Education

By Uzair Adam

The Joint Action Committee (JAC) representing the Non-Academic Staff Union of Educational and Associated Institutions (NASU) and the Senior Staff Association of Nigerian Universities (SSANU) has directed members to initiate an indefinite strike starting Monday, following the non-payment of four months’ withheld salaries.

The strike, initially scheduled for October 23, was postponed to Sunday night, October 27, 2024, to align with the NASU branches’ Trade Group Council meeting.

A circular signed by NASU General Secretary Prince Peters Adeyemi and SSANU President Comrade Mohammed Ibrahim detailed this timing adjustment for unified coordination among union members.

Despite President Bola Tinubu’s approval of 50% payment for the withheld salaries, JAC expressed frustration with the alleged inaction from the Minister of Finance, questioning the government’s commitment to resolving the issue.

The union stated that multiple requests for resolution have gone unanswered, prompting their decision to proceed with the strike.

JAC reiterated its appreciation for the members’ loyalty and assured them of continued efforts to achieve a satisfactory outcome.

By Sabiu Abdullahi 

The Delta State High Court in Warri has issued an order restraining the Joint Admission and Matriculation Board (JAMB) from implementing its policy requiring a minimum age of 16 for university admissions. 

Justice Anthony Akpovi granted the relief, pending the hearing and determination of the motion on notice filed against JAMB. 

JAMB’s directive, announced on October 16, stated that only candidates aged 16 by August 2025 would be admitted to tertiary institutions.

However, this policy was challenged by John Aikpokpo-Martins, a former Nigerian Bar Association chairman. 

Aikpokpo-Martins sued JAMB and Edwin Clark University on behalf of candidates born between September 1 and December 31, 2009, who passed the 2024 JAMB exams.

The court granted an interim injunction, preserving the admission rights of these candidates. 

Justice Akpovi ruled, “Reliefs 1 and 2 are hereby granted. The status quo to be maintained is the admission list prior to this circular pending the hearing of the originating motion.” 

This development halts JAMB’s implementation of the minimum age requirement until further court proceedings.

By Prof. Abdalla Uba Adamu

It is not often that one gets the rare opportunity to witness the birth of a star. I count myself to be privileged to have done so. 

In 1980, I started my employment as a Graduate Assistant in the Department of Education at Bayero University, Kano. As was the case at the time, I was allocated a housing apartment on Zoo Road. Two of my neighbors were Isma’ila Abubakar Tsiga and Sa’idu Ahmad Babura. I was a bachelor, and both had families who treated me with the utmost respect despite the age gap. Both were older than me, and both became my lifelong friends. So much so that they opened up the doors of their homes and minds to me and got me deeply involved in literature (they were both in the Department of English BUK). If you are looking for the precise moment the seeds of my literary tree were watered, it was on Zoo Road. 

In 1981, Sa’idu’s wife gave birth to a stunningly beautiful baby girl and was named Suwaiba. I remember holding her in my hands and saying the prayers I could for her long life and prosperity. We later went to the naming ceremony in Baɓura —it was the first time I was in the town, and the serenity of the place struck me.

That child soon bloomed into an undergraduate B.Sc. Ed Chemistry student. Incredibly brilliant and emerging at the top of her class. There were no surprises there – she and her other siblings were simply at the top of their class wherever they found themselves due to the incredibly liberal but supportive family atmosphere that pervades the house. Although there was firmness, for instance, she wanted to study medicine after high school, but her dad insisted on her studying education. She came to me crying to intervene. I tried, but he was adamant it has to be education. After going back and forth, we decided she should obey her father and study education. She agreed but vowed to return to school to study Medicine after she had finished her Education. 

I can easily sympathise in reverse. My father wanted me to study medicine, but I didn’t! So, I ended up in Science Education—just like Suwaiba. Look where she is—following parental counsel, she was blessed to be at the top of the game. Oh, she decided not to come back for Medicine after all—education was just too good. 

Employing her in 2005 after she graduated from the Department of Education under the able leadership of (now) Prof. Abdulrashid Garba, the current Vice-Chancellor of Khalifa Isyaku Rabi’u University (KHAIRUN), was a boon to the Department. She was quickly the hardest-working staff member, always eager to be part of a team and often taking leadership control if the ship seemed rudderless. 

In 2007, the University created the Science and Technical Education Department. I, together with Suwaiba, (now) Prof. Sagir Adamu Abbas (current Vice-Chancellor, Bayero University Kano), and a few others, were deployed to the new Department. She started her Master’s degree under my supervision. I could barely keep up with her ballistic enthusiasm, a trait she inherited from her father, Prof. Sa’id Ahmad Babura. 

As my “daughter” (her reference to me has always been “Baba Abdalla”, endearing me further to the family), she became my protégé. I became her Head of Department from 2010 to 2013, and we got heavily involved in NGO activities in teacher training, for she is highly dedicated to teacher education. She spent 15 years in international NGO activities in improving teacher education programs. 

