Education

By Ibrahim Suleiman Ibrahim

The 7th of July marked exactly one year since I completed my NYSC, and so far, it has been an educative and worthwhile experience – Alhamdulillaah!

Let me tell you a story about my first experience in the labour market. The story goes thus;

A few days after the formal completion of my NYSC, I thought I should start job-hunting immediately. I said to myself then, “It’s better to strike while the iron is still hot”, what the Hausa people call “Da zafi zafi ake dukan ƙarfe“. I thought it was a prompt decision I made, forgetting that some of my colleagues with whom I completed NYSC had already secured lucrative jobs long before we completed NYSC. 

I didn’t let that discourage me anyway. “They are children of the elites, after all”—I said to myself. 

Another thing that motivated me to an immediate and unrelenting job-hunting was the fact that the Certificate of National Service, which used to be a barrier to so many opportunities I missed during my service year, had become handy at that time, and would no longer affect subsequent opportunities that might come.

So, to commence the job-hunting. I started following popular job sites and physical employers for job opportunities and ensured I did not let any job advert or link pass me by without applying. All these, I did with much confidence and hope to get a good job in no distant time.

One fateful evening, not up to a fortnight after the commencement of my job-hunting journey, while I was reclining on the sofa, I got a text message that reads thus;

“Congrats u have been shortlisted for our company Orientation on Monday 18/07/22 at 2nd floor, XX building Beside XXX Bank by XXXXX way Opposite XXXXX Road Kaduna, by 8:30 am.”(some information about the venue deserves confidentiality, hence the XXXX).

It was a text message from a random 11-digit phone number informing me that I had been shortlisted for a job and inviting me to an orientation exercise to mark the commencement of the job.

I was hellbent on getting a ‘better job’ that I didn’t even pay attention to the sheer informality and unprofessionalism in the text message I got. 

It is noteworthy that I already had a job I was managing then, but I was eager to get better opportunities since I was done with NYSC and expectations were very high.

So, I dressed my best on the scheduled morning for the orientation exercise and prepared for a possible interview that might come up during the orientation.

It will baffle you to know that I wasn’t even sure which of the jobs I got, but I was confident it would be better than the job I was managing then.

On reaching the venue, I saw a crowd of young people queuing in front of a desk officer for documentation and trooping into a large hall afterwards.

Long story short, I got into the hall after the tedious documentation process and later discovered that I was cheaply lured into attending a ‘Neolife’ lecture—Neolife is one of those tricky investment schemes claimed to be a foreign investment company, filled with a bunch of jobless people, where your income solely depends on the number of people you successfully convince into investing in the scheme. 

They indoctrinate the belief that you could become a multi-millionaire in a few months of investment if you successfully convince people to join the scheme. They tell you about how useless it is to seek salary jobs and how important it is to invest your whole savings into Neolife. They’ll tell you stories of one of their colleagues living in Europe, making millions of dollars due to investing in Neolife.

I felt disappointed and heartbroken to discover that I finally got lured into attending their lecture because of my naivety as a fresh graduate. I have spent my whole life avoiding the agents and promoters of such schemes.

That day I bade an official “Welcome” to the labour Market.

I have more stories about my labour market experience, but I’m indisposed to write about them now; perhaps, I’ll do that leisurely as time passes.

Ibrahim Suleiman Ibrahim wrote via suleimibrahim00@gmail.com.

The Daily Reality (TDR) online newspaper management is pleased to announce the opening of its Endowment Fund Program and invites eligible and interested applicants to apply.

In light of the recent rise in registration fees at Bayero University, Kano (BUK), TDR plans to offer a grant to students who have had their articles published on the platform as a way of support.

Thus, if you are a BUK student and have your article published by TDR, please, contact us via contact@dailyrealityng.com or thedailyrealitynews@gmail.com. Please, submit proof of your student status at BUK, such as a copy of your ID or admission letter, along with the title of your article. The application closes on July 16, 2023, at 11:59 pm.

Please, join us in supporting young people’s education. Every contribution counts.

