Education

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.

By Abubakar Idris

From the beginning of February 2024, there has hardly been a Nigerian daily without a headline about the country’s economic hardship. For example, on Tuesday, 6th February 2024, Premium Times Nigeria reported a ‘protest over economic hardship in Minna – the capital city of Niger State’. Tribute Online, among other news agencies, also reported similar cases with traders in Kogi State and elsewhere. In such a precarious economic climate, no doubt, any additional financial strain is nothing short of a burden.

The cost of living in Nigeria is just too high. It is increasing as the country battles double-digit inflation and multidimensional poverty among most citizens and ranks with the highest unemployment rate. Whether the talk is about the ultra-expensive medication and foodstuff we couldn’t do without buying, or the non-subsidized petroleum and electricity products and services we must patronise, or any other inflated resources of necessity [take out luxury], it is clear that the income from work of an average Nigerian is not close to been enough to scale them out of Maslow’s first stage of Need Hierarchy! From Adamawa to Kebbi, Borno to Lagos, Katsina to Bayelsa, and Sokoto to Akwa Ibom, the distinction in our sociocultural variables exerts little difference on the state of suffering. Everywhere, the story is just the same.

By the look of things, the next generation of Nigerians, one hopes not, will be left with two very difficult options: either ‘not schooling’ or ‘getting education only outside their own country’. This assumption is based on the premise that education in this part of the world is at high speed on its way to its grave. At the same time, relevant stakeholders, especially the government, seem to be walking on a turtle’s back in their effort to reverse the disaster. 

As much as this line of thinking sounds pessimistic, it is the only reality one can grasp. In all honesty, any variation from this understanding is, or at least could be taken for, vague. This is because the conclusion is born out of an in-depth analysis of the current situation in which the country found itself.

While the Senate summoned ‘economic team’ over the worsening economic situation, as was made known to the general public on Wednesday, 7th February 2024, Punch Newspaper quoted the National Association of Nigerian Students (NANS) as lamenting about “rising inflation and economic hardship” on the same day. It’s a talk about a for-long burning fire in the backyard. Namely, an increase in tuition fees in tertiary institutions. Calling it by its name, it’s a time bomb – one more wrong move and all the huts are burnt down! 

After all, this is not the first time the said students’ union has been crying over the worsening Nigerian condition, engaging the nation’s leadership, holding it accountable, and insisting on doing the right thing – particularly regarding their education. The students are too familiar with the terrain to help others navigate it. 

On different occasions since early last year, when universities started increasing their tuition fee by at least 200% in the University of Maiduguri and even up to 300% in Ambrose Alli University, Ekpoma, Edo State, NANS and other social activists such as Femi Falana (SAN) keep urging the federal government to reverse the hikes. All in vain! To date, only a few universities have not been affected by such increases. I have since saved my heart by refusing to learn about the number of students who dropped out because of the hikes.

Worth noting is that, for parents, education has always been a top priority. They sacrifice and scrimp to ensure their children receive the best possible education, often compromising and forgoing their own needs. However, the recent spike in school fees has turned this daunting task into an uphill battle. Education is supposed to be the great equaliser, offering every person a chance to succeed regardless of their background. However, this fundamental principle is being undermined by excessive school fees. Education is fast becoming a privilege reserved only for the affluent while the less fortunate struggle to keep up.

Four (4) months ago, nationwide research by the Leadership Newspaper showed a “concern that university education may soon be out of reach of the children of ordinary Nigerians [the concern of which] was prompted by the [hitherto] recent pronouncement by the minister of education, Professor Tahir Mamman, that the federal government will grant full financial autonomy to public universities.” Or, in simpler terms, the government will stop sponsoring the education entities.

Whatever the reasons the universities and government hold for the tuition fee increase, it needs no saying: the timing couldn’t be more inappropriate. At a time when parents are already stretched to their limits financially, the additional burden is pushing many families to the brink of financial ruin. Some parents are forced to make agonising decisions –between paying school fees or putting food on the table, between investing in their children’s future or simply making ends meet.

Moreover, experts believe that the impact of rising school fees extends far beyond the financial realm. It creates a sense of insecurity and uncertainty among students, affecting their ability to focus on their studies and excel academically. It also perpetuates inequality, widening the gap between the haves and the have-nots and depriving countless children of the opportunity to realise their full potential.

