Education

By Haladu Muhammad

I want to speak about an issue that has deeply concerned and disturbed me for quite a while—for over half a decade, if not a full decade. The topic I wish to discuss today is clear and well known to all of us: the state of our education sector.

Education is paramount and sacrosanct. It is everyone’s duty, concern, and business. The core issue I want to address is the performance of teachers in our public schools compared to those in private schools. When comparing public and private institutions, which system possesses better infrastructure and facilities to properly instruct, guide, and develop our children?

To set the context, we are all aware of the economic hardships the country is facing. Citizens across all sectors are struggling with their daily or monthly earnings. It is no secret that the remuneration for teachers and civil servants is often inadequate.

However, what I find difficult to accept—and must question—is the persistent reliance on salary grievances as an excuse for poor performance. While I am not dismissing their financial concerns, education remains a collective responsibility.

To clarify, I am not simply shifting blame onto our educators. Look at states like Borno, Zamfara, and Jigawa. During my National Youth Service Corps (NYSC) service year in Zamfara State, where I served at Government Girls Secondary School, Maru, I engaged in many intellectual discussions with my colleagues regarding this situation. 

Under the previous state administration, teachers went unpaid for two to three months, leading to stagnation in the education sector. However, under Governor Dr Dauda Lawal Dare, workers’ entitlements, pensions, and gratuities have been prioritised and paid promptly. Similar positive administrative steps regarding welfare can be observed in Borno and Jigawa States.

Despite public school teachers receiving higher salaries—often ₦60,000 to ₦77,000 or more, compared with private school teachers who may earn as little as ₦30,000 to ₦40,000—we consistently observe greater commitment and better pupil performance in private institutions. Private school educators, despite lower pay and inferior physical infrastructure, are often held to higher standards of accountability.

In many public schools, particularly during periods such as the rainy season, teacher absenteeism is rampant. It is not uncommon to visit a public school and find only two or three teachers present alongside the Vice Principal, while students roam the premises without instruction. Meanwhile, frivolous excuses for absence that are tolerated in the public sector would result in immediate financial deductions or termination in a private setting.

This disparity stems primarily from a lack of leadership, self-discipline, and institutional accountability. While public education has a superior structural and administrative framework on paper, it suffers from poor implementation and weak oversight.

Therefore, my call to action for state governors, Commissioners of Education, and key educational stakeholders is straightforward: establish and empower strict, independent monitoring committees within every Local Government Education Area (LGEA). These committees must actively oversee public school operations, enforce teacher attendance, and monitor academic performance across all wards and communities to restore standard quality to our public education system.

Haladu Muhammad is a concerned Nigerian citizen, and he writes from Maiduguri, Borno State.

By Ishaka Mohammed

The Federal Government of Nigeria has waived the proposed tuition fees for the six-month professional teaching qualification programme launched in September 2026.

According to the National Teachers’ Institute (NTI), learning will commence in November, after the five-day orientation programme beginning on October 28.

The Daily Reality earlier reported that the Federal Ministry of Education set the cost of the Accelerated Teacher Professionalisation Pathway (ATPP) at ₦200,000. 

However, according to the emails sent to admitted teachers on October 23, the tuition has been waived. 

“Your programme tuition of NGN 200,000 is fully covered by the Federal Government of Nigeria. This sponsorship is part of the Renewed Hope Agenda of His Excellency, President Bola Ahmed Tinubu, GCFR, and its commitment to strengthening the teaching profession and building a skilled, future-ready education workforce for every Nigerian child,” part of message reads.

The six-month training comprises four months of online learning and two months of teaching practice at each teacher’s place of work before eligibility for the TRCN Professional Qualifying Examination (PQE).

Recall that the training is for non-professional teachers with degree or diploma certificates and at least two years of classroom teaching experience.

Ali Tijjani Hassan

I am in Damaturu to witness the third edition of the Yobe State Spelling Bee Competition, and to be honest, I might not be doing justice to what I witnessed if I wait for decades before telling my unborn children about how Governor Mai Mala Buni, CON, is gradually refining the educational sector in Yobe State during his tenure.

His Excellency, the Deputy Governor of Yobe State, Alhaji Idi Barde Gubana, Wazirin Fune, declared the programme open and encouraged the young participants to do their best and make their communities proud. As he said, and I quote: “Forty-five years back, we were at your level, but today we are at the mantle of leadership and about to exit. You are indeed the leaders of tomorrow, and you are on the right track.” 

The Deputy Governor also appreciated the Secretary to the Yobe State Government, Dr Mohammed Goje, FRSPH, for initiating, sustaining, and continuously improving this remarkable programme. He described it as an epitome of Dr Goje’s foresighted, selfless and transformative leadership in redefining the future of young people across the state.