She finished her Master’s degree in record time and almost immediately rolled over to a PhD, but this time at Ahmadu Bello University Zaria, finishing in 2014. She was the first female from Jigawa State to obtain a PhD in the rare field of Science Education. Her Google Scholar profile profiles her impressive research in Chemistry Education, Science Education, and Gender Studies. Her ResearchGate profile highlights one of the first experimental uses of AI ChatGPT in Organic Chemistry Classrooms, demonstrating her future-oriented focus on embracing AI in high school education. 

In every workshop setting, I would just sit down and watch her proudly as she explained the various teaching techniques to Kano and Jigawa States teachers. She developed a series of teacher training modules for international NGOs used in teacher training refresher programs. When she finished her doctoral studies in 2014, I had already migrated to the Department of Mass Communication in October 2012. She was visibly unhappy about my moving away because we taught a course on the Philosophy of Science together, which she really enjoyed. I assured her I would always be around the corner. 

Administratively, she also earned her laurels. From 2018 to 2020, she became the first female to become the Head of Science Education, then Sub-Dean Academics in the Faculty of Education, and eventually Associate Professor of Chemistry Education. Due to her brilliant performances, she was appointed Director of the Center for Gender Studies from 2020 to 2024, a position she impressively held, forming a womanist rather than feminist focus on gender issues, especially education, in a traditional society. She was mentored by Prof. Ruqayyah Ahmed Rufa’i, the former Honorable Minister of Education (2010-2013), also from Jigawa State. Bayero University remains proud of its women Education Ministers –all from the same State!

From there, she became the Provost of Jigawa State College of Islamic and Legal Studies, Ringim, in March 2024. In October 2024, she was nominated as the Minister of State for Education. 

At 43, she is young. That’s for sure. That is also her biggest advantage. She promises a fresh breath of future learning with her demonstrable competencies in field-tested qualitative research, Artificial Intelligence, and a focus on scientific learning among young people, particularly young girls. 

I am proud of Suwaiba as a daughter. Proud of her as a colleague. Proud of her as a protégé. As the recently appointed Minister of State, Education, I am proud of her as my boss. Allah Ya ƙara basira da albarka, amin.

By Bilyamin Abdulmumin, PhD

Whenever I am in my community, I usually go to Kebbi State College of Health Technology, Jega, for computer business services. But suddenly, this Thursday, I encountered violent rioting students, blocking the road with what usually signals tension: burning tyres. When I noticed the school gate ablaze, I realised the situation was out of hand.

Later in the evening, I learned about even more harrowing stories, as the house and vehicles of the school provost, Haruna Saidu-Sauwa, were destroyed beyond imagination. The provost was barely said to have escaped lynching. This is the part of the country where even a peaceful demonstration is culturally and morally avoided, so bringing such riots of this magnitude called for reckoning.

The students reached the breaking point when they felt utterly swindled by the school management. According to some of them who spoke with correspondent of Radio Nigeria Equity FM Birnin Kebbi, they were admitted to study various newly introduced courses for national diploma, boldly indicated by their admission letters. But, unknowing to them, they would be given certificates because their courses were not accredited. What made the matter bitter was spending two years waiting for a ship that never came and the ultimatum to meet the deadline for registration fees or miss the national exam, so through the sweat of their brows, they cough up the 65k examination fee. One student’s story paints the extent of their predicament. According to this student, his father was due for an eye operation, but because of this dateline, the operation had to be delayed.

Penultimate to the incident, the students have been giving excuses, especially by the person they channel their anger the most: the school provost. When one-on-one with him, having exhausted all possible excuses, he allegedly steered up the honest net: “We have nothing to do for you; you can do your worst if you cannot accept certificates (instead of national diplomas). 

Why the student could not settle for state certificates? According to one graduate of the school, only the national diploma gets recognition countrywide, and the state certificate is the lowest pecking order, which is looked down upon even within Kebbi State. When the first set was introduced for employment this year, they were told such certificates didn’t exist.  Thus, one student bore his frustration about this turn of events: the management just wanted, at all costs, to reduce us to roadside hawkers by giving us state certificates.

This turn of events was not all the reason behind the escalation of the matter, just the straw that broke the camel’s back. The school students’ cries have been echoed offline for a long time, and only a few courageous people have taken their cries to social media. The situation of running the school was dire; the light availability, water supply, and environmental sanitation were all allegedly pathetic—these factors, together with the latest lack of accreditation, combined to culminate into the time bomb.

This matter escalated because loyalty wins over competence. Another allegation was that the current provost of the school was chosen over Sadiq Noma, an upright, principled scholar who upholds due process. He was appointed for several days, and even a Walima (eating party) took place to celebrate his appointment. However, the appointment was suddenly terminated in favour of the current provost.

But reading about the predicament of other schools and colleges of health, especially through Dr Muhsin Ibrahim’s posts and the trove of comments that followed them, I realised that the malaise in health colleges in Nigeria is widespread. The sale of admissions has been normalised; benefits for grades are rampant, and now a new layer of irregularity has been introduced: ghost courses.