In light of these challenges, action must be taken to address the issue of rising school fees – with reversing the recent changes being the most important. Take the so-called ‘Students Loan Act’ out of the equation for a while; government interventions such as subsidies or financial assistance programs are urgently necessary to help alleviate the financial burden on parents and ensure that education remains accessible to all. 

Educational institutions also have a role to play by implementing transparent fee structures and exploring alternative funding sources. In case they become autonomous, let there be partnerships between them and the private sector.

Finally, stakeholders at all levels ought to prioritise education and take decisive steps to mitigate the impact of rising school fees. The country’s future depends on it, and we cannot afford to let financial barriers hinder our dreams and aspirations. It’s time to ensure that education remains a beacon of hope and opportunity for every Nigerian, regardless of economic circumstances. Until something is done, the protests witnessed in many institutions from the southern part of the country could translate to a security challenge that promises to consume a great pool of the nation’s young talents. Allah Ya kiyaye!

Abubakar Idris “Misau” is a graduate Forestry and Wildlife from University of Maiduguri. He writes from Yola, Nigeria, and can be reached via mail at abubakaridrismisau@gmail.com.

By Sabiu Abdullahi

The Federal Government (FG) has initiated the payment of salaries previously withheld from members of the Academic Staff Union of Universities (ASUU). 

Confirmation of this breakthrough came directly from the Chairperson of ASUU at the Federal University of Technology, Minna, Prof. Gbolahan Bolarin, who officially verified the situation.

Prof. Bolarin affirmed, “Yes, it is true. Payment has started rolling in.” 

This announcement marks a crucial milestone in the ongoing negotiations between ASUU and the FG regarding salary payments and other outstanding issues.

The resumption of salary disbursements brings relief to thousands of university lecturers who have faced financial strain due to the prolonged withholding of their earnings. 

The decision to release the withheld salaries follows President Bola Tinubu’s directive in October 2023, authorizing the payment of four months’ worth of salaries owed to ASUU members.

This action represents a proactive step by the government to address the grievances of academic staff and ensure the smooth functioning of the country’s higher education sector.

The resumption of salary payments underscores the importance of dialogue and cooperation between stakeholders in resolving disputes and fostering a conducive environment for teaching, research, and learning in Nigerian universities.

By Prof. Abdalla Uba Adamu

The recent Facebook ribbing about the number of professors from states and localities in various northern cities with universities reminds me of the male adolescent macho posturing of “mine is bigger/thicker than yours” game played behind classrooms! I am even mentioned as a trophy — “yes but WE are the ones with a double professor!” referring to my being from Bayero University, Kano (BUK), in Kano State (Daneji in Kano Municipal).

The whole thing was ignited by an infographic with its origin in ₦airaland Forum where one Zafsy75 posted the graphic. Right away a fierce debate ensured on the forum with many commentors disputing the figure. Zafsy75 themselves did not provide additional scientific methodology on how they arrived at the figures. Nevertheless, they infographic became viral — and started the prideful ‘mine is bigger than yours’ ribbing.

The infographic was from Statisense which uses Generative Artificial Intelligence to generate its data! A search on its site revealed another graphic of “most professors” in Nigerian universities, in September 2023, with the University of Jos leading with 530 professors. BUK had 434 professors which included 10 women. I can personally count more than 20 women professors in BUK in 2021, not 2023! No methodology was provided as to how the figures for the universities were arrived at.

People should be aware that AI generated data is based on what the engine can find — it does not create the data. Thus, it is actually not possible to accurately determine the number of professors per state or local government even based on the much-quoted NUC Directory of Full Professors, 2021 (link to the publication attached below).

This is because the directory lists professors by DISCIPLINE in order to promote research collaboration and networking amongst Nigerian academics. Also, the Directory was not based on official submissions by various universities, but voluntarily by INDIVIDUALS which was synthesized and summarized by NUC. Additional source for the AI was personal websites where a professor proclaims to come from a particular university.

Thus, not EVERY professor agreed to submit their details to be captured. With this, it therefore becomes very difficult to accurately determine the number of professors from each state, as that was not the focus of the Director (or NUC’s intentions).

You can only get the official number of professors from individual universities. As of October 2023, BUK had 381 professors with the largest category being in Medical Sciences. All the professors were, however, not listed by their States or Local Governments, but their DEPARTMENTS or specializations.

So, I can’t see how the game of ‘mine is bigger than yours’ started. I believe; however, it was started by the infographic floating around showing the number of professors per UNIVERSITIES in the various states. The graphic was not providing the number of professors per state of origin, but per the universities IN the state. It made it clear by stating it is “by state where the school is located.”

