Education

By Bilal Muhammad Bello (BMB)

The Kano State Government, under the leadership of Governor Abba Kabir Yusuf, has made commendable strides in supporting education. Among these initiatives is the foreign scholarship program for postgraduate studies, a legacy dating back to the second tenure of former Governor Engr. Rabiu Musa Kwankwaso. While this policy has benefited many, addressing the growing need to prioritise local scholarships for Kano State students studying in Nigerian institutions is crucial.

Since the 2019/2020 academic year, there has been a noticeable gap in the distribution of local scholarships in Kano State. Regrettably, since Governor Yusuf assumed office, no official scholarships have been disbursed to students in tertiary institutions nationwide. 

While it is laudable that the state government recently paid the fees of students affected by tuition hikes at federal universities such as Bayero University Kano, Federal University Dutse, Federal University Dutsin-Ma, and the University of Maiduguri, this initiative has excluded students from state universities, polytechnics, and colleges of education. Many of these students face severe financial hardships, and some even drop out due to a lack of support.

With utmost respect, I urge His Excellency Governor Abba Kabir Yusuf to reconsider the state’s scholarship policy. The government must prioritise local students struggling to fund their education amidst the country’s economic challenges. Local scholarships would provide a lifeline to these students, ensuring they complete their education and contribute meaningfully to the state’s development.

Similarly, states like Katsina, Jigawa, Borno, and Kaduna support students with local scholarships every year for those studying at various institutions in the country. These local scholarships provided by respective state governments help alleviate the challenges students face on campuses.

During your 2019 and 2023 campaigns, Sir, you pledged to prioritise education. While the foreign scholarship program for postgraduate studies is admirable, the pressing needs of local students studying on Nigerian campuses cannot be overlooked. I respectfully call on His Excellency to direct the State Scholarship Board to open its portal and ensure that students in Kano benefit from the state government’s scholarship program.

Investing in local scholarships is not just a fulfilment of campaign promises but a commitment to building a brighter future for Kano State. Students are the backbone of any society, and supporting their education is an investment in the prosperity of the state. Governor Yusuf, this is an opportunity to cement your legacy as a leader who prioritises education for all Kano students at home and abroad.

Bilal Muhammad Bello Department of Mass Communication Bayero University, Kano.

By Sulaiman Abdullahi

Ahmadu Bello University (ABU), Zaria, will confer honorary degrees on the President of the World Trade Organisation, Dr. Ngozi Okonjo-Iweala, and renowned Islamic scholar Sheikh Sharif Al-Hussain.

The decision was approved during the university’s 544th (Special) Senate meeting, held on Tuesday, January 7, following the recommendation of the Honorary Degrees Committee.

The recognition highlights the university’s acknowledgment of the recipients’ outstanding contributions to global trade, governance, and Islamic scholarship.

Details of the conferment ceremony will be announced in due course.

By Saifullahi Attahir

In 1984, during the second term of former US President Bill Clinton as Governor of Arkansas, he was alarmed by a damning report on the decline in educational standards in the state. He, therefore, constituted a committee headed by his wife, Hillary Clinton, to go around the state and come up with resolutions on how to rescue the State Educational sector.

He introduced robust proposals, including more time for academic work, mobilising more funds, increasing the school year, special opportunities for gifted children, a maximum class size of twenty pupils up to third grade, and more recruitment of Mathematics, History, and Science teachers.

The most controversial proposal required all teachers and administrators to take and pass the National Teacher Examination. Even in the US, this proposal was met with backlash from interest groups and misinformed teachers that the governor was trying to hijack their means of livelihood. But in reality, there is no way that a reform in education can be successfully achieved without looking at the guardians of that knowledge.

 Teachers are the backbone of any school. No matter how beautiful the school building, how few students per class, or how good the curriculum, if the person imparting the knowledge is not well-prepared, problems will continue to arise.

In President Bill Clinton’s case, he recommended that teachers who failed be given free tuition to take regular courses and be able to take the test as many times as possible until certified to be able to teach.

This same scenario occurred during the tenure of two visionary governors in northern Nigeria. Former Jigawa State Governor Alhaji Sule Lamido used the same strategy to improve the state’s education, which was then on life support. I can count the number of primary school teachers I knew who were allowed to return to the College of Education (COE) Gumel to obtain an NCE Certificate fully funded by the state.

