Education

By Prof. Abdalla Uba Adamu

You might have remembered the post. March 8, 2023, to be precise. It was on International Women’s Day in 2023. It was about Sadiq, the fura hawker, and his wonderful mother, the fura seller at Bayero University, Kano. It was about love, faith, and sacrifice.

A simple Fulani woman sells fura so nourishing, fresh, and delicious that she could be given a slot in any restaurant at Harvard University—not the tree shade she occupies—and is often harassed at Bayero University. She does not sell fura because she needs the money. She sells it because she does not want to be idle. She is wealthy. Very wealthy. No mansions with a sea of workers at her beck and call. No fancy cars. No holiday retreats to the Seychelles. Simple meals. No crabs, oysters, lobsters, or caviar. No shopping in Paris and Dubai. Just cows. Many cows. Her lifeblood. She was willing to sell some of the cows to pay for her son’s education because, as a mother, she believed in him. She loves him and was willing to sacrifice her heritage—the cows—to ensure a sustainable future for him.

The son, Sadiq, has his head in the sky. He wants to fly, to be a pilot. The cost of the training at the Nigerian College of Aviation Technology, Zaria, in northern Nigeria, was more than ₦7 million. “No problem,” says the woman who lives in a hut with no electricity and draws her water from a well in a land that is not hers. “I can sell my cows for you to become a pilot.”

Unfortunately, Sadiq could not make the student pilot selection tests. Undeterred, she paid for his next choice—Computer Science at Al-Qalam University, Katsina, also in northern Nigeria. What made her a heroine was her sheer determination to see that he was educated. Human resource development at its most anthropological best—more sophisticated than the theories of Robert Owen, Charles Babbage, and Frederick Winslow Taylor, the credited proponents of the discipline. In this single but simple act of sacrifice, we see the power of love and the power of a woman who is not educated in any fancy school but the massive school of life. Yet, she knows, as a mother, the value of human capital development and is willing to sacrifice what she has to actualize it for her child.

At Al-Qalam, Sadiq was no slouch. His mother had sold a few cows to pay for his school fees for four years and also gave him spending money. He invested it in a fura business in Katsina—no doubt bringing Katsinawa the best fura they would ever taste from Kano! He did so to sustain himself throughout his college years without burdening his mother for upkeep money. He even employed some fellow students as his distributors. Extremely outspoken, he was the perfect candidate for the presidency of the Computer Science Students Association of the college, to which he ascended after being the Vice-President II of the association.

Back in Kano, he became a youth activist. He encouraged the formation of the Kano State Nomadic Fulɓe Youth Association in 2018. This was a coalition of all Fulani youth who had some form of education, especially higher education, and could therefore demand integration into society and better attention from politicians for their kraals. Ironically, considering that the power, hegemony, and control are actually in the hands of the Fulani—and have been so since 1807. This created a linguistic anomaly for the Fulɓe youth: those in power claim to be Fulɓe and although they have voices, they care less about Fulani causes. Those who speak Fulfulde and care more about Fulani causes are voiceless in the larger scheme of things.

Sadiq’s Fulɓe Youth felt the only way to gain attention to the plight of the Fulani was to align themselves with a political party. They chose a party not in power, the New Nigeria Peoples Party (NNPP), because they felt they would be listened to. Ironically, the All Progressives Congress (APC), which was in power, would have worked for them because of the “ability to speak Fulfulde” factor, since the then Governor of Kano, Dr. Abdullahi Umar Ganduje, is a genuine “I can speak Fulfulde” Fulɓe. But they chose the NNPP and its gubernatorial candidate, Eng. Abba Kabir Yusuf. They believed in him and devoted themselves to his cause.

During Engineer Abba Yusuf’s campaigns in 2019, a lyricist named Tijjani Gandu composed a political song for him titled, “Abba Gida Gida Abba”/Abba in every home. This actually became more or less Abba Kabir Yusuf’s nickname. With a catchy chorus and hook, it was perhaps the most iconic political song in Kano’s popular culture, even eclipsing “Kwankwaso Dawo Dawo”/ (Kwankwaso re-contest). Someone even had White kids somewhere in the US or Europe dancing to the chorus on social media!

