Education

By Muhammad Isyaku

The challenges faced by private school teachers in Nigeria are weighty. Many feel undervalued and disrespected by school proprietors, who often fail to treat them as equals. Despite their qualifications, teachers find themselves in dehumanising situations where their salaries are insufficient to meet their basic needs.

In Nigeria, private school teachers, particularly those working at the crèche, nursery, primary, and secondary levels of education, are akin to pumpkins in deserted homesteads because most school proprietors don’t treat them as fellow humans.

Imagine someone who has never paid your school fees; they just met you as a graduate with your qualifications, but because you are working under them, it would be dehumanising to you as if what they pay you could cater to your life demands.

Private school teachers are going through tough situations, and some of them contribute to their misfortunes because they are stuck in monster schools where they are not respected and dignified. If not for weaklings and silly-minded teachers, how could you choose to continue working with a proprietor who doesn’t respect your persona?

Some proprietors would shout at teachers in front of the students or their parents, giving students much higher priority than teachers in some schools. Some proprietors would prefer losing a teacher to losing a student, and the only excuse they have is that they might use the money to employ another teacher to replace the one they lost but could not use the funds to bring in students to their school, which is a terrible idea to me.

Furthermore, private school students are often disrespectful. Most of them don’t exhibit good manners in school, and their reason for misbehaving toward teachers or other school personnel is that their parents pay for their school fees, so they should be exempted from discipline. In contrast, students in public schools behave better because the government pays for them and provides everything for them for free.

In my experience, the most annoying place for a graduate to work is a private school. Though not all private school students are hellish or mannerless, some respect us as our younger siblings do at home. I won’t fail to admit that but the majority are not well-mannered. 

Most of the management in those schools doesn’t respect the welfare of their staff, but they want teachers to do a donkey job for them in the school. Some even have the manner of owing salaries; some would pay but not complete; some would pay, but teachers have to buy all the textbooks needed for their subjects.

I don’t want to be on record saying all proprietors are bad. Some are good and nice to work with, but others are pharaohs in human skins. My only candid advice for young graduates of either NCE or degree programs to work for private schools is for experience’s sake, nothing more or less.

Suppose one works in a private school before getting employment by the government or any private sector. In that case, he will learn much more, especially by being contemptuous and modest, because the salary can never be enough. Though nothing can be reached in this life, patience is the key.

However, in a private school, if one is to calculate what he is earning, even a pure water hawker could be earning more than he does in a month if all the daily earnings are to be calculated at the end of the month. 

I advise graduates to look for alternatives to teaching in private schools because those proprietors would exploit them and get richer through their sweat while they are getting poorer. The annoying part is that they don’t appreciate your effort. If they did, they should have found a token or incentive to offer you or pay while on vacation, but they won’t. All they do is let the month end before they pay you the salary.

People, especially young graduates, should go and learn skills or other business because teaching in private schools is not for them and can never contain their needs, especially in this hard-hit Nigeria. I am saying this from experience and as a private school teacher presently.

Moreover, for those who might be stricken or hurt by my words, I want to categorically state that I owe nobody an apology whatsoever. If you are unhappy with my submission, you can write a rejoinder and counter-argue.

Muhammad Isyaku wrote via muhammadisyakumalumfashi@gmail.com.

By Dr. Muhammad Sulaiman Abdullahi

I have recently seen the proliferation of the use of some letters which are clearly not part of the mainstream Hausa writing system. These letters are now getting ground and are even trying to push away the real and bonafide owners of the place. These are no other than the new Ƙ and Ƴ and some of their other dependants.

You see, in the field of Hausa orthography, we are already battling with various challenges that defy simple logic and reasoning and lack uniformity amongst the Hausa scholars. However, I find this recent one very shocking and disturbing. This is simply because, when you have a controversy about how to write a Hausa word, that may not be a big problem as perhaps each variant of the spellings may have some scholars backing it, and they may have a cogent and academic reason for that. But for these new entrants – Ƙ, Ƴ, ƴ – I don’t know who backs them. I don’t know who sent them. I don’t know who among the scholars promotes and propagates them. I feel like they are sent by some hidden forces of technology.

I can guess from where these recalcitrant intruders are coming. They are from our (newly) electronic gadgets and some Hausa keyboard applications, which are just sent into the market without any regard to the experts and knowledgeable professors in the field. Someone who has a company of smartphones will just employ those who think they know Hausa or, those who speak Hausa, or those who don’t even care about Hausa to do the Hausa technical dealings for him. This is where the problem probably came from. If you check our smartphones and some computer symbols, you find these deviant Ƙ and ƴ hanging around without any reason and without knowing who brought them. They are just like gatecrashers who are trying to feast more than the invited VIPs.

