The economic downturn in Nigeria has reached alarming proportions, leaving no one unscathed. The youth, particularly university students, face unprecedented hardships. Financial constraints, food insecurity, and limited access to resources have become the norm for many Nigerian university students.
Research has shown that economic hardship profoundly impacts students’ academic performance and mental health. A National Bureau of Statistics (NBS) study reveals that poverty and hunger are major factors contributing to students’ poor academic performance. Similarly, a report by the United Nations Children’s Fund (UNICEF) highlights the devastating effects of food insecurity on students’ mental health.
For many students, the struggle is personal. “Academic pressure mounts, but hunger weighs heavier. I’m constantly worried about where my next meal will come from,” confesses a 21-year-old student who wished to remain anonymous.
Another student echoes this sentiment. “I struggle to focus in class because I’m constantly worried about where my next meal will come from. My parents’ hard work doesn’t pay enough to sustain us, leaving me hungry and stressed. The toll on my mental health is overwhelming,” shares a 20-year-old university student.
To mitigate the effects of economic hardship on university students, policymakers and stakeholders must prioritise education and food security. This requires collaborative efforts, including government support for education and food programs, increased scholarships and financial aid, improved access to mental health resources, and community-based initiatives for food security.
Nigeria’s economic woes have far-reaching consequences, affecting various sectors, including education. University students deserve support and resources to thrive. It is imperative that we prioritise their well-being and future.
Zainab Haruna Shittu wrote from Bayero University, Kano, via harunazainabshittu7567@gmail.com.
I first met Dr. Denga during my NCE level 100 at the Federal College of Education, Kano in 2002. She was assigned to teach us EDU113 officially titled Principles and Methods of Teaching but famously called “Curriculum” by all students, perhaps because that was the first item in course content. As is usually the norm in most tertiary institutions, the course was assigned two hours on the official timetable. However, Dr. Denga had had her unique timing for the course.
During our first contact, she informed us that her lectures would be held daily (Monday to Friday) from 7 am to 8 am. That was how we spent our entire first year because Dr. Denga also taught us two more courses in the second semester. She would go on to teach us two more courses in levels 200 and 300.
At first, I found it extremely uncomfortable having to wake up and leave home as early as 6:30 a.m. However, I would soon get used to the routine. I would wake up, pray my Subh, and take my bath. The famous sound of the BBC Hausa morning program (London take kira, BBC ke magana) coming from my father’s radio was my daily signal that it was time to leave for school.
Mrs. Denga had a particular principle for conducting the CA that made her students never dare to miss her classes. Out of the 40 marks allotted for CA, she would earmark 15 marks for class attendance and 25 marks for classroom tests.
She used to take three different attendances randomly, each worth 5 marks. Whenever she wanted to take attendance, she would come to the class and shut the door immediately.
She would distribute papers for students to write their names and registration numbers. She would then collect all the papers and open the door. She would then distribute separate papers for the latecomers, who were only eligible for 3 out of 5 marks. That would last until 7:30 when she would collect those papers and put another one for those who came after 7:30. Those students would only get 1/5 marks before she took away the paper at 7:45, so that anyone who came afterward would only listen to the lecture.
I will never forget a funny encounter with Dr. Denga. It had become a habit for nearly all of us to gather in the lecture theatre, chatting, until we saw her approaching car, and then we would climb the staircase into the theater. Little did we know that she did not like that.
One fateful day, Dr. Denga decided to teach us a valuable lesson. Instead of following the normal route from her apartment in the staff quarters to the theater, she changed her route and parked her car at a distance where we wouldn’t notice her. She surreptitiously began to climb the staircase from the other side of the theater while we were all busy chatting. She was halfway through when some of our classmates noticed her. Come and see people running, pushing, and shoving one another on the staircase. Dr. Denga, too, would funnily engage in the act until she entered the theater, closed the door behind her, and said, “Attendance.” That was how I got 3 instead of 5 marks that day. And guess what? I ended up with 68 in the course, which was 2 marks short of an A.
