Education

By Isma’il Hashim Abubakar

Schools established, owned and run by non-state actors and private institutions have, no one doubts, been providing a veritable substitute to the dilapidated public schools which have been suffering from wanton neglect by governments at various levels in Nigeria. Private schools have successfully, though not completely, reduced the burdens on governments to supply basic education for children in their public schools, which have been perpetually operating under the shadows of existential threat.

Although people of all social strata now have more faith in private schools and parents with even the meanest incomes and most fledgling source of earning, who always struggle to make ends meet, prefer to take their children to commercial schools at the behest of other life comforts, public schools, which serve as the last option for the extremely downtrodden, still seem to get congested due to the high number of enrollments of children from low-income families. If this indicates anything at all, it shows that people have now fully embraced modern education, and they can sacrifice the expensive things they have just to secure a quality formal education for their wards and children. 

While, as everyone knows, public schools tend not to have too many demands apart from the meagre or more affordable tuition fees, their private counterparts, in most cases, operate in such a way that many parents inwardly feel that the system is tilting more toward a business direction in an obvious capitalist fashion, despite that the dominant pretension of both parents and school managers is that of purely imparting knowledge and building sound character to the young and upcoming generation.

Many schools are extraordinarily excellent in both transmitting sound knowledge and instilling good morals in pupils, and as such, no material gratification can remunerate their work or compensate the teachers for their hard work, dedication and commitment toward discharging their duties and keeping good custody of what has been entrusted to them. In fact, some well-to-do parents often give gifts to teachers as an expression of gratitude for feeding their children with sound knowledge, which is primarily the responsibility of the parents but perfectly undertaken by the teachers on their behalf. As such, many parents may not bother with and will gently turn blind eyes to some straitjacketed and arbitrary financial demands that most commercial schools are now introducing day in and day out.

Some schools go beyond decorum and do not, in the least, pretend to be shy to depict their operation as a purely extortionate venture, deemphasizing the moral and instructional dimensions which their institutions are set upon. Parents now no longer feel at ease after having settled school fees which are the most basic financial burden that comes to everyone’s minds once private schools are mentioned. Not only do textbooks and instruction materials represent the source of anxiety that parents grapple with, but virtually everything which a school stipulates, largely with a marketing mindset. While most schools impose decrees that make it binding upon parents to buy textbooks, stationeries and all other instructional materials from the schools, some schools turn it into a rule that pupils and students must never be allowed into schools wearing uniforms supplied to them by their parents through all other channels apart from the tailoring unit of the schools.

Schools do complain that external tailors often violate dress codes and principles earmarked by the schools, including non-compliance with size, width and length but above all, the lack of authority to manufacture and issue official badges that are glued to uniforms. Hiding behind this pretext, schools have seized the free will of parents to transact with tailors of their choice, and because they aspire for their children to acquire quality education, they relinquish their right and bow down to the pressure of the schools. 

There is, however, no guarantee that the tailoring units of schools themselves are perfect for designing the most fitting and immaculate school attire for pupils. Having taught at both primary and secondary schools (as well as university), I have personally seen pupils wearing school-supplied uniforms that never matched or fully fitted the bodily structures of the pupils. If this is the case, this particular rule might have been informed more by a business instinct and less by a concern to preserve institutional dress codes. Parents of final year students who could only afford to pay for either WAEC or NECO exams for their children, which by the way, is better than missing both of them at once, are coerced by some schools to move heavens and earth to pay for the two exams or risk having their children removed from the list of graduating students. When they could not settle for the fees of the two exams and require the refunds of their money, they hardly recuperate more than half of what they have paid. 

Perhaps the most brazen example of such pecuniary impositions manifests in the demands of some schools on parents to pay internet charges, which would have been understandable and justified if pupils or students were engaged in regular computer lessons that are punctuated at close intervals by visits to websites. Alas! There are schools which extort this surcharge even from parents of nursery pupils, and the only justification for it is the data consumed by Whatsapp groups of parents initiated by the schools on which an administrator often sends announcements.

Many parents relate with schools while they are inwardly burnt due to how things have become in private schools, but because they envisage a better future for their children, they prefer to remain mute and only murmur their complaints on the rarest occasions or when they meet with fellow parents by the roadsides. The best opportunity for them to communicate or even express their squawks loudly to the schools is during periodic parents-teachers meetings, but the schools have been, paradoxically, hijacking and making platforms to further advocate their fiendish and self-aggrandizing policies. Their covert strategy is to appoint a loyal, docile and exceedingly compliant head of Parent-Teachers’ Association (PTA), and to gag his mouth for fear of being influenced by nonconformist parents, the schools bribe him with some free scholarship slots for his children. As a result, he weakens and sabotages any attempts by the parents to rise and challenge arbitrary extortions they suffer from these schools. 

