‘Japa’ Phenomenon And Nigeria Students In The Mix Of A Proxy War In Ukraine

: This study examined the Nigerian mentality, educational system, in context to migration as against the challenges faced by Nigerians in the Russo-Ukraine war in 2022. It also explains the ‘japa’ phenomenon and how foreign education is supporting migration. The research also traced the history of tertiary education in Nigeria. A retrospect and review of the facts was made, in order that scholars would have an insight on perceptions as well as the strategies anddiplomatic challenges Nigeria passed through in the course of this war. The study relied on documentary data. The documentary data were sourced from newspapers, journal papers, internet sources and correspondence. The documentary was subjected to internal and external criticism for authentication, and then to textual and contextual analyses. Nigerian students found themselves in a war that was never their making but the emigration from their nation to Ukraine made them a part of this piece of History.


I. Introduction
Migrations have evolved throughout the ages. People migrate for many reasons and these were rightly captured as 'pull of a better life, the push of danger or despair, forces of market and the call of the human heart' (Saibu, 2022). There are different types of migration. It can be within the country or external; it may be voluntary or involuntary and it can be seasonal. It can be permanent, if a migrant return home (ancestral home); long term, if a migrant stay outside his place of origin for up to a year such that the place of migration effectually becomes the new residence/home. Migration is referred to a short term when a migrant stay outside his place of residence for a period of at least 3 months (Harmon, 2020). This research will dwell on 'external migration' as relating to Education and the geo-politics cum strategic games that affected Nigerian Students in Ukraine. 'External Migration' is movementto a new home in a different country or continent (Harmon, 2020). 'Emigration' refers to the process of moving into a new country. 'Involuntary' or forced migration' occurs when a government forces a large group of people out of a region (Saibu, 2022). On the other hand, 'impelled migration' or 'imposed migration' refers to when individuals are not forced out of their country but leave because of unfavorable situations (push factors) such as warfare, political problems, or religious persecution (Saibu, 2022). 'Step Migration' is a series of shorter, less extreme migrations from a person's place of origin to final destination, 'Chain Migration' is a series of migrations within a family or group of people (Saibu, 2022). Educational migration is when youths seek admission with the aim of migrating, it correlates to situations that are unfavorable in Nigeria, such as poor funding of the nation's universities, distorting the timeline (period) students over stay in theuniversitiesthrough strike, lack of quality teachers and facilities; and poor accommodation for the students. The students seek enrolment into foreign universities as a result of such laxities of the Nigerian government. The 'japa' phenomenon is about Nigerian youths migrating to Europe, Americas and Asia. Nigeria profits only if these youths send back home remittances. Nigeria leaders are not deliberate enough to encourage the youths to stay back home. Its policy seems to depend on the youths "Japa" to rely on their remittances, a departure from what Nigerian policy was in the oil boom period of the 70s. Migration has both short and long term impacts on sending and receiving country. According to the World Bank in a 2017 study, global remittances to developing economies rebounded in 2017 after years of decline. In the case of educational migration, it brings negative results in terms qualitative result. The World Bank unequivocally say that remittances flow to developing economies or countries with low and middle in comes, $466 billion dollars in 2017 an upsurge of 8.5 percent over $429 billion dollars in 2016 (Saibu, 2022). On the other hand, global remittance flows to developed economies, increased by 7 percent to $613 billion in 2017, as against $573 billion dollars recorded in 2016 (Saibu, 2022). The World Bank further reinstated that factors responsible for the global rebound in remittances inflow to both developing economies and developed economies was as a result of economic growth in Europe, a Russian Federation, and the United States of America. Furthermore, the increase in remittances when quantified in U.S dollars accelerated by increases in oil at the International market and a high value or increase in exchange into euro and ruble. The Nigerian pursuit for foreign education, however, has done so much damage to the Nigerian economy in terms of the large quantity of foreign exchange demanded to meet up with such studies. It is part of the reasons that the Naira value continues to fall. Heavy sums of money have been expended by Nigerians to get foreign education abroad without appreciable returns in terms of skills, finance and material support for the nation. It is within the context that a study such as foreign education amidst diplomacy and war is important, and a worthy research. The scope of this study correlates to foreign education, diplomacy and war. This Research shall trace education in Nigeria from the colonial period to the proxy war (Russo-Ukrainian war) that duff-tailed into Nigerian Students finding themselves into a war not in any way their war.