In the case of former Kaduna State Governor Mallam Nasir Elrufa’i, we can remember the giant effort he tried to impose to rescue the educational sector in Kaduna. This included a massive purge of school teachers who could not pass their Aptitude test. The former governor was met with a heavy force of resentment and protest, including a mass media campaign in which he was simply trying to retrench workers from their source of livelihood.

These three cases were almost similar, although different States, different personalities, at different times, and nearly different approaches. But history will judge…

Saifullahi Attahir wrote via saifullahiattahir93@gmail.com.

By Khadijat Ogido 

Educating girls is one of the most powerful tools for creating a sustainable, equitable, and prosperous society. Girls are provided with diverse basic knowledge, skills, and training contributing to national development. An educated child can only grow through a literate woman who has a greater chance of breaking the cycle of social vices by passing good knowledge to her daughter.

There is an adage that says, “Educate a man, you educate an individual, but educate a woman, you educate a Nation.”This adage summarises the essence of education to the girl child.

Investing in girls’ education transforms communities, countries, and the world. Girls who receive an education are less likely to marry young and more likely to lead healthy, productive lives. They earn higher incomes, participate in the decisions that most affect them, and build better futures for themselves and their families.

Girls’ education strengthens economies and reduces inequality. It contributes to more stable, resilient societies that allow all individuals – including boys and men –to fulfil their potential.

However, education for girls is about more than having access to school. It’s also about girls feeling safe in classrooms and supported in the subjects and careers they pursue—including those in which they are often underrepresented.

A girl is described as a female child between infancy and early adulthood. During this period of the development of the girl child, she is under the custody and supervision of adults who may be her parents or guardians and siblings who are older and more mature than she is.

According to the United Nations International Children’s Fund (UNICEF), Research has shown that millions of girls do not have access to school despite concerted efforts to promote the cause. Okeke, Nzewi, and Njoku (2008) identified child labour, poverty and lack of sponsorship, the quest for wealth, bereavement, truancy, broken homes, and engagement of children as househelps as factors that clog the wheel of children’s access to education.

According to UNESCO estimates, 129 million girls worldwide are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age. In countries affected by conflict, girls are more than twice as likely to be out of school as girls living in non-affected countries.

Most factors that militate against the girl-child access to education are socio-cultural. Many countries on the African continent rank among the poorest in the world. The ongoing HIV/AIDS epidemics, over-crowding in cities, tribal warfare and despotic governments have contributed to the degeneration of the beautiful African land into a human rights catastrophe. At the centre of the devastating situation is the girl-child. 

The girl-children appear to be the most vulnerable and most undervalued members of the society. In a region where many are struggling to get enough food and to stay alive, remain out of reach of the various violent rebel armies, and care for those stricken with various diseases, a basic education, especially for girl children, is low on the list of priorities. The right to education, which is a fundamental human right, is frequently denied to girls in some African countries.

The then United Nations Secretary-General, Kofi Annan, stated that in Africa when families have to choose between educating a girl and a boy due to limited resources, the boy is always selected to attend school. 

In Africa, many girls are prevented from getting the education they are entitled to because families often send their daughters to work at a young age to earn additional income beyond the subsistence level and finance the education of their sons.

 It has been reported in BBC News (2006) that the African patriarchal societal viewpoint favours boys over girls because boys maintain the family lineage. Additional reasons why girls do not have adequate access to education in Africa include the fact that many have to stay home to nurse relatives with HIV/AIDS. Their mothers were uneducated, which is another reason they feel their daughters do not need education. Furthermore, some families do not believe in the education of girls. 

Many women who made it in life today also contributed immensely to the country’s growth and served as role models to the girl-child. Women like Funmilayo Ransome Kuti, Margaret Ekpo, Grace Alele Williams, Ngozi Okonjo Iweala, Flora Nwanpa, Onyeka Onwenu, etc. These women couldn’t have achieved it without a good education and were given the opportunity because it’s their right.

Malala Yousafzai, a Pakistani activist, said, “Let us remember: one book, one pen, one child, and one teacher can change the world.”

Educating the girl child is not just about attending school to acquire knowledge. It also serves as a weapon and a guide on how to shape her life and to break the barrier of a girl child not having the right to education.