Other schools have different, perhaps more treacherous strategies of navigating intricacies and tackling eventualities that may come up owing to this venture, such as giving undertaking papers for parents to sign before the children are accepted at the stage of enrollment, and many parents are carried away by the desire for the admission of their children and often don’t pay commensurate attention to these documents or mull over their future implications. The question that, however, is seldom asked, what is the legality of these modes of institutional marketing practices that have become norms in not only purely western-style schools but also model Islamic schools? To what extent do these operations comply with Islamic teachings and principles, and what are the business dimensions of these dealings which should then ideally be done and looked at from the viewpoint of Islamic commercial and financial regulations?

First of all, everyone knows what schools are primarily meant for, which is imparting knowledge and this should be the apex among all the operations that are expected to exist in the schools. Hence, from this prism, school fees are the most obligatory financial demands that parents are, by default, owed to schools and upon which any compromise will be a favour that the schools could grant or deny at will. Any other charge or tax is secondary and gains its legitimacy according to how it complements the primary function of schools, but, above all, it should be done in a transparent atmosphere defined by mutual agreement and understanding. In other words, selling textbooks, stationery and instructional materials at schools should be governed by Islamic commercial laws, without discrimination or thinking that schools could do as they will without referring to Islamic stipulations. If this is the case, then these materials sold to parents must be on the basis of freewill and agreement and not impositions that may result in penalties. 

Of course, many schools publish exercises and textbooks with their names and logos finely inscribed, which then makes it compulsory for parents to obtain the materials in no other places but the schools. Many other schools, meanwhile, retail the materials from markets and sell them to parents at exorbitant prices that at times double or triple the normal market prices. All these are normal and should be considered lawful businesses if only it is done with a mutual agreement such that parents have the liberty to buy either from the schools or at markets, or in the former case, if the materials are not sold arbitrarily at unimaginable prices just because of the inscriptions of logos and names. 

The general Islamic principle that confers legitimacy or otherwise to any business venture is free will and mutual agreement, and interestingly, this is explicitly postulated by the Qur’anic verse and Hadith, the two most fundamental sources of Islamic law. Allah says:

“Yā ayyuha alladhīna āmanū lā ta’kulū amwālakum bainakum bi al-bāṭil illā an takūna tijāratan ‘an tarāḍin minkum. Wa lā taqtulū anfusakum. Inna Allaha kāna bikum Raḥīma”.

“O you who believe! Eat not up your wealth among yourselves unjustly except it be a trade by mutual good-will: Nor kill (or destroy) yourselves: for verily Allah has been to you Most Merciful!” [Sūrat al-Nisā’: 29].

In his groundbreaking exegetical work al-Taḥrīr wa al-Tanwīr, the prolific commentator of the Qur’an, Muḥammad Ṭāhir Ibn ‘Āshūr posits that the prohibition to eat up people’s wealth without mutual agreement is paired with the crime of murder in the verse to draw Muslims’ attention on the gravity and heinousness of such a practice. He argues that it is emphasized because people do not largely consider it something significant and the victim is usually powerless and could hardly resist (as it occurs in private schools).

Moreover, in an authentic Ḥadith narrated by Anas bin Mālik, the Prophet (SAW) says, “lā yaḥillu mālu imri’in Muslimin illā ‘an ṭībi nafsin”. (It is unlawful to take a Muslim’s wealth except with his goodwill). [Dāru Qutnī, 3/26].

As asserted earlier, a lot of transactions in private schools are imposed upon parents, and school authorities often warn parents and even threaten to apply penalties when these marketing ventures are observed in the breach, leaving no room for a bargain and mutual consent that would ordinarily prevail in open transactions. Since this is the case, only a few people will contest the illegality of this practice. Needless to say, some officials and authorities, including ironically, of schools paraded as Islamic models, are, to some extent, oblivious of the legal status of their policies, although this is not a valid, genuine and acceptable reason. A Muslim is, after all, and before anything else, principally required to be fully conversant with the pros and cons of any action he undertakes.