Background to the Context Correlating to Tertiary Education
Nigeria has been able to introduce universal primary education, increasing number of primary school pupils from 3.5 million in 1976 to 11.5 million in 1980, and opened twelve universities with 50,000 students in 1980 as well as over 300 teachers training colleges with over 250,000 students -Nigeria today now has countless numbers of primary schools (Adu, 1986). Before 1976, education policy was still largely shaped by the colonial policy of the British colonial period. In 1976 the universal primary education program was established (Abiola, 1986). This program faced many difficulties and was subsequently revised in 1981 and 1990. The Universal Basic Education (UBE) was formed in 1999 and this came as a replacement of the universal primary education and intended to enhance success of the first nine years of schooling (Boahen, 1987). This scheme is monitored by the Universal Basic Education Commission (UBEC), and made it "free","compulsory" and a right of every child (Adu, 1986). Therefore, the UBEC law section 15 define UBE as early childhood care and education (Adu, 1986).Secondary school is a link between the primary and tertiary level of education. The secondary curriculum is based on 4 core subjects completed by 4 or 5 elective subjects. Core subjects are English, Mathematics, economics and Civic Education. In Nigeria, especially since the introduction of Universal Primary Education, expenditure has risen rapidly, at both federal and state levels (Abiola, 1986). The number of students attending primary and secondary schools has increased to the high and astronomical level due to higher population, Nigeria's population is estimated at two hundred million or some say two hundred and fifty million.
The agitations for tertiary education in Nigeria can be traced to the dawn of the 20 th century, and only gathered rapid momentum in the second half of the century. In 1920 members of the National Congress of British West Africa included the establishment of at least a university in West Africa as one of their demands. This was not immediately met, and more vigorous agitations followed. As a measure of silence the erstwhile agitations for better education in Nigeria led to the establishment of the Yaba Higher College. The college was meant to prepare Nigerians for governmental jobs. In 1934 two commissions were set up. They were the Asquith and the Elliot Commissions. The two commissions reported back to the government (Abiola, 1986). The Asquith commission recommended the establishment of universities with special affiliation to the London university, having taken cognizance of the futility of starting full-fledged universities in colonial territories like Nigeria (Abiola, 1986). When these recommendations were tabled in the British Parliament, the minority report was upheld. Following this acceptance, the Inter-University Council which was one of the recommendations of the Asquith Commission, and which was set up in 1946 dispatched delegations to West Africa (including Nigeria) in 1947 (Abiola, 1986). Following the reports of these deputations, the then Secretary of State for the colonies, Mr. C.A. Jones, approved for West Africa a university which was to be sited in Nigeria and which was to be tied to the apron-string of the London University. This was the birth of the University College, Ibadan, now known as the University of Ibadan. Like many institutions of higher learning all the world over, this new college could not but have its own teething periods. These included lack of adequate funds and personnel. As a measure to counter these in 1947, the British government converted the Military Hospital at Eleyele, Ibadan, into the temporary campus of the new college. At the same time, the Yaba Higher College was closed down and its assets were transferred to the college (Abiola, 1986).
