At 11 a.m. on a scorching May morning in 2025, Government Day Secondary School (GDSS), Dundaye, in Wamakko Local Government Area of Sokoto State, bustled with activity. Under a tree offering shade from the unforgiving heat, a group of students—just finished with their West African Examinations Council (WAEC) Chemistry practical—waited for their principal’s final address.
Among them was David Ejike, a visibly frustrated Senior Secondary School Three (SS3) student. The reason for his anxiety was not the exam itself, but the inadequate facilities that left him—and his classmates—improvising during their practical exams.
“The specimen they gave us during the Chemistry WAEC exam was incomplete because our lab lacked the needed materials,” David said.
Like many public schools in Sokoto State, GDSS Dundaye lacks a functioning science laboratory. According to David, regular practical sessions were almost non-existent due to broken infrastructure, lack of chemicals, and a general absence of maintenance.
A visit to the laboratory confirmed his claims. The space was dusty, abandoned, and infested with reptiles and insects. Cobwebs lined the corners, and no chemicals or equipment could be found.
Science Without Labs
Experts stress that science education cannot thrive without functional laboratories. Research article in the Journal of Education and Practice affirms that laboratory-based instruction improves students’ understanding of science and enhances their ability to apply theoretical concepts. Without these experiences, students struggle to meet WAEC and NECO standards for science subjects—barriers that limit access to higher education in courses such as Medicine, Engineering, or Agricultural Science.
The report also called on governments to invest in constructing, equipping, and staffing science laboratories, citing their critical role in secondary education.
Students Sit on Floors
For many students, the lack of learning tools extends far beyond science labs. Naziru Isiaq, another student at GDSS Dundaye, lamented the shortage of classroom furniture.
“When the class is full, we don’t have enough chairs. Sometimes we sit on the floor,” he said. “We need the government to provide more tables and chairs.”
The school’s principal, Mr Suleiman Mohammed, confirmed the situation.
“We have a major shortage of sitting chairs,” he said. “Despite government efforts, what we have is still not enough. Students sit on the floor and wash their uniforms every day. How do you expect a child to learn in such conditions?”
A Systemic Crisis
GDSS Dundaye is not alone. At Dundaye Primary School and Bakinbilibi Primary School, a similar pattern of decay exists.
In Bakinbilibi, only one of the six classrooms has furniture. A teacher who spoke on condition of anonymity said students are unable to remain in class during rainy seasons due to roofs blown off years ago.
“We’ve been raising these issues with the government since 2021. Nothing has changed,” he said.
At Dundaye Primary School, a library meant to support reading has become a refuse dump. The structure lacks books, chairs, or tables. Bilyaminu Mohammed, a resident, confirmed the neglect.
“This library has been abandoned for years. The school reported it, but no action was taken.”
Billions Spent, Little to Show
The Sokoto State government reported that it had spent over 7 billion primary and secondary education sectors in two years. Yet, these realities exist despite the supposed massive investments.
In 2023, according to the state budget performance report, over ₦2.2 billion was spent on the State Universal Basic Education Board (SUBEB) and about 160 million in the Ministry of Basic Education for capital projects. In 2024, that figure rose to ₦3.9 billion for SUBEB and about 1.9 billion for the Ministry. By early 2025, another ₦7 billion was committed in partnership with the federal government to “upgrade education” across the state.
Still, the state of infrastructure tells a different story. At GDSS Dundaye, a new administrative block comprising three classrooms, the principal’s office, and exam offices has remained abandoned since 2023.
Similarly, a construction project at Dundaye Primary School has stalled, while classrooms at Bakinbilibi are visibly collapsing.
When contacted for comment, the Sokoto State Ministry of Education failed to respond. Multiple calls, text messages, and WhatsApp messages to the state’s Commissioner for Basic Education, Professor A.L. Ala, went unanswered.
Expert Views
Professor Auwal Muhammad Inuwa of Usmanu Danfodiyo University, Sokoto, said that poor infrastructure directly hampers both teaching and learning.
“When teachers don’t have facilities, they improvise, and where they can’t, they abandon the topic. This creates content gaps and learning deficiencies,” he explained.
He added that poor classroom furniture can lead to musculoskeletal disorders and affect student behaviour, as reported in a study by Tribune Nigeria.
The Forgotten Library
Dundaye’s abandoned school library represents what many describe as a systemic failure. Libraries are essential for supporting learning and preparing students for academic research in higher education. Without them, many students remain dependent solely on limited classroom instruction.
“Libraries help students prepare for assignments and exams,” said Professor Inuwa. “When these are neglected, learning suffers.”
A Shortage of Teachers and Tools
In addition to poor facilities, schools in Sokoto are struggling with a severe shortage of qualified teachers and instructional materials.
Mr Suleiman Mohammed explained that the school relies heavily on National Youth Service Corps (NYSC) members, volunteers, and student teachers to cover teaching gaps.
“We don’t have enough teachers, and we lack basic teaching tools like compasses and textbooks. Instructional materials are essential for practical teaching, but we don’t have them,” he said.
A State of Emergency
Decades of underinvestment, poor oversight, and broken accountability mechanisms have left Sokoto’s education system in crisis. Data shows that over 52% of school-age children in the state are not enrolled, with dropout rates highest in rural communities.
As classrooms collapse, laboratories gather dust, and libraries turn to trash heaps, billions continue to be allocated, yet little seems to reach the children it is meant for.