One of the easiest ways to make amends and rectify this wrong tradition, irrespective of how well consolidated it is, how difficult it may be to refrain from or how odd our argument may sound to some, is to be so transparent and open to parents and gear the deal to be dictated by consent and mutual agreement. Freewill and mutual agreement are pivotal in any financial dealing and they determine whether it is done lawfully or unlawfully. 

And since schools, especially the religious ones, enjoy respect from parents, it will hardly be burdensome to mutually arrive at some understanding, and this, as beautifully ratiocinated by Ibn ‘Āshūr, could lead to the implementation of the divine principle that “if they give up willingly to you anything of it, then take it in satisfaction and ease” (fa in ṭibna lakum an shai’in minhu nafsan fakulūhu hanī’an marī’a) [Sūrat al-Nisā’, 4].

Indeed there is a need for governments to intervene and reintroduce guidelines that will neither oppress the schools nor allow them to do as they like, pertaining to their financial dealings with parents. Parents in Kano, for instance, will certainly look back with nostalgia at the era of Governor Rabiu Musa Kwankwaso, who laid down modalities that checkmated arbitrary extortions of parents by commercial schools. He formed a formidable committee that regularly went around schools and observed their operations to ensure they complied with state regulations, most of which were meant to shield masses from further extortions.

Unfortunately, Kwankwaso’s successors did not maintain the tempo, and now things are, to say the least, almost getting out of control. School authorities would increase school fees at will and would rush to mention inflation as a cause and the need to better the condition of their staff, while in essence, it is the proprietor and a few notable among his cliques that would end up enjoying while flowing pittance to and leaving the majority of staff to keep on wallowing in despondency.

Ismail writes from Rabat, the Kingdom of Morocco and can be reached via ismailiiit18@gmail.com.

By Elisha Bello

Yesterday, I embarked on a nostalgic journey to visit the son of the late Mallam Ahmadu, a kindhearted individual who had significantly impacted my life during my entrepreneurial venture in Buni Yadi, Gujba LGA, Yobe State.

I used to design and sell posters and stickers featuring Hausa Movie Kannywood actors, Bollywood actors, and football players. My business trips would take me to Kano, where I would purchase these posters and return to sell them in rural markets like Bumsa, Goniri, Kukuwa, Wagir, Buni Gari, and Tarmuwa.

Mallam Ahmadu, may he rest in peace, was a constant source of encouragement and support. He would often welcome me with a warm smile and a refreshing African Tea, accompanied by bread and egg, all for just ₦450. I would make it a point to deposit some money with him in advance, ensuring I could enjoy his hospitality whenever I returned from the markets. On occasion, he would even offer me free tea, a gesture that meant the world to me.

One fateful day, I faced a significant setback when I lost my business capital due to unforeseen circumstances. With my SSS 3 school fees and WAEC/NECO exams looming, I was desperate for a solution. Despite pleading with those around me, I couldn’t gather the required ₦13,250. Feeling defeated, I considered abandoning my education to focus on my business. That’s when Mallam Ahmadu noticed my absence from school and inquired about the reason. I shared my predicament with him, and without hesitation, he asked me to return in the evening to collect the necessary funds.

True to his word, he handed me the exact amount from his wooden drawer, saying, “Allah ya ba da nasara, Doctor Elisha” (May God grant you success, Doctor Elisha). I was overwhelmed with gratitude and asked how I could repay him. He simply said, “Whenever God blesses you, come back and pay me back.” Mallam Ahmadu’s kindness and encouragement stayed with me, and he fondly referred to me as “Doctor Elisha” due to my ability to read and interpret both Hausa and English languages.

Fast-forward 20 years, and I recently had the opportunity to reunite with his eldest son, Salisu, who has continued his father’s legacy. As I shared this story with him, we both became emotional, reminiscing about the past. I treated myself to a cup of African tea, and the memories of Mallam Ahmadu came flooding back. I’ve since repaid the debt and purchased food items for the family. Moreover, I’ve committed to supporting Fatima, his daughter, with her school fees until she completes her university education.

As I parted ways with Salisu, I shared with him that I’ve finally become a Doctor, just as his father used to affectionately call me. He was overjoyed and offered his prayers for me. This heartwarming encounter serves as a poignant reminder of the power of kindness and the impact one person can have on another’s life.

Sunana Elisha Bello, Ph.D.

Editor’s note: The story was published on Dr Elisha Bello’s verified Facebook page.

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.”