The affected legitimate Hausa consonants, which are the victims of this I-don’t-care mischief, are primarily the К and ‘Y. These are the correct ways in which these two are written: /К/- /ƙ/ and /’Y/- /’y/ respectively, and not as /Ƙ/ and /ƴ/. The main point of contention is the hook and where the hook should be. For the sake of knowledge, these are the only primary hooked and twin letters we have in Hausa, both small and capital, respectively /ɓ/,/ɗ/, /ƙ/,/’y/ and their capital Ɓ, Ɗ, К, ‘Y. The hooks you see on them have their specific and fixed position. It is not hooked anyhow and anywhere.

Phonologically speaking, /К/ is the capital letter of that Hausa voiceless velar ejective sound, while the /ƙ/ is the small letter. Equally, /’Y/ is that Hausa palatalized-glottal stop sound, and /’y/ is the small letter, but we don’t know of the newly emerged – /Ƙ/, /Ƴ/ and /ƴ/, from where are they and how are they phonologically represented? All we know is, that they are the illegitimate trying to push away the legitimate sons of the Hausa alphabet. And they are gradually gaining ground and getting momentum even among those who ought to have cared a lot and dismissed them for long.

Hausa orthography is one of the essential forms of knowledge, yet many people don’t bother to learn. Many writers don’t know how to write Hausa correctly or even know they don’t (know that). So sad! But very few are trying to learn. Good!

Generally, in the Hausa language, the hooked letters suffer a lot of trouble and total neglect by those who don’t care. But we are there for them as we surely care. I recently bought a smartphone and decided to return it when I realized it doesn’t contain Hausa in its language entry setting. I took it to someone who did something to it and the Hausa is back. Later, I formatted the phone and lost the Hausa again. I feel like throwing the phone away because I always feel embarrassed when I have to type something or respond to someone while the hooks are not properly represented. This is something serious to us that many others see as nothing.

I don’t have any problem with them if they are accepted, authorized, and certified by respected members and our professors in the field, but I have problems when they keep popping up and occupying the legal orthographical space of others.

Whatever someone says about them, one thing is certain: They are not in the books or from the books. Who can clarify this for us? Please help and save me or save them. If we accept them, fine; they are welcome. If not, please jail them. They are real intruders and disrupters of peaceful and correct writing.

Muhammad Sulaiman Abdullahi is a Hausa Language lecturer with the Department of Nigerian Languages at Bayero University, Kano, Nigeria. He can be reached via muhammadunfagge@gmail.com.

By Muhsin Ibrahim

A few weeks before the 2023 general elections, I came across a campaign video featuring students sponsored by the Zamfara State Government to study in Cyprus. I criticised the video, stating that students should refrain from getting involved in politics.

It was not wise for the students to campaign for the governor. Although they might have felt obligated to do so, I was concerned about the consequences if Bello Matawalle, the governor at the time, lost the election. Unfortunately, that is precisely what happened.

As I feared, Dauda Lawal Dare, the new governor of Zamfara, abandoned those students. Today, they live in destitution, struggling to feed themselves in a foreign land. Some don’t even have a befitting accommodation. While their precarious situation may not be connected to that video, it might have added insult to injury.

Governments in Kano, Zamfara, or any other state must reconsider sending people to foreign universities. Of course, those universities are often better than our local ones. However, we need to wake up to the current realities. Our currency (i.e., Naira) has lost much of its value, and inflation is higher, among other unfavourable realities.

Irrespective of the political landscape, it is incumbent upon the government of Zamfara to provide for those students. They are, without a doubt, the government’s sole responsibility. After all, governance is about continuity and the welfare of its citizens.

If the government is unable to meet its financial obligations, it is only fair that it brings these students home and enrols them in local universities in Nigeria. This is the least they deserve.

It is high time the government started paying attention to its citizens and acted upon their requests.

Muhsin Ibrahim, PhD, wrote from Cologne, Germany. He can be reached via muhsin2008@gmail.com.

By Sabiu Abdullahi

Here are the steps to check your JAMB score:

– Online Method:

– Visit the JAMB eFacility Portal at https://efacility.jamb.gov.ng/login.

– Enter your login details (email address and password you used during registration).

– Click on the “Check UTME Results” button.

– Your UTME score for each subject will be displayed on the screen.

– SMS Method:

– Open your messaging app. – Compose a new message.

– Type “RESULT” (all caps) followed by your JAMB Registration Number.