Sincerely yours,

TDR Editorial Team

By Aisha Yahya Ibrahim

Almajiri is a word deduced from the Arabic word “Almuhajir, “ meaning an immigrant. Almajiri is a localised Arabic word. It is from the root word called “Hijra”, which means migration from one place to another for the sake of ‘Allah’. This concept of migration implies that one could relocate from where he does find conducive for worshipping his creator (Allah) to where he could find a conducive environment for worshipping Allah.

At this height, Nigerians correlated this concept with relocating children from one place to another in search of knowledge of Islam generally or the Quran in particular. The reason could be traced to the followings:

1. We have observed the misconception and misapplication because the children are relocating to places without proper care and sponsorship. They’ve become a nuisance to society.

2. The reason for the migration is that it is not conducive due to oppression. Whether one is oppressed or violent against people seeking Islamic knowledge cannot be equated to such oppression or violence.

3. Children are moved from where the knowledge is available without care or sponsorship, e.g. moving children from Kano to Kaduna instead of remaining with their parents in Kano, where they can have proper care and support. This results in the children begging on the street for sustenance.

4. There are instances where the children are even moved from where the knowledge is available, and the environment is conducive to where the command is not open, e.g., children being moved from Kano to Abuja.

THE IMPLICATIONS ASSOCIATED WITH THE AL-MAJIRI SYSTEM NIGERIA.

The following are some of the apparent implications of the Almajiri system in Nigeria.

1. The children become vulnerable to health hazards regarding their food and clothes; in most cases, some of these children walk barefoot.

– The food they eat: In most cases, these foods are remnants, and the actual eaters are unknown how the food was cooked and kept.

– The clothes they wear: We often see these children wearing the same cloth for up to a week or more without washing them.

This can lead them to develop skin problems due to accumulated germs.

– Walking barefoot: Some of these children walk barefoot. As a result, it leads to them contracting fungal infections on the nails (Onychomycosis) or the skin of the feet (Tinea pedis), better known as athlete’s foot.

2. They tend to be influenced negatively in terms of behaviour, e.g. They become exposed to drugs, i.e., taking drugs.

There’s a high level of theft mainly carried out by these children, e.g. snatching people’s items on the road when they get the chance.

3. These children will grow into adulthood as lazy citizens who depend solely on what people give or forcefully take away from people for survival.

 In today’s society, mainly in Northern Nigeria, children living with their parents sometimes disguise themselves as Almajiris just to get free money and food from people. These children have become so lazy that they don’t want to work; they prefer to go out and beg.

It’s important to note that this is due to some parents not taking responsibility for their children. 

A CALL FOR ACTION

For a better society, it is high time the government at all levels came in and ensured that these children are taken off the street to ensure that these children don’t become a threat to society and its people.

WAY FORWARD

The government cannot do that alone to ensure that these children are taken off the streets.

A collaboration between Government at all levels, Non-governmental organisations, Islamic religious leaders and Traditional Rulers.

Religious leaders: Religious leaders here can ensure the actual concept of the word is correctly explained to their followers as well as the need for these children to be taken off the streets through enlightening the general public about the negative consequences and acts of sins that are incurred as a result of the misapplication and the need to bring lasting solutions to it, at this moment working together to ensure that the real thing is established and the actual aim achieved.

The religious leaders are responsible for enlightening the Quranic teachers of these Almajiris on the danger of allowing the children to flood the streets begging for food.

The religious leaders also have to mediate between the Quranic teachers and wealthy Muslims to educate the rich Muslims on the need for charitable work to feed these Almajiris. They are also responsible for alerting the government through the Ministry of Youth and Development on the need to aid these Almajiri institutions and their Quranic teachers because that’s part of the government’s social responsibility instead of letting them become a menace to society. 

Traditional Rulers: Traditional rulers here are the closest people to this institution. They can physically mediate between the Almajiri institution and the government. They can ensure no child is found roaming about through their local security outfit. They can quickly investigate where the children came from, who the parents are, and so on since we now have parents who no longer take responsibility for their children.

Non-governmental organisation: The non-governmental organisation here can assist through some charitable work. i.e. distribution of food and other relevant materials.

