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.
The Barau I Jibrin Foundation (BIJF), established by the Deputy President of the Senate, Senator (Dr.) Barau I Jibrin, has published the list of beneficiaries for its 2024 foreign postgraduate scholarships.
The scholarships focus on fields such as artificial intelligence, robotics technology, cybersecurity, and forensic science.
A statement issued on Thursday by Ismail Mudashir, the Special Adviser on Media and Publicity to Senator Barau, revealed that students from Kano Central, Kano North, and Kano South Senatorial Districts have been selected to pursue advanced studies abroad.
The scholarship initiative aims to foster academic excellence and support technological development in Nigeria.
The scholarships were designed to address the shortage of skilled professionals in these specialized areas.
Admission letters will be distributed to the beneficiaries on Monday, September 9th, 2024, at the Amani Event Centre in Kano.
This move aligns with Senator Barau’s commitment to educational empowerment and the promotion of expertise in cutting-edge technological fields.
Grades play a crucial role in determining academic and professional opportunities, particularly in Nigeria. The importance of graduating with high grades, such as a 2:1 or a First Class, cannot be overstated. These distinctions not only reflect a high level of academic achievement but also significantly influence career prospects and societal perceptions.
In Nigeria, a First Class degree is often seen as a mark of exceptional capability and dedication. Graduates with such distinctions frequently find themselves in advantageous positions, receiving more attention from employers and academic institutions. This respect is not merely symbolic; it often translates into tangible benefits, such as better job opportunities and career advancement.
The significance of high academic grades is underscored by how people’s attitudes shift upon learning of one’s academic achievements. A First Class graduate, for example, can command immediate respect and open doors that might otherwise remain closed. This is not just about the prestige associated with such grades but also about the perceived reliability and potential of the individual.
The connection between academic success and professional opportunities is evident in real-world scenarios. For instance, prominent individuals in various fields often inquire about a candidate’s degree classification during recruitment or networking conversations. This highlights the weight that academic performance carries in shaping career trajectories.
Moreover, discussing school grades has become a notable topic in the Arewa media space. This debate is one of the region’s most engaging and influential trends, reflecting how deeply academic success is intertwined with personal and professional development.
The discussion around grades not only fosters a competitive academic environment but also serves as a catalyst for broader conversations about educational standards and career prospects.
In conclusion, while opportunities exist for all graduates, those with higher academic achievements often have enhanced prospects. The debate around school grades, especially within the Arewa media, underscores the critical role that academic performance plays in shaping futures. Thus, striving for excellence in one’s academic pursuits is a matter of personal pride and a strategic advantage in the competitive landscape of career opportunities.
Abdurrazak Muktar (Makarfi) wrote via prof4true1@gmail.com.
The education crisis in Northern Nigeria has reached alarming proportions, with millions of children out of school and illiteracy rates soaring. We must take immediate action to address this crisis, and a private and public partnership led by the Federal Government is the way forward.
The federal government must lead the implementation of an ‘Emergency Education Liberalization of Northern Nigeria.’ This initiative should not only focus on reducing the number of out-of-school children and setting targets for illiteracy reduction but also on implementing a comprehensive strategy that leaves no stone unturned in achieving these goals.
To achieve this, a task force led by the President, with a prominent Northerner as Deputy 1 and a foreign expert as Deputy 2, should be established. This task force should collaborate with international organizations like UNESCO, the UN, the World Bank, and foreign governments like Saudi Arabia, UAE, and Morocco.
Furthermore, local and international philanthropists, Northern business leaders like Dangote and BUA, and UN Deputy General Secretary Amina Mohamed should be involved in this initiative. The private sector should manage funds to ensure transparency and efficiency.
In addition, Northern governors and LGA chairmen should submit lists of schools and enrollment figures. At the same time, traditional rulers, Imams, Pastors, celebrities, musicians, and social media influencers should be engaged to promote education. Skills acquisition centers should be established, and technical colleges should receive more equipment.
Finally, I firmly believe this approach can make significant strides in addressing the education crisis in Northern Nigeria. The time for action is now, and we must work together to ensure that every child in the region has access to quality education.