It gladdened my heart to see some of the finest young brains among us serving as judges and facilitators. Among them was my friend, Shamsiyya Ibrahim Barde, a recent UN guest and UNOCT champion, who served as the lead judge, while Zara Alim Bakari, as the Master of Ceremony.

Then came the preliminary stage, where every participant had the opportunity to step onto the podium and show what they had upstairs. It was one of those experiences you genuinely wish you could record and replay. I saw young and talented teenagers trying to figure out what they could do with their abilities. For me, that is one of the greatest values of the Spelling Bee. Beyond competition, it gives young people a platform to discover, sharpen and showcase their abilities while preparing themselves for a world that will demand excellence from them. 

And, of course, the real drama started when a young man who, by all indications, is my Fulani brother, was asked to spell “Maritime.” My brother tried spelling it three times. The judges disagreed about his alphabet pronunciation, largely because of mother-tongue interference. For those of us in the audience, it became difficult to tell whether the sound he produced in the second syllable was “M” or “N.” As the debate intensified and the young man probably realised that his English-language command was not going to rescue him, he switched to Hausa and asked: Wai ko ba ‘Maritime’ ake nufi ba?”

The entire hall erupted in laughter. That young man single-handedly revived the energy in the room. But beyond the laughter, I admired something about him: confidence. He wasn’t afraid to try the word, even when he wasn’t entirely sure of himself. And sometimes, that confidence to stand before people, try, and keep going despite a barrier is itself a form of education.

Of course, I saw many other vibrant young people who came fully prepared to take the trophy home. Their confidence, composure and command of words were genuinely impressive.

Then came another moment that caught my attention. A young participant with visual impairment appeared on stage and was asked to spell “Senator.” He requested the assistance he needed to participate effectively, explaining that he had been taught to read and interpret words through a system different from what most of us were familiar with. That moment made me appreciate something beyond the competition itself: the preparation that went into making the programme inclusive. It reminded me that education is not truly transformative until it makes room for everyone.

I was equally impressed by the commitment of the organisers and stakeholders. The Secretary to the State Government, Dr Mohammed Goje, alongside members of his team and associates, including Dr Sa’id Ali Kori of Thinklab, Dr Suleiman Dauda of SOLID, Dr Bulama Maina Yaro of the Yobe State Pilot Livestock Development Programme, Dr Babagana Muhammad of Nigeria Food Corporation, and Prof. Sheriff Almuhajir of YMFB, maintained a constant presence throughout the programme despite their various professional and personal commitments. To me, that speaks to the strong commitment to the initiative.

The Yobe State Spelling Bee Competition is becoming more than an academic competition. It is creating a platform where young people can discover their confidence, test their abilities, compete with their peers and begin to imagine themselves in spaces of excellence.

And perhaps the greatest lesson from the competition is one I have always believed: School was never a scam. Give a child the right environment, expose them to opportunities, challenge them intellectually, and you may be watching the early stages of someone who will one day change your community.

The Yobe Spelling Bee is, without doubt, setting a pace for a future trajectory built around education, confidence, talent and the pursuit of excellence among the younger generation of Yobe State. Let’s come back tomorrow to witness what the next session’s “knock-out stage” will offer us. But I believe that many emotional moments would unfold.

Ali Tijjani Hassan writes from Damaturu.

By Abdullahi Mukhtar Algasgaini

The management of Ahmadu Bello University (ABU), Zaria, has suspended the implementation of its recently revised student charges following mounting demands and complaints from the Student Representative Council (SRC).

The decision, announced in a special bulletin signed by the university’s management, aims to allow for further consultations with students and other relevant stakeholders. The suspension comes just as the implementation of the revised fees was about to commence.

According to the bulletin, the initial review of the charges was necessitated by a pressing financial challenge, compounded by a loss of nearly N2.5 billion following a court ruling in March 2026.

The management stated that the revised charges were introduced to bridge the gap between available resources and the rising cost of essential services, including welfare, security, transportation, and utilities.

However, the move sparked additional demands from the student body. “Management has carefully considered the submissions made to it by the students and Management found them to be legitimate, responsible and deserving of further consideration,” the statement read.

In the spirit of mutual respect and responsible governance, management has opted to halt the implementation. The university praised the students for their mature and constructive approach to the matter, describing the suspension as “a demonstration of Management’s commitment to listening to its students and ensuring that decisions with significant implications for them are subjected to the fullest possible consideration.”

While acknowledging the institution’s financial realities and the urgent need to strengthen resources for essential services, management emphasized the importance of balancing these constraints with the need to provide a conducive environment for teaching, learning, and research.

