Education

BUK initiates N15,000-per-month job scheme for students

By Muhammadu Sabiu 

Professor Sagir Adamu Abbas, the vice chancellor of Bayero University, Kano (BUK), has revealed that the university has implemented a job programme for students in which the university hired students to do some jobs for it in exchange for N15,000 per month. 

Delivering a speech over the weekend in Kano when he met a group from the university’s main campus and the Education Correspondents Association of Nigeria (ECAN), Adamu-Sagir said: “The university equally introduced a kind of job scheme for students, whereby they were engaged to render some services to the university, and they were paid N15,000 monthly.  

“This does not affect their normal learning because it does not take much of their time as some were to clean some surroundings or render certain minor service within the university and got paid at the end of the month.”

The Vice-Chancellor bemoaned the large expense of maintaining the institution in his remarks over the rise in registration fees, particularly the exorbitant cost of providing fuel. 

He disclosed that the monthly cost of power is approximately N35 million, and the cost of diesel for generator purchases is approximately N40 million. 

He also noted that with a student body of almost 45,000, including postgraduates, and a staff of over 5,000, both teaching and non-teaching, it was practically impossible to provide social services. As a result, the management was compelled to hike registration fees.

Students loan and fees: easing the difficulties

By Dr. Aliyu U. Tilde

FOR STUDENTS, two days ago I learned about the tragic death of a mother who developed sudden BP after failing to gather enough funds for the last minute registration of her orphan daughter at a federal university in the northwest.

Within a day of illness, the mother died. This got me thinking of means to reduce difficulties for hundreds of thousands of students facing similar challenges on all our campuses. They are well into their courses when the fees were tripled. The students’ loan promised has not taken off and institutions have set deadlines for online registration. Do we sit back as a nation to see the students abandon their studies? No. We must do something. Here are my humble suggestions:

  1. Installment payments. Higher institutions should allow old students to spread payments over the remaining sessions of their courses, with the caveat that no student shall sit for a semester exams or be issued his certificate without completing his payment. However, an initial deposit, say 30% of the fee, can be required at the beginning of the session or semester.
  2. Students loan: The Special Committee under the CBN which is statutorily empowered to administer the loan should double its effort to enable a quick take off. Remember that the President once said he would like to meet the first set of beneficiaries of the loan in September.
  3. Remove Family Earning Cap: The Committee can remove the family earning cap to allow any student to access the loan as the President has ordered.
  4. Guarantors: State governments can serve as guarantors for their indigenes instead of individuals.
  5. Online application: The Committee can explore digitizing all or part of the application process to reduce stampede at banks and check corrupt practices like extortion of students by officials of institutions and banks.
  6. Legislation: To effect these changes, some sections of the Student Loans Act, 2023, need to be amended. This can be expressly done with the cooperation of the National Assembly and the Presidency.

Dr. Aliyu U. Tilde can be reached on Twitter: @Dr_AliyuTilde

BUK applauds Senator Hanga, others for rescuing Kano students

By Uzair Adam Imam

Senator Rufa’i Sani Hanga, the senator representing Kano Central, was commended by the Management of Bayero University, Kano (BUK), for sponsoring the registeration of 200 BUK students.

Senator Hanga was applauded for rescuing Kano students who initially thought their academic journey at BUK was over as a result of the increment in the registration fees by the school management.

This was contained in the BUK weekly Bulletin made available on Friday by the Deputy Registrar Public Affairs, Malam Lamara Garba.

Other persons commended by the university were Honourable Abubakar Kabiru Abubakar, member of the House of Representatives, Bichi Federal Constituency, who sponsored 100 students and the Rep of Doguwa who is thinking of doing something similar.

Similarly, the national body of the Nigerian Universities Engineering Students Association (NUESA) was also commended for sponsoring 39 BUk students as part of its support to the less privilege.

The Daily Reality recalls that in July, the management of BUK, in its Special Bulletin, announced the increment of school fees, a development that came as a shock to many students.