Thus, if you are from Anambra and are a professor in BUK, this infographic will capture you as being from a university in Kano, but you will not be captured in any university in Anambra. In this way, it does not tell you the number of professors from indigenous to Anambra.

Right away, it is faulty (or fake). As of October 2023, BUK had 381 professors. Last week another 11 were announced bring the total to 392 as of February 2024. So how can Kano have 428 professors in 2022? Granted there are many universities in Kano, but the main prominent ones — Aliko Dangote University of Science and Technology, Yusuf Maitama Sule University — are basically tributaries of BUK. Indeed, most of the others rely on BUK professors as ‘visiting’ to their faculties.

Kaduna State where Ahmadu Bello University is located has at least eight universities — and you want me to believe the entire universities in the State have 62 professors? I am sure Kaduna State University (KASU) alone had either more than or close to that.

While the ribbing was fun while it lasted, at least it wakes us up to the idea of fake data and weaknesses of Generative Artificial intelligence.

As promised, below is the link to the authentic number of professors voluntarily submitted to NUC as of 2021. BTW, yours truly is listed TWICE on page 836. They still pay me single salary, though!

Directory of Full Professors in the Nigerian University System, 2021: https://shorturl.at/yKV34

By Sabiu Abdullahi 

A 400-level student at Kwara State University (KWASU), Malete, identified as Rashidat Shittu, has reportedly taken her own life, allegedly due to academic pressures. 

The incident has left the university community in mourning and disbelief. 

According to reports from Shittu’s friends on condition of anonymity, the deceased took her life in anticipation of upcoming exams by consuming insecticide.

Despite being rushed to the University of Ilorin Teaching Hospital for urgent medical attention, Shittu was pronounced dead upon arrival, adding to the sorrow and shock.

Sources close to the situation revealed that Shittu had been grappling with academic challenges, which may have contributed to her decision. 

She had allegedly confided in her peers about her struggles before tragically resorting to suicide.

Even though efforts were made to save her life, she succumbed to the effects of the poison. 

A member of the medical team at the University of Ilorin Teaching Hospital, who preferred anonymity, disclosed that Shittu was already deceased. 

The grim circumstances surrounding her death underscore the gravity of mental health issues among students, especially concerning academic stress. 

The solemn Janazah ceremony for the deceased took place at the Muslim cemetery in Osere, Ilorin, where she was laid to rest by her grieving family members and university staff from the students’ affairs unit. 

When approached for comment, KWASU’s Director of University Relations, Dr. Saeedat Aliyu, expressed unawareness of the student’s demise. 

She pledged to investigate the matter and provide further details once confirmed by relevant authorities, highlighting the need for official confirmation amid the tragedy.

By Zayyad I. Muhammad 

Adamawa State Governor Ahmadu Umaru Fintiri has commenced the implementation of his ambitious Mega and Model Schools projects. 

On January 25th, 2024, the Governor officially launched the construction of the model nursery, primary, and junior secondary schools across all 21 local government areas in the Girei local government area. Additionally, the governor plans to build comprehensive one-in-all mega secondary schools, two in each of the state’s three senatorial districts.

The big question is: Why is the Adamawa State Governor engaging in these enormously ambitious projects? There are three answers. First, according to the United Nations Children’s Fund (UNICEF), 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 (JSS) level. Adamawa State, positioned as a frontrunner in the north for reducing the number of out-of-school children, aims to sustain and enhance its progress. 

Additionally, the state has achieved remarkable milestones in maintaining existing schools and securing impressive student performance in WAEC and NECO. Notably, in the 2023 NECO examination, Adamawa came first in the North and ranked second nationally for students with more than five credits in all subjects, including mathematics and English. 

Furthermore, as part of Governor Fintiri’s 2024 budget commitment, promises include allocating projects exceeding one billion Naira to each of the 21 local government areas in Adamawa State. The construction of model and mega schools reflects a dedication to fulfilling these promises and spreading development and resources beyond the state capital, fostering a sense of inclusivity among the people.

While some dissenting voices suggest that the government should focus on rehabilitating and maintaining existing schools and skills vocational centres, the governor has already taken care of that through well-designed approaches. According to experts, Adamawa State, known for its exemplary education sector management, employs a highly regarded systematic and systemic approach. 

