. Their force is largely moral, ceremonial and decorative.
By now, my argument should be clear. It would appear that old students associations are limited in their capacity as stakeholders by a combination of factors: internal ( in terms of their structure, capacity and orientation) and external in terms of their scope of influence, perception and the nature of the challenges in the education sector. But whereas the association as association may be hampered, individual members as members of other groups in civil society and as citizens can be more effective. But how can these associations be strengthened
It seems to me that old students associations can form a network, umbrella organisation and by so doing become a much stronger force. National associations are likely to have more influence than local branches on any issue. These associations can then form alliances with other stakeholders in civil society such as labour, human rights groups and NGOs. The logistics for achieving this may be daunting but it is achievable. A typical example is the Parents-Teachers Association: from being a small group of scattered stakeholders, it is now a formidable national body with a credible voice. And the umbrella body that has emerged poses no threat to the continued existence of smaller units.
The second issue would be that of active membership recruitment. By their potential membership strength and spread, old students associations can become formidable units. But it is not every old student who wants to identify with the alumni association. They all belong to other groups where they may not always be required to contribute money to build a school hall or buy computers for students. These "sleeping members" need to be awoken and mobilised, to build up numbers and influence and ensure greater presence.
Third, old students associations need to become more pro-active, or to use a different, even if sensitive word, more political. For now, many of these associations are involved in ceremonial and episodic activities. Organising visits to the alma mater and providing infrastructural support does not go far enough. It makes little difference. The institutions and authorities in charge of education need to be confronted at a more ideological level. The challenge in the Nigerian environment at all levels is that of good governance. The old students network can be transformed into an arrow-head for ensuring good governance, probity and accountability.
For this to be possible, there is an additional point and this is the internal conscientisation of the members of the association. Many old students have no ideas about the central issues of governance; they have never been involved in any organised movement. They are excited by ceremonies, but easily bored by anything that requires serious effort and thinking. Such persons need to be enlightened. I am aware that many of these recommendations may have funding implications. But old students associations can embark on fund-raising activities and seek the support of donors, both local and foreign.
What is involved invariably is the creation of a greater pool of committed members of alumni associations who are willing to sacrifice time, energy and resources. But how many of such persons can be found in our society these days when we are all locked up in personal struggles of survival This is the critical question in search of an answer.