Government: The federal government’s role in combating this menace cannot be overemphasised. The government here can put laws in place to ensure that no child is roaming the street as an Almajiri. The government can help shelter these children, i.e., just as we have government orphanages, we can adopt the same method and other assistance through collaboration with religious leaders, Traditional rulers and non-governmental organisations.

Above all, agitation for eradicating the Almajiri institution won’t be right, but a reformation.

And I hope this gets to the appropriate authority!

Aisha Yahya Ibrahim  wrote via ibrahimaishat432@gmail.com.

By Kasim Isa Muhammad

In a disheartening turn of events, the University of Maiduguri faces widespread criticism for its recent policy to bar students with unpaid fees from entering examination halls. This decision has sent shockwaves throughout the campus community, leaving many students dismayed. UNIMAID must reconsider its stance and adopt a more compassionate and supportive approach to ensure equal opportunities for all.

The consequences of this ill-conceived policy are far-reaching and detrimental. Numerous students, burdened with financial hardships, now face the distressing prospect of academic exclusion. This sudden disruption hampers their progress and undermines the core principles of inclusivity and equal opportunity that universities should uphold.

The impact of this decision extends beyond individual students, raising serious questions about the university’s commitment to fostering a conducive learning environment. Instead of supporting students facing financial difficulties, the punitive measures imposed exacerbate their struggles and perpetuate a cycle of inequality.

As a society, we must recognise the importance of empowering our students to overcome obstacles and pursue education as a fundamental right. Education is the foundation upon which individuals and communities thrive, contributing to societal progress and development. By impeding the academic advancement of these students, UNIMAID risks compromising its mission and tarnishing its reputation.

Under the administration of Professor Aliyu Shugaba, the University of Maiduguri must take immediate action to reconsider this misguided policy. A compassionate and supportive approach should be adopted, exploring alternative means of financial assistance to ensure no student is left behind. By proactively addressing students’ financial constraints, the university can uphold its commitment to inclusivity and guarantee equal opportunities for every aspiring mind to succeed.

Furthermore, stakeholders, including student unions and alumni, should raise their voices collectively to advocate for a fair and equitable resolution. Through the collaborative efforts of all concerned parties, we can foster an environment where students’ dreams can flourish, and the pursuit of knowledge remains unrestricted by financial barriers.

The current state of criminality and insecurity in our country further underscores the urgency of this matter. If these students are deprived of their education and forced to drop out of university, they may find themselves vulnerable to the temptations of criminal activities. Education has always been a powerful tool in shaping the future of our society, and denying students access to exams and their academic pursuits can have far-reaching consequences beyond the classroom.

In conclusion, we implore Professor Aliyu Shugaba to consider the profound impact of the ongoing economic downturn on the lives of our fellow citizens, particularly those from disadvantaged backgrounds. Many families are struggling with financial difficulties, making it challenging to meet their financial obligations promptly. We risk pushing students into an even more precarious situation by denying them the right to write their exams solely due to unpaid fees.

Kasim Isa Muhammad wrote from the Department of Mass Communication, University of Maiduguri.

By Abbas Datti

Recently, the registration fees of most federal universities in Nigeria have risen dramatically, constituting a huge financial problem for students and their families.

The current fee increase places unfair constraints on low-income people, perpetuating inequality and promoting social inadequacies. More so, the exclusion is based on financial circumstances. As the registration fees continue to increase, the desirable dream of acquiring a university education slips further out of reach for many deserving individuals.

Therefore, as a bona fide resident of Kano and a great beneficiary of low and subsidised registration fees, I will use Bayero University as my case study. I am writing to appeal to Professor Sagir Adamu Abbas, the Vice Chancellor of Bayero University, Kano, regarding the current situation.

We know Sagir as someone with an exceptionally high calibre personality, humility and modest approach. This sets him far above others. Thus, we believe he will no doubt consider the attending consequences of this enormous increase.

We have been told that education is a fundamental right of every individual, and one must admit that it is the responsibility of educational institutions to provide a nurturing and good inclusive environment that fosters academic growth and development for all students. While one may comprehend the various needs associated with running a university and the alleged withdrawal of the government from funding universities, I would like to refer the Vice Chancellor back to the difficulties many students experienced in paying their respective registration fees since before the recent increase.