Adamawa has implemented a system that consistently maintains school infrastructure while concurrently constructing new ones based on needs and distribution. The state actively recruits new teachers and provides ongoing training for existing ones, aiming to enhance teacher quality, welfare, and pupil enrollment to address the challenges of out-of-school children. 

According to the Commissioner of Education, Dr. Umar Garba Pella, there are essentially two types of schools in the world: those with classrooms and street schools. Failing to enrol children in schools with classrooms may result in them attending street schools, where one child in such a setting can negatively impact the education of 10 children in a conventional classroom.

There are three takeaways from Gov. Fintiri’s launch of the construction of the 21-model nusery, primary and junior secondary schools, and the six mega schools. Firstly, there is public excitement; the majority of Adamawa residents are enthusiastic, recognising the government’s effectiveness and the inclusive nature of infrastructure development. Secondly, the projects will have a regional impact: the Model and Mega schools in Adamawa are expected to significantly influence the state’s education sector and contribute to the broader educational landscape of the northeast subregion. These schools are designed to provide advanced facilities, technology, and specialised programs, accommodating many students and fostering diversity. 

Thirdly, the schools will have a multipurpose and economic impact. Governor Fintiri’s mega and model school projects aim to address the challenges highlighted by UNICEF. The UN said that 12.4 million children in Nigeria have never attended school, and 5.9 million left school prematurely. Thus, the project will tackle the high number of out-of-school children in the northeast and provide students with modern skills aligned with globalisation. Furthermore, the economic impact is evident, with the substantial investment of 16 billion naira in the model school project, which is expected to affect the lives of residents in various ways positively.

Zayyad I. Muhammad writes from Abuja via zaymohd@yahoo.com.

By Amara F.  Sesay 

Alistiqama University Sumaila is proud to announce the full accreditation of its Medical Laboratory Science Program by the Medical Laboratory Science Council of Nigeria. This accreditation reflects the university’s commitment to maintaining the highest standards of excellence in education, research and clinical practice within the field of medical laboratory science.

The accreditation process, conducted by the Medical Laboratory Science Council of Nigeria, thoroughly examined the programme’s curriculum, staff qualifications, facilities, laboratories, and overall educational experience. Alistiqama University Sumaila met and exceeded the rigorous criteria set forth by the Medical Laboratory Science Council of Nigeria, showcasing its dedication to providing students with a comprehensive and top-tier education in medical laboratory science.

The Vice Chancellor of the University, Professor Salisu Shehu, expressed his excitement about this significant achievement. “We are thrilled to receive full accreditation for our Medical Laboratory Science Programme. The full accreditation programme of five (5) years is a testament to the hard work and dedication of our founder, Sen. Dr Sulaiman Abdurahman Kawu Sumaila, the Vice Chancellor, Prof. Salisu Shehu, lecturers of the Department of Medical Laboratory Sciences, other members of staff and students who have consistently demonstrated excellence in both academics and practical application.”

The accreditation not only validates the quality of education provided by Alistiqama University Sumaila but also enhances the programme’s credibility and ensures that graduates are well-prepared for successful careers in the rapidly evolving field of medical laboratory science. The university remains committed to staying at the forefront of advancements in healthcare and technology, providing students with a cutting-edge education that meets the demands of the industry.

This accreditation is a crucial milestone for Alistiqama University Sumaila and underscores its ongoing commitment to fostering excellence in healthcare education. As the university continues to invest in state-of-the-art facilities, innovative research, and world-class faculty, it remains dedicated to producing highly skilled and competent professionals who contribute to the improvement of healthcare services globally.

For more information about Alistiqama University and its accredited Medical Laboratory Science Programme, please visit  https://ausumaila.edu.ng/ or contact Mal. Hassan Abdulrahman at +2348036205039.

Alistiqama University Sumaila is a private university dedicated to providing high-quality education, nurturing integrity and morality while fostering research and innovation, and producing graduates who make a positive impact on society. With a commitment to excellence and a focus on preparing students for successful careers, the university is gradually becoming a force to reckon with in the provision of qualitative and morally sound higher education in Nigeria. 

Mr. Amara F.  Sesay is the Chief Information Officer of Alistiqama University Sumaila, Sumaila Township Road, Sumaila Local Government, Kano.

By Zayyad I. Muhammad

In northern Nigeria, discussions on leadership succession and selection processes usually arise prominently only when the region is not in power at the center. Attention to these issues appears to be less pronounced when the North holds central power.