Michelle Obama said, “When women are educated, their countries become stronger and more prosperous. Investing in a girl child’s education is not just a moral imperative; it is an essential strategy for achieving sustainable development and a better world for everyone.

Khadijat Ogido wrote via ogidokhadijat82@gmail.com.

By Ishaka Mohammed

Sometime in 2023, I wrote about a PhD holder who couldn’t get a lecturing job because of his third-class bachelor’s degree. Neither his postgraduate qualifications and a significant number of journal articles nor his vast experience in education could override his weak first degree, thanks to supposed standards set by the National Universities Commission (NUC).

A few years after obtaining a third-class Bachelor of Science in Geography, this man started teaching in a government secondary school and, with his diligence, experience, and additional qualification (a postgraduate diploma in education: PGDE), he became a vice-principal. 

He later obtained a postgraduate diploma (PDE) as part of the requirements for a master’s degree (due to his weak first degree), successfully completed an MSc, and was a short while into his PhD program when he lost his job. 

It was a big test, especially for a family man, but he faced everything head-on and acquired his PhD in 2020.

Dr Ali Ameh Danbaba had always wanted to be a university lecturer, so he submitted applications despite having heard of the obstacle (his third-class bachelor’s degree) before him. Two universities had almost employed him when they noticed the class of his bachelor’s degree. I saw the situation as a case of someone being denied admission to tertiary institutions because of their poor primary school results.

However, Dr Ali Ameh Danbaba is perseverance-personified. At the time of his last rejection, he was already doing another bachelor’s degree (though as a part-time student). He spent four more academic sessions and obtained a first-class Bachelor of Science in Geography.

One amazing aspect of his doggedness was the uncertainty of his financial sources. Despite living with his wife and children and being mostly unemployed during his PhD program, Doctor (as he’s fondly called) persisted, majorly freelancing with his academic prowess.

Outside his academic life, he’s famous for his joviality and frequent calls to prayers. His humility could be easily mistaken for timidity. Despite his qualifications and age (with his first child already at university), he is never condescending. He takes my relationship with him like that between age-mates.

I was away from town and on the phone with him when he broke the heart-warming news of his employment to me. This job was his target for years. I’m delighted that he finally got it.

Success has multiple meanings, one of which is the magnitude of one’s wealth, but the meaning I often refer to is the achievement of one’s goal(s). Dr Ali Ameh Danbaba wanted to become a university lecturer, and now he is. I see him as a successful man, and, among other things, I’ve learned much from his life, especially his perseverance and humility.

Until his latest employment, he was the Chairman of the District Education Committee, Kaduna North Local Government Area of Kaduna State.

By Muhsin Ibrahim

Professor Mustapha Muhammad, a long-standing figure in the Department of English and Literary Studies at Bayero University, Kano, officially retired after an impressive 47 years of service. His disengagement marks the end of a significant chapter in the university’s history.

Known for his dedication to teaching, research, and mentoring, Professor Muhammad leaves behind a legacy that has shaped the minds of countless students and educators. His farewell on January 5 was not only a personal milestone but also a moment of reflection for the department that has greatly benefited from his wealth of knowledge and experience.

Colleagues express concerns about the impact of his retirement on the department. Malam Maikudi Zukogi noted that while Professor Muhammad’s departure was anticipated, it highlights the challenges ahead, especially following the recent retirements of two other long-serving faculty members – Profs. Isma’ila Tsiga and Sa’id Babura Ahmad. Zukogi stated, “His absence creates a significant vacuum that will be difficult to fill.”

As Professor Muhammad embarks on this new phase of his life, colleagues and students alike have extended their well wishes, expressing hopes for good health and a smooth transition into retirement. The university community acknowledges his invaluable contributions and looks ahead to sustaining the foundation he helped establish.

By Ado Sunusi Sabongida

The recent appointment of Prof. Salisu Shehu as the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC) by President Bola Ahmed Tinubu has sparked a wave of excitement across the education sector. This significant development underscores Prof. Shehu’s unwavering dedication and substantial contributions to the advancement of education in Nigeria.