The management reiterated its commitment to student welfare and appealed for calm and cooperation as the consultation process continues. The university expressed confidence that a responsible and sustainable resolution will be reached through constructive engagement with the SRC. Further communication on the outcome of the consultations will be issued in due course.

By Uzair Adam

Some training centres implementing the Federal Government’s Technical and Vocational Education and Training (TVET) programme in Kano and Jigawa states are grappling with delayed payments, mounting operational costs and unpaid trainer allowances, raising concerns about the sustainability of the programme.

The Daily Reality gathered that the situation has left some centre operators struggling to meet their financial obligations, while trainers engaged to teach beneficiaries say they have gone for months without receiving their allowances.

There are also concerns over equipment promised to beneficiaries after training, with some graduates saying they completed their programmes without receiving the tools expected to help them establish businesses or secure employment.

The TVET programme is designed to equip unemployed Nigerians and others without sustainable employment with practical skills that can improve their chances of earning a livelihood. Beneficiaries are also expected to receive nationally recognised certificates and, in some cases, equipment packages after completing their training.

With more than 2,300 centres engaged nationwide after passing quality assurance processes, the programme covers more than 36 skills. 

But a growing dispute over payments, particularly the application of a 65 per cent attendance requirement, is now threatening to undermine its implementation in some centres.

Payment Dispute Threatens Training

At the centre of the dispute is a payment condition requiring beneficiaries to attain at least 65 per cent monthly attendance before centres can receive payment.

Participating centre operators argue that the condition conflicts with what they understood to be the payment arrangement in their agreements with the government, which they said was based on the number of verified trainees and agreed programme milestones.

They also object to what they described as the retrospective application of the attendance condition, arguing that it should not be imposed on agreements already entered into.

The operators said they support biometric attendance monitoring and other measures to ensure accountability, but questioned why centres should bear the financial consequences when some trainees fail to attend classes regularly.

One centre owner, who asked to remain anonymous, described the new payment arrangement as an attempt to frustrate training centres.

He stated that, “The new system is to defeat the centres. Instead of the agreement that they would pay centres based on the number of students, now they said no. 

“They did not revise the MoU, and they did not contact anyone. They just decided on their own on that 65 per cent,” he added.

According to him, the government was responsible for recruiting the beneficiaries, leaving centre operators with limited control over whether some of those trainees would remain committed to the programme.

He added, “They recruited the students themselves and they happened to lack interest in the programme.”

The centre owner argued that linking payments to attendance could leave operators financing training for beneficiaries whose recruitment and commitment were largely outside their control.

Centre Owners Count the Cost

Beyond the payment dispute, centre operators said they have continued to incur substantial expenses to keep their facilities running.

They are responsible for paying instructors, maintaining facilities and purchasing training materials while waiting for government payments.

One operator said a centre he knew received only N50,000 last month despite spending more than N300,000 on programme-related expenses.

He said his own centre had invested more than N10 million and expected to receive at least N15 million for the first month, but was paid only N3 million.

The disparity, he argued, makes it increasingly difficult for private operators to sustain the programme.

Another centre owner, Jamil Muhammad, not his real name, said operators could not continue financing government programmes indefinitely from their personal resources.

He stated that, “We cannot continue to finance the programme indefinitely while waiting for payments.”

For trainers, the financial pressure has also become a major concern.

Muhammad Kabir, not his real name, a trainer at one of the centres in Kano, said he had worked for almost three months without receiving his allowance.

He said the delay had affected the morale of trainers who depend on the payments to meet their personal and professional obligations.

Fear of Another Unresolved Government Programme

The payment difficulties have also raised fears among some operators that the TVET programme could eventually suffer the fate of previous government initiatives.

One centre owner said the programme might end without the government settling outstanding financial obligations to participating centres.

He cited N-Power and N-Skills under the previous administration, alleging that unresolved payment issues from those programmes remain a burden between operators and government.

He decried that, “We don’t want TVET to end the way N-Power and N-Skills ended. There are still backlogs with the government from those programmes.”

Our reporter gathered that for operators who have invested heavily in facilities, equipment and personnel, the concern goes beyond delayed payments. 

They fear that prolonged financial uncertainty could force some centres to withdraw from the programme before beneficiaries complete their training.

Centres Seek Government Intervention

Centre operators have appealed to President Bola Ahmed Tinubu and the Minister of Education, Dr Tunji Alausa, to intervene in the payment dispute.

Their demands include settling outstanding payments, reviewing the 65 per cent attendance condition, and deciding that any new payment arrangement should apply prospectively rather than retrospectively.

They also want a mechanism to replace beneficiaries who stop attending classes, withdraw from the programme, or fail to meet attendance requirements.

