Education

By Hussein Adoto Bello 

In the first rotation of my clinical training at a federal government university teaching hospital in North Central Nigeria, resident doctors went on strike to protest the kidnapping of their colleague in Kaduna. The government threatened “no work, no pay.” Students lost a week of clinical training. The victim wasn’t released until weeks later. 

When I reached the second rotation, I was greeted midway with a warning strike by consultants protesting the non-payment of their arrears. Classes came to a halt, and we, the students, had to hustle for an extension. 

Now, in the third rotation, the Medical and Dental Consultants Association of Nigeria (MDCAN) has declared another strike. Students will once again be the victims, but life will continue.

Medical students may be called the next generation of residents and consultants, but when push comes to shove, we are the first to be thrown under the bus. And then patients. Classes stop. Clinics and theatres become skeletal, attending only to critically ill patients and emergencies. 

For students, the situation becomes a matter of finding X, where X is the number of days, weeks, or months the “warning” strikes will go before they are suspended or transform into indefinite strains.

What can we do? Unlike Mour Ndiaye in The Beggars’ Strike, the people who put students in this limiting position don’t need us to survive. We don’t pull enough academic or professional weight to influence their advancements as doctors, consultants, and professors. They can resume whenever and however. 

Government officials know they can keep students at home for nearly a year without hurting their chances at the polls. The students may even fight tooth and nail for them. 

The never-seen-but-felt hands of the hospital and the university management don’t need student crutches to do as they please. Their appointment is not premised on how long students spend in school or patients’ satisfaction. Students and patients are all left to gnash their teeth in the Academic and Clinical Waiting Area while the royal rumble rages. 

It’s not easy, therefore, to try playing Nguirane Sarr. The clever blind beggar realised that beggars have services they can withhold in light of their harassment, which made a difference in The Beggars’ Strike. 

What do students have? Twitter/X hashtags and a lot of God abegs! Boycotting classes, clinics, and theatre may not help; it will only transform an acute case into a chronic one. 

Students in Algeria went on strike to demand more residency openings and accreditation of their diplomas. It’s been weeks, and the issue has yet to be resolved. 

Moroccan students revolted against the shortening of their programmes from seven years to six by declaring a strike in January. December is less than two weeks away.

Meanwhile, medical students here rarely face such massive blows at once. We adjust to the worsening learning difficulties until we graduate, leaving the next generation of students to endure the crucible. Resilience, after all, is an undeclared objective of medical training. 

We are not equally affected, either. A clinical student has a different worry than those still struggling with anatomy and biochemistry in preclinical classes. A strike by ASUU lecturers may not be felt in the clinics. Students in private schools are largely immune to what happens to their colleagues in government universities, and so on. 

For now, one can only hope—rather than expect—that the country establishes independent arbitration bodies for resolving labour issues promptly without sacrificing hapless students and patients at the altar. 

Such a body should include representatives from labour unions, the government, students, and neutral mediators to ensure impartial decisions are swiftly implemented. It should also be able to hold the government, employers, and labour unions accountable so that everyone can act with greater responsibility and not with the callous indifference that has come to characterise labour disputes in Nigeria. 

Besides, labour unions and student bodies should organise themselves into a powerful lobby force that can successfully push for policies that serve their interests instead of waiting to use strikes to protect them. 

More importantly, striking workers and the government should give students and patients an alternative to manage while they bicker. They should host virtual classes if they can’t come for physical ones. They should host clinics or virtual consultations if they can’t go for ward rounds and theatre sessions. 

Thankfully for students, the ṣégé (difficulty) of strikes comes in aliquots, so we build tolerance until the situation rankles less and resistance becomes pointless. We only have to survive in brooding silence until we can escape the system with our scars or embrace it—like Ramatoulayé in So Long a Letter.

Hussein Adoto writes via bellohussein210@gmail.com.

By Anwar Usman

The Minister of Education, Dr Tunji Alausa, on Wednesday, announced the dismissal of the Pro-Chancellor and Chairman of the Governing Council, Federal University of Health Sciences, Otukpo, Benue State, Ohieku Salami, due to actions “unbecoming of his office and violations of established procedures.”

According to a statement by the Director of Press, Federal Ministry of Education, Folashade Boriowo, the decision followed a series of unprofessional actions by the pro-chancellor “including the suspension of the Vice-Chancellor without following the normal procedures.”