The decision by the university management generated a pandemonium considering the economic hardship in the country.

However, Senator Hanga, and his likes, who felt the student’s pain, responded and instructed his scholarship committee to screen the indigent students for the fully-funded scholarship.

Hanga said, “This is in response to the outcry caused by the registration fee increment in Bayero University, Kano which threatens the progress of many students in the university.

While I consider this a quick intervention, I want to stress that more programmes that target the upliftment and empowerment of our people are on the pipeline, in shaa Allah,” he added.

Our reporter learnt that the list of the 200 successful applicants has been compiled and submitted to the management of Bayero University, Kano.

While commending his scholarship committee, Hanga said, “I wish to advise the beneficiaries to make the good use of the opportunity.”

British Council announces fee increase for IELTS tests

By Muhammadu Sabiu 

In a recent announcement, the British Council informed test takers about an upcoming fee increase for its IELTS (International English Language Testing System) examinations.  

Effective September 1, 2023, the new pricing structure aims to maintain the high-quality standards of testing experiences. 

Under the revised pricing, IELTS Academic and IELTS General Training tests will be priced at NGN 107,500, while the cost for UK visa and Immigration-related tests will be NGN 116,000. Additionally, the Life Skills test will see a price adjustment to NGN 104,000. 

The British Council emphasised that the decision to raise prices is essential to upholding the exceptional quality that test takers have come to expect from their IELTS assessments. 

Despite the increase, the council remains committed to providing accurate evaluations of English language proficiency to individuals pursuing academic, professional, or immigration-related goals. 

In a concise statement, the British Council expressed gratitude to all those who have chosen their services for language assessment. 

Test takers and individuals planning to take the IELTS tests after September 1, 2023, are advised to take note of the updated pricing structure to ensure accurate financial planning for their assessment endeavours.    

The graduate skills that you ignored

By Prof. Abdelghaffar Amoka

When I was an undergraduate student, one of my lecturers during a physics class told us that physics makes you think better than others. We were wondering how. He said we don’t have to pick up a physics job after graduation but that whatever we decide, the skills acquired while studying physics will lead us through. That I later found to be true when I look at my classmates and their different endeavours.

In another class, the lecturer told us we should learn not to compartmentalise our brains. Let all that we have in our heads work together. During my undergraduate days, we were constantly reminded that as we pass through the university, we must allow the university to pass through us.

I was passing by the Department of Mathematics this morning, and my eyes captured their sign oars. On the signboard was the motto: “Critical thought for a critical mind”. The department claimed to be a place to develop critical minds. I have seen critical minds from there that are bankers, entrepreneurs, etc.

We were discussing this morning, and a friend narrated to us how he got a job as a marketing officer, a position he never applied for. He applied for the position of Admin Officer, and to end the interview after responding to all the questions from the panel members, the DG asked him why he didn’t apply for the position of Marketing Officer. He answered that he did not study marketing and he felt that from his degree, he was only qualified to be Admin Officer. The DG then responded that with his communication skill and confidence, he would do well as a Marketing Officer and was hired as a Marketing Officer.

One of the top skills required from a graduate is communication skills, and your training in the university includes that. Graduates need to be able to effectively get the message across, including in verbal and written formats. It’s also about listening and understanding other views. Good command of languages for projecting a confident, professional image and for good communication with clients and colleagues. If you don’t have it, you should blame yourself, not your university.

Aside from your hard technical skills, the other skills expected from a graduate are Time management, flexibility or adaptability to respond to unexpected changes in circumstances or workload effectively. Ability to work in a team to take on the responsibility to ensure your team achieves its goals. Critical thinking and problem-solving skill to approach problems and resolve issues from different angles is also highly valued.