The operators maintain that such a system would protect public funds while preventing training centres from bearing the cost of beneficiaries who are no longer participating.

The dispute has already prompted some centres to threaten to suspend participation if the payment issues remain unresolved.

The Daily Reality recalls that the operators had previously raised concerns over the financial implications of the attendance-based payment arrangement, warning that continued delays could make it difficult for centres to sustain their operations.

Graduates Left Without Promised Equipment

While centre operators struggle with payments, some beneficiaries are facing a different problem: completing their training without receiving the equipment they were promised.

Kabir Muhammad, another centre operator, alleged that beneficiaries from the first cohort were promised equipment after completing their training, but some graduated months earlier without receiving anything.

He further alleged that beneficiaries in the second cohort were told they would receive equipment before or around the time of their training, but some were already several months into the programme without receiving the promised package.

For beneficiaries, the equipment is not simply an additional benefit. It is expected to provide the means to apply the skills acquired during training and, potentially, begin earning an income.

Aisha Muhammad, not her real name, a graduate of the first cohort, said she completed her training but received no equipment afterwards.

“After we graduated, nothing was given to us,” she said.

The absence of the equipment has raised questions about what happens to beneficiaries after they receive training and certificates if they lack the basic tools needed to put their newly acquired skills into practice.

Financial Burden Extends Beyond Payments

The financial burden on centres extends beyond delayed government disbursements.

Operators are expected to maintain suitable training facilities, engage instructors and provide the materials required for practical sessions. 

Private centres, in particular, also face expenses such as rent, salaries, electricity, fuel and general maintenance.

An advocacy brief reviewed during the investigation also raised concerns about the pressure created by attendance-based payments. 

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It cited a Kano centre with 40 learners that received N50,000 for July, a figure the document said was insufficient to cover the centre’s operational expenses.

The centre operators argue that payment mechanisms must account for costs already incurred in delivering the training, rather than placing the entire financial burden on providers.

They said the government’s monitoring system should distinguish between centres failing to deliver training and centres that have fulfilled their responsibilities but are affected by beneficiary attendance.

Experts Question Sustainability

Education and skills development experts said the payment problems could affect centres’ ability to retain qualified trainers and maintain the facilities required for effective practical training.

Dr Abdussalam Muhammad Kani, Director, Career Services Centre, Sa’adatu Rimi College of Education, Kumbotso-Kano, said delayed payments could affect facilitator retention and centres’ ability to meet running costs.

He noted that training centres require money for facilitators, maintenance, fuel and instructional materials, stressing that prolonged delays could undermine programme delivery.

Dr Kani called for dedicated funding and a clear budgetary provision for the programme, alongside stronger monitoring, reporting and assessment mechanisms.

Sulaiman Dandago, a lecturer at Aminu Kano College of Islamic and Legal Studies (AKCILS), said the programme’s success depends largely on clear implementation arrangements, adequate facilities, and the availability of qualified instructors.

He said centres must be equipped according to the number of trainees enrolled, while private providers must also cover expenses such as rent and staff salaries.

Dandago warned that failure to pay participating centres and trainers could demoralise those responsible for delivering the programme.

“If the Federal Ministry of Education fails to pay dues, how can the programme attain its objectives?” he asked.

The concerns come at a critical stage for a programme intended to provide practical skills to thousands of Nigerians and improve their chances of becoming economically productive.

For beneficiaries, however, the initiative’s success will not be measured by training alone. It will also depend on whether centres can remain operational, trainers are paid, certificates are delivered and graduates receive the tools promised to help them turn acquired skills into livelihoods.

The payment dispute therefore raises a broader question about the programme’s sustainability: whether the government can maintain a system capable of supporting training centres throughout the process, from recruitment and instruction to certification and post-training assistance.

All efforts to obtain the Federal Ministry of Education’s response to the concerns raised by the centre operators proved abortive as of the time of filing this report.

By Haroon Aremu 

Across the world, nations that once struggled with fragile economies are rewriting their stories through a powerful tool: education. From Southeast Asia to parts of Europe, education is no longer treated merely as a social service but as a strategic economic asset capable of generating national wealth, global influence, and technological advancement. One of the most striking examples is Malaysia.

Over the past three decades, Malaysia has deliberately transformed its education sector into a global export industry by positioning itself as an international education hub. The country now attracts thousands of foreign students from Africa, the Middle East, and Asia. 

Universities are integrated with research, innovation, and industry partnerships, making education both a knowledge enterprise and a revenue-generating sector. Education, in Malaysia’s model, is not just about producing graduates; it is about building a knowledge economy.