Sadiq and Fulɓe Youth came up with a brilliant plan: map out all the Fulani kraals (Ruga) in Kano using their GPS coordinates in Google Maps to obtain data for easy access to the Fulani kraals (which he pluralizes as ‘Rugage’). Using satellite mapping, it would be relatively easy to determine access, population, and the level of development in each Ruga, which would be effective for campaigning, as well as for other uses—health and vaccination campaigns, schooling drives, etc. Next, the Fulɓe Youth under Sadiq came up with a slogan to campaign for Abba Kabir Yusuf: “Abba Ruga Ruga Abba,” deliberately rhyming with Abba Gida Gida Abba. They were even able to negotiate access to the man himself, i.e., Abba Kabir Yusuf. But it all came to naught.

Sadiq continued his studies, finishing in the autumn of 2023. Everyone knew he was excellent, and when Al-Qalam held a convocation ceremony last year for only First Class students, everyone who knew Sadiq expected him to be among those honored. Alas, it was not to be. However, Sadiq scored a Second Class Upper in Computer Science—perhaps a first for a fura hawker who lives in a kraal.

With such brilliant results in computer science and a committed social philosophy of uniting all Fulani youth in all kraals on a peace mission, it remains to be seen whether his mother’s sacrifice has been in vain. Being the son of a nobody, he lacks access to ‘big people’ who will give him a job. But Sadiq is not one to give up easily. His mind is too sharp, too restless to trudge from one office to another with a large brown envelope carrying his CV and looking for a job in futility.

I won’t be surprised if he uses these attributes to design an Artificial Intelligence routine that would perfect milk production—thus giving us better fura. Who knows? Harvard University might even invite him to open the first AI Restaurant in the world. Before then, as he faces his NYSC in May 2024, it would be a shame to waste his organizational skills. SA on Fulbe Youth? Why not? After all, the kraals also need development and attention—and not only during elections either.

Sadiq is what he is now—a unique, proud, hardworking, and brilliant Fulɓe youth advocate—because of his mother’s love and dedication. An ordinary mother, not the daughter of a “big man” or “important people,” just ordinary, but with an extraordinary commitment to love and sacrifice—and without being a social parasite.

Allah’s blessings for eternity to all mothers of the world on this day of re-embrace of Sadiq’s mother and her lexicon of love.

Prof. Abdalla Uba Adamu can be contacted via auadamu@yahoo.com.

By Aisha Musa Auyo

International Women’s Day holds immense significance as a global observance dedicated to celebrating women’s achievements, promoting gender equality, and raising awareness about the challenges women face. It serves as a reminder to acknowledge and appreciate women’s contributions in various fields, while also highlighting ongoing efforts to address gender disparities. The day fosters a sense of solidarity among women worldwide, encouraging discussions and actions to advance women’s rights and opportunities.

The theme for IWD 2024 is “Invest in Women: Accelerate Progress”. It highlights the importance of women’s and girls’ empowerment and their rights to healthier lives.

I plan to write this article from a religious and social perspective because many have hidden behind the veil of religion to deny women their basic right to education and empowerment.

Without question, education for women and girls is an integral part of Islam.

In the Holy Quran, Allah orders both men and women to increase their knowledge and condemns those who are not learned. The very first revelation to Prophet Mohammed (ﷺ) starts with the word “read” and says:

“Read. Read in the name of thy Lord who created; [He] created the human being from a blood clot.

Read in the name of thy Lord who taught by the pen: [He] taught the human being what he did not know.” (Q96: 1-5)

In addition to the clear stance of the Qur’an on knowledge acquisition by every Muslim woman and man, the Prophet is also reported to have said (hadith):

“The acquisition of knowledge is the duty of every Muslim man and Muslim woman” (Rahman 1980, 397).

From the above verse and hadith, we can conclude that

1. Girls’ Education Is a Divine Command

The obligation for women and men to study is also confirmed by the hadith and the sunnah. Preventing women and girls from receiving an education is preventing them from fulfilling the divine obligation commanded by Allah and intervening with their akhirah, or afterlife.

2. Girl’s Education is a Divine Right

Education of girls is central to their faith because it increases their knowledge, teaches them how to use their intellect, furnishes them with critical reflection skills, and makes them better Muslims and better members of their communities. It allows girls and women to make use of the gifts Allah has given them.

Preventing women and girls from receiving an education is preventing them from fulfilling the divine obligation commanded by Allah and intervening with their akhirah, or afterlife.

Prophet (PBUH) Invested in the Education of Girls

Since the early years of Islam, learned women enjoyed high public standing and authority. The Prophet (ﷺ) made an effort to educate women and girls and encouraged his wives and daughters to learn and be educated. He held classes for women, and women were often present in the public assemblies that came to learn from the Prophet (ﷺ). Women in his household received education not only in Islamic sciences but in other fields such as medicine, poetry and mathematics, among others. He made arrangements for training women in the commandments, fixing one day a week to meet with them.