Dr. Denga taught us the value of reading and diligence in academia. Most of us considered her too autocratic back then. However, before we finished our National Certificate in Education (NCE), we came to know her better. She was a woman of principles. Once you understood what she stood for and adhered to it strictly, you would find her fun to be with. We would often go to her office and spend hours chatting and discussing life and studies.
There was a time she told us that she first came to the North from her native Edo State when she was posted to do NYSC in Sokoto. After the orientation camp, she was posted to Kwatarkwashi, where she taught at a secondary school. What she found remarkable about the average northerner was that they may appear uneducated in terms of schooling and certification, but they are far more enlightened about world politics and international news than most so-called educated southerners. The average northerner is always glued to their radio, listening to local and international news.
Dr. Denga left FCE Kano merely a year after our graduation. That was the last I heard of her. In case you wonder, those were years when only a few students, mostly ladies, had phones. In the class of about 150 students, there were not up to 10 who had cellphones. Whether dead or alive, I wish Dr. Denga eternal peace and happiness.
Aliyu Yakubu Yusuf teaches English at the Department of English and Literary Studies at Bayero University, Kano. He can be reached at aliyuyy@gmail.com.
The DanBello’s standard of classrooms is not a far-fetched goal, but one that can be achieved with commitment and gradual effort. Improvement in educational infrastructure, like any meaningful change, requires time and sustained focus. Often, people expect change to happen overnight, but real progress takes time. Just as one cannot earn a degree in a day, transforming a nation’s educational facilities must be seen as a long-term goal. What is needed is dedication and a clear plan to move towards this vision step by step.
One essential way to initiate this transformation is for governments to commit resources towards upgrading school facilities. Imagine if a government will dedicate an entire year’s income specifically for renovating schools, bringing them up to the DanBello standard. If each subsequent administration followed the same path, in 30 years or even less, the educational landscape of the country would be entirely different. Each government would leave behind a legacy of improvement, contributing to a better future for generations of students.
While the government plays a crucial role, it is equally important that they avoid falling back on excuses. Too often, we hear claims of limited resources or competing priorities. However, the reality is that every journey, no matter how long, begins with a single step.
The excuse of limited resources should not hinder the progress that could be made by taking that first step. Even modest improvements made consistently will accumulate into significant advancements over time.
In addition to the government’s efforts, other sectors of the society should also play a role in transforming education. Commercial banks, companies, and philanthropists have the capacity to contribute meaningfully to this cause. These institutions and individuals can partner with the government to provide funding, materials and expertise. Such collaboration would not only expedite the renovation of schools but also ensure the maintenance of high standards.
Corporate social responsibility (CSR) can be an excellent platform through which companies support education. By investing in schools and improving infrastructure, companies not only contribute to the public good but also create a more educated workforce for the future.
Many global corporations have long understood that investing in education is investing in their future workforce, and local businesses should embrace the same perspective.
Philanthropists can also have a powerful impact. Individuals with the means to give can sponsor entire schools or contribute to educational projects that raise the standard of learning environments. Their contributions may come in the form of scholarships, infrastructure improvements, or the provision of resources like books and technology. Such generosity can help bridge the gap where government funding falls short.
In conclusion, achieving the DanBello standard of classrooms is within reach, but it requires the concerted effort of all stakeholders. Governments, businesses, and philanthropists all have important roles to play in transforming the educational system. Change may not happen overnight, but with a gradual, focused approach and the commitment of diverse sectors of society, the vision of a high-standard education for all can be realized. The journey has begun, and every step taken brings us closer to a brighter future.
I commend the Yobe State Universal Basic Education Board (YSUBEB), led by Acting Chairman Mallam Isa Shettima, for organizing a comprehensive training program for public school teachers across the state.
This commendable initiative, in collaboration with UNICEF, has equipped educators with essential skills to teach at the appropriate levels, thereby enhancing the quality of education in Yobe State.
The training program covers all geopolitical zones, including Damaturu, Potiskum, and Nguru, showcasing YSUBEB’s commitment to ensuring that no child is left behind.