In four to eight years, the dynamics of politics in Northern Nigeria will witness a major shift because the current ‘Class 1’ political leaders will retire due to old age. For instance, in eight years, the former President Muhammadu Buhari will be 90, the former Vice President, Alhaji Atiku Abubakar will be 86, the former President, Ibrahim Babangida, will be 91, Mamman Daura will be 93, Murtala Nyako will be 90, former Head of State Abdulsalam Abubakar will be 90, former Head of State Yakubu Gowon will be 98, and General Aliyu Gusau will be 89. Also, General TY Danjuma will be 94, Sani Zangon Daura will be 94, Ango Abdullahi will be 84, Abdullahi Umar Ganduje will be 83, etc. Their age will eventually phase them out of active politics.

For ‘Class 2’ political leaders, some will also grapple with old age, and their faces are too familiar to the public. In 8 years, Nasir El-Rufai will be 72, Ali Modu Sharif will be 76, Rabiu Musa Kwankwaso will be 76, Ahmed Lawan will be 73, Aliyu Wamako will be 79, and Nuhu Ribadu will be 72. Bala Mohammed will be 74, Governor Inuwa Yahaya will be 71, George Akume will be 79, and Governor Abdullahi Sule will be 73, while the current Vice President, Kashim Shettima will clock 66, which is fairly good for him. However, globally, in recent times, people in their 80s have clinched the presidency of their countries, indicating that age is gradually becoming inconsequential in political contests.

However, the individuals poised to play a prominent and vital role, naturally succeeding the ‘Class 1’ political leaders, include some state governors completing their second terms in the 4 years and other political figures who are relatively young and have excelled in their positions. Notable among them are Governors Babagana Zulum (63), Ahmadu Umaru Fintiri (64), who is performing wonders in Adamawa despite its meager resources, Simon Lalong (69), Yahaya Bello (57), Mai Mala Buni (65), Senator Aminu Tambuwal (58), Speaker Tajuddeen Abbas (60) and many more in both the public and private sectors. While the dynamics remain uncertain over the next 4–8 years, it promises to be an intriguing new chapter in the political leadership of Northern Nigeria.

Furthermore, the next leadership of the North may emerge in contrast to our existing selection process, a process that was always haphazard and mostly shrouded by the vestiges of personal interests. It has often been devoid of the sub-national’s or country’s interests. This time around, someone’s performance in public office may play a vital role in his or her emergence as the leader of the North. The Northern masses are now more concerned about development-oriented personalities than just political names. Performance is key.

And the dynamics of the Nigerian political landscape are changing overtime as well. The country needs a well-planned leadership succession arrangement. This is even more crucial because the nation is a developing country. A structured political succession plan will free the current age-old leadership from the burden of ‘carrying the camel and its loads’.

Though our succession planning, especially in the North, has been happening within the spheres of political leadership in Nigeria, it was based on some old systems and outdated processes, so to speak, for example, when former President Olusegun Obasanjo was tackled on his choice of former President Umaru Musa Yar’Adua while being fully aware of the latter’s health condition, Obasanjo said his decision was based on the information available to him and Yar’Adua’s honesty. This has brought to the fore the need for the North and the Nigerian political leadership at large to cultivate the culture of having succession advisors and employ the science of succession. It will help them make sound decisions for the transition of leadership between the current generation of leaders and potential younger successors while still maintaining some sort of political relevance and influence.

Unfortunately, the current political leadership has a poor mentorship system, especially in terms of teaching the art of politics and participation in national politics. The most hit are often their offspring and lieutenants; they are mostly engaged in power play and wealth accumulation, forgetting the importance of leadership and governance . Thus,  when they find themselves in power, they become confused with power.

Let us also not forget that picking a successor in Nigeria is a painstaking job because of the complex nature of Nigeria’s politics. Our fault lines, apparent influence of geography, tongue and faith in our polity are some of the factors responsible for this. For instance, the political geography of the North has a large number of these political leaders, and the region has some of the oldest people in the national and state assemblies, including commissioners and council chairs.

The north’s “Class 1” political leadership must establish a well-organized yet practical succession plan – a crucial step for them, their politics and the region. Notably, some governors who will conclude their final terms in 2027, having excelled in their roles, should naturally be the future political leaders in the North and at the center.

Zayyad I. Muhammad writes from Abuja, 08036070980, zaymohd@yahoo.com