The ever-increasing cost of registration fees has become a significant deterrent for prospective students, leading to a potential decline in enrolment rates. The burden of high registration fees and other expenses, such as accommodation, and high living costs, is enormous on students and their various families. Potentially, it not only limits access to education but also jeopardises the overall tertiary education enrolments.

I passionately beseech the Vice Chancellor of Bayero University to consider the urgent need for a reduction in registration fees and initiate constructive consultations with the appropriate university stakeholders to find feasible solutions. This could involve exploring more alternative revenue generation, seeking additional funding from wealthy personalities and other intervention funds, or reallocating resources to ensure a well-rounded, balanced approach that benefits both the university and the students.

Abbas Datti wrote from Kano via abbasdatti448@gmail.com.

By Muhammad Sulaiman

The registration fees at Bayero University Kano, once known as one of the most affordable universities in Nigeria, have now skyrocketed to a minimum of 105,000 for new students.

This increase has come as a shock for many students, who are expressing their disappointment and frustration.

Details later.

By Huzaifa Dokaji

Imagine a bustling city nestled in the heart of West Africa that radiated intellectual brilliance and creativity long before the Europeans reached the region. This is Kano, a city whose intellectual achievements have shone brightly throughout history, never hidden from the world’s gaze. A state North African merchants describe as “a city like a thousand city”. Allow me to paint a vivid picture of Kano’s intellectual past, a portrait that will captivate your imagination and unveil the greatness that lies within.

Centuries before the arrival of colonial powers, Kano was a thriving centre of learning, attracting scholars from far and wide. It was a place where minds converged, knowledge was cherished, and intellectual pursuits flourished thanks to state and privately-sponsored academic spaces. In the corridors of Kano’s renowned educational institutions, such as the intimidating Madabo centre, scholars delved into the depths of philosophy, science, literature, and Islamic studies. They engaged in intellectual debates, exchanged ideas, and produced works that left an indelible mark on the intellectual landscape of their time and beyond. This legacy, however, is at peril more than ever.

In a state that once boasted of kings and emirs renowned for their generous support of scholars and students, state scholarships are now only disbursed on the eve of elections, serving as mere tools for vote canvassing. Our schools are among the worse in the world. Although once a space where literary production was at its fines, schools in Kano lack access to any useful library resources. Lecturers resort to illegally downloading books online or relying on pirated copies to fulfil their teaching duties.

It is genuinely dismaying that a junior lecturer in our universities must spend nearly half their monthly wage to order an essential textbook on Amazon, while students at even the poorest universities in America have access to such materials through interlibrary loans. Adding to this bleak scenario, for example, over three years, Stony Brook University in New York spent about half of our 2023 budget for education to renovate its Student Union building. As worrying as this is, I believe Kano State still possesses the potential to emerge as a shining example of educational brilliance once again. My intervention is limited to institutions of higher learning.

To transform the Kwankwasiyya vision for education into a reality, we must transcend the mere provision of basic educational infrastructure and sponsoring students to study abroad. We must embrace a bold approach that surpasses the efforts of our Nigerian and West African counterparts. We need visionary leadership and innovative infrastructure. We need leaders who understand that education is not merely about constructing classrooms and dashing out scholarships; it is about providing qualitative and enduring infrastructure and creating an environment that fosters intellectual growth, critical thinking, and cutting-edge research. We need leaders who recognise that the quality of education is directly proportional to the quality of infrastructure provided and the system created.

Imagine a Kano State where universities boast state-of-the-art research laboratories with cutting-edge technology. Envision lecture halls that facilitate interactive and engaging teaching methods, equipped with the latest audiovisual tools and comfortable seating arrangements. Picture libraries filled with a vast array of books, journals, and digital resources, providing students and faculty with access to a world of knowledge at their fingertips. Imagine campuses adorned with green spaces, inspiring architecture, and modern facilities that foster an atmosphere conducive to learning and intellectual exploration. Imagine a Kano where lecturers are paid a decent wage.