The statement stated that despite intervention by the ministry of education and formal requests to rescind the unlawful suspension, Salami refused to abide by the order, resorting to “abusive and threatening behaviour towards the ministry’s directors, including the Permanent Secretary.

“The Honourable Minister of Education, Dr Tunji Alausa, noted that such conduct undermines the ministry’s supervisory role over the university and jeopardises the institution’s stability and governance.

“In line with this decision, the minister has requested the appointment of a new Pro-Chancellor and Chairman of the Governing Council for the Federal University of Health Sciences, Otukpo, to restore proper governance and ensure the university operates in accordance with the principles of law, due process and accountability.”

By Ahmed Rufa’i Shehu

Although unprepared for this, I am excited to celebrate a renowned educational and religious scholar, Professor Ishaq Oloyede (JAMB Registrar), for his successful retirement from the University of Ilorin. 

Prof. Oyedele has left the famous University of Ilorin after spending meritorious years as a lecturer. This led to his appointment as the Registrar of the Joint Admissions and Matriculation Board (JAMB). 

Prof. Oloyede is undoubtedly one of the people who made the University of Ilorin one of the best in Nigeria and Africa. The send-forth dinner was very colourfully organised.

Although Prof. Oyedele has retired from active university teaching, he still contributes his quota to the tertiary education sector. The ancient city of Ilorin was alive with celebrations for Prof. Oloyede.

One need not mention the innovations he has brought to the conduct of the JAMB examination and the running of the board’s affairs, including the welfare of the staff. It’s a blessing to have him as a boss. His unwavering support for his staff will not be overemphasised. Therefore, for me, the University of Ilorin should grieve after losing this astute Scholar. 

It took me eight years to understand his policies despite my beliefs and doubts, but I have concluded that Professor Ishaq Oloyede means Discipline and Integrity.

Happy Birthday and Happy Retirement, Sir

By Uzair Adam 

The Joint Admissions and Matriculation Board (JAMB) has initiated the accreditation of Computer-Based Test (CBT) centres in preparation for the 2025 Unified Tertiary Matriculation Examination (UTME). 

JAMB’s Public Communication Adviser, Dr Fabian Benjamin, announced the commencement of the accreditation exercise in a statement on Sunday, emphasizing its importance in ensuring a smooth examination process.

The statement urged new CBT centres interested in participating in the 2025 UTME to review the requirements provided on JAMB’s official website. 

According to the statement, prospective centres must be able to familiarize themselves with the outlined standards by visiting the JAMB portal and submitting a formal notification of interest to the Registrar through the respective Zonal Director or State Coordinator.

Established centres that were accredited for the 2024 UTME and operated without issues are required to register their interest via the Centre Management System (CMS) Portal. 

For new centres, JAMB’s Zonal and State Offices will assist in creating accounts on the CMS Portal to facilitate their registration. 

“All centres must complete the mandatory Autobot/Autotest on a date to be announced as part of their preparation for the physical accreditation visit by the Board’s team,” the statement noted.

Dr Benjamin highlighted that only centres that successfully pass the Autobot/Autotest and meet JAMB’s stipulated standards would proceed to the next stage of the accreditation process. 

The physical accreditation exercise is set to commence in December 2024, with notifications sent only to qualifying centres.

JAMB reiterated that centres failing to meet the required standards during the Autobot/Autotest will not be considered for inclusion in the 2025 UTME registration and examination.

By Waliyat Ayomide Oseni

In an era increasingly defined by globalisation and interconnectedness, cultural diversity has become pivotal in shaping educational frameworks worldwide. In Nigeria, a nation rich in ethnic plurality and cultural heritage, cultural diversity within educational institutions assumes strategic importance.

Cultural diversity refers to various cultural, ethnic, and social backgrounds represented within a community. Nigeria is often called a “melting pot” due to its numerous ethnic groups, languages, customs, and traditions. This diversity can enrich the educational experience, providing students with a broader worldview and enhancing their understanding of global issues. 

Nigeria is a diverse country with over 250 ethnic groups and more than 400 languages spoken, reflecting a rich cultural tapestry. This diversity is fundamental to Nigerian society and contributes to its vibrancy and uniqueness. Ethnic groups such as the Hausa-Fulani, Yoruba, and Igbo, among others, each bring their traditions, languages, and customs, creating a mosaic of cultures across the nation. 

Religious diversity is also prominent, with Islam, Christianity, and traditional African religions coexisting harmoniously. This cultural richness is celebrated through various festivals, ceremonies, and events, showcasing the country’s diverse heritage and promoting unity among its people.