– Send the SMS to 55019 or 66019 (the official JAMB result from SMS numbers). – JAMB will send a reply SMS containing your scores for each subject taken.

Remember to note that the SMS method incurs a charge of N50, which will be deducted from your mobile phone airtime.

 By Uzair Adam Imam  

The Borno State Government has employed 15 people with disability who have undergone formal educational system. 

The new employees were said to have obtained bachelor’s degree certificates, NCEs, diplomas, and vocational training certificates. 

The state governor, Babagana Umara Zulum, was disclosed to have approved their employment with effect from May 1, 2024. 

The governor commended their efforts for not being lazy, and despite their disability, they decided to pursue education. 

He directed Commissioner of Education Lawan Abba Wakilbe to review the activities of all the blind schools in Borno State in order to train more people with disability. 

Zulum also ordered the Ministry of Education to work out modalities for introducing the teaching of special education courses at the College of Education Bama. 

Borno State Branch Chairman Nigerian Association of the Blind, Mohammed Mustapha, expressed gratitude to Governor Zulum for approving employment for his members.

By Sabiu Abdullahi

Fahad Danladi, a proud father from Kano, Nigeria, who resides in the United States, has taken to social media to celebrate his daughter Fariha’s outstanding academic achievements.

Fariha was rewarded with a brand new bike for her hard work and dedication to her studies. 

Fahad, who was overjoyed by his daughter’s success, shared the news on Twitter, saying, “I’m beaming with pride to share that my 2nd daughter, Fariha Danladi, has been rewarded with a brand new bike for her outstanding academic achievements in school! Her hard work and dedication have truly paid off, and I couldn’t be more thrilled to see her excel. Congratulations, Fariha, on this well-deserved recognition!” 

Fariha’s achievement is a testament to the importance of hard work and determination, and serves as an inspiration to her peers and the Nigerian community in the US.

Her family and community appeared to be proud of her accomplishments.

By Dr. Fahad Ibrahim Danladi

Unfortunately, bigotry has permeated the fabric of our society, affecting some Nigerians. Recently, I was surprised to learn that the girls wearing miniskirts in the Lead British School, Abuja bullying video were Muslim students.

This incident highlights a concerning trend, also seen in Lagos, where students in private schools may be restricted from wearing modest attire that aligns with their religious beliefs.

In contrast, I’ve witnessed a more inclusive approach in the United States, where my children attend public school. Their schools accommodate diverse religious and cultural backgrounds by offering flexible dress code options.

For instance, my daughter’s elementary school has a uniform policy with various styles that cater to different religious and cultural needs. Similarly, my other daughter in middle school wears traditional Hausa dresses to school without issue.

In light of the Supreme Court’s ruling, it’s crucial for both private and public schools in Nigeria to adopt inclusive uniform policies that respect the two major religions in our country, promoting a culture of acceptance and understanding.

By Wonderful Adegoke

In a Northern Nigerian region plagued by stereotypes and obstacles to academic success, Khalilat Bello’s unwavering advocacy for academic excellence has defied all the odds and carved a path to success. Her journey is not only inspiring but also a testament to the power of perseverance and determination.

Hailing from Offa Local Government Area in Kwara State, Khalilat came to terms with her fate of studying Applied Chemistry at Usmanu Danfodiyo University Sokoto (UDUS) after realizing that pursuing a medical degree would be a forlorn attempt. She accepted her new path and threw herself into her studies, determined to make the most of her time at the university.

Khalilat recounted, “Reflecting on the past, there has never been a record of my struggling in the field of chemistry. When I graduated from secondary school, I was awarded for being the best student in chemistry. Moving forward, my interest in the subject deepened.”

Khalilat’s Resolute Grit

Fully aware of undergraduates’ volatile academic experience, she subsisted her academic pursuits by attending lectures regularly and taking tutorials on obscure courses.

“Earning 4.89 on a 5.0 CGPA scale in 100-level compelled me to give it my all,” she enthused, revealing how she persevered among a class of brainy students who were in healthy competition with each other.

“As an ardent believer in hard work, I spent countless hours reading and writing, thoroughly studying the materials. Attending tutorials, brainstorming and sharing ideas with my classmates helped out in some challenging courses.

On the subject of long-term concentration during reading, “The goal I had in mind kept me going and helped manage distractions.”

Though actively involved in extracurricular activities and has served as the one-time Vice President of her departmental association, she added, “All engagements are brought to an abeyance during tests and exams.”

“I’m immensely grateful to God for being the top student in my department with the highest CGPA of 4.85. I attribute this achievement to the self-discipline I developed in my early days and the encouragement I received from my friends and family.”