Aishah and Umm Salamah (ra) are among the greatest narrators of hadith. Much of what Muslims practice today in terms of their religion is transmitted via the education of these two great women. The world’s first institution of higher education, the University of Qarawiyyin in Morocco, was established by a Muslim woman, Fatima al-Fihriyya.

How the society benefits from educating women

“Education is the only way to empower them [girls], improve their status, ensure their participation in the development of their respective societies, and activate their role to be able to take responsibility for future generations.” – Dr. Yousef bin Ahmed Al-Othaimeen, secretary-general of the Organisation of Islamic Cooperation

Education is more than just the ability to read and write. It is the process of acquiring knowledge, skills, and values in various fields that enable individuals to contribute meaningfully to the social, economic, and political well-being of their families and communities. Without educating its citizens, no society can develop and prosper.

The concept of knowledge in Islam covers a broad spectrum of subjects. The Quran describes the breadth of knowledge as vast and states that learning encompasses both religious and secular subjects. Many verses of the Holy Quran invite the reader to reflect and contemplate the creation of the universe. Therefore, it is incorrect to restrict women to the study of only religious sciences and prohibit them from a broader scope of education.

Some of the benefits of educating women include the following:

Educating girls contributes to stronger economies and alleviates poverty. Economic development and poverty reduction require countries to benefit from the talents, skills, and productivity of all their citizens, both men and women. Reducing the gender gap and educating girls in science, technology, engineering, and mathematics (STEM) will help reduce the skills gap, increase the employment and productivity of women, and reduce occupational segregation.

Educating girls leads to healthier and happier families because, as mothers, educated women make better and more informed decisions for their children’s well-being, including protecting them from disease.

When women are educated, violence is reduced, and children have better psychological well-being and are happier.

Ways to invest and accelerate women progress

Investing in women for societal progress involves addressing various aspects to empower them holistically. Here are key areas for investment:

Education: Ensure access to quality education for girls and women. Support scholarship programs, mentorship initiatives, and STEM education to bridge gender gaps.

Healthcare: Invest in women’s health services, including reproductive health, maternal care, and mental health support. This contributes to healthier communities and improves overall well-being.

Economic Opportunities: Promote equal economic opportunities by supporting women entrepreneurs, providing training, and encouraging workplace diversity. This enhances financial independence and contributes to economic growth.

Legal Rights: Advocate for and invest in legal frameworks that protect women’s rights. This includes combating gender-based violence, ensuring equal pay, and promoting workplace policies that support work-life balance.

Technology and Innovation: Encourage women’s participation in technology and innovation sectors. Investing in programs that provide skills training and mentorship can bridge the gender gap in these rapidly evolving fields.

Community Engagement: Invest in community-based programs that empower women, addressing social and cultural barriers. This can involve awareness campaigns, support groups, and grassroots initiatives.

Media Representation: Support initiatives promoting positive and diverse portrayals of women in media. This contributes to changing societal perceptions and breaking stereotypes.

By investing comprehensively in these areas, societies can foster an environment where women have equal opportunities, contribute significantly to various sectors, and play vital roles in societal progress.

Let us unite in a collective call to action for the continued support of women’s empowerment. Support, sponsor, and encourage the women and girls around you. By standing together, we can accelerate progress toward a future where women’s rights are not only acknowledged but celebrated, ensuring a more equitable and prosperous world for all. The journey toward women’s education and empowerment requires each of us to play a role—let’s commit to this shared mission and create lasting change.

Happy International Women’s Day to all women and the men who have allowed, supported, sponsored, and encouraged women’s education and empowerment.

By Sulaiman Maijama’a

Academics and students in the mass communication field and media practitioners are conversant with this exclusive formula in news writing. But this time, the formula is not here to stand for: What happened? When did it happen? Where did it happen? To whom it happened or who are the people involved? Why it happened? And how it happened? It is here on a reading mission to guide people in cultivating the reading culture and attaining consistency. Thanks to the provision of a defence under Copyright Law that allows plagiarism to be done for teaching, But apologies to Mass Comm scholars for this smuggling!

What does the formula stand for here regarding reading? Let me be zero technical, starting with “why”?

1. WHY READING? This is the first and most important question one needs to ask themselves. What is the reason you read? Nothing is done for nothing, and reading is no exception. If you read without a purpose, you lack motivation and focus. Thus, achieving consistency becomes a mirage.  Different people may read for other reasons;  ask 99 avid readers why they read, and you will likely get 99 different answers. Have you ever wondered why students read harder to the level of spending the whole night when they have exams to take? What keeps them awake and motivated is their purpose: passing the exams. Identify your purpose and nurture your ambition. They are your propellers.