One of the most significant benefits of cultural diversity in Nigerian educational institutions is promoting critical thinking and problem-solving skills. Diverse classrooms encourage students to engage with differing viewpoints, challengepreconceived notions, and foster respect for others’ beliefs and practices. This exposure sharpens analytical skills andcultivates empathy and social awareness, which are crucial for functioning in a diverse society and workplace. 

Diversity also fuels creativity and innovation in the learning process. When students are encouraged to collaborate across cultural boundaries, they combine unique experiences and ideas, leading to imaginative solutions to complex challenges. 

For instance, blending cultural perspectives in group projects can enhance creativity and result in more comprehensive and multifaceted outcomes. Educational leaders who emphasise collaboration among students from diverse backgrounds can harness this potential, creating an environment that nurtures innovative thinking.

In addition, extracurricular activities such as cultural festivals, language clubs, and international exchange programs can enrich students’ learning experiences and promote cultural appreciation. These initiatives foster community and belonging while encouraging students to celebrate their unique identities.

In conclusion, cultural diversity within Nigerian educational institutions offers many benefits, including enriched learning experiences, enhanced critical thinking, and improved interpersonal skills. Educators play a vital role in embracing this diversity and fostering an inclusive environment where every student can thrive. As Nigeria continues to navigate its identity within a global landscape, prioritising cultural diversity in education will undoubtedly enrich the learning experiences of future generations and contribute to the nation’s development.

Waliyat Ayomide Oseni wrote from the Department of Mass Communications, Bayero University, Kano.

By Mujahid Nasir Hussain

Before I received my call-up letter to serve in Kaduna, I had only visited two states in Nigeria: Bauchi and Katsina. As rooted as I was in Kano, I was confident that one day, a journey would take me on an expansive adventure. On a Monday morning, my letter arrived, and I was assigned to Kaduna. Without hesitation, I accepted the call, feeling both the weight of the commitment and a sense of excitement for the journey ahead.

My arrival at the Government College Temporary Orientation Camp, Kurmin Mashi, was immediately followed by an unexpected nomination. A day after settling in, the NYSC certificate officer responsible for Muslim affairs addressed us after the Fajr prayer. He announced they would select a camp Ameer, Imams, and mosque officials to guide and regulate Muslim activities for the three-week orientation. While the officer invited all interested corps members to a screening at 9:00 a.m., I initially had no interest in volunteering. 

I had been an Imam throughout my four years at Bayero University Kano and knew the demands of such a role well. However, a friend’s persistent encouragement eventually swayed me. He reminded me that contributing in this way could be significant, so I agreed to attend the screening. By the end of the process, I was nominated as the camp Ameer among a large pool of competent Muslim corps members. This role demanded dedication, organisation, and the ability to balance multiple responsibilities, each of which became an invaluable part of my camp experience.

I sought additional ways to engage and support my fellow corps members throughout the orientation. Given my background in a medical-related field, I joined the Red Cross team, a requirement for those in health-related disciplines. This opened up an opportunity to teach cardiopulmonary resuscitation (CPR) and choking management, skills I had learned and been certified in through the Basic Life Support training at Aminu Kano Teaching Hospital just four weeks before arriving in camp. Sharing this knowledge with my peers was a gratifying experience and reinforced my commitment to the responsibilities I had taken on.

As the orientation phase ended, the NYSC program’s next chapter brought me another unexpected role—the position of Medical & Health Community Development Service (CDS) president. This time, I was both surprised and a little amused at the nomination, especially when someone in the group remarked, “He only studied physiology,” implying that there were candidates with medical and pharmacy degrees who might be more fitting for the role. However, my fellow corps members saw beyond that comment, recognising my active participation and consistent presence in discussions on various health issues. Their confidence in me reaffirmed my belief in engaging fully in every opportunity, regardless of qualifications or prior experience.

One of the most transformative aspects of my NYSC journey was my placement at a diagnostic centre. This placement became a learning ground where I progressed from never handling a sonography probe to becoming a trusted cardiac sonographer. Each day at the centre involved performing different scanning procedures, including cardiac sonography—a skill I never expected to acquire. 

Before long, I began visiting primary healthcare centres to conduct these scans and report results, trusted to work independently by the centre. This experience not only built my technical skills but also gave me confidence and professional growth that went far beyond the confines of my physiology degree.