Today, international students contribute billions of dollars to Malaysia’s economy annually through tuition, research partnerships, and educational tourism. Countries like Australia, the United Kingdom, and Canada have also built thriving economies around their universities.

But as the world evolves into a digital and artificial intelligence driven era, the very meaning of education itself is undergoing a transformation.

The question then becomes urgent for Nigeria. Are we preparing for the future of education, or are we clinging to an outdated system?

The crumbling pillars of Nigeria’s education system is becoming a reality and more visionable to all. Our education sector, once regarded as one of the strongest in Africa during the 1960s and 1970s, now faces numerous challenges. 

Underfunding, outdated curricula, infrastructure decay, brain drain, and frequent industrial actions have weakened the foundation of tertiary education.

Universities struggle to keep pace with global academic trends, while graduates often emerge with skills misaligned with the demands of the digital economy.

Ironically, Nigeria possesses one of the largest youth populations in the world—an enormous demographic advantage that could power economic growth if properly harnessed through quality education.

Yet, many institutions remain trapped in a rigid academic structure designed for an industrial age rather than the knowledge and innovation economy of the 21st century. 

Artificial Intelligence and the guture of learning is now getting interwoven and there is a rapid growth and development which we must embrace. The rise of AI is rapidly redefining the nature of knowledge acquisition.

Tools such as AI assistants, machine learning platforms, and automated research systems are reshaping how people access and process information. In the near future, many routine intellectual tasks may be handled by intelligent systems, raising a critical question: Will traditional university education remain as relevant as it once was?

Some analysts argue that the future of education will place less emphasis on memorization and rigid academic certification, and more on critical thinking, creativity, innovation, and digital adaptability.

In this new era, literacy may extend beyond simply reading and writing to include digital literacy, algorithmic understanding, and technological fluency.

Education, therefore, must evolve beyond lecture halls into dynamic ecosystems of continuous learning, innovation, and practical problem-solving.

Reimagining education through African roots should be our mission and vision and we have to explore all the crucial features in it. For Africa, the challenge is not only modernization but also identity.

Colonial education systems were largely designed to produce clerks and administrators for imperial bureaucracies. As a result, many African curricula remain detached from indigenous knowledge systems, local realities, and cultural heritage.

A truly transformative education reform must therefore embrace a hybrid approach—one that blends African intellectual traditions with modern technological advancements.

African societies possess rich reservoirs of indigenous knowledge in agriculture, medicine, governance, environmental sustainability, and communal development. Integrating these systems into modern curricula could produce a more holistic and relevant educational model.

Imagine a Nigerian education system where students study artificial intelligence alongside indigenous conflict resolution methods, digital agriculture alongside traditional ecological knowledge, and technological entrepreneurship alongside African philosophy.

Such an approach would not only modernize education but also reclaim intellectual sovereignty.

To the Honourable Minister of Education Dr. Morufu Olatunji Alausa. Think about turning Nigerian education into an economic sector and redeeming the popular image and believe that “school na scam”. We need to redefine this narrative and give it a befitting standards.

If properly restructured, Nigeria’s education sector could become a major economic driver. With over 200 million people and a strategic location in Africa, Nigeria has the potential to attract international students from across the continent. However, this would require serious reforms.

Massive investment in university infrastructure and research, digital transformation of teaching and learning, industry–university collaboration, innovation-driven curricula and academic autonomy and merit-based leadership will be required. 

Nigeria could develop specialized education hubs in areas such as technology, public policy, African studies, renewable energy, and creative industries, attracting students globally.

Such a transformation would position education not just as a pathway to employment, but as a pillar of national development and economic diplomacy.

In a rapidly changing world, education can no longer be confined to the early stages of life. The future belongs to societies that embrace lifelong learning.

As technology continues to evolve, individuals will need to continuously update their skills, adapt to new industries, and navigate emerging knowledge landscapes.

For Nigeria and Africa at large, the challenge is clear: education must evolve from a rigid institutional process into a flexible, lifelong journey of intellectual growth and innovation.

Nigeria stands at a critical crossroads. If the country continues with its current education trajectory, it risks falling further behind in a world driven by knowledge and technology. But if bold reforms are undertaken, the education sector could become one of Nigeria’s most powerful engines of national transformation.

The future of Nigeria’s economy may not lie only beneath its soil in oil reserves, but within its classrooms, laboratories, and digital learning platforms.

Because in the 21st century, knowledge is not merely power it is prosperity.

Haroon Aremu Abiodun is a developmental writer and wrote from Abuja via exponentumera@gmail.com.

By Salmanu Isah Darazo

The Centre for Information Technology and Development (CITAD) has launched an 18-month intervention aimed at equipping 25,000 women and girls in Bauchi and Kano states with digital and entrepreneurship skills.