2. WHAT TO READ?  Ideally, people are encouraged to read whatever they can put their hands on — books, newspapers, journals, name them — but those who find reading boring are generally advised to start with good novels. This is because human beings, by nature, are interested in stories. Perhaps that is why our scriptures have numerous stories: the Almighty who created us knows how curious we are. We read stories with ease. Novels, therefore, will put you the foundation upon which consistent reading habits can be built.

On the other hand, what to read sometimes is informed by your interest. Just because somebody reads philosophy-related Literature does not mean everybody must read the same. Some people are more comfortable with numbers than words; some are interested in science, and some want to read anything about entertainment. Once you feel that you read with too much difficulty, it means you either have poor comprehension due to a vocabulary deficiency or lack interest in what you read. Discover your area of interest and read what gives you pleasure.

Also, what to read can be determined by your purpose. For instance, if you read to learn business skills, you already have rich literature. If you intend to learn the art of Public Speaking, you read related literature. You have reading materials on even entertainment. Know your purpose and read what will lead you to achieving them.

3. WHO TO READ? Different authors interest different readers.  Don’t be deceived into inflicting any author on yourself to earn prestige. Read authors whose works you enjoy reading or whose works serve your purpose. Whether or not they are literary giants, they should be your heroes. 

4. WHEN TO READ?  Identifying when your brain functions the best is as important as the reading itself. Is it early morning, in the afternoon, evening or in the night when people are asleep? For me, early morning reading is a blessing. I read and understand stuff easily, and my brain is photographic; I see in my eyes whatever I read during that time. Yours may be different. Discover your best time and use it to the fullest, too.

5. WHERE TO SIT AND READ? We have individual differences regarding this. While some people read more comfortably in an enclosed place like a library or room, others prefer reading in an open place like a garden. While some individuals read-only in a silent place, others comprehend stuff even in a noisy place. When I was in BUK, my reading venue was Kitchen Conversion. How rowdy and noisy the hall was/is surprised many people how I managed to understand what I read. But that had never interfered with my comprehension. That is how different we are. Know yourself.

6. HOW TO READ? Don’t be pressured by people who read 100 books or more in a year. It is possible. They might be quick readers. If you are a slow reader, take your time and maintain your method, even if it means reading a single book in a year, and it doesn’t mean you are not smart. Some people don’t read a book in a year, but you will be surprised if they tell you the volume of literature they read. Read smartly according to your best method.

Best wishes!

Maijama’a is a graduate of Mass Communication from Bayero University, Kano. He can be reached via sulaimanmaija@gmail.com.

By Sabiu Abdullahi 

Sunshine International School (SIS), a distinguished five-star secondary institution in Bauchi, has garnered significant accolades and recognition in the Nigerian Mathematical and Sciences Olympiads for the year 2023. 

The school, under the leadership of its principal, Mrs. Zarah Buba Atare, has demonstrated excellence and prowess in the academic arena.

In an announcement on Monday by the school management, it was revealed that several SIS students showcased exceptional talent and skills during the first round of the Olympiad mathematics and science competition, which saw the school remarkably triumph.

The National Mathematical Centre has bestowed upon the school a plethora of awards and certificates in recognition of its outstanding performance. 

In an official statement addressed to the parents on Monday, Principal Mrs. Zarah Buba Atare, through the vice principal, Mr. Benjamin J. Okoh, expressed jubilation and pride in the achievements of the students.

She commended their dedication, perseverance, and unwavering commitment to academic excellence.

Furthermore, Mrs. Atare extended gratitude to the diligent teachers, whose tireless efforts contributed significantly to the success of the students.

The statement also acknowledged the invaluable support and understanding of the parents, as well as the collaborative effort that propelled the students to victory. 

Moreover, Sunshine International School received prestigious awards for its exceptional performance in various disciplines.

The accolades include recognition for Best in Biology, Best in Physics, Best in Chemistry, and Best in Mathematics, underscoring the school’s holistic approach to academic excellence across multiple fields. 

In an interview granted to the Daily Reality by Mr. Abiodun Ishola, one of the members of the school management who is also the Director of Studies, he said, “This is actually the result of hard work and constant practice, which were facilitated by our diligent teachers.  

“It’s equally important to note that the school is a major player in this success. It has provided a conducive environment for learning in order for the kids to have all that is needed for effective learning to take place.” 

