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By Abdullahi Mukhtar Algasgaini

President Bola Tinubu is currently holding a closed-door meeting with Kano State Governor, Abba Kabir Yusuf, at the State House in Abuja.

Governor Yusuf arrived at the Presidential Villa shortly after 4:00 PM West Africa Time on Monday. He was received and escorted to the President’s office by the Chief of Staff, Femi Gbajabiamila.

The high-level meeting is taking place against a backdrop of sustained political speculation. There have been persistent reports suggesting Governor Yusuf may soon defect from the New Nigeria People’s Party (NNPP) to join the ruling All Progressives Congress (APC).

Neither party has officially commented on the agenda of the private discussion. The outcome is being closely watched by political observers, given Kano State’s significant influence in national politics.

By Sabiu Abdullahi

The father of Umar Auwalu, the prime suspect in the brutal killing of a housewife and her six children in Kano State, has urged authorities to hasten the prosecution of the case and carry out the death sentence on his son if found guilty.

Mallam Auwalu made the appeal on Monday while speaking during a programme on a local radio station in Kano. He openly condemned the alleged actions of his son and distanced himself from the crime.

“The likes of Umar, my son, should not be allowed to live in society. They should be eliminated to allow for a sane environment,” he said in Hausa.

He also claimed that he had earlier suspected Umar’s involvement in the killing of the junior sister of the same family in Dorayi Hausa last month. According to him, the suspect may have taken part in several crimes before his arrest.

“I am quite sure that Umar has been committing many crimes which we are not aware of. Now that he has been arrested, he should be punished accordingly,” he added.

Mallam Auwalu warned against any delay in the legal process, expressing concern that interference could lead to the suspect regaining freedom.

“I don’t want the government or security agencies to delay his trial. If he stays in prison even for one day, some politicians may come and forgive him, and that will not go well for our society,” he said.

The victims, identified as Fatima Abubakar and her six children, were killed after assailants invaded their residence in Dorayi Chiranchi Quarters of Kano metropolis on Saturday.

The Kano State Police Command disclosed that it received a distress call at about 12:10pm concerning an attack on the home of Haruna Bashir. Police said the victims were assaulted with dangerous weapons, which resulted in fatal injuries.

In a statement issued by the Police Public Relations Officer, Abdullahi Haruna Kiyawa, the Commissioner of Police, Ibrahim Adamu Bakori, ordered the immediate deployment of a team led by the Deputy Commissioner of Police in charge of Operations, DCP Lawal Isah Mani, to the scene.

The victims’ bodies were later moved to the Murtala Mohammed Specialist Hospital, Kano, where medical personnel confirmed them dead.

By Muhammad Abubakar

Sheikh Muhammad Bashir Saliu, the Chief Imam of Ilorin, has passed away at the age of 75.

His death was confirmed on Monday, January 19, 2026. The revered Islamic scholar reportedly died after decades of devoted service to Islam and the Ilorin Emirate.

Sheikh Muhammad Bashir Saliu was widely respected for his scholarship, spiritual leadership, and commitment to promoting peace and Islamic values within Ilorin and beyond.

His passing marks the end of an era for the Ilorin Muslim community, where he played a central role in religious guidance and communal affairs.

Tributes are expected to pour in from religious leaders, traditional institutions, and faithful across Nigeria, mourning the loss of a prominent cleric and community leader.

By Sabiu Abdullahi

Japan’s Prime Minister, Sanae Takaichi, has announced plans to dissolve the country’s parliament on Friday and hold a snap general election, a move aimed at securing public backing for her spending agenda and wider policy programme.

The announcement, made on Monday, comes barely three months after Takaichi assumed office as Japan’s first female prime minister. The planned election will determine all 465 seats in the lower house of parliament and will represent her first nationwide electoral test since taking office.

“Today, I, as the Prime Minister, have decided to dissolve the lower house on January 23,” Takaichi said at a news conference.

Political observers say an early vote could help the prime minister take advantage of her current popularity. It could also strengthen her position within the ruling Liberal Democratic Party and stabilise her coalition, which holds a narrow majority in parliament.