Reflecting on this journey, I am grateful for the complete immersion I experienced by staying in Kaduna. Many corps members, especially those posted close to their home states, travel back frequently, often missing out on opportunities to develop their skills more deeply. Though I only made two trips back to Kano throughout my service year, the experiences and skills I gained in Kaduna were irreplaceable. 

NYSC offered a space where I could grow beyond the confines of my academic background, gaining hands-on expertise that would ultimately make me more valuable in the job market. The scheme is a golden opportunity to stand out for those wondering about the job prospects after NYSC. If I had only my physiology degree to present to future employers, I’d be no different from countless other graduates with the same qualification. But by stepping out of my comfort zone, learning sonography, and building leadership experience, I now have more to offer.

Prospective corps members should view the NYSC year as more than a routine or obligatory service period. It’s an opportunity to develop skills that add value to your degree and increase your chances in the job market. 

With the right mindset, your NYSC journey can transform and empower you unexpectedly. My time in Kaduna will remain one of the most defining chapters of my life, a journey marked by growth, resilience, and the pursuit of a purpose greater than myself.

Mujahid Nasir Hussain wrote via mujahidhnasir@gmail.com.

By Uzair Adam

A research expert and communications lecturer at Kano State Polytechnic, Malam Aisar Fagge, has expressed deep concern over the rise of online sports betting among Nigerian youth, especially university students.

He attributed this trend to the worsening economic hardships, unemployment and a widespread “get-rich-quick” mentality, which he warns is leading to dishonest behaviors and damaging lifestyles.

According to Fagge, research reveals that a significant portion of those involved in online gambling are university students, whose academic performance suffers as they dedicate countless hours to betting instead of their studies.

He shared these insights as the lead speaker during a seminar at Al-Istiqama University, Sumaila, where he cited empirical findings across geo-political zones in Nigeria indicating that 66 percent of online sports gamblers are students.

Alarmingly, he noted that gambling losses have led some young people to attempt suicide.

During the event, titled “The Pervasiveness of Sports Betting (Online Gambling) Among Undergraduate Students in Nigerian Universities,” Fagge defined online gambling as the risky investment of money in hopes of gain or, in extreme cases, even personal belongings like wives, which he described as madness.

He voiced alarm over this disturbing trend, highlighting that these youths are supposed to be the future leaders of society but are instead risking their lives for gambling—a problem that has been repeatedly reported in various situations and times.

He noted that while online gambling is globally popular, it has particularly gained a foothold among African youth.

He stated that in Kenya, for instance, 84 percent of young people engage in online betting daily, with Nigeria ranking close behind.

Fagge warned that Nigeria might soon surpass Kenya in gambling numbers due to its large population, a trend he sees as unfortunate given the many productive ways students could use their phones to earn a living.

He also cited how this activity goes against Islamic teachings, as mentioned in the Qur’an.

He further explained that, in the past, gambling was considered anti-social in Hausa communities, but modern technology now provides anonymity, making it easier and more enticing.

He blames the internet and social media platforms like Facebook, Twitter, and X for promoting this activity.

Despite acknowledging the economic challenges facing many Nigerians, he stressed the importance of patience and resilience, reminding his audience of the Islamic belief that life’s tests are part of a divine plan.

“Although we all know the current economic situation in Nigeria, we must remember that we are Muslims. Allah clearly states that He will test us. This is life: today may be good, tomorrow may be bad.”

He pointed out that although online gambling is prevalent among youths, the situation in Northern Nigeria remains better than in Southern regions, like Lagos, where many shops openly facilitate gambling.

Fagge cited a 2024 study by Olusegun et al., highlighting that 79 percent of online gamblers in Nigeria are young people aged 18 to 35. He also cited incidences were some students committed suicide for losing money during betting and the drop-outs who used their registration fees for sports betting.

Football, he noted, has the highest following in sports betting, with 74 percent of bets nationwide placed on football matches, which fuels the global popularity of the sport.

He shared the story of a young businessman who, over seven years, lost over 18 million naira, with his largest win being only 360,000 naira.

He urged youths to quit gambling before they reach the stage of addiction which is considered as a “point of no return,” cautioning, “Once someone crosses that point, it’s hard to stop, with the hope that they might win someday.”

The Vice Chancellor of Al-Istiqama University, Professor Salisu Sheshu, commended the lecture as timely and vital, given the audience—digital natives. He encouraged students to apply the knowledge gained from the seminar.

The Daily Reality reports that the event gathered academics from within and outside the university, along with guests and numerous students.