Two participants in the Olympiad competition spoke with our correspondent; they said their enthusiasm and passion for mathematics and science were palpable. 

Speaking shortly after the presentation of awards and certificates, Nana Aisha Muhammad Haruna, an SSS3 student who also participated in the competition, said, “Honestly, Sunshine was the main reason that actually made me come to this stage of my life. Without them, I wouldn’t have even known about the competition. They trained us and made sure that we made it.” 

Also speaking was another participant, Frank Moses-Mba, who also expressed his delight. 

He added that they “made it through hard work, studies and by the special grace of God.” 

He urged younger and upcoming students to be resilient and study hard in order to follow the path of success.  

The decorated students expressed gratitude for the support and guidance provided by the school and teachers, which enabled them to excel in the competition.

The school management assured parents and stakeholders of its continued dedication to nurturing and empowering students to reach their full potential.

Mrs. Atare conveyed heartfelt wishes for even greater success in the forthcoming rounds of the competition, affirming the school’s commitment to excellence in education.

By Umar Sani Adamu

The recent public criticism by Governor Abba of the Hisbah board in Kano State has sparked controversy and raised concerns about leadership decorum and responsible governance. While it is crucial for leaders to address concerns and seek improvement within government agencies, the manner in which Governor Abba chose to express his dissatisfaction raises questions about his leadership style and the potential consequences of his actions.

First and foremost, criticizing a government agency publicly, especially one tasked with religious and moral enforcement like the Hisbah board, can create unnecessary tension and undermine public trust in the institution. Governor Abba’s decision to air his grievances in a public forum instead of handling them internally or through diplomatic channels demonstrates a lack of discretion and undermines the credibility of the Hisbah board.

Furthermore, by openly criticizing the Hisbah board, Governor Abba risks exacerbating existing tensions within the community and fueling resentment towards the agency. This could potentially undermine the effectiveness of the Hisbah board in carrying out its duties and could lead to a breakdown of law and order in the state.

Additionally, Governor Abba’s public criticism of the Hisbah board without offering concrete solutions or constructive feedback demonstrates a lack of leadership maturity. Effective leaders understand the importance of providing constructive criticism in a constructive and respectful manner, focusing on solutions rather than simply pointing out problems.

Moreover, Governor Abba’s decision to publicly criticize the Hisbah board instead of engaging in private dialogue with relevant stakeholders, such as Sheikh Mallam Daurawa, further highlights his disregard for diplomatic protocols and his tendency to prioritize personal agendas over the well-being of the community.

Adding the context of Murja Kunya’s situation provides further insight into the potential implications of Governor Abba’s public criticism of the Hisbah board. Murja Kunya, a social media influencer, has been accused by the Hisbah board of encouraging indecency and immorality. In this context, Governor Abba’s public condemnation of the Hisbah board could be interpreted as a form of protection for Murja Kunya.

By publicly criticizing the Hisbah board’s handling of the situation, Governor Abba may be perceived as undermining their authority and potentially shielding individuals like Murja Kunya from accountability. This not only weakens the effectiveness of the Hisbah board in enforcing moral standards within the community but also sends a troubling message about the government’s commitment to upholding moral values and protecting societal norms.

In light of these circumstances, Governor Abba’s public condemnation of the Hisbah board takes on an even greater significance. It not only raises questions about his leadership style and approach to governance but also calls into question his commitment to upholding moral standards and protecting the well-being of the community.

Therefore, it is imperative for Governor Abba to reconsider his approach and prioritize responsible leadership that fosters constructive dialogue and collaboration, while also upholding the values and principles that are essential for the well-being of society as a whole.

Umar Sani Adamu (Kawun Baba) 

By Mukhtar Jarmajo

Your Excellency, during your tenure as the Governor of Bauchi State from 2007 to 2015, you initiated and oversaw the implementation of various initiatives in the education sector. The long-term effects of these initiatives on the state’s citizens are still being evaluated.

One cannot overstate the significance of the Bauchi State University, Gadau. Established during your administration, the university has transformed into a thriving institution, empowering thousands with higher education. These graduates are not merely individuals equipped with knowledge, they are the architects of a brighter future for the state.

Furthermore, your decision to hand over the Bauchi State Specialist Hospital to the Federal Government paved the way for the establishment of the Abubakar Tafawa Balewa University Teaching Hospital (ATBUTH). This seemingly simple act had profound consequences. ATBU, previously lacking the facilities for medical courses, now flourishes with a thriving medical program. Last week, a milestone was achieved – the graduation of the university’s first set of doctors.

