When Nyesom Wike, the Minister of the Federal Capital Territory, says he will “take 20 days” to present school results, he means it. Or at least it seems to. There’s a certain confidence there, a bit of theatrical flair – I was half expecting a drum roll – but let’s put that in simple terms, and maybe be a little skeptical too, because it seems more honest.
Wike announced the plan during the commissioning of new engineering works in Wuye district, Abuja. The opportunity was about infrastructure – roads, bridges, the usual visible signs of government action – but he turned his attention to education. He made a promise: for 20 days, the FCT will expose to the public the progress of the Tinubu administration in education. The goal, as he put it, is to show Nigerians – and, of course, “social media presidents” (that phrase is worth a few raised eyebrows) – what has been done. He even said they would “shock” critics with the results. Strong language. A bold statement.
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In practice, this looks like a concentrated campaign: a series of visits, inaugurations, perhaps ceremonies and public presentations highlighting completed projects and new initiatives in the area’s schools. Wike stressed that the focus of the administration in the FCT is not just physical infrastructure – although highways and bridges get most of the attention – but also the less flashy work of improving education. This is important to hear, because education often lags behind in public conversations while visible civil works make headlines.
Why spend 20 days? There is a strategy in this issue. Twenty days is long enough to put together an organized display and short enough to keep attention focused. This isn’t a one-day photo shoot, nor is it a long, diffuse rollout that people might forget. Wike said 20 days “is not two days,” a small emphasis that they mean business. However, the real measure will be monitoring. Announcements and ceremonies are one thing; sustainable improvement in classrooms, teacher training and learning outcomes – all of which take time, resources and ongoing attention.
Wike mentioned something else that I found interesting: after the 20 days of departures and commissioning, they plan a short break and then come back to fully concentrate on education. There’s an implicit rhythm here: build, show, pause, then dig deeper. It’s a sensible sequence, and I can see the appeal. However, this also raises questions. Will the break become a lull? Will the initial show be mainly symbolic? I’m not saying this will be the case, but I have seen similar cycles where the energy dissipates after the big deployment. So I tend to observe how the “focus on education” phase continues.
A few things stood out to me in Wike’s remarks. One was the slightly combative tone toward online critics. Calling them “social media presidents” is a modern touch: it recognizes that much of the public judgment is now placed on platforms that reward soundbites and impressions. This is not bad in itself; it simply means that the government’s communications strategy is designed not only to inform but also to counter narratives. GOOD. But information and persuasion are no substitute for real reform. They can, at best, create political space to get the job done.
Another thing to note: Wike presented the achievements of the Tinubu administration as going beyond mere civil engineering. He wanted to make it clear that education is on the agenda. This is a useful clarification because infrastructure projects are very visible and often a priority for this visibility. Improvements in education – renovated classrooms, better curricula, teacher recruitment and professional development – are less dramatic but far more important for long-term development. It seems promising that the minister has named education alongside roads and bridges, but the details will matter more than the rhetoric.
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Thinking out loud – and I say this frankly – what I would like to see during and after these 20 days are details: how many schools have been renovated, how many classrooms have been modernized, teacher-to-student ratios improved, learning materials provided, and any measurable gains in student attendance or exam scores. It’s tempting to accept the statement that “we’re making progress,” but progress is easier to believe when there are clear numbers and criteria to back it up. I would also be curious about the funding and timelines: are these one-off interventions or are they part of a broader reform plan that continues beyond the reporting period?
There is another, more subtle point. Public ceremonies are necessary: they recognize work, give credit and can motivate people. But ceremonies can also mask uneven results. The inauguration of a model school does not always reflect the reality of dozens of other schools that still need help. Thus, a well-balanced program would combine large-scale events with more discreet and sustained support for mainstream schools and teachers. Wike hinted at this balance when he said the government would return to “focusing on education”. I hope focus is not just a slogan.
It also reminds me, in a somewhat personal way, of previous initiatives where initial enthusiasm faded because the systems were not strengthened. This is a recurring pattern in many places, not just here. This memory makes me cautious. But I don’t want to be purely cynical. If the government uses the 20-day period to transparently show tangible results and then provides consistent support – funding, training and accountability – it could make sense. If they are mainly aimed at the optics, the shine will quickly dull.
So, to summarize: Wike’s plan to dedicate 20 days to showcasing academic achievement is a clear public relations strategy with a strong political intent. It is welcome that education is on the visible agenda of the FCT, but the proof will be in the details and sustainability. I will monitor detailed reporting, measurable results, and see if this “short break” turns into a period of real in-depth work on education or just a post-show break.