The coming election is expected to focus heavily on economic concerns, especially rising living costs. Many voters have expressed anxiety about inflation and household expenses. A recent opinion poll released by public broadcaster NHK indicated that 45 per cent of respondents identified prices as their biggest concern.

Diplomacy and national security followed, with 16 per cent.If confirmed, the snap election will set the stage for a major political contest that will shape Japan’s economic direction and test public confidence in Takaichi’s leadership at an early stage of her tenure.

By Professor Salisu Shehu, Executive Secretary, Nigerian Educational Research and Development Council (NERDC)

Paper Presented at the maiden international conference of the Department of Art and Social Science Education, Federal University, Dutse. Jigawa State held on the 13^th January 2016

Introduction

It is with great enthusiasm that I wish to thank the organisers for inviting me to the maiden International Conference of the Department of Arts and Social Science Education, Federal University, Dutse. I am delighted to be delivering a paper on “Policy, Pedagogy and Practice: Reforming the Curriculum for Moral and Digital Competence”. This maiden conference is of particular significance because of its focus on upholding moral responsibilities in the face of rapid penetration of information technology in the world of  today. It is no news to anyone that although information technology has positively impacted on our world, making life a lot easier than it was some decades ago, it comes with a myriad of challenges that sometimes undermine our moral values, age long principles of good living and our most cherished societal norms.

Without a doubt, education is the sector of the economy that holds the key to transformational national development. It remains the gateway to human capital development, social reengineering and total rebirth of a society confronted with many ills arising, largely from the wrong use of information technology. The unprecedented integration of digital technologies into daily life in recent times has raised important issues regarding responsibility, ethics, and the effects on society. Digital competence, encompassing abilities in information literacy, data security, and the responsible use of AI, must now intersect with moral competence, which encompasses values such as civic engagement, respect, and accountability. To fulfil these two imperatives and ensure that education not only transmits knowledge but also develops responsible digital citizens, curriculum reform remains indispensable.

Globally, contemporary curriculum reform is increasingly informed by internationally recognised frameworks such as Global Citizenship Education (GCED), Education for Sustainable Development (ESD), and the European Union’s Digital Competence Framework (DigComp). These foreground ethical responsibility, social justice, sustainability, global interconnectedness, and ethical engagement in digital environments (EU, 2018). These global frameworks have also influenced our national curriculum reforms with the aim of refocusing our education system and preparing learners for responsible participation in a rapidly changing world. However, the influence of these frameworks on curriculum reform process has been gauged with our uniqueness as a people.

The accelerating integration of technologies into education has also heightened concerns around misinformation, cyberbullying, data privacy breaches, online radicalisation, and digital addiction. Consequently, moral education, digital citizenship, and ethical use of technology are no longer optional but have become central pillars of contemporary curriculum design. In parallel, persistent global challenges of equity, access, and inclusion continue to shape reform agendas. Curriculum transformation must therefore address disparities in digital access and learning opportunities, particularly within developing contexts. In this regard, Nigeria’s curriculum reform efforts are geared towards striking a careful balance between global best practices and our local socio-cultural realities.

More broadly, curriculum reform has become a global imperative as nations strive to respond to the rapid technological change, moral uncertainty, economic restructuring, and the pressures of globalisation. Today’s education no longer focuses solely on knowledge transmission, but on fostering competencies that enable learners to function effectively, ethically, and responsibly in complex, digitalised, and pluralistic societies (UNESCO, 2015; OECD, 2019). As a result, moral competence and digital competence have emerged as critical learning outcomes in our revised national school curricula.

The revised national school curricula also represent a deliberate shift away from content-heavy instructional models toward the development of functional skills, values, attitudes, and competencies that align with our national development priorities and global competitiveness. In the new school curricula, moral competence and responsible technology use are highly emphasised. As digital technologies are integrated into learning, it is our responsibility as educators to ensure that learners are not only digitally proficient but also morally grounded in the ethical use of technology.