We must transcend those dilapidated buildings that even counties are ashamed of building abroad. There is a critical need to dream beyond the limitations of what other Nigerian governors have failed to achieve. We must look to the examples set by leaders in more progressive societies and strive for such excellence. Let us aim to provide our students and faculty with infrastructure that not only meets their basic needs but also inspires them to reach new heights of knowledge and innovation. This should be the Kwankwasiyya vision.

The interventions

a. Infrastructure

To realise this vision, it is crucial to prioritise the modernisation and expansion of our universities’ infrastructure. Outdated facilities, overcrowded classrooms, and limited resources hinder the educational experience and impede the pursuit of cutting-edge research. It is time to break free from the shackles of mediocrity and invest in infrastructure that reflects our commitment to academic excellence. We need well-equipped laboratories, not just buildings with nothing to offer our science students. By allocating a significant portion of the state budget to education and ensuring the judicious utilisation of funds, we can establish a sustainable funding model that facilitates the development of world-class infrastructure.

The above investment will benefit our universities and attract renowned scholars and researchers from around the world. They will see Kano as a place where they can pursue their academic endeavours in an environment that supports and nurtures their intellectual growth. By looking at what governors in more advanced regions are doing, we can identify innovative approaches to infrastructure development. These leaders understand that modernising educational institutions goes beyond constructing buildings; it involves creating spaces that foster collaboration, critical thinking, and creativity. They invest in research facilities, technological resources, and student support services that enrich the educational experience and provide students with the skills needed to thrive in the global economy.

b. Wages and Allowances

There is a pressing need for Governor Abba Kabir Yusuf to reconsider the current remuneration package for lecturers in our state-owned higher institutions. It is essential to rise above the confines of the narrow mindset that accepts the prevailing notion of meagre salaries for lecturers on the selfish idea that it is what all states and the federal government are paying. In this era, marked by heightened awareness and accountability, there is no plausible justification for not paying a reasonable wage when politicians have continued to show ingenuity in sourcing money to fund their expensive and outrageous lifestyles. Paying lecturers a meagre salary of $200 a month undermines their professional dedication and the essence of a vibrant and dynamic education system. Recognising the invaluable contributions of these esteemed educators, Governor Yusuf must transcend the limitations of prevalent practices and champion a new paradigm of valuing and rewarding academic expertise. By offering a respectable and competitive wage, he can demonstrate his unwavering commitment to nurturing an environment that attracts and retains top-notch scholars, who, in turn, inspire students to reach new intellectual heights.

c. Grants and fellowships

The absence of grants in Kano universities is not only a concern for the institutions themselves but also a reflection of the broader condition of education in our beloved state. No society can truly develop its education system and produce graduates who can address the nation’s needs without ensuring access to basic resources, such as grants, which fuel academic progress and knowledge dissemination. To rectify this pressing issue, there is an urgent need to prioritise establishing grant programs that cater to the needs of faculty members and students across all universities in Kano State. It is imperative to allocate funds in the state budget specifically dedicated to supporting and rewarding research, innovation, and academic excellence.

For several reasons, grants and fellowships are crucial in developing academic research, especially in developing countries. First, they provide financial support to researchers who may not have the resources to pursue their studies. Second, they facilitate collaborations between researchers worldwide, enabling the exchange of ideas and knowledge. Third, grants and fellowships often come with opportunities for training and mentorship, which can enhance the skills and expertise of researchers. Finally, supporting academic research, grants, and fellowships can lead to the developing of new technologies, products, and services that can have significant social and economic benefits for developing countries.

The government should collaborate with private organisations, philanthropists, and international institutions to establish a successful fellowship and grant program in Kano. By working together, the government can leverage existing resources to create a sustainable program that supports research and innovation in academic institutions.