Health-related courses have the tradition of graduating self-employed students, so unarguably, the reason behind desperation to get admission in such institutions at all costs. Unfortunately, this is the weakness that the officials exploited across the country. Therefore, it is imperative for his excellency, the Kebbi State governor (and, of course, over Nigerian governors) Dr Nasir Idris, as an educationist, to arrest the situation to avoid losing the benefits that come with health-related schools: providing sought-after health staff in the state as well as serving as a source for self-employment.

Bilyamin Abdulmumin, PhD, wrote via bilal4riid13@gmail.com.

By Sumayyah Auwal Ishaq

No fewer than 11 inmates at the Medium Security Custodial Centre, Kaduna, Kaduna State, graduated from the National Open University of Nigeria in various disciplines.

The inmates, who received their certificates at the convocation ceremony organized by the institution on October 16, 2024, were pronounced graduates after completing their various programs for the 2022/2023 academic session.

They comprised 11 males who had undertaken courses in the Post Graduate Diploma in Education and undergraduate degrees. The Daily Reality gathered that seven inmates graduated with Second Class Upper Division, while two graduated with Second Class Lower Division, and two inmates completed the Post Graduate Diploma in Education.

Speaking at the ceremony, the Vice Chancellor, who was represented by Dr. Baba, praised the Nigerian Correctional Service (NCoS) and the management of the facility for giving the inmates such an opportunity. He said such feats should be emulated by other inmates who have yet to undertake any program with the institution.

The Controller of Kaduna State Command, Nuru Mohammed Isah, advised other inmates to seize the opportunity and maximize their time by emulating their graduating colleagues.

Mr Isah also emphasized the role of the NCoS in reforming inmates. He implored the newly graduated inmates to continue embodying the good values they learned during their time in the correctional facility.

The officer in charge, DC Abdullahi Dangani, promised to continue giving support to all inmates to achieve their aspirations in life.

By Abdullahi Mukhtar Algasgaini

Gombe State Governor, Muhammadu Inuwa Yahaya, CON, has congratulated Professor Ibrahim Hassan Garba on his appointment as the new Vice-Chancellor of Abubakar Tafawa Balewa University (ATBU), Bauchi.

Prof. Garba hails from Yamaltu-Deba Local Government Area of Gombe State. His appointment, which takes effect from today, October 10, 2024, was approved by the ATBU Council at its 30th Special Meeting on October 9, 2024.

Reacting to the development, Governor Inuwa Yahaya praised Prof. Garba’s exceptional career and his commitment to academic excellence.

“We are proud of this illustrious son of Gombe whose elevation to this prestigious office brings honour not only to him but to our entire state. His wealth of experience and academic leadership will undoubtedly steer ATBU towards greater achievements, particularly in promoting innovative research, academic excellence, and international collaborations. We are confident that under his stewardship, ATBU will continue to be a citadel of knowledge and innovation in Nigeria and beyond”.

The Governor also assured the new Vice Chancellor of the solidarity and goodwill of the people of Gombe State, expressing confidence that Prof. Garba’s tenure will bring positive changes to the university and strengthen its reputation as a leading institution of learning in Nigeria.

Prof. Garba, a 1992 graduate of the University of Maiduguri and a renowned professor of biochemistry, has held various key positions at ATBU, including serving as the Dean of the Faculty of Science, Deputy Vice-Chancellor (Administration) on two occasions, Chairman of the Academic Staff Union, and most recently as the Center Leader of the ATBU-World Bank collaborative program, SPESSE.

By Bilal Muhammad Bello (BMB)

It is widely recognised across Kano State that the 44 LGA Day Technical Schools have been abandoned and remain under incomplete construction. These schools were established in 2012 during the second tenure of former Governor Senator Rabi’u Musa Kwankwaso. 

The initial progress on these schools was swift under Kwankwaso’s administration. However, the subsequent government, led by former Governor Dr. Abdullahi Umar Ganduje, halted the continuation of the project.

The abandonment of these schools has not only led to their physical decay but also created opportunities for theft and vandalism, with some individuals stealing materials from the school premises. The neglected sites have also become hubs for illicit activities, posing a threat to the safety and well-being of the surrounding communities.

It is crucial to bring this matter to the attention of His Excellency, Engineer Abba Kabir Yusuf, the current Governor of Kano State. Your commitment to advancing education in both urban and rural areas, particularly through the construction of classroom blocks, the reduction of registration fees for higher education institutions, and the provision of postgraduate scholarships, is commendable and has garnered praise from Kano residents and visitors alike.

During your 2019 and 2023 gubernatorial campaigns, you pledged to resume work on the 44 LGA Day Technical Schools. I respectfully appeal to your administration to take swift action to complete these schools. By doing so, you will transform these temporary sites into permanent institutions, ensuring they fulfil their original purpose and preventing further loss of valuable materials.

Bilal Muhammad Bello (BMB) wrote from Mass Communication, Bayero University Kano.

By Zainab Haruna Shittu

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. 

By Aliyu Yakubu Yusuf

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.

By Abdurrazak Muktar

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.

Abdurrazak Muktar Makarfi
08038219091