These achievements, Your Excellency, stand as a beacon of your forward-thinking approach. You recognized the critical role education plays in empowering individuals and propelling the state’s development. Your decisions, made with foresight and a commitment to the betterment of Bauchi state, continue to resonate till today.

While your time in office has since lapsed, the legacy you leave behind continues to flourish. You have earned the gratitude of the people you served, and your story serves as an inspiration to aspiring leaders who understand the transformative power of education.

Mukhtar Jarmajo, Lobito Crescent, Wuse 2, Abuja.

By Abdurrazak Muktar Makarfi

Have you ever stopped to think about the language you speak and how awesome it is? Well, I’m here to tell you about the Hausa language, and let me tell you, it’s pretty amazing! As someone who speaks Hausa, I’m bursting with pride to share why this language is so special.

Let’s take a little trip back in time to the historical kingdoms of the Hausaland, nestled in what is now called Nigeria and some other neighboring countries. That’s where the Hausa language started to take shape, blending influences from trade, migration, and cultural exchanges over the centuries.

Now, here’s the cool part – Hausa isn’t just a local language. Nope, it’s a global superstar, ranking as the 11th most spoken language in the world! Can you believe it? From Africa and beyond, millions of people speak Hausa, making it a real powerhouse in the linguistic world.

But Hausa isn’t just about saying words; it’s a whole vibe, a cultural identity that connects people across borders. It’s like a treasure chest of traditions, stories and values passed down through generations. The Hausa language is the heartbeat of West Africa, pumping life into its rich cultural tapestry.

Okay, let’s talk on business and politics. Hausa isn’t just chilling in the background; it’s making things to happen. As a lingua franca in West Africa, it’s a language of trade, commerce, and diplomacy, bringing people together and driving progress in the region.

Now, let’s zoom in to education. Imagine learning in a language that’s close to your heart, that speaks to your soul. That’s what Hausa language education does for millions of kids, giving them a solid foundation in learning while celebrating their roots.

Sure, Hausa language faces challenges like any other, but it’s also full of opportunities. We’re talking about initiatives that promote awareness, document our language’s rich history, and bring Hausa into the digital age.

So there you have it – the awesomeness of Hausa language in a nutshell! It’s more than just words; it’s a celebration of culture, a bridge between people, and a source of pride for millions. As a proud Hausa speaker, I’m shouting it from the rooftops – Hausa language rocks!

From the pen of Abdurrazak Muktar Makarfi, a proud Hausa speaker

By Mahmud Aminu Dambazau

The renewed interest in the state of infrastructure at Day Science College, Kano, by its alumni is highly commendable. When I was admitted thirteen years back, the school was one of the best in Kano State. No student sat on the ground; teaching materials were adequate; the library was full of books; the Physics, Chemistry, Biology and  Agric laboratories were well-equipped and functional. There was a Technical drawing studio, a weather station and even a computer lab provided by MTN. 

A large generator and school bus provided by the Malam Ibrahim Shekarau administration were well-maintained and functional. The toilets were clean and accessible. We even had a mini farm utilised by the agricultural students; water was never scarce. The school mosque had enough mats. That was then!

The academics, discipline and respect were topnotch. We wouldn’t have been one of the best if we had not been so lucky to have some of the best teachers across all disciplines. The current intervention proposed by the school’s old students might solve or at least reduce the present infrastructural gap. Below are  suggestions I think would help in sustaining or maintaining such and future interventions. 

A report by the 2012 chapter of The Old Students in 2021 revealed that there wasn’t even one classroom fully equipped with infrastructure and several classes without a single seat! The situation is worse at the moment. This is despite the interventions by corporate bodies, NGOs, CBOs, alumni, individuals and probably even the government. Maintaining infrastructure and equipment is impossible without funding. This decay might have been contributed by the pronouncement of free education by the government without providing alternative funding for these maintenances and other costs. 

I, therefore, propose a meeting with parents, teachers and representatives of chapters of the old students. Parents should be made to understand the importance of quality education and the present state of the schools in the absence of a stable funding option. The parents should, therefore, pay the sum of just five hundred naira (500) per student each term, which will, of course, not be school fees but meant for the provision and maintenance of physical and learning infrastructure. The individual chapters from the alumni should similarly pledge and contribute an annual fee of ten thousand naira (10,000) to be utilised for the same purpose.  