Interpersonal skills to build positive working relationships, good communication, persuasion, and negotiation. Being flexible in your thinking and being open-minded and curious, and creative thinking that will help in problem-solving and innovation. The ability to understand others towards finding solutions that allow both parties to achieve their goals or come out of a situation. Leadership, the ability to bring something extra to a team, is essential. You are required to have a basic knowledge of the field. And guess what? You should have learned all these skills in school.

These are embedded in some of the activities we ignored in school. Some of them look routing, but there are important lessons in them. Time management is ensuring you hand in your assignment or report at the due date and time. That lecturer who locks you out of the lecture room, because you are 10 minutes late to his class, has nothing to benefit from you missing the class. He is training you to respect the time and be punctual. They say time is money, and punctuality is the soul of business. Flexibility to handle unexpected workloads is managing your time to take extra lectures and extracurricular activities. The ability to work in a team ensures that your practical or presentation group achieves its goal within the specified time.

Giving a class assignment or exam questions that require a little thinking is building your critical thinking to deal with challenging situations. You have classmates with diverse beliefs and ideologies to develop interpersonal relationships with and get to understand them. You are made to have seminar presentations to develop your ability to present an idea to the public and defend it. You are meant to lead a practical or study group for a reason. You are learning to be a team leader. Campus associations and societies are not there just for fun. Some of the union leaders grow to become political leaders.

So, don’t let anyone discourages you from pursuing a degree program, except it’s your choice not to go for a degree. Pursue your degree and pay attention to the requisite skills for the degree.

If you didn’t get these skills as you are graduating, stop arguing over skills vs “just” degree and blaming your university and lecturers for failing to acquire the skills during your study. You just passed through the university and did not allow the university to pass through you. Go and develop it; it is not late. Maybe you are the one that the book is referring to.

However, let me remind you that if you have these skills in Nigeria, it will be easier to use them to get a job outside than in the country. To get a job here, you may need the extra skill of knowing someone that knows somebody that knows another person to get a job. I learn some jobs are on sale. If you have the cash to buy one, I wonder if you need these skills.

An ex-aide to the Chairperson of the Federal Character Commission was reported to have confessed before a House of Representatives ad hoc committee investigating job racketeering at ministries, departments and agencies (MDAs). He said he had sold federal employment slots to job seekers at the directives of his former boss. According to him, some paid N1 million, others N1.5 million.

Finally, our problem is not skills or degrees; we have these in abundance and even export them abroad (the Japa phenomenon). Our problem is creating a system where the son of nobody can become somebody without knowing anybody. Our present system is not sustainable. It’s a disaster waiting to happen.

Abdelghaffar Amoka Abdelmalik, PhD, wrote from Ahmadu Bello University, Zaria. He can be reached via aaabdelmalik@gmail.com.

More than 1.2 million candidates registered to sit for SSCE with us—NECO

By Muhammadu Sabiu 

A total of 1,205,888 applicants have enrolled for the current 2023 Senior School Certificate Examination, or SSCE, which is being administered by the National Examinations Council (NECO). 

The Head of Information and Public Relations, Azeez Sani, revealed this in a statement on Friday in Abuja. 

In Jos, while observing the administration of the exam in various schools, Prof. Dantani Wushishi, the NECO registrar, was quoted by Mr. Sani as having stated that 601,074 of the candidates were male and 584,814 were female. 

Based on information gathered from around the nation, he expressed satisfaction with the SSCE’s overall performance in 2023. 

The registrar noted that the 2023 SSCE, which will be finished next week, was the best organised in recent years.

Boko Haram: Inspiring stories of two resilient girls who became registered midwives

By Lawan Bukar Maigana

In the war-torn region of Gwoza, two remarkable girls, Mabruka Manu, and Maryam Abubakar Musa, emerged as beacons of hope and resilience. Despite the devastating impact of the Boko Haram insurgency on their lives and education, they defied the odds and became registered midwives. 

Their inspiring journeys from displacement and despair to fulfilling careers are a testament to their unwavering determination and the power of education.