The project, tagged “Addressing the Gender Digital Divide and Expanding Business Opportunities for Women and Girls in Northern Nigeria (Agenda-WINNIG),” seeks to improve women’s access to digital opportunities through training in digital literacy, online safety, digital hygiene and entrepreneurship.

Speaking at a stakeholder engagement in Bauchi on Tuesday, CITAD Programme Manager, Fatima Babakura, said the intervention began in February 2026 and is expected to run until July or August 2027.

She said the project has three major components: basic digital literacy and online safety, computer-based testing (CBT) coaching for secondary school students and digital entrepreneurship for women and girls.

Babakura said 15,000 women and girls would receive training in basic digital literacy, online safety and digital hygiene.

She added that another 5,000 final-year secondary school girls, particularly those preparing for JAMB examinations, would receive CBT training to improve their ability to take computer-based examinations.

According to her, the entrepreneurship component would target an additional 5,000 women and girls, with training focused on using digital platforms to promote their products, reach more customers and expand their businesses online.

She said beneficiaries would be selected from Bauchi and Kano states, with particular attention to women and girls in rural and underserved communities.

Babakura explained that the stakeholder engagement was organised to identify challenges affecting women’s participation in the digital space and gather recommendations that could improve the implementation of the intervention.

She said recommendations from stakeholder engagements at the state and federal levels would also contribute to a policy brief aimed at addressing the gender digital divide and expanding access to digital opportunities for women and girls.

Also speaking, CITAD Programme Officer and Head of the Bauchi Team, Mujahid Ibrahim, said the organisation was working with community-based organisations and other local networks to identify and mobilise beneficiaries, particularly those in hard-to-reach areas.

“We use the network of community-based organisations and partners in the communities to mobilise beneficiaries, after which we go to the communities to conduct the training,” Ibrahim said.

He said the project covers all 20 local government areas of Bauchi State, with community mobilisers supporting the identification and mobilisation of beneficiaries for the various training programmes.

According to Ibrahim, the project has already reached its targeted number of beneficiaries in Bauchi, while training under the different components continues.

He described the stakeholder engagement as productive, saying participants offered recommendations on how to strengthen the implementation of the project.

Ibrahim said stakeholders had been consulted before the commencement of the intervention, while the latest meeting was held at the end of the second quarter to review progress and obtain further input.

“We captured their advice on how to go about the project before we started, and now, at the end of the second quarter, we have called them again and they have responded and are contributing.

“Their contributions are very important because we are receiving their insights on how to improve the implementation of the project,” he said.

The engagement brought together representatives of government institutions, community leaders, information technology organisations, civil society groups, community-based organisations, traditional and religious leaders, lecturers, financial institutions, private-sector organisations and development partners.

Ibrahim said their involvement was important because of their roles in education, capacity building, financing, knowledge acquisition and community development.

He added that the project seeks to strengthen women’s digital inclusion and entrepreneurship by equipping beneficiaries with practical skills and improving their access to opportunities in the digital economy.

The stakeholder engagement is part of CITAD’s wider activities under Agenda-WINNIG, which focuses on digital inclusion, online safety, CBT preparedness and entrepreneurship among women and girls in Bauchi and Kano states.

By Uzair Adam

Africa Academy, an Islamic online learning platform under Africa Media Network, on Saturday graduated 3,500 students who completed its free Diploma programme in Islamic studies at a ceremony held at Bayero University Kano (BUK).

The graduation marked the academy’s second convocation, established to make Islamic education accessible to Muslims regardless of location, occupation, or level of formal education.

Speaking at the ceremony, the Managing Director of Africa Media Network, Dr Habib Tijjani Tahir, said the academy was created to give people the opportunity to acquire Islamic knowledge despite their busy schedules.

He explained that the initiative was driven by the need to help Muslims understand how to worship Allah correctly, stressing that people were created to worship Him.

According to him, the academy provides free online lessons that enable students to learn at their convenience from anywhere.

Tahir said the curriculum covers various areas of Islamic studies, including Fiqh, Seerah, Tafsir and Hadith, among others.

He said the academy also encourages academic excellence by rewarding outstanding students.

Tahir said top-performing students would receive incentives, including Umrah packages and cash rewards, while other outstanding students would also receive financial rewards.

He further announced that the academy would sponsor the marriages of four students by covering major wedding expenses, including dowry, wedding trousseau, rent and other associated costs.

“We want to encourage our students not only to acquire knowledge but also to remain committed to their studies and strive for excellence,” Tahir said.

He said the academy initially offered short one-week Islamic courses with certificates but later introduced its free Diploma programme, known as “Tsangaya,” following increasing demand from learners.