A Track Record of Excellence

Prof. Shehu’s impressive credentials speak volumes about his capabilities and commitment to educational reform. His previous role as Special Adviser on Social Reorientation Programs during the Isah Yuguda administration in Bauchi State showcased his ability to navigate complex educational landscapes effectively. Furthermore, his leadership as the National Coordinator of the International Institute of Islamic Thought (IIIT) Nigeria office and Secretary of the Nigeria Islamic Council under Sultan Abubakar Sa’ad (III) highlight his influence and dedication to promoting educational initiatives.

Visionary Leadership for a Brighter Future

As the pioneer Director of the Center for Continuing Education at Bayero University, Kano, Prof. Shehu introduced a range of innovative developments that enhanced the institution’s academic environment. His leadership style is characterized by a strong commitment to mentoring and fostering educational growth.

In his capacity as Vice Chancellor of Al-Istiqama University Sumaila, he has consistently sought to develop both academic and non-academic staff through seminars and symposia aimed at boosting their intellectual capacities.

Moreover, his recent appointment as a Shura Council member by Kano State Governor Engineer Abba Kabir Yusuf further attests to his tireless efforts in community development and his dedication to improving educational outcomes.

High Expectations as Prof. Shehu Takes Charge

With Prof. Shehu at the helm of NERDC, we can anticipate a new era marked by innovation and progress within the education sector. His extensive experience, combined with his passion for educational advancement, positions him as an ideal candidate to spearhead meaningful change. “Prof. Shehu will deliver more than expectations in the commission.”

A Bright Future Ahead for Education in Nigeria

The appointment of Prof. Salisu Shehu as Executive Secretary of NERDC is indeed a welcome development for Nigeria’s education sector. With his proven track record and steadfast commitment to educational excellence, Prof. Shehu is well-equipped to leave a lasting impact on the landscape of education in the country. As Nigeria continues its pursuit of educational advancement, Prof. Shehu’s leadership will undoubtedly play a pivotal role in shaping a brighter future for education in Nigeria.

Sabongida writes from Kano State.

By Uzair Adam

The Borno State Executive Council has approved the renaming of Borno State University (BOSU) to Kashim Ibrahim University, Maiduguri, in honour of Sir Kashim Ibrahim, the first Governor of Northern Nigeria.  

The decision was made during the council’s first meeting of 2025, presided over by Governor Babagana Zulum in Maiduguri.  

Addressing journalists, the Commissioner for Information and Internal Security, Prof. Usman Tar, stated that the renaming would take effect following legislative amendments and notifications to regulatory bodies.  

“The council has approved that Borno State University be renamed Kashim Ibrahim University. 

“This decision is subject to the legislative processes by the State Assembly to amend the law establishing the university and actions by the Ministry of Education to inform relevant bodies such as the NUC and JAMB,” Prof. Tar explained.  

The council also approved a comprehensive programme for street naming and house numbering across Maiduguri and other urban areas as part of ongoing urban renewal efforts. 

The initiative will involve collaboration with traditional rulers and federal agencies like the Nigerian Postal Service.  

“Relevant MDAs will work with stakeholders to develop a naming and numbering template. This will ensure that updated names and numbers are reflected on platforms like Google Maps and public records to enhance urban planning and governance,” Prof. Tar added.  

During the meeting, Governor Zulum expressed appreciation for the council members’ commitment and outlined plans for intensified recovery efforts and impactful projects in 2025.  

“In 2024, my administration achieved significant progress, and I am committed to accomplishing even more this year. Our focus will remain on post-conflict recovery, urban renewal, and improving citizens’ welfare,” Zulum said.  

The meeting also featured a valedictory session honouring the outgoing Head of Service, Barrister Malam Fannami, who is set to retire later this month. The council commended his dedication and contributions to the state’s development.

By Sulaiman Abdullahi

To expand educational access for young Nigerians, Deputy Senate President Senator Barau I. Jibrin has launched a domestic scholarship program funding 300 Master’s degree students at leading Nigerian universities.

This initiative comes just a week after the Barau I Jibrin Foundation (BIJF) facilitated the departure of 70 students for postgraduate studies in India. The beneficiaries, drawn from the three senatorial districts of Kano State, left via Malam Aminu Kano International Airport on December 29, 2024.

Through the BIJF, applications have now been opened for the “Postgraduate Domestic Scholarships for the 2025/2026 Academic Session,” targeting outstanding graduates from Kano State.