Arising from the foregoing, this paper argues, and correctly, that meaningful and sustainable curriculum reforms must deliberately integrate moral and digital competence across policy formulation, curriculum design, pedagogy, and classroom practice. Drawing on global curriculum trends and using the NERDC curriculum review process as a reference point, the paper advances the position that moral and digital competence should be conceptualised and implemented as core curriculum outcomes not as extracurricular activity.

Statement of Position and Central Argument

For curriculum reform to produce functional and adaptable learners for the 21st century, it must deliberately prioritise moral and digital competence within an outcome-based competency framework. Disciplinary and subject knowledge are increasingly insufficient in addressing contemporary social, economic, and technological challenges. There must be a deliberate integration of values and digital skills into curriculum design.

The central argument of this paper is threefold. First, moral and digital competence constitute foundational capacities for lifelong learning, employability, social participation, and responsible citizenship in today’s world. Learners who possess technical skills without ethical grounding are ill-equipped to navigate complex moral dilemmas, misinformation, and digital risks. In fact, such learners constitute a danger to the society, in all ramifications. Second, curriculum reform that concentrates primarily on policy redesign and content restructuring, without corresponding alignment in pedagogy, assessment, and classroom practice, risks remaining rhetorical rather than transformative (Fullan, 2016). Meaningful reform requires coherence between curriculum intentions and everyday teaching and learning processes. Third, the long-term effectiveness of the NERDC curriculum reform initiative depends on the extent to which moral and digital competence are systematically embedded across subject areas, instructional strategies, assessment approaches, teacher professional development, and school culture. Without such integration, curriculum reform may not meet the intended impact on learning outcomes and national development.

Policy landscape for moral and digital competence in the Nigerian education sector

Educational policy provides the normative, regulatory, and structural foundation for curriculum development and implementation. In Nigeria, the National Policy on Education places strong emphasis on the holistic development of learners who can contribute to national development (Federal Republic of Nigeria [FRN], 2014). Consistent with this policy orientation, our curriculum reviews reflect a deliberate shift toward functional, learner-centred teaching and learning.

It is on this premise that our revised school curricula explicitly integrate 21st-century skills, including critical thinking, creativity, collaboration, communication, and digital literacy. This aligns our policy direction with global curriculum reform trends that prioritise transferable skills, adaptability, and problem-solving capacities over rote memorisation and content accumulation (UNESCO, 2015; World Bank, 2020). It is also done in recognition of the need to prepare learners for the rapidly evolving labour markets, civic participation, and lifelong learning in our digitalised world.

Despite these advances, significant policy gaps persist, particularly in the linkage between education policy, national digital transformation strategies, and youth development frameworks. It is against this backdrop that this paper argues that there should be greater coherence between education policy, national digital transformation strategies, and youth development frameworks to ensure policy alignment and systemic implementation for impact at the school level. Without such integration, the transformative potential of curriculum reform risks being undermined in implementation.

Pedagogical Imperatives for Moral and Digital Competence

Curriculum reform cannot yield meaningful outcomes without a corresponding pedagogical transformation. Traditional teacher-centred instructional approaches, which are largely characterised by rote memorisation, passive learning, and examination-driven practices, are fundamentally incompatible with competency-based education. This is because the competency-based approaches prioritise the development of transferable skills, values, and applied knowledge (Darling-Hammond et al., 2020). To effectively cultivate moral reasoning and digital competence, learning environments must be learner-centred, participatory, and reflective. Learning must also enable learners to actively construct meaning and apply learning in their daily lives.

Furthermore, there must be emphasis on the use of pedagogies that foster moral competence and sustained engagement with values, ethical reasoning, and real-life moral dilemmas. These strategies (such as values clarification, character education, moral dilemma discussions, service learning, and civic engagement) would provide learners with opportunities to reflect on ethical issues, negotiate moral conflicts, and internalise socially desirable values, and are achieved through practice and social interaction (Nucci, Narvaez, & Krettenauer, 2014). These approaches shift moral education from abstract moral instruction to lived moral experience, thereby strengthening learners’ capacity for ethical judgment and responsible citizenship.