Remain Committed — Khalilat advises undergraduates

Khalilat warns against inconsistency and advises undergraduates to be committed and hardworking. “Hard work helps mitigate against gratuitous results.”

By Sulaiman Mohammed

Education is often regarded as the foundation of every society, the key to unlocking prosperity and success for nations and individuals alike. Yet, despite its importance, the individuals responsible (teachers) often find themselves not only underpaid but also underdeveloped.

The most common complaint among teachers in private schools is the poor payment as monthly income they receive for their hard work and dedication. As a profession (teaching), it requires significant time, effort, and skill. Many hours are spent planning lessons, grading assignments, and providing individual student support. Teachers play a crucial role in shaping the future of society, yet many are struggling to make ends meet.

The low salary that many teachers receive fails to reflect the importance of their work and makes it difficult for them to support themselves and their families. This affects their well-being and their ability to teach and inspire their students effectively. 

In my community (Rigasa, Kaduna state), I know of many qualified and experienced teachers who left school for another or even a different profession outside of teaching, all courtesy of underpayment and undervaluation to the detriment of the students. 

Finally, to ensure that students receive a quality education, teachers need to be adequately compensated in terms of fair salary, access to benefits, and other professional opportunities for staff sustainable development. Only then can we ensure that our schools are staffed with dedicated and passionate educators who can provide the best education. 

This is in dedication to Mallam Salihu, Bn Masood, Yunusa Bala, Mallam Umar, Haruna Bala, and several other teachers in this profession. Keep on keeping on; the students and society are our concern.

Sulaiman Mohammed wrote via muhammedsuleiman213@gmail.com.

By Abdullahi Adamu 

The description recently by Senator Comrade Adams Oshimole, again at his best, advocating for good funding and monitoring of Universal Basic Education of the ever-rising number of out-of-school children across Nigeria as a “time bomb” is a repetitive sound bite. The reality of a large population of uneducated Nigerian youths has been a talking point for decades and is still rising. It is a pointed reflection of the incompetence, neglect and utter lack of vision of successive federal and state governments.

Talk is cheap; Senator Adam urged the state governments and the elite, including FCT, to take the necessary extraordinary measures immediately to defuse the deadly incendiary situation they created.

UNICEF adds that one in three children in Nigeria is out of school, totalling 10.2 million at the primary level and 8.1 million at the junior secondary school level. It said one in every five out-of-school children in the world is in Nigeria. These statistics are depressing; state governors can no longer afford to nurture another generation of illiterates.

The worst and increasingly incorrigible offenders are the Northern states and the region’s elite. Over 60 per cent of the total is in the North.

Out-of-school children are a social and serious security problem for us. I want to say that there are more than 20 million out-of-school children because the 20 million we are talking about are possibly only in basic education, that is, primary school and junior secondary school; what about those who have finished junior school and are unable to go back to Senior Secondary School? 

“We must be talking about 30 million out of school. That is a vast population and is a major issue. This is one issue that the state and federal government must take seriously,” Senator Lawan said.

Education is the key to Nigeria’s development. Oshiomhole stressed that Nigeria appears to be failing in its national plan for growth due to the lack of basic education. “It is not right for us to boast of an ultra-modern government house and have the most dilapidated schools and even employ teachers not to pay them.”

We have angry and hungry people in the classroom; they can’t be nice to our children, and when they show no kindness to those children, those children grow up without care, without feeling, and believing that society is uncaring.

This is a call to the government to embark on a comprehensive and radical educational curriculum review across Nigeria and prioritise skills rather than old-fashioned theories and colonial educational system expansion to help human economic growth, skills acquisition, and small-scale industry expansion.

The government must take a close look at what is happening to our children in Nigeria and the opportunities they are missing out on because they lack education. 

We need to look towards communities—leaders, parents, teachers, and caregivers—and together, find the best strategies to ensure that all children enroll in school, have access to continuous learning, and emerge with quality skills that equip them for a prosperous future. The situation has even worsened since then, up to 2023.

The government also need to ensure that children are safe when they are in school – no child should be afraid to enter a classroom – afraid their school might be attacked or that they will be kidnapped. And no parent should fear sending their children to school.”

In 2021 alone, there were 25 terrorist attacks on schools. A total of 1,440 children were abducted, while 16 children were killed. In March 2021, about 618 schools were shut down in Sokoto, Zamfara, Kano, Katsina, Niger and Yobe states over the fear of attack and abduction of pupils and members of staff.

Nigeria’s education system can be transformed through adequate funding.

Abdullahi Adamu wrote via nasabooyoyo@gmail.com.