Speaking on the program, Maikudi Lawan, PhD, Secretary of the BIJF Postgraduate Scholarship Committee, emphasized the foundation’s commitment to fostering academic growth and human capital development in fields critical to Nigeria’s future.

“This initiative offers a unique platform for academic excellence, research, and innovation in fields such as Artificial Intelligence, Robotics, Cyber Security, Data Science, Mineral Exploration, Climate Change Management, and many others,” Dr. Lawan said.

Six prestigious universities have been selected for the program: Bayero University Kano, Ahmadu Bello University Zaria, University of Ibadan, University of Lagos, Obafemi Awolowo University Ile-Ife, and the University of Nigeria Nsukka.

Ismail Mudashir, Special Adviser on Media and Publicity to Senator Barau, described the scholarship as part of the senator’s broader vision for human capital development in Kano State and beyond.

“Senator Barau is passionate about empowering the next generation of leaders through education. This program underscores his unwavering commitment to academic excellence and national development,” Mudashir said.

The announcement has been met with widespread commendation, with many viewing the initiative as a game-changer for graduates in Kano State seeking advanced education opportunities.

Interested applicants are encouraged to visit the foundation’s portal for more information and to submit their applications promptly.

By Khadijat Ogido 

Maintaining good health is essential for students every day. Well-being is a holistic journey that integrates physical, mental, and emotional health. Mental health is a cornerstone of well-being, though many students overlook it.

Mental health problems can affect a student’s energy level, concentration, dependability, cognitive ability, and optimism, which hinder their performance. Students consider symptoms like anxiety, depression, eating disorders, psychotics, and mood swings as everyday experiences which often lead to mental illness.

According to mental health research conducted by the National Alliance on Mental Illness (NAMI), one in four students has a diagnosable mental illness. “A lot of pressure from parents, stress from exams, the pressure of getting good grades in university. These aspects destroy the inner peace of students”.

In a world where stress and fast-paced demands are commonplace, prioritising self-care and balanced living can significantly impact health and happiness. However, the case is often different for most students. 

The stress of pursuing academic excellence sometimes leads to neglect of health. To pass their exams, most students stay up late, reading for more than 16 hours a day, and some do not properly care for their diet, which has resulted in mental, physical, and psychological problems.

Mental health is vital at every stage of life, from childhood to adolescence and adulthood. There are several causes of mental health illness in students, such as depression, anxiety disorders, personality disorders, obsessive-compulsive disorder, panic disorder, etc. Most students on campus experience some of these problems but always downplay them as usual.

Amina Abubakar, a 300L architectural student at Bayero University Kano (BUK), narrated her experience of how school activities have challenged and affected her mentally. She said, “Being a student is difficult because I must attend lectures, do tests, assignments, and presentations. Most of the time, I have a serious headache if I return from school. The headache lasts for more than two days, and I won’t be able to eat or sleep.”

Similarly, Maryam Jibrin, a student in the economics department, lamented about the price of being a student. She said, “Being a student, trying to get good grades, maintaining social relationships and trying to cope with the current hardship is on another level because it’s affecting most students in many ways. At times, students feel depressed and stressed out. Some students will even lock themself inside and don’t want to talk to anybody, and when u ask them what is wrong with them, they will say they are fine”.

Consequently, mental health issues among students have a significant effect on their academic performance. Social relationships, behavioural issues, physical health, lack of concentration, insomnia (difficulty sleeping), and other problems might affect students physically, mentally, and psychologically. 

Matt Haig, an English author and journalist, said, “Mental health problems don’t define who you are; they are something we experience. You walk in the rain and feel the rain, but you are not the rain.” Therefore, students who experience any symptoms of mental issues should not panic. They should always seek advice and help or talk to someone, not keep things to themselves.

In conclusion, since students must overcome academic stress to pass, the university authority should help create an environment that will enable students to study by building a counselling hall for students to go to when they feel depressed. Also, family and friends should not leave their loved ones alone without checking up on them, which might make them feel alienated. 

Students should engage in activities that bring them joy and relaxation, eat on time, take a break, give themselves time to rest, exercise, and be healthy. Health is wealth. Don’t hesitate to seek support when you need it. Your mental health matters, and seeking help is a sign of strength, not weakness.

Khadijat Ogido wrote via ogidokhadijat82@gmail.com.