Also, Dr. Kenneth Mellanby, a renowned scientist, was appointed as the principal. The University started with only three disciplines, Arts, Science, and Medicine, with one hundred and four students and about fifty members of staff (Adu, 1986). The college was formally opened in 1948(University of Ibadan, 2022). The nationalist criticized it and forced the British government to increase the funding of the institution. With the British aid, the Nigerian government supplied about $3.5 million to elevate the Medical faculty to a full-fledged clinic (Abiola, 1986). The result was the establishment of the ultra-modern University College Hospital, Ibadan, after all attempts to convert the Adeoyo Hospital into a teaching hospital had failed. The U.C.H was opened in November, 1957 by Princess Alexandria, and the first set of doctors passed out in October, 1960 (Abiola, 1986). Then after, the college was again reorganized and more appointments, including that of a visitor, were made After the country's independence in October, 1960, the need arose to change the status of the university. Consequently, in December, 1962, the Federal parliament passed a law making the university an autonomous institution. On November 18, 1963, the Prime Minister,Abubakar Tafawa Balewa, became its first Nigerian Chancellor (Abiola, The History of Nigeria, 1985). Nigerian universities increased in numbers in the early 80s. More Federal Universities were created in the 60s and 70s. Universities such as the Obafemi Awolowo University, Ahmadu Bello University, University of Nigeria, University of Benin and the University of Lagos were established. In the 80s, the political leaders of the 2 nd Republic especially in the South West and Edo State established new state universities. In the 21 st century, the universities had also increased from those established in the 60s, 70s, and 80s to170 universities in Nigeria. Private Universities were also added to the federal and state universities. As of 2021, 79 were private, federal universities amounted to 43, while State Universities were 48. The paradox here is that none of these universities are ranked among the first 500 universities in the world. In some areas of education little progress has been made and a number of new problems have arisen. Quantitative gains have in Nigeria led to qualitative losses (Adu, 1986). For example, educational expansion in Nigeria has led to a marked decline in standards especially in the tertiary universities or polytechnic, largely because of poor funding coupled with incessant strikes of university workers in Nigeria.
However, the drive for foreign studies commenced throughout the 20 th century. Another serious problem arisen from the comparative net of education by the Democratic political leaders has established a Lacuna that has encouraged foreign education among Nigerians. This is not to say that foreign university education at independence were unpopular. Foreign education has always been a sort of an elitist show of status. The more you consume foreign foods and materials, the classier you are considered. It applies to foreign education too. Nigeria is having a growing middle income class. The larger numbers of these middle class picked up the elitist behavior also. Nigeria is a mono-economy state, Nigerians have in satiated thirst for imported goods, more so foreign education (Oyewale & Osadola, 2018). Logically, Nigerian students are ever willing to attend any university in the world and the foreign universities needs foreign students to boost their universities income.Strategically, foreign universities use every possible advertising technique to attract Nigerians to their universities and entice Nigerian students to attend theseuniversities.Empirically poor funding of universities and incessant strikes of the workers allow for the conditions that makes Nigeria students attend foreign universities. The pursuit of foreign education correlates to the quest of Nigerian students'sojourn to Europe, America, Asia and even other African universities to seek greener pastures in these places.
Invariably, Nigerian seek knowledge abroad, not with mostly the intention to come back home but a license to stay back in Europe or the other continents. The poor value of the naira which today a dollar is equal to seven hundred naira drives up the pursuit for foreign studies. The large numbers of students studying in foreign universities compounds Nigeria's large deficit in bilateral trade. The poor value of the Naira is aggravated by the Nigeria craze to study in virtually any country in the world. These students are also ever happy to join with their colleagues in pursuit of knowledge abroad more so if possible, remain as residents over there and even become citizens of those places Citizenship of cities across the world is considered as a great prize by these students.Since Nigeria accepts dual citizenship; becoming citizens in other nations isn't seen as illegal to the Nigerian State.Nigerianspursue citizenship of other nations through devious means as getting married to citizens of these places -studying abroad is considered as a first step to this clandestine motive. At independence, the Nigerian constitution defined who could be a Nigerian citizen. It defined him/her as a person who was born in the country before September 30, 1960, with one of his parents also born in Nigeria. In addition, a non-Nigerian wishing to become a citizen of Nigeria could do so on application before October 1, 1960 and register as a citizen of Nigeria (Owolabi, 2017). Any British woman married to a Nigerian on or before September 30, 1960 could, on application before the independence day (October 1, 1960) be registered as a citizen of the country (Owolabi, 2017). Again, the constitution gave more privileges to citizens of the commonwealth nations over citizens of other nations to acquire Nigerian citizenship. The constitution made provisions for the preservation of the peoples Fundamental Human Rights. These included the freedom to live, to acquire property, and the freedom of movement, religion, speech and association. The 1960 independence in spite of whatever shortcoming it might have contained was indeed a landmark in the country's struggle for self-determination. More than anything else, it was a resounding achievement for the dogged and brave nationalists who had fearlessly suffered oppressions, suppressions and many untold vicissitudes in their irrevocable determination to free the largest and the most densely populated African country (Nigeria) from the shackles of foreign domination (Owolabi, 2017). It was a good example for the nationalists of other countries to step up their struggle against evil forces of colonialism.