By investing in teacher development, the board is addressing important aspect of education, acknowledging that educators play a vital role in shaping young minds.
UNICEF’s contributions to Yobe State’s educational system, especially during the Boko Haram insurgency, have been invaluable. The organization’s dedication to promoting access to quality education, even in challenging circumstances, is truly commendable.
The partnership between YSUBEB and UNICEF serves as a model for effective collaboration, demonstrating the potential for meaningful change when stakeholders unite toward a common goal.
By pooling resources and expertise, they have created a comprehensive training program tailored to the specific needs of Yobe State’s educators. A significant benefit of this training program is its focus on teaching at the right level.
By imparting knowledge at an appropriate pace, educators enable students to grasp complex concepts, build solid foundations, and cultivate a lifelong love of learning.
Moreover, the program’s emphasis on engaging young pupils reflects YSUBEB and UNICEF’s recognition of the importance of early childhood education.
Research consistently shows that investments in early learning yield substantial returns, shaping future academic success and overall life outcomes.
As trained teachers return to their classrooms, it is crucial for them to implement their newfound knowledge. I encourage educators to seize this opportunity and integrate innovative teaching methods and strategies into their practice.
YSUBEB and UNICEF’s commitment to education extends beyond the training program; they work tirelessly to tackle systemic challenges, improve infrastructure, and foster inclusive learning environments.
The success of this initiative relies on sustained support and collaboration. I urge stakeholders—including policymakers, community leaders, and civil society organizations—to rally behind YSUBEB and UNICEF.
In conclusion, the YSUBEB-UNICEF teacher training program is a groundbreaking initiative poised to create a lasting impact on Yobe State’s education landscape.
Kasim Isa Muhammad wrote from Damaturu, Yobe State.
Those with a deep knowledge of my biography will always remember me in the Faculty of Education’s Department of Education, which I joined in July 1980 at the relatively young age of 24. With a professorship in 1997, I felt I had enough of Education: I was talking loud and saying nothing. So, I shifted my research focus to media and cultural communication.
I never thought the shift would lead to another professorship in 2012, giving an academically glamorous status of being ‘dambu mai hawa biyu’ (up till now, I don’t know exactly what this epithet means!), or double professor – in Science Education and Media and Cultural Communication. Three people were responsible for this, one from Edo State and another two from Zaria. How did it all start?
In 1992, I had just returned from a Fulbright African Senior Research Scholar residency at the University of California, Berkely, when I was visited in my office by the late Prof. Mike Egbon (from Benin), then the Head of the Department of Mass Communication, Bayero University Kano. It was our first meeting, and it instantly created a deep bond of friendship between us. He wants me to work with a student of his in supervising a PhD project on the Mass Communication curriculum in Nigerian universities. I was happy to oblige, especially when I learnt that the student is another highly respected colleague, now Prof. Umar Faruk Jibril, the Dean of Communication at BUK.
Thus began my first footsteps in Mass Communication. Before long, I was drafted to teach Advanced Research Methods for PhD students (while still in the Department of Education). This put me in contact with virtually all the current staff of the Faculty of Communication. I felt so happy and so comfortable with them, as well as their tutors in other areas of the Department. One tutor stood out. He was Mal. Gausu Ahmad (from Zaria, if you are keeping track!).
My relationship with Mal. Gausu was incredible and often amusing. For some reason, we were both mesmerised by each other. I had followed his column in New Nigeria years earlier. I was fascinated by his incredible take on Bayero University in his essay “Looking Beyond the Badala”, a critique of the lack of synthesis between Bayero University and its host community. That article drew my attention to Mal. Gausu and I became an avid follower. So, when Mike drafted me into supervision duties in Mass Comm, I met Gausu Ahmad for the first time.
I saw a neoclassical Hausa gentleman in Malam Gausu. His cheerful mien reminds one of an older Uncle or a grandfather but with contemporary perspectives—for instance, Mal. Gausu is the only person I know who has commissioned a traditional barber (wanzami) to come to his office and cut his hair in molo style. No barbing salons for him! We became instantly drawn to each other.