Tahir noted that 2,200 students graduated in the previous edition, while the number rose to 3,500 this year.

He said the academy was targeting between 50,000 and 60,000 graduates in subsequent years, or even more.

According to him, any Muslim who can read and write and meets the required level can enrol in the programme without presenting a previous academic certificate.

He added that the initiative therefore gives students of Qur’anic and Tsangaya schools, as well as people with conventional academic backgrounds, an opportunity to acquire further Islamic knowledge.

Representing the teachers, Prof Abdulqadir Ismail congratulated the graduates and prayed that Allah would make the knowledge they acquired beneficial to them and society.

He urged the graduates to put their knowledge into practice and use it to benefit others.

“Knowledge becomes more valuable when it is practised and used to benefit other people,” Prof Ismail said.

He also appealed to the graduates to continue praying for the academy as it works towards introducing online degree programmes similar to those offered by universities around the world.

Also speaking, Sheikh Abubakar Abdussalam Baban Gwale said opportunities to acquire Islamic knowledge through platforms such as Africa Academy were not readily available in the past.

He recalled that even people with the financial means sometimes struggled to find accessible opportunities for Islamic education.

“Today, Allah has made it easy for people to acquire this knowledge,” Baban Gwale said, urging parents to encourage their children to participate in such programmes.

He added that even people with conventional academic qualifications could benefit from the opportunity, describing access to Islamic education as a blessing.

Among the graduates, Fatima Usman, 40, emerged as the best-performing student.

A mother of nine, she said she learnt about the academy through a television announcement and continued following its activities until registration opened.

“I was determined to study despite my responsibilities as a mother of nine children,” she said, adding that she remained committed to her studies throughout the programme.

Muhammad Saminu, who came second, attributed his success to consistency and effective use of the academy’s learning materials.

He said he listened to audio lessons while travelling or working and studied the PDF materials more thoroughly whenever he had time to sit down and concentrate.

Amira Nuhu Umar, who emerged third, described her success as a source of immense joy, saying the lessons had significantly influenced her life.

“My joy cannot be described. The lessons have had a great impact on my life,” she said.

She thanked her parents and teachers for their support and dedication throughout her studies.

By Prof. Abdelghaffar Amoka Abdelmalik

I was invited to conduct an external examination for three postgraduate students (1 PhD and 2 MSc) at an institution about 87 kilometres from my university. The three theses were sent days before the scheduled examination for me to read page by page, contribute to improving the work, prepare questions, and then schedule a date to travel to examine the students.

I did not drive there.

I had an instinct that whatever mileage they would pay would not cover my fuel costs. I wasn’t prepared to spend my own money to finance an examination for which I had already done several days of intellectual work. You don’t want to know the honorarium for the several days of intellectual work.

So I took a bike to the park, boarded public transport, and travelled to the institution. To make the journey comfortable, I paid for two seats. The two seats cost ₦5,000. The examination lasted 6 hours without a break because it had to be concluded that day. At the end of the day, they brought me a claim to sign, and the mileage was ₦40 per kilometre. They quoted the distance to be 74 kilometres. That meant I was entitled to ₦2,960 for travelling to an institution approximately 87 kilometres away. That’s the worth we placed on ourselves. I laughed very hard, not because it was funny but because it was absurd and ridiculous.

Then, I asked them: So academics sat down and agreed that the cost of travelling one kilometre for a professor conducting a postgraduate external examination is ₦40? That was the moment I decided that this would be my first and last time honouring a postgraduate examination invitation from that institution.

I was lamenting this experience, and what I see as the self-normalisation of poverty in our universities, to a colleague. His response shocked me. He told me that, as a postgraduate coordinator, he does receive phone calls from senior colleagues asking to be considered for external examinations. They were not invited. They were calling to ask for the opportunity. That is when I began to think more deeply about self-normalisation of poverty.

Self-normalisation of poverty is the process by which people gradually begin to accept poverty, deprivation, and poor living conditions as normal, inevitable, or even acceptable. Poverty initially produces frustration. Prolonged poverty produces adaptation. Prolonged adaptation produces acceptance. And acceptance has eventually produced defence of the very conditions that created the poverty.

The danger is not merely that lecturers become poor. The greater danger is that poverty becomes normalised by the very people who should be challenging the conditions that produced it.

Meanwhile, I got an interesting response to my last piece from a professor who is proudly saving ₦500,000 per month. I must applaud the professor for sustaining his family and all his needs with an amount equivalent to the 2025 salary that ASUU thought was not enough for him. He was able to save from his pre-CATA salary, add it to the new CATA and professorial allowance, and save ₦500k every month. Seriously, saving ₦500,000 every month in Nigeria today is not a small achievement.