In the contemporary world, citizenship has been viewed in various perspectives but there are some common elements from these different views. In Nigeria, citizenship has now become a constitutional matter (Owolabi, 2017). Its bounds extend beyond basic kinship ties to unite people of different genetic backgrounds, which are, it is more than a clan or extended kinship network. In recent times, a citizen is any person who may or may not reside in the country. This makes him or her bonafide and legal member of a country. Citizenship can be conferred on individuals based on the law guiding the citizenship of such a country and it can be denied or totally withdrawn if the citizen is imprisoned for criminal offences, or engages in dangerous acts against the country e.g. engaging in terrorist acts or showing non-commitment to the goals of the country or of bad character. In the Nigerian context as in the contemporary world, citizenship is conceived in exclusionary term of indigeneity, which defines those indigenous to a locality and thus enjoy full membership right to the exclusion of yet other citizens seen as non-indigenous members. Every Nigerian especially those with citizenship by birth experience a sense of belonging and commitment only in the context of his/her homeland where he/she can return to be expected and where his/her full citizenship rights are guaranteed. Citizenship is operative at the homeland level in Nigeria (Owolabi, 2017).
To be a citizen of Nigeria, it means your ethnic group can point to a territory as 'native land' where such native is in a local council or state. However, explaining who is a citizen of a particular area could be a difficult task in today's parlance of concepts such dual citizenship. The developed world's policy of dual citizenship encouraged globalization and migration through all sorts of means. Nigerians love these concept (dual citizenship) because it encouraged them to migrate and become a citizen of other nations. The citizens of the poorer nations will always be attracted to the developed nations. The first step to visit these places as to do with excuses of acquiring better education in other world universities. Allowing Dual Citizenship by the west encouraged illegal migration and the pursuit for foreign education. The slave trade mentality of Europe and America of choosing the best Nigerians to become members of their nations still persist in moderated colorations. The best sportsmen are encouraged to become their citizens, the best in the sciences and humanities are encouraged also to be citizens, and many more reasons are adduced to this mentality. The slave trade mentality is simply seen in this research has adopting the best from Nigeria into other continents. It is this search for greener pastures that entangled Nigerian students into the mix for this proxy war. Since Social Justice principles refer to values that favor measures that aim at decreasing or eliminating inequity, promoting inclusiveness of diversity and establishing environments that are supportive of all people (Duyile W. A., 2017). Social Justice principles includes; equity, diversity, and supportive environment. Nigerians travel to European universities to seek judgement about what is 'just', 'fair', 'deserved' or something one is 'entitled' to receive are a core to the migration to other universities around the world (Duyile W. A., 2017). Social Justice, becomes essential and an indispensable factor to why Nigerians found themselves in Ukraine: a) The belief that the foundation of a free society is equal worth of the 'world citizen', expressed most basically in equal rights before the law; b) the argument that everyone is entitled, to basic income, shelter and other