In 2003, I was the Chairman of the defunct Center for Hausa Cultural Studies Kano, a think tank on interfaces between media and society. We organised an international conference on Hausa films—the first of its kind in the country. Virtually all the staff of Mass Communication, including Mal. Gausu, was wholly involved in the conference. Mal. Gausu was the HOD of Mass Communication then. It was at the conference that he consolidated his relationship with me.
I was then also asked to teach a course on Online Communication in the Department, introducing new ideas that departed from the straight-up Mass Communication scholarship of the Department in print and broadcast media. By then, I had well-established online communities on the defunct Yahoo! Groups (since 2001), which became the first gathering places for future social media citizens. So, I was excited to be asked to teach Online Communication – even more excited were junior colleagues who wanted to be part of the course.
This went on for a while, with me being an adjunct member of the Mass Communication Department, a position I relish far more than my education position at the university. In 2004, my break-out media year, I was a visiting professor at the University of Cologne, Germany. The paper was “Enter the Dragon: Shari’a, Popular Culture and Film Censorship in Northern Nigeria.” When I returned, Mal. Gausu expressed dismay that I presented a paper about events in Kano at a foreign university. He insisted that the paper must be represented in the Department of Mass Communication, which I did later in the year – thus opening up new vistas of media anthropology. To cement this position, I invited Brian Larkin to come to the Department and present his book “Signal and Noise” about media anthropology in July 2008. It is the first public presentation of this ground-breaking book.
Unknown to me, Mal. Gausu has submitted my name to the Registrar of the University, then Mal. Sani Aminu (Zaria!) for appointment as Part-Time Lecturer in the Department of Mass Communication. This was instantly approved, and I was only aware of it when I got the letter in November 2005. From then on, I became part of the Mass Communication ecosystem. Not only did I have more classes, but I also had more students. The number of postgraduate students I supervised in a few years in Mass Comm was far more than the number of students in all the 25 years I had been in Education.
Under his leadership of the department, a wonderful atmosphere of camaraderie and brotherhood was fostered. His elegant, calm demeanour does not brook any disagreement with any policy because policies and decisions in the Department were collectively arrived at and implemented together.
His biggest trait, however, was his humility. He was indeed a knowledge seeker. He was never shy or hesitant in asking questions about what he did not know. Our offices were always close together, and in the evenings after Asr prayer, when the building was quieter, we spent moments exchanging ideas and concepts. He became a sort of student to me. He would ALWAYS insist on carrying my rucksack to my car. ALWAYS. He fiercely resists anyone attempting to take the rucksack from him, insisting it is his duty and honour. On the other hand, I always felt uncomfortable with an older person taking my rucksack to the car! But he always insisted.
From January to March 2012, I was a European Union visiting professor at the University of Warsaw. When I returned in April, informed my Vice-Chancellor, and submitted my report, the next thing I knew was that I was caught up in the whirlwind of being appointed as professor of Media and Cultural Communication and already a professor of Science Education since 1997. I was surprised as I thought it was not done. However, the vice chancellor who did it, Prof. Abubakar Adamu Rasheed, was another bold and innovative person. And from Zaria! After all the due process, I was eventually announced as a Media and Cultural Communication professor in January 2013, effective October 2012.
The icing on the cake was the clause that I was to move from the Department of Education to the Department of Mass Communication. After 32 years in Education and having served as HOD for nine years, I was delighted to leave. Thanks to Mal. Gausu Ahmad, I felt more comfortable, personally, emotionally and intellectually, in Mass Communication. I felt blessed. Imagine doing research in an area I am deeply interested in and making contributions to knowledge. Currently, in 2024, as a staff member of the Department of Information and Media Studies, I am under the administrative leadership of Prof. Nura Ibrahim. Do I need to say it? Ok. From Zaria!
The biggest lessons I learned from Malam Gausu were humility and patience. He faced many challenges during his time in Mass Comm, but he stoically endured them and eventually triumphed.