Within 2 years and with consistency, the professor will be able to save about ₦12 million, ignoring interest and unforeseen circumstances. But the reality is that the current value of that 10 million is about the same as the value of ₦700,000 that an Assistant Lecturer saved within 2 years from 2005 to 2007. A 15-year-old car that cost between ₦700 and ₦1m in 2007 costs about ₦10m now. 

So what exactly are we celebrating? The fact that a professor said he can now save ₦500,000 every month?

Or the fact that it takes a professor two years of disciplined saving to accumulate money whose purchasing power may resemble what a much more junior academic could accumulate much earlier?

For a lecturer celebrating a professor achieving in 2026, what an Assistant Lecturer could achieve in 2007 is a testament to the self-normalisation of poverty.

Let’s remember where we are coming from.

When I was employed in 2005, an Assistant Lecturer’s net salary was about ₦37,000. At the exchange rate of the time, that was roughly $280. In 2006, it rose to about ₦57,000, approximately $445. By 2009, during the Yar’Adua administration, the net salary of AL increased to around ₦110,000, approximately $738.

By 2022, ₦110,000 was worth only about $246 at the prevailing exchange rate. After subsidy removal in 2023 and naira devaluation, ₦110,000 dropped to as low as $73. By 2026, an Assistant Lecturer’s salary rose to roughly ₦250,000. That’s about $180. That is what we are celebrating. 

What happened to Nigerian professors? 

In March 2012, I purchased a London-Abuja British Airways round-trip ticket for £552.09 (₦138,574.59). In 2012, a professor’s salary was about ₦460,000 (£1,832.7). That means that by May 2015, a professor at the bar could afford a week’s holiday in London with his one-month salary. The ticket cost less than one third of the salary, and the remainder would comfortably cover the living expenses. 

From comfort to survival.

Since 2015, after Buhari came to power, the comfort that Obasanjo, Yar’Adua and Jonathan gave to university lecturers was taken away. Buhari’s 2022 strangulation of Academics is still very fresh. Then, Tinubu crushed that comfort in May 2023 (₦416,000, worth 277 USD for a professor at the bar) by withdrawing fuel subsidies and devaluing the naira, before a raise in 2026 to about ₦1m (750 USD) for a professor. But the value is still less than what Buhari left it at: ₦416,000 (930 USD) for a professor at the bar.

The Stalin Chicken. 

This is where the Joseph Stalin-Chicken metaphor becomes powerful. A chicken is being plucked. It is painful. It is losing its feathers. It has nowhere to go. Then the same hand that has been plucking its feathers throws a few grains of food in front of it. The chicken follows the hand.

Not because the hand has stopped hurting it. But because survival has become more important than resistance.

That is what poverty can do to human beings. It can make people grateful for crumbs from the very system whose structure has impoverished them. And I fear that some academics have become so desperate for survival that they follow the very hand that has caused their suffering, simply because that hand is now offering them crumbs.

The application of the Stalin Chicken model, especially on academics, is a brilliant one from PBAT.

I will excuse those relatively young academics who do not know where we are coming from. They cannot compare what they have with what existed before they entered the system.

Of course, we are grateful to God for our current situations. We should also be grateful for the improvements that have occurred. But gratitude should not kill critical thinking. Real academics are not supposed to become professional worshippers of crumbs. We should interrogate systems. We should ask questions. We should challenge policies. We should understand the difference between survival and progress.

However, as more senior academics mobilise for endorsement, don’t go in with self-normalised poverty in academia. Ensure that you negotiate for an endorsement package that can at least change your car. Don’t go for crumbs.

Best wishes!

By Ishaka Mohammed

The Federal Government of Nigeria has opened applications for a six-month professional teaching qualification programme for non-professional teachers in the country.

According to the Federal Ministry of Education, the programme, titled Accelerated Teacher Professionalisation Pathway (ATPP), costs ₦200,000, which can be paid in three instalments.

The ATPP offers two qualification routes: the Postgraduate Diploma in Education (PGDE) for holders of non-education bachelor’s degrees or HNDs, and the Professional Diploma in Education (PDE) for holders of ONDs or NDs.

However, only individuals with at least two years of classroom teaching experience are eligible. 

Launched on September 7, 2026, the application portal will remain open until September 25. The application is free.

Interested and eligible individuals can apply at https://applicant.safapply.com/atpp and choose any of the following study centres:

National Teachers’ Institute

Nnamdi Azikiwe University

University of Lagos

University of Port Harcourt

University of Ilorin

Ahmadu Bello University

University of Maiduguri

National Open University of Nigeria

MIVA Open University 

Meadow Hall College of Education

Babcock University

There is more information on https://atpp.education.gov.ng/.