necessities, and c) self-respect and basic equality before the law should be guaranteed by the host country (Duyile W. A., 2017).It is for these reasons that Nigerian students in Ukraine got themselves entangled in the geopolitical dynamics that triggered the proxy war in the context of the Russo-Ukrainian war in the first place. Ukraine can also be blamed for allowing themselves to be drawn into this strategic war. The United States unipolar interest and the fact that it is neurotically against a bipolar world (Soyombo, 28 February, 2022). Putin's Russia still have a reminisce to the old Soviet Union borders and wants NATO not to be in its doorstep. The war between Russia and Ukraine can also be seen as a proxy war of the West against Russia, especially the United States. This remains a critical background to the clash between Ukraine and Russia. For the American's the notion of 'balance of power' is an anathema to the American establishment (Soyombo, 28 February, 2022). A Russia that would not be appealing to the white supremacist groups in America as the American Democratic Party see these Pro-White associations as majorly supporting the Republican Party. Russia is unhappy with the American strategy of surrounding it with allies or NATO members and machinery of annihilation (Soyombo, 28 February, 2022). It is in the interest of Russia to pursue an appropriate and commensurate response hence the reason for the emergence of the Russo-Ukrainian war. As Germany saw its crushing defeat in the First World War as humiliation. The result, of course, was Hitler starting the Second World War. The West may not have imposed heavy financial costs on Russia after the collapse of USSR, but Putin who was at that time an officer in the KGB, saw firsthand, the humiliation that followed the collapse of his country, the triumphalism of the West and its relentless efforts since to crush whatever is left of Russia's pride and spirit. Russia is skeptical of NATO's continued existence, in spite of the dissolution of the Russia's Warsaw Pact. NATO has been moving its machinery of force to Eastern Europe through NATO's enlargement through treaties, cunningly strategizing to encircle Russia with allies or NATO members. Russia, under Putin, continues to see itself as a superpower as the de-facto successor to the Soviet Union. Russia still see other nations adjoined to it as USSR as its sphere of influence, more so a kind of its border extension. It is unfortunate that the Ukrainians who ought to enjoy the government of Volodymyr Zelensky; the West had escorted them into a proxy war.The American tacit encouragement of Russia's neighbors and its perceived sphere of influence states to be part of NATO can be described as a new version of the Marshal plan and a parallel can also be drawn with the Second World War and its aftermath.Russia as at May, 2021 has the highest number of nuclear weapons with 6,257 warheads; according to the Stockholm Peace Institute, Putin had 6,255 warheads as of January 2021 (Wikipaedia, 2021). The United States is placed second with 5,550 warheads meaning that Russia had 207 warheads more than the United States (Akinterinwa, 27 February, 2022). China is placed third with only 350 warheads and France in the fourth place with 290 warheads. With United Kingdom's 225, Pakistan 165, India's 160, Israel's 90 and North Korea 45, the total warheads deployed, stockpiled, retired, or awaiting disarmament, the world is playing host to a total of 13,000 warheads (Wikipaedia, 2021). The NATO Alliance Group will naturally include the United Kingdom and France into the alliance can also be added Israel. The position of India and Pakistan may be defined by non-alignment policy (Akinterinwa, 27 February, 2022).