In a similar vein, the development of digital competence requires pedagogical approaches that promote creativity, collaboration, critical thinking, and problem-solving. Learner-centred strategies such as project-based learning, inquiry-based learning, collaborative learning, and blended or technology-enhanced learning environments allow learners to engage meaningfully with digital tools while simultaneously developing ethical awareness, media literacy, and responsible online behaviour. Through these pedagogical models, learners are not merely users of technology but reflective digital citizens capable of evaluating information, managing digital risks, and applying technology responsibly.

Furthermore, assessment practices must also be aligned with the principles of outcome-based competence education. Teachers should use portfolios, project work, performance-based tasks, peer assessment, and formative feedback to evaluate moral and digital competence (OECD, 2019). These assessment approaches would capture learners’ ability to apply knowledge, demonstrate ethical judgment, and assess how skills are transferred across contexts.

A major challenge to this is funding. Limited professional development opportunities, insufficient monitoring and evaluation mechanisms, teachers’ resistance to change, limited capacity for innovative instructional practices, and deeply entrenched examination-oriented school cultures are affecting curriculum implementation. Additionally, technological constraints, such as infrastructure and unequal access to digital resources, are affecting the effective integration of digital competence.

Socio-cultural factors also present challenges, including divergent value systems, parental concerns, and ethical anxieties surrounding learners’ exposure to digital environments. Without deliberate planning and sustained support, there is a risk that moral and digital competence may be treated superficially, resulting in symbolic compliance rather than genuine pedagogical transformation and meaningful learning outcomes.

Strategic Directions and Suggestions

To address these challenges, this paper proposes several strategic directions.

1. Curriculum policy implementation and monitoring must be strengthened to ensure alignment between intended and enacted curricula.
2. Moral and digital competence should be explicitly defined as compulsory learning outcomes across educational levels beginning from the teacher training institutions.
3. Improved and sustained investment in teacher professional development is essential. This should include comprehensive pre-service training in teachers’ training institutions to build foundational skills in moral and digital competence from the outset, as well as ongoing in-service training programmes for practising teachers.
4. Establishment of sustained partnerships with technology firms and the community. This would support resource provision and also provide opportunities for experiential learning.
5. Curriculum reform should be viewed as a continuous, evidence-informed process responsive to societal change.

Conclusion

Reforming the curriculum for moral and digital competence is necessary in the context of Nigeria’s educational transformation. The Nigerian Educational Research and Development Council curriculum review is a significant step toward outcome and competency-based education. However, its success depends on the adoption of innovative pedagogies and effective classroom practice.

Preparing learners for ethical and functional participation in a digital world requires coordinated action among policymakers, educators, communities, and other stakeholders. Curriculum reform must therefore be intentional, holistic, and sustained if it is to produce morally grounded, digitally competent, and socially responsible citizens.

Other Resources

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

European Union. (2018). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union.

Federal Republic of Nigeria. (2014). National policy on education (6th ed.). NERDC Press.

NERDC. (2023). Revised national curriculum framework for basic and secondary education in Nigeria. Nigerian Educational Research and Development Council

Nucci, L. P., Narvaez, D., & Krettenauer, T. (2014). Handbook of moral and character education (2nd ed.). Routledge.

Organisation for Economic Co-operation and Development (OECD). (2019). OECD learning compass 2030: A series of concept notes. OECD Publishing.

UNESCO. (2015). Global citizenship education: Topics and learning objectives. United Nations Educational, Scientific and Cultural Organisation.

UNESCO. (2015). Rethinking education: Towards a global common good? United Nations Educational, Scientific and Cultural Organisation.

UNESCO. (2023). Guidance on generative AI in education and research. United Nations Educational, Scientific and Cultural Organisation.

World Bank. (2020). World development report 2020: Trading for development in the age of global value chains. World Bank Publications.

By Abdullahi Mukhtar Algasgaini

The Kano State Judiciary has pledged to expedite the trial of those accused of a gruesome massacre that claimed seven lives in Dorayi, Chiranci, Gidan Kwari.