Mal. Gausu retired at the age of 70 on 12 September 2024. He retired as a professor, but his humility and salute to scholarship will always root him in the superior ‘Malam’ category. Anyone can be a professor, but it takes a special kind of person to be appreciated and applauded as a Malam. Mal. Gausu Ahmad is genuinely a first-class Malam, embodying all the qualities of such a position.
I congratulate him on his successful and honourable retirement from the University. He was one of the few academicians who brought real-life print journalism to academia and brought out the true application of the theory of Political Economy. His doctoral thesis, “The Rise and Fall of the New Nigerian Newspaper”, in 2014, followed by publication by ABU Press in 2016 under the same title, is an excellent slice of northern Nigerian media history, as only possible from an insider. If you really want to know print media history in northern Nigeria, get the book.
I pray to Allah (SWT) to continue to endow him with humility, kindness, gentleness, health and prosperity as he charts the next course of his life.
Oh, and my prayers and gratitude to Zage-zagi for being ‘iyanyen gidana’ in scholarship (but not iyayen gidan Kanawa)!
The Kano State Government has approved new resumption dates for all public and private primary and post-primary schools for the 2024/2025 academic session.
According to the updated schedule, boarding students will return to school on Sunday, September 15th, 2024, while pupils and students attending day schools will resume on Monday, September 16th, 2024.
This announcement follows the earlier postponement of school resumption, which was made by the state’s Commissioner of Education, Alhaji Umar Haruna Doguwa, on Saturday, September 7th.
In a statement issued on Thursday by the Director of Public Enlightenment at the State Ministry of Education, Balarabe Abdullahi Kiru, parents and guardians were urged to ensure compliance with the new dates.
The statement also advised students to avoid bringing prohibited items, such as knives or razors, and to adhere to school regulations.
The government, led by Alhaji Abba Kabir Yusuf, reiterated its commitment to providing quality education and creating an environment conducive to academic success.
Despite the growing consensus that achieving a first-class degree is increasingly difficult, Helen Ambi has proven that with perseverance and diligence, it’s attainable at any level.
Hailing from Sanga Local Government Area of Kaduna State, Helen Ambi developed an interest in Medical Laboratory Science after researching and reading about its versatility in the health sector. Thus, she applied to Usmanu Danfodiyo University (UDUS) to pursue her newfound passion.
“Initially, I never knew a course like Medical Laboratory Science existed,” she revealed. However, I chose it after researching and reading about its prospects and versatility in the health sector. I applied and was admitted on my first attempt. This convinced and made me glad that I chose this path.”
Like the thousands of students with varying dreams admitted every year, Helen Ambi’s journey to graduate with a first-class degree began, ultimately leading to her remarkable achievement.
The journey in UDUS
The glamour of being confined within the four walls of academia began gradually while Helen steadily pursued her dream of becoming a first-class degree holder. Alas, it began to dawn on her that she’d dreamt too far—hope faltering like the fading of a newly painted mural.
“Not that I didn’t aspire to graduate with a first-class,” she said. “I did. But when I saw my 100-level results, although they weren’t bad, I expected to start with a first-class because it’s often said that the journey begins as a ‘fresher.’
“I have always heard that if you want to graduate with a first-class, then you have to get it from 100-level because as you progress, your CGPA will ‘drop.’ Hearing that made me give up on bagging a first-class degree.”
The 4.3 grade points she obtained in the 100 level left her stressed, worn out, and frustrated and prompted her to re-strategize. “My friend Simnom helped me develop a new reading habit: night reading, which I would say helped me understand what time of the day was most suitable for my assimilation.
“I can’t express how I felt, but I know I was excited because the green lights were beginning to turn up,” she said, in appraisal of how her new strategy boosted her records to 4.47 in the 200-level and 4.46 in the 300-level.
The game changer
The School of Medical Laboratory Science (SMLS) has the best faculty in UDUS. The 400 level is known to be the toughest due to the bulkiness of the courses offered. Helen’s first-class journey began in her penultimate year.