Nigerian Students in Ukraine in the Mix Of This Proxy War
Consequently, the total warheads of the United States, France and the United Kingdom will be 5,550 plus 225 (UK) plus France 270 amounting to 5,065 which is still less than what Russia possesses (Akinterinwa, 27 February, 2022). Even when Israel's 90 warheads are added, the total warheads will be 6,155 and still less than Russia's 6,257 warheads (Akinterinwa, 27 February, 2022). People Republic of China is currently supporting Russia and can be rightly expected to lend nuclear support in the event of need. This means that the addition of China's 350 warheads will further increase the number of warheads available to Russia to 6,607 warheads. In terms of Nuclear Warhead, Russia has an advantage over NATO, the critical issue is that the United States and the other NATO countries are not readily available to fight side by side with the Ukrainians whereas Russian troops are directly engaged in the battle and the war (Akinterinwa, 27 February, 2022). The Russian Military is far weaker, when it is a conventional war. Naturally,this war was not that of Nigerian Students to fight but it was the greener pasture they seek that has muddledthem into a scenario that seems scary and fearful and for themselves and their families they found it very strange to be entangled in the geopolitics of war. These students now had to call on their country for help. Literally, it is general to assume that all wars must include death and suffering, people must die, people must suffer, and these students want no part of such hence the commencement of diplomatic maneuvers from the students, the home country, and the countries at war. It is a fact that Russia is regarded as Nigeria's 6 th largest trade partner in terms of imports. Apart from oil and gas, agricultural products; Nigeria imports potash, a primary ingredient for fertilizer, from Russia. The war in Ukraine has established the disruption and global shipments occasioned by imposed sanctions against Russia as well as its aftermath has led to a surging increase in diesel and supply of petroleum in Nigeria.From Ukraine, NigeriaimportsIron Ore for the production of steel and primary hardware. Both Russia and Ukraine are the largest exporters of durum wheat to Nigeria. Durum wheat is used in the production of flour for bread and noodles. Russia exports dairy and agricultural product to Nigeria. The impact of the war will see a steady rise in the price of stable food such as bread and noodles. The students plight was aggravated by the release made through the Nigerians in Diaspora Commission, NIDCOM, that Nigerians trapped in the country under the onslaught of Russia military action "are responsible for their safety is too hollow for comfort"(The Vanguard, 2022). It is difficult to blame the Federal Government for failure to evacuate our citizens ahead of the Russian military action which started on Thursday, February 24, 2022 (The Vanguard Newspaper, 2022). Even though, the United States and its North Atlantic Treaty Organization, NATO, allies had warned of the imminence of the invasion of Ukraine and asked their nationals to leave the war still took many by surprise (The Vanguard, 2022). Russia had continued to almost the last minute to insist that the rumor of its invasion of Ukraine was mere propaganda. Nigerian reportedly has about 12,000 of its youth studying in Ukrainian Universities, Nigerians are attracted to Ukraine because of the relatively good quality yet cost-effective, tertiary educational opportunities(The Vanguard, 2022). There are also thousands of others who are in Ukrainian seeking greener pastures. Nigerians are ever ready to use Ukraine as their launch pad to Northern Europe and America. Consequent administrations don't care about the nations youths escape to other lands. It is a known fact that Nigerian politicians celebrate their children whenever they graduate from foreign universities.
When the war began in February, 2022 hundreds of Nigerian students and other Nigerian citizens were stuck in Ukraine amid the Russian invasion of that country and the closure of Ukrainian airspace. The closure of the Ukrainian airspace made air travel impossible and the sea denial strategy curbed literal travel. The only available migrating instrument was the use of land. Nigerian student Sarah AjifaIdachaba, a student of medicine in the Ukrainian capital along with her older sister describe this mess they found themselves in a following word: Me and my sister are in panic because we don't know what to expect. We are not safe and we are not sure about leaving here because the airport is shut down (Onyeama, 2022).
Idachabasaid after Russian launched an invasion of Ukraine early on Thursday morning. Idachabacontinued to describe her dissolution, when she said: She and her sister felt abandoned as air raid sirens were heard across Kyiv and some residents sought refuge in Metro stations and air road shelters (Onyeama, 2022).
TemiRosabelIseyeOkotie, another student studying medicine in Ukraine also shared her feelings in the same manner as that of Idachaba. In other places in Ukraine like that of students in Sumy State University, they also cried out against the shoddy treatment meted to them in the European countries, demanding help from the Nigerian state and the world. According to them: We have nothing to do with this war. Early this morning, we were woken up with the several bombs. We have told them we want to go home. First they have increased the price of taxi to N1 Million for a two hours' journey which is like from Abuja to Kaduna. That is not all, we have told them we are ready to pay. Now, they havelocked us in this hostel. What did we do wrong? We just came here to study medicine. We have not showered in three days. There is no electricity in the hostel, everything is running out. This place is not safe (Onyeama, 2022).