Grants, both for lecturers and students, are crucial lifelines that enable universities to flourish and produce graduates equipped with the skills necessary to thrive in today’s rapidly evolving world. They will provide financial support for research projects, allow for acquiring state-of-the-art equipment and resources, and facilitate collaboration with industry partners. Without grants, universities face a significant impediment to progress and risk falling behind in the global academic landscape. Establishing fellowships and grants in Kano can help bridge the gap between local and international education systems by attracting talented scholars and researchers worldwide. This will give students and scholars access to diverse ideas and perspectives, enabling them to compete globally.

Grant investments will demonstrate Abba Kabir Yusuf’s commitment to developing Kano’s education system. It will make him, perhaps, the only governor to establish such in the entire Northern region. Such a move will enhance the quality of education and attract renowned researchers, industry partnerships, and prestigious grants to our universities. The ripple effect of such investment will position Kano State as a hub for innovation, drive economic growth, and nurture a generation of graduates ready to tackle local and global challenges.

Denying students access to grants limits their potential and hampers their ability to engage in hands-on, practical research experiences that enrich their educational journey. By investing in grants, we empower our students to contribute meaningfully to their respective fields upon graduation. Moreover, these programs will create a culture of research and innovation in academic institutions, leading to increased productivity and competitiveness.

In conclusion, by embracing visionary leadership, investing in infrastructure, and establishing grant programs, Kano State can transcend the limitations of the past and emerge as a leader in educational excellence. Let us not settle for mediocrity but strive for greatness in our pursuit of knowledge and innovation. The future of Kano’s education system lies in our collective commitment to providing world-class infrastructure and nurturing a generation of scholars capable of making significant contributions to society. Together, we can transform Kano into an educational powerhouse that inspires and empowers future generations.

Huzaifa Dokaji is a PhD student and teaching assistant at the Department of History, State University of New York at Sony Brook. He can be reached via huzaifa.dokaji@stonybrook.edu.

By Uzair Adam Imam

The news making the round about the increment in school fees by the management of Bayero University, Kano (BUK), has dragged many students into a sheer panic while others fear the increment would be the end of their academic journey.

However, the school management debunked the circulated news on Wednesday and described it as fake news meant to startle students.

Malam Lamara Garba, the school Deputy Registrar, Public Affairs, told The Daily Reality that the story was baseless, urging the general public to reject it as “there is no official disclosure on that effect”.

The Daily Reality recalled that the news about the increment in the school fees to N170,000, initially said to be leaked information, has gone viral since the beginning of the last week.

The Students Union Government (SUG) claimed to have made several attempts to highlight the negative consequences the increment would have on students and subsequently held two meetings on the process with the school management.

Auwal Lawal Nadabo, the school acting SUG President, stated that all their efforts were in vain as the school management remained firmly on its stands after all the meetings.

Nadabo, who relayed this on a Facebook post, said, “The school management, after all consultations and finalizing the proposed fees, called for a second meeting where it was confirmed to the student leaders that the new range of school fees would be N97,000 to N170,000, as the case may be.

However, asked whether what the SUG President said was true, Garba denied knowledge of the meetings, saying, “I don’t even know when they had the said meeting with the management.”

By Ahmad Deedat Zakari 

The Kano State Government has resumed awarding local and foreign postgraduate scholarships to indigenes of the state. 

This was made public on Friday through a statement signed by the Secretary to the Kano State Government, Dr Abdullahi Baffa Bichi.

Dr Bichi called for entreaties from qualified Kano graduates. Graduates with first-class honours who are from the state and are medically fit to travel abroad are eligible to apply. 

He also noted that the last time the state awarded scholarships of this kind was in 2025, during the administration of Senator Rabiu Musa Kwankwaso.

Part of the statement reads: 

”Applications are invited from suitably qualified graduates for Kano State postgraduate foreign and local scholarships for the 2023/2024 Academic Session.

Recall that the last scholarship was offered in 2015 by Sen. Rabiu Musa Kwankwaso’s Administration which sponsored the third batch of 503 first-class graduates to 14 different countries.

After eight years without postgraduate foreign scholarship by the last administration, H.E. Engr. Abba Kabir Yusuf, The Executive Governor of Kano State, has approved the resumption of the postgraduate foreign and local scholarship with effect from the 2023/2024 Academic Session.”