“My 400-level was the game changer for me. I know it’s known as the most hectic and challenging level and probably the most difficult, but that’s where my story began. I achieved a grade point of 4.50 in my 400-level and 4.53 in my final year.”
In acknowledgement of the encouragement received from one of her lecturers, whom she simply identified as ‘Dr Festus,’ she said, “I became more determined to give my best to achieving a first-class degree.”
“I began having discussions with a few friends to learn new things because no one’s an island of knowledge. When our 400-level results were released, I discovered that it had greatly helped me.”
“Don’t Give Up” – Helen advises students
As a lover of research and volunteering activities, Helen intends to impact society by conducting research to tackle sickle cell disease. She has advised students to hold on to their dreams.
“Regardless of what people say or think, don’t give up on your dreams. Give your best to everything you do, including your academics. Having a good relationship with your colleagues is important because you can never know everything, and we learn from each other.”
Borno State Governor, Babagana Umara Zulum, has directed the immediate closure of all schools in Borno State.
This precautionary measure aims to prevent loss of lives from flooding and ensure student safety.
According to Engr Lawal Wakilbe, Commissioner for Education Science and Technology, Innovations, all primary and secondary schools will remain closed for two weeks, allowing time for the floodwaters to recede.
Wakilbe confirmed this decision in a phone interview on Monday evening, stating that it was made in consultation with the state committee on flood to prioritize student safety.
The floods have severely impacted numerous communities across the state, with Maiduguri, Jere, and other local government areas being particularly hard hit.
In response, the administration has established a special committee, led by Secretary to the Borno State Government, Bukar Tijjani, to coordinate a swift and effective response to the flood emergency.
By taking proactive measures, the Borno State Government hopes to mitigate the effects of the flooding and ensure the well-being of its citizens, especially vulnerable students.
In education, the approach to teaching is as crucial as the content itself. Teaching methodology, the comprehensive plan or strategy for systematically presenting material in the classroom, goes beyond merely delivering facts. It embodies beliefs about learning and teaching and specific techniques and activities aligned with these ideologies.
The choice of teaching methodology profoundly influences knowledge acquisition, skill development, and capacity building. Educators must embrace innovative methods that promote critical thinking and interactive learning in an era that transcends traditional role learning. This is especially pivotal in Nigerian tertiary institutions, where outdated teaching approaches often lead to disengagement and subpar academic performance.
Several methodologies warrant attention and adoption in Nigerian educational settings, such as Differentiated Instruction, Catering to diverse learning styles and abilities; Lecture-Based Learning, Traditional yet evolving to include interactive elements; Inquiry-Based Learning, Encouraging curiosity and critical analysis; Technology-Based Learning, Integrating digital tools to enhance understanding; and kinesthetic Learning: Emphasizing hands-on experiences and physical engagement.
Reflecting on my undergraduate experience at Skyline University Nigeria, I recall the transformative impact of Mr. Abdulhameed Olaitan Ridwanullah’s teaching methods. He epitomised effective education through interactive sessions that valued each student’s thoughts and promoted a culture of inquiry and confidence. His teaching philosophy centres on interactive and student-centred learning.
Unlike the conventional lecture-heavy approach, his classes are characterised by lively discussions, group projects, and the use of technology to facilitate learning. By integrating digital tools into his curriculum, he engages students and equips them with essential skills for the modern workforce. This tech-savvy approach is particularly relevant in mass communication, where understanding digital platforms is crucial.
Also, his departmental seminar, which he organised, nurtured my public speaking ability. He mandated that all students offering his courses research specific topics and present their findings to seasoned academics. Many students at first despised it, but as some of us inevitably embraced it, it became a ritual.
The students’ seminar approach not only fostered a deep understanding of the themes the students researched but also ignited a passion for learning, a stark contrast to the disinterest prevalent in many Nigerian institutions.
Educators must critically assess and adapt their teaching strategies to address the disconnect between teaching methodologies and student engagement. The goal is to cultivate an environment where learning is not a passive experience but a vibrant journey of discovery.