A spokesperson for the council, Baba Jibo Ibrahim, made the declaration in an interview with Freedom Radio Nigeria, stating that there would be no delays as the incident has profoundly shaken the conscience of the community.

“The case will not be delayed because this matter has deeply disturbed every person of faith,” Ibrahim stated emphatically.

He further issued a strong appeal to the executive arm of government, urging them to ensure the prompt execution of court judgements once delivered.

This, he emphasized, is crucial for restoring lasting peace and public confidence in the justice system.

The commitment follows public outcry over the brutal killings, with authorities now under pressure to demonstrate that justice will be both swift and sure.

By Abdullahi Mukhtar Algasgaini

Kano State Police have arrested three men suspected of masterminding the brutal killing of a housewife and her six children in the Dorayi Chiranchi area of the state.

The arrest followed a sting operation conducted between 10 p.m. on January 17 and 4 a.m. on January 18, 2026, based on directives from the Inspector-General of Police, IGP Kayode Egbetokun.

Commissioner of Police, CP Ibrahim Adamu Bakori, stated that the principal suspect, Umar Auwalu, 23, who is a nephew to the deceased woman, confessed to the crime during interrogation.

Auwalu also admitted that his syndicate was responsible for several other recent violent attacks, including the killing and burning of two housewives in Tudun Yola Quarters.

Other suspects arrested are Isyaku Yakubu (aka Chebe), 40, and Yakubu Abdulaziz (aka Wawo), 21.

Police recovered several items from the suspects, including blood-stained clothes, the deceased’s two mobile phones, a cutlass, a club (Gora), an undisclosed sum of money stolen from the scene, and other dangerous weapons.

The Kano State Police Command commended the officers involved in the operation and the public for their support, assuring that investigation is ongoing and that all criminals will be brought to justice.

By Zayyad I. Muhammad 

During President Bola Ahmed Tinubu’s official visit to the United Arab Emirates to participate in the 2026 edition of Abu Dhabi Sustainability Week (ADSW), Nigeria announced that it will co-host Investopia with the UAE in Lagos, Nigeria, in February. The initiative aims to attract global investors and accelerate sustainable investment inflows into Nigeria.

Nigeria has also concluded a Comprehensive Economic Partnership Agreement (CEPA) with the UAE to deepen cooperation across key sectors, including renewable energy, infrastructure, logistics, and digital trade. The agreement is expected to significantly strengthen trade relations and deliver tangible benefits for Nigerian businesses, professionals, and workers.

Overall, this expanding trade and economic relationship between Nigeria and the UAE represents a welcome development for both countries, with the potential to drive growth, job creation, and long-term economic collaboration.

However, on the international security front, the UAE is increasingly viewed through a more complex lens. Over the past decade, the country has pursued a more assertive foreign policy, particularly in parts of the Middle East and Africa.

The UAE has faced allegations and scrutiny from some governments, international organisations, media outlets, human rights groups, and analysts regarding its involvement in conflict-affected and politically fragile environments. These debates often centre on whether UAE actions have influenced or intensified existing crises, especially in several Muslim-majority countries.

In Sudan, various reports have alleged that the UAE was involved in the supply of weapons, including drones, to actors in the ongoing conflict. Some accounts claim that arms transfers were routed through neighbouring countries such as Chad, Libya, and Uganda, and that humanitarian operations served as logistical cover. Emirati authorities have denied these allegations, maintaining that the UAE supports humanitarian relief efforts and political solutions to the crisis.

In Yemen, the UAE was a key member of the Saudi-led coalition opposing the Iran-aligned Houthis. At the same time, analysts have pointed to UAE support for the Southern Transitional Council (STC), which seeks greater autonomy or independence for southern Yemen. Critics argue that this support contributed to political fragmentation, while others describe it as a pragmatic response to local security challenges and counter-terrorism objectives.