Applicants are called on to fill out relevant application forms obtainable for free from www.kanostate.gov.ng/scholarship_application.

The state concludes that:

“Eligible applicants would be invited for a screening interview.

Completed application forms together with copies of credentials (indigene certificate, medical certificate, birth certificate, Primary School Certificate, WASC/GCE/SSCE certificate, Degree certificate etc) should be submitted to the secretariate of the screening committee, Old Conference Room, Office of the Secretary to the State Government, Cabinet Office, 1 Wudil Road, Kano within two weeks of this advertisement.”

By Nasiru Manga

Anytime Nigeria’s myriad problems and challenges are raised in a discussion which also involves how to turn around the country’s fortune, it more often than not leads to a fascinating argument among intellectuals as to which is more important between establishing a solid institution which produces successive good leadership or having a leadership of strong men to engender strong institutions. In that instant, I find myself vacillating between the two opinions. I find both of them valid and very difficult to be disputed. It’s a case of a chick and an egg dilemma regarding which must have existed first, the chick which laid the egg or the egg from which the chick was hatched.

Reasoning with either of the points, I reflected on my teenage experience in secondary school more than two decades ago. I then relate the arguments with the leadership of five or six successive principals in my secondary school, Government Arabic College, Gombe. How these principals managed the school was a practical example of the validity of the two arguments depending on the side one takes.

One of the principals, in particular, stood out. He is Malam Saidu Jibrin Kwami. His exemplary leadership during his stint as the school’s principal afforded me the feeling of what good leadership can do, even in a small school environment. Before him, his predecessors couldn’t make any difference. The principal who succeeded him couldn’t equally build on his achievements. It’s also proof that without a vital institution, a strong leader’s efforts come to nought if he leaves the stage and succeeds by a weakling. For my readers to deeply appreciate why Malam Saidu Jibrin Kwami’s exemplary leadership towered above the rest of the principals, let me take you down memory lane of what was obtainable in the school.

The system was, and until we left the boarding secondary school in 2002, the principal, in addition to the daily management of the school, was in charge of students feeding. I didn’t know whether the funds for the feeding were released to the principal directly from the state ministry of education or the ministry provided the school with all foodstuffs. It released some funds to the principal for the daily running of the school and buying groceries. But I did know that the school store was getting restocked regularly.

The three square meals day in and day out consisted of mostly pap with sometimes two pieces of ƙosai served as breakfast. The pap had no sugar, and perhaps, due to how it was prepared, it had a sedative effect on students during school hours. Black tea with rumpled tiny bread was served as breakfast once a week. The lunch and supper were either tuwo made from processed maize, mostly half-done, called gabza by students or eba made from gari, served alternately for lunch and supper. The soup for the gabza or eba, mostly miyar kuka, was prepared with little to no spices and bereft of any accompanying protein in the form of meat. Rice which one couldn’t tell whether it was a jollof rice or simply white rice without soup, was served on Thursdays. The meat was served only once in a blue moon.

It is needless to say that the rations were not enough for students. Worse of it, many students used to end up not having their rations as what was given to the cooks to prepare was barely enough to go around. The service was, therefore, on a first-come-first-served basis, excluding senior students who needed not join queues. If one missed his share, that was all, and he would be told “ka bi Yerima“, an expression meaning “you have missed, there is nothing for you.” It was said that the cliché “ka bi Yerima” has its historical origin in one of the Gombe princes who sought and lost his father’s throne to then Emir of Gombe, Alhaji Shehu Abubakar. So “ka bi Yerima” means one followed in the footsteps of the prince, a loser. Ask me not about its authenticity.

To be fair to the principals of my secondary school, the situation was almost the same in all boarding public secondary schools, at least in Gombe and Bauchi states, around that time and even some years before that, as confirmed by those who attended the boarding schools before us. There were, of course, slight differences here and there occasioned by changes of different school administrators depending on their level of prudence and management of resources.