By Uzair Adam

The Vice-Chancellor of Al-Istiqama University, Sumaila, Professor Salisu Shehu, has commended The Daily Reality team for their outstanding support toward the university.

Prof. Shehu noted that the online newspaper has offered remarkable support to the institution since its establishment in 2022, with numerous reports about the university featured prominently on its platform.

The Vice-Chancellor spoke during a seminar titled “The Pervasiveness of Sports Betting (Online Gambling) Among Undergraduate Students in Nigerian Universities.”

The event, organized in honour of the Muslim Students Society of Nigeria Day, featured The Daily Reality’s editor, Malam Aisar Fagge, as the lead speaker.

“Malam Aisar Fagge is a renowned figure on social media, and most of you see his posts on Facebook. He’s a teacher-journalist. He teaches journalism and practices it. They are the publishers of The Daily Reality [online newspaper]. The media has carried and shared a lot of information about Al-Istiqama University and has publicized us widely. May Allah bless them,” said Prof. Shehu.

In response, Malam Aisar Fagge expressed gratitude to the Vice Chancellor for his dedication to advancing the university.

He said, “I am thrilled by the positive changes I’ve seen in this university. The progress is impressive. The university got the leadership it deserves.”

By Anas Abbas

The Academic Staff Union of Universities (ASUU) has accused the World Bank and the International Monetary Fund (IMF) of actively undermining Nigeria’s public education system.

This allegation comes amidst the union’s frustration over the ongoing delays in renegotiating its 2009 agreement with the federal government, despite several Memoranda of Understanding (MoUs) and Memoranda of Action (MoAs), ASUU President.

 Prof. Emmanuel Osodeke expressed disappointment that the agreement has yet to be finalized.

During the ASUU Heroes Day 2024-2025 ceremony held in Abuja, Prof. Osodeke raised concerns about various issues, including the mandatory Integrated Personnel and Payroll Information System (IPPIS) and the suspension of salaries for ASUU members for three and a half months.

In a positive development, ASUU announced that it had awarded selected members PhD grants worth N500,000 each after thoroughly evaluating proposals. 

Prof. Osodeke praised the members for their unwavering commitment to defending Nigeria’s public university system and extended his support to ASUU members facing challenges at Kogi State University, Lagos State University, Ebonyi State University, and Chukwuemeka Odumegwu Ojukwu University.

The Heroes Day event recognizes past and present members for their dedication to enhancing public education. Prof. Osodeke paid tribute to the late Prof. Festus Iyayi, a former ASUU president, and others who have made significant contributions to the union’s objectives.

By Idris Hassan

A student of Ahmadu Bello University (ABU) Zaria, Maimuna Abubakar, who beat other contestants across the world last time to emerge 3rd in an International Essay Competition organised in the United States of America, has graduated with a first-class degree in Sociology (the third person in the department’s history to graduate with a first-class), after Muminah Musa Agaka, who first broke the 38-year record. 

Maimuna Abubakar is someone I have been mentoring since my time at ABU, Zaria. She’s from Niger State and has always been eager to listen and learn. She lost her mother a few years ago, which was a difficult period for her. 

I recall the last time she asked me if there was anything she could work on, as she often does. I mentioned an essay competition in the US that I wanted her to apply for. She responded, “Sir, that’s for people like you. I don’t think I am a good fit since I know so little.” I laughed and encouraged her to submit her entry. We discussed her ideas critically, and she wrote something she sent me for proofreading. After reviewing it, she submitted her essay and won third place.

Maimuna is a writer, poet, and much more. She graduated as the best student at her level in the Department. Maimuna is also a trained teacher with over five years of experience. During school breaks, she makes dresses, loves writing, and especially enjoys reading. 

She was Amira of the Muslim Students Society of Nigeria (MSSN) ABU, Chairperson of the NSASA Academic Committee, and Secretary of the NSASA Editorial Committee in Zaria. Maimuna aspires to be a Public Health Professional or a Social Psychologist. Given her dedication and achievements, I believe the Niger State government needs to acknowledge and reward her efforts.

Applied Worldwide is a project founded by Stephanie Wilson and Luke Hanna in the United States. It believes in a dynamic sociology in which sociological knowledge is produced and applied to enact positive changes in communities worldwide. 

Applied Worldwide organises an international essay writing competition to inspire students in the field and help foster change through a sociological lens that Applied Worldwide aims to bring. You can also try your luck.