However, the transition to such innovative teaching practices requires systemic changes. It calls for investment in digital infrastructure, teacher training, and curriculum development. Policymakers and educational institutions must recognise the value of these modern methodologies and provide the necessary support and resources to implement them.
To our students, I offer this reminder: “Do not merely pass through school; let the transformative power of education pass through you.” Embrace learning as an active participant, for the quality of your education shapes your future.
Buba Kamal Danladi writes from Lagos via kamalbuba05@gmail.com.
You will find some highly versatile members whose contributions drive their areas in every place. The Department of Chemical Engineering at ABU Zaria is no exception. I cannot imagine the department without Professor Atta’s services.
Advanced Chemical Reaction Engineering is among the PhD courses that ring the bell in the department, thanks to the delivery methods perfected by Prof.
Prof. designed his class with weekly assignments submitted before each session. Students take turns submitting and answering immediate follow-up questions, ensuring that even those copied must read. Adhering to this weekly activity is a Prof trademark except for unusual circumstances, keeping students engaged throughout the week. The more time one dedicates to a topic, the better one understands it.
There is also a group project where the class is divided into teams. Each team is assigned a research topic to develop into a term paper. This project often includes laboratory work, computational work, or both to publish a paper in a respected journal. Like the weekly assignments, group work is reported biweekly. The group leader makes a presentation, but each member contributes. Though it is challenging for a group of two or three to produce a paper during coursework, the skill that comes with that is priceless.
Then there is the industrial visit. Prof. Atta ensures that students make at least one visit to a process industry, particularly the Kaduna Refinery and Petrochemical Company (KRPC), to study chemical reaction units such as Fluid Catalytic Cracking (FCCU) and fixed bed reactors. These academic excursions are vital for complementing student knowledge or, as Prof. puts it, making knowledge functional.
During our visit to the KRPC FCC unit, the chief operator unleashed the practical working principles of the process. At the same time, Prof. Atta facilitated the connection between theory and practice to us. The duo of Prof. and the experienced chief technician, a reservoir of experience, kept us on our toes until we wished to call it a day. A colleague turned to me and whispered, “Whenever a chemical reaction is being discussed, Dr. (then) can never have enough.”
Of course, this rigorous teaching approach doesn’t sit well with every student, but that never makes Prof. Atta take his foot off the gas. I was surprised at the end of the coursework when a colleague, who was in collusion terms with the course, declared, “I now understand modelling and simulation for the first time.” This is another reason one should not be deterred by complaints of those he is supposed to train. Trainees often want to avoid the process and jump to the achievement, so a trainer must stick with his gun; as they say, the end justifies the means.
A conducive environment is a major concern for research students in Nigeria. Simple tools like a weighing balance, pH meter, or glassware can affect and slow down research. To address these small but impactful issues, Prof. prepared a mini lab equipped with all basic and some analytical equipment. This lab includes a working area, a reading area, and lockers for everyone.
One day, an MSc student met me in the lab and, after his observations, declared, “You, Prof. students, are enjoying,” as if he would say I will join you. Still, to my chagrin, he confessed: I couldn’t join Prof. because I wasn’t serious enough to qualify to work with him.
Another major concern for postgraduate students is time. Many suffer from a lack of contact time and engagement with their supervisors. However, with Prof. Atta, the story is different. His office is a Mecca for PG students, with students queuing from morning to evening, each waiting for their turn.
Of course, other significant issues that concern the nation and society pop up and are discussed. As a melting pot, the professor’s office allows free fall for ideas, but primordial affiliation has no place. Such gatherings of students, sometimes Professor colleagues, and visitors from various backgrounds are a rare opportunity not only to get a glimpse into diverse area research and technological trends but also to learn about others’ personal life journeys and ambitions.
The professor’s dedication to academics is exemplary and worthy of emulation by young (and not-so-young) scholars. It will go a long way to facelift postgraduate study in Nigeria.
Bilyamin Abdulmumin, PhD, wrote via bilal4riid13@gmail.com.