One incident I can’t forget during my first year was a riot in the school. The then-principal was unbelievably niggardly. Students’ rations which were, to start with, too little, only enough to feed a three-year-old baby, became so frequently inadequate to go around. Kun bi Yerima became the order of the day as more and more students started missing their rations at the dining hall. This was exacerbated by the fact that it was towards the end of a term when the foodstuffs brought from home by students and some money given to them by their parents to complement the school feeding programme had finished, thereby forcing many to rely on the food provided by the school which was not enough. There was also a shortage of water in the school.

So, one morning, some senior students from SS 2 and 3 woke up and said they had had enough. They took to the school’s streets chanting slogans that the principal should go and that he was a thief. After gathering, they headed to the school’s staff houses, where the principal lived. They started pelting stones at his house. He escaped by a whisker, and the school got shut down for a few weeks.

Upon resumption, we met a new principal and were informed that about seven (7) students, leaders of the protest, were expelled from the school. But still, there was no significant improvement in school feeding or academics. We only had three to four subjects maximum, out of the nine subjects we were supposed to have daily. The only exception was when we had teaching practice students from the Federal College of Education. And during that time, permanent teachers virtually abdicated their responsibilities, leaving everything to the student-teachers. Another two principals we had afterwards couldn’t effect any change. Their priorities were neither students’ academic nor their nutritional well-being.

Then came the revolutionary principal, Malam Saidu Jibrin Kwami. We were in SS 3, about five years after that principal against whom students revolted, and the fourth in the succession of principals since we enrolled in JSS 1.

The first thing he undertook was an improvement in our academics. He frowned at some teachers habits of sitting and chit-chatting in staff rooms without attending classes. He declared that he wouldn’t condone their flagrant negligence of duty. He insisted that every teacher must not miss his lesson twice weekly without a genuine reason. We then started having completed nine lessons on an unprecedented day.

How did he achieve that? He gave all class monitors notebooks to use as registers where each teacher would write their name and append their signatures at the end of their period. At the end of the class every day, the class monitors would queue up at his office, where he checked the register of each class to see if there was an absentee teacher. He also told us in the assembly that we should report any teacher we observed wasting away their period of 30 minutes or 45 minutes blabbering instead of teaching.

Malam Jibrin Kwami also introduced extra evening classes (which we called prep) daily, save weekends. Before him, there was not much importance attached to it by his predecessors. Only junior students used to attend it, and it wasn’t daily. But during his time, he supervised the evening classes himself; and he would personally go around hostels to chase out stubborn senior students who would rather stay put in the hostels while the prep was ongoing. If he sighted a student loitering about, he would shout from afar, “Who is that gardi?” He also ensured that all the classrooms and all the streets from students’ dormitories leading to the classes were fully lit so that students wouldn’t complain of darkness. There were no Discos then, and NEPA was genuinely faithful. How he achieved that, beat me.

You may be wondering what happened to our food, right? Suffice it to say that during his short period as the school’s principal, we also saw what our parents enjoyed in public schools in the ‘70s and ‘80s. He told us that he also finished in the same school in 1982, and it was unfortunate that things had deteriorated to that level.

Most days of the week, our breakfast became tea (not just black tea, but with milk) and bread as against pap. And we started feeling the taste of sugar in our pap too. White rice and stew, tuwo and eba started competing as our lunch and supper, with rice winning most times. Pieces of meat suddenly appeared in our daily meals, and the soup started having condiments.

One day, he summoned us as the school’s prefects, informed us that we would notice a change in our meal the next day, and urged us to survey and feed him about the change.  He told us the meat price was high, so he decided to alternate the meat with fish. So he wanted us to sample students’ general opinions on the fish substitute as he knew some people didn’t like fish. Such a thoughtful leader!

Unfortunately, as they say, good things hardly last; his tenure as a principal was short-lived. No sooner had we started enjoying his good leadership than he got elevated and appointed as the secretary of our state’s pilgrim board. The school was literally thrown into mourning upon hearing the news.

The man who succeeded him couldn’t properly step into his shoes. Things started deteriorating very fast. Before you know it, we were back to square one. This is the case of having a strong man without a strong institution. And the strong institution doesn’t exist in a vacuum; it has to be built by strong men.

Nasiru Manga can be reached via nasmang@gmail.com.