The CNN reported the day the war began that while other governments were making plans to evacuate their citizens from Ukraine. Nigeria students said they are being essentially told "you are on your own'.Quoting these students from the report of the CNN, these were some of their comments.

AnjolaoluwaEro Philip said:
He and around 70 other Nigerian students were stranded with no way to legally leaveLviv in the west of Ukraine, close to the border with Poland.
Steven Oyebisi, who is a fifthyear medical student at the IvanoFrankivskNational Medical University, said: Although some of them were safe, there was apprehension in his region Amarachi Nwabia, also told the CNN correspondent that no one was safe at that moment. A medical student in her fifth year, Victoria Adebayo, wondered why Nigeria has not started evacuating her citizens from Ukraine. In a letter to the Nigerian president titled: Matter of Urgency Letter of Request to the President of the Federal Republic of Nigeria President Muhammadu Buhari, said cities occupied by Nigerian students were under attack. The letter-writers asked for an immediate evacuation of the Nigerian students currently in Ukraine. The Nigerian stand had earlier been that every Nigerian in the Ukraine should take care of themselves as did the American warning on its citizens. Professor Bola Akinterinwa, antagonized this earlier decision by the Nigerian government. He wondered why the government had to wait so late to evacuate its citizens. Akinterinwa said: It is unfortunate we have this type of government in Nigeria.The government of Nigeria, I have always argued, has aForeign policy that is unnecessary reactive. Many countries had been evacuating their citizens before now.
However, asAkinterinwa made this comment, the Nigerian ambassador in Ukraine had taken measures to reduce the pain of the students and has advised Nigerians living there to stay indoors. Akinterinwa denounce this recommendation of the ambassador, asking people to stay indoors he said, when did French government toldits citizens to leave immediately, the same with the United States government? The Nigerian government is asking its people to remain in Ukraine. Some worried parents of the students appealed to the Federal government to expedite action on the evacuation of their children and other Nigerians who have escaped to Poland and Hungary and rescue others who are still trapped in the beleaguered country. The Ukrainian ambassador to Nigeria, KirdodaValerii told the press that efforts were ongoing in evacuating Nigerian students and other Nigerians working in Ukraine he told the Nigerian Media that the shut airspace was the major challenge.Valeriistated this challenge after a meeting with the Minister of Foreign Affairs Geoffrey Onyeama in Abuja. The strategy of the Nigerian government through its foreign embassy was to send representatives to neighboring States bordering Ukraine to pick up Nigerians who were able to find their way to these border towns of other nations. Nigerians walked distances in agony and sometimes faced racist attitudes from the Ukrainian authorities before they get to the border towns. Nigerian embassies in nearby border towns were put in high alert to render help to the Nigerian refugees.

IV. Conclusion
Thedilemma faced through the gory that emanated in the war remains indelible in the heart of the students. However, Nigerians should view this war as an opportunity to learn the lessons of global power play. As war-beaten Ukrainians and Russians face existential challenges, it has become clear that states are more concerned about interests rather than about persons, even as the more powerful nations are apprehensive of the Russia nuclear power. Sometimes geo-politics make every other interests succumb to it. The Nigerian state far from Ukraine was drawn into the politics of withdrawing its citizens from the verge of a war that may lead to their death. Students interests can only be their education. And the guilt of a nation like Nigeria by discouraging studies at home. The poor funding of its tertiary education at home; the encouraging of same youths to travel abroad for studies under the guise of Scholarship. For instance, a lot of youths were encouraged by governors from the South-South and the Northern regions to study abroad through scholarship. The Federal Governments also are guilty as charged, sponsoring their citizens abroad. The Universities at home are dying without proper funding; and the lecturers of this institutions are also poorly paid. On individual families' level, it is also encouraged, some students were sponsored by their parents, or scholarship, or through their own hustling by doing part time work out there abroad.