In Libya, the UAE has frequently been cited in international reports as a major external supporter of forces led by Khalifa Haftar and the Libyan National Army. Allegations include the provision of military assistance during operations against Tripoli-based authorities. UAE officials have consistently rejected claims of direct military involvement, emphasising their support for stability and counter-extremism.

In Somalia and the wider Horn of Africa, some observers have raised concerns about the UAE’s engagement with regional authorities and security actors, particularly in Puntland and Somaliland, suggesting that this involvement may have influenced internal political and security dynamics.

More recently, the Federal Government of Somalia announced the cancellation of all agreements with the UAE, including deals covering port operations, security cooperation, and defence. Somali authorities cited alleged violations of national sovereignty as the reason for the decision. The UAE, however, maintains that its activities in Somalia and the region are conducted within frameworks of cooperation, development assistance, and mutual security interests.

In 2022, the United States Treasury sanctioned six Nigerian individuals for allegedly raising funds in the UAE to support Boko Haram. This followed earlier actions by UAE authorities in 2021, when individuals were arrested and prosecuted for operating a fundraising network linked to the group. Despite these incidents, Nigeria–UAE relations remain largely focused on investment, trade, and broader economic cooperation.

Zayyad I. Muhammad writes from Abuja via zaymohd@yahoo.com.

By Abdullahi Mukhtar Algasgaini

The General Officer Commanding (GOC) 8 Division of the Nigerian Army and Commander, Sector 2 Joint Task Force (North West), Operation FANSAN YAMMA, Major General Bemba Paul Koughna, has reassured residents of Tidibale community in Isa Local Government Area of Sokoto State of the Army’s commitment to strengthened security and lasting peace.

Major General Koughna gave the assurance during an assessment visit to the community as part of his first official engagements since assuming office.

The visit followed the recent return of residents who had earlier fled the area due to threats from bandits.

Addressing members of the community, the GOC said the visit was aimed at evaluating the security situation and ensuring that normalcy is fully restored.

He stressed that the Nigerian Army remains resolute in its responsibility to protect lives and property, adding that troops have been deployed and are now stationed in Tidibale to maintain a strong security presence.

According to him, the deployment would enable residents, particularly farmers, to go about their daily activities without fear. He assured the community that no part of Tidibale would be allowed to fall under the control of bandits, noting that troops are on constant alert and ready to respond swiftly to any security threat.

Major General Koughna also urged residents to cooperate with security agencies by remaining vigilant and promptly reporting suspicious movements or activities, emphasizing that effective security can only be achieved through collaboration between the military and the local population.

Speaking on behalf of the community, the Sarkin Arewa of Tidibale, Alhaji Ibrahim, expressed appreciation to the GOC for the visit, describing it as timely and reassuring.

He said the presence of the Army has renewed hope among residents and boosted their confidence to return to their homes and farmlands.

Earlier, the GOC received an operational briefing from the Commanding Officer, 26 Battalion, Lieutenant Colonel Nasiru Mustapha, at the Forward Operating Base (FOB) in Isa.

The briefing highlighted the prevailing security situation and ongoing military operations in the area.

The Nigerian Army reaffirmed its determination to continue working closely with host communities to ensure enduring peace and security across the North West region.

By Abdullahi Mukhtar Algasgaini

President Bola Ahmed Tinubu has returned to Nigeria following his participation in the 2026 Abu Dhabi Sustainability Week, where a significant economic agreement with the United Arab Emirates was finalized.

On the sidelines of the summit, Nigeria signed a Comprehensive Economic Partnership Agreement (CEPA) with the UAE.

The pact is designed to strengthen economic ties, increase trade and investment, and foster collaboration in sectors such as energy, infrastructure, agriculture, mining, and renewable energy, including technology transfer.

Addressing the summit, President Tinubu unveiled plans for a joint Nigeria-UAE “INVESTOPIA” event scheduled for Lagos in February.

The initiative is targeted at drawing global investors to the country.

The President also outlined Nigeria’s ambitious climate finance goal, stating the nation aims to secure up to $30 billion each year to support its energy transition and drive efforts to expand electricity access across the country.