A friend of mine, Engr. Mustapha Tukur founded an initiative initially meant to consist of one hundred individuals in the Gadon kaya area of Kano who contribute the sum of one thousand naira monthly. I still can’t believe the number of interventions we have made through the voluntary contributions, which now involve other friends of his, even outside Gadon Kaya. With thousands of us as old students of Day Science College, if we could get just one thousand volunteers who could contribute one thousand naira per term (3-4 months),  we would be getting a million naira each term, which will go a long way in solving these issues raised in both short and long term.  

These funds can be managed by a committee with representatives from the parents, teachers,  school management, the school’s alumni and a representative of the KASSOSA national body.  The committee could be named Day Science Development Fund with clear guidelines, objectives, terms, timelines and deliverables.  

The above recommendations should not stop future government,  individual, chapter, or corporation interventions.  

While interventions have almost always been focused on physical infrastructure, there is a need to pay similar attention to the quality of education rendered. I was present at a debate organised by the pioneer administration of the KASSOSA BUK chapter among science school students. Day Science emerged second to the last, even though it was among sister science schools. The school, KASSOSA, or any respective chapter did not care to collect, analyse and report students’ performances at SSCE or similar examinations. While it is possible to excel academically without infrastructure,  it is impossible without quality education, even with the best infrastructure.  

On this note, I suggest an assessment be conducted to determine the number of teachers currently available for each course. Where the teachers are inadequate, Kassosites, with emphasis on those from Day science, should be engaged on contract to supplement the shortage. 

We have numerous alumni who have graduated yet are unemployed. If monies could be realised, an allowance which can cover their transportation and possibly feeding should be given to them. With that, we would have helped the school, its students, and the members of the old students who would ordinarily have been idle. With these interventions, I believe the past glories of Day Science College, now Mukhtar Adnan Day Science College, will be renewed.  

Mahmud Aminu Dambazau is a graduate of KASSOSA DSCK Class 2013. He sent this article via madambazau@gmail.com.

By Najeeb G. Abdulhamid, PhD

I was recently working on a document about the ethical and responsible use of generative AI in academic research. It struck me that I hadn’t explored the potential of this technology for students themselves. So, I’ve compiled 5 potential uses cases for generative AI that can enhance learning while promoting responsible and ethical practices.

1. Leveraging Generative AI for Peer Feedback

One of the benefits of generative AI is that it can provide feedback on your work. Whether you are writing an essay, preparing a presentation, or working on a project, you can use tools like Bing Copilot, ChatGPT, Google Gemini, and Claude.AI to get comments on your draft. These tools can identify your strengths and weaknesses, suggest improvements, and ask insightful questions. This can help you polish your work and learn from your mistakes.

However, you should always verify and cite the feedback generated by these tools. Do not blindly accept or copy their suggestions without checking their accuracy and relevance.

2. Using Generative AI as a Personal Tutor

Another way to use generative AI is to get personalized tutoring. You can use these tools to review course materials, prepare for exams, and explore new topics. For example, you can use these tools to generate summaries, outlines, or flashcards from textbooks, lectures, or slides. You can also request practice questions, hints, and solutions tailored to your specific course and difficulty level. Additionally, you can use these tools to generate summaries, analyses, and insights based on your research questions and sources, allowing you to explore new areas of your field.

However, you should not use these tools as a substitute for your instructor, textbook, or classmate. You should still attend classes, do your readings, and participate in discussions.

3. Using Generative AI as a Source of Inspiration

Generative AI can also spark your creativity and self-discovery. You can use these tools to generate new ideas or content related to your interests, like stories, poems, music, images, recipes, or travel guides. This can help you discover hidden talents and passions, broaden your perspectives, and uncover new possibilities.

However, you should not use these tools to plagiarize or copy the work of others. You should always give credit to the original sources and the generative AI tools you used.

4. Using Generative AI as a Copilot to Conduct Research

Generative AI can also assist you in conducting research. You can use these tools for brainstorming and ideation, summarizing relevant literature, and exploring research questions, methods, findings, limitations, and recommendations.

Additionally, these tools can help you refine your language and address potential grammar or clarity issues in your draft papers. This can help you conduct research more efficiently, communicate your findings with greater clarity, and effectively convey the significance of your work.

However, you should not use these tools to fabricate or falsify data, code, or results, or to misrepresent or exaggerate your findings and implications. Always follow the ethical and responsible principles and practices of research, such as transparency, accountability, fairness, and privacy.

5. Leveraging Generative AI to Build Stronger Teams

With the rise of project-based learning, fostering effective teamwork is crucial. Generative AI tools can help you generate suggestions and tips for successful collaboration, such as strategies for setting roles and responsibilities, managing conflict, and resolving issues. These tools can also generate project plans outlining tasks, deadlines, and deliverables.

Additionally, they can create templates that prompt you to define roles, goals, communication methods, and feedback mechanisms. This can help you develop interpersonal, leadership, and problem-solving skills, ultimately improving team productivity and satisfaction.

However, you should not use these tools to replace or undermine the human element and the social aspect of teamwork and collaboration.

A Word of Caution: Responsible Use is Key!

While these applications hold great promise, it’s crucial for students to check with their faculty and consult their academic integrity handbook first. If specific policy guidelines aren’t established, here are some golden rules for responsible and ethical use of generative AI tools:

• Verify all information: As the user, you are ultimately responsible for ensuring the accuracy, relevance, and appropriateness of your work. Do not blindly accept AI-generated content without thorough verification.

• Cite your sources accurately: This includes both the original sources you used in your work and the generative AI tools you employed.

• Beware of fabricated information: Generative AI tools can sometimes invent references and information. Always verify any suspicious content before including it in your work.

By employing these tools thoughtfully and ethically, students can enhance their learning experience, boost creativity, and cultivate essential skills for academic and professional success. P.S:

To make this article more useful, I created some sample prompts for each of the five use cases I discussed above. You can use them to try out generative AI tools for yourself. Just follow this link t.ly/R5gPT to access the prompt library!

Image and poster credit: #generatedwithbingcopilot

By Fauziyya Muallim

Mathematics is one of the core subjects all students must learn from pre-school to a certain level. Therefore, there is much effort for students to understand it by all means possible. However, many students consider it to be the most challenging subject that is difficult to understand. Several factors lead to difficulty in learning mathematics. 

Dyscalculia is a term used to describe specific learning disabilities that affect a child’s ability to understand, learn, and perform math and number-based operations. It usually begins to show as soon as children start to learn Mathematics in school, but adults may have dyscalculia without knowing. 

The good news here is: Dyscalculia can be treated in children because their brains haven’t finished developing, making it possible for them to learn skills and develop abilities they need to adapt to this condition. Moreover, not all difficulties in math are caused by dyscalculia.

Dyslexia disrupts areas of the brain related to reading. External factors include overcrowded classes, fear and anxiety, weak foundation, instructors and instructional materials. 

For young children struggling longer and harder with the most elementary of numeracy rules and facts, you may assess the child for dyscalculia. It is important to understand the symptoms of dyscalculia at all ages so that struggling students can be identified and supported. 

Young children (pre-school pupils): For young children, the most common symptoms include trouble with:

• Counting upward
• Matching numbers with objects
• Recognising numbers
• Arranging numbers in order

Primary school pupils: The symptoms for kids around the age of 6 include trouble with:

•  Counting on fingers with small numbers
• Loose track when counting backwards
• Memorisation of multiplication tables 
• Confusing operations signs or performing them in the wrong way
• Doing simple calculations from memory
• Understanding the concept of word problems
• Basic math functions like addition, subtraction, multiplication and division
• Forgetting what they are doing in the middle of a math problem
• Having difficulty reading the clock and telling time 

Secondary school (Teenagers) and adults: The symptoms in teenagers and adults may include; 

• Trouble with Solving word problems
• Unable to recall basic math facts, steps, rules and formulas
• Forgetting what they are doing in the middle of a math problem 
• Confused when learning multi-step procedures
• Measuring items or quantities
• Understanding and converting fractions
• Struggling with money matters such as making change, counting bills, or estimating how much something will cost
• Easily get frustrated by games that require consistent scorekeeping, number strategies or counting.

There’s no specific test for dyscalculia, but you can help your child through the following processes:

Please consult your child’s teacher: Ask your child’s math teacher the areas they struggle to understand the most and the child’s complete learning to help you understand where to focus.

Visit a doctor: check out your child’s hearing and vision impairment that could impact learning. Your healthcare provider can tell you more about their treatment options for your case. Treatment should start as soon as possible; the sooner treatment begins, the better chances for a child to adapt to this condition and limit the impacts.

Consult a specialist: seek professional help to evaluate your child and give advice, which usually takes the form of a one-on-one learning program to focus on what the child struggles with most.

A child with dyscalculia may do well in other subjects and still struggle in math and math-based classes.  Moreover, dyscalculia doesn’t affect intelligence directly. It’s common for people with dyscalculia to have an above-average score on IQ tests. People with dyscalculia are also often gifted in other areas, especially creative skills (arts).

Fauziyya Muallim is a mathematics teacher and wrote from Kano.