Mabruka Manu was born and raised in Maiduguri, while Maryam was born in Katsina State but raised in Gwoza, Borno State. As with many thousands, both young ladies had their dreams of education shattered by the insurgency. However, an NGO called Girl Child Concerns, GCC, provided them with a lifeline, offering opportunities to realise their full potential. 

In 2018, GCC undertook a remarkable initiative in Borno State with support from MDS’s Merck for Mother selecting and training over 300 adolescent girls from various communities (primarily affected by the Boko Haram insurgency) to become Village Health Workers (VHW). The goal was to address the pressing maternal, newborn, and child health (MNCH) needs in these areas, where many health workers had left due to the Boko Haram insurgency, leaving women and children with limited access to healthcare. 

Among the trained VHWs were Maryam and Mubruka, whose dedication and resilience stood out. With support from Borno State Government, GCC further trained over 500 VHW and equipped them with essential skills, including training as Per Mother’s Support Groups for Infant and Young Children’s Feeding, serving as supportive supervisors, and encouraging them to pursue further studies, leading to their qualification for the Foundation Year Program (FYP) initiated by Women for Health. 

With the support of their loved ones and overcoming financial obstacles, Maryam and Mubruka’s journey eventually led them to gain admission to the prestigious College of Nursing and Midwifery in Maiduguri, where they began their inspiring path toward becoming Registered and Licensed Midwives.

In 2020, GCC continued its mission to empower women in rural communities by organising a training program for health workers, including Maryam and Mubruka, and nearly 100 others, to address the challenges rural women face in providing basic health screening, counselling, and managing common ailments.  

This training taught participants good infant and child feeding, promoted immunisation, and provided referral services. Maryam and Mubruka’s active involvement in this initiative showcased their commitment to their communities’ well-being as they diligently acquired the necessary skills to support and educate mothers on proper infant and child nutrition.

The stories of Maryam and Mubruka exemplify the transformative impact of GCC’s initiatives on the lives of young women and their communities in Borno State. Through their training as Village Health Workers and their subsequent journey to become Registered and Licensed Midwives, they have become invaluable assets to their communities, offering crucial healthcare services and expertise where it was previously lacking. 

Additionally, their involvement in the “Mother Support Group for Infant and Child Nutrition has furthered the cause of empowering rural women and enhancing the health and well-being of their children. 

GCC’s dedication to uplifting and supporting women in the healthcare sector continues to bring positive change to Borno State, fostering a brighter future for its women, children, and communities.

Maryam Abubakar Musa, who faced numerous challenges in her journey, including the horrors of the Boko Haram insurgency, displayed incredible determination and commitment to education. 

Despite setbacks and low exam scores, Maryam pursued her passion for healthcare, eventually graduating with a diploma in Chemistry Education. Her perseverance paid off, and she successfully graduated, landing a job in her chosen field.

These fantastic stories of Mabruka and Maryam are shining examples of resilience, determination, and the pursuit of education against all odds. Their unwavering spirit and commitment to their community exemplify the best of humanity. 

They highlight the importance of providing educational opportunities and support systems to individuals from marginalised areas affected by conflict, proving that resilience and dedication can overcome any obstacle to a brighter future.

The journey of Mabruka and Maryam is a source of inspiration for their community and countless others facing similar challenges. Their triumphs showcase the transformative power of education and the impact of collective efforts from NGOs like GCC and Women For Health. 

These stories remind us that even in the darkest times, hope can prevail, and with the proper support, individuals can overcome adversity and achieve their dreams. Recognition for their remarkable achievements arrived when Mabruka and Maryam were offered jobs at the Ultra Modern Police Hospital in Yobe State. 

Their inspiring narratives, shared through a Girls for Girls phone-in radio program initiated by Girl Child Concern in Collaboration with Education Cannot Wait and UNICEF, caught the attention of a good Samaritan. Their employment solidifies their career paths and serves as a testament to the power of their resilience and the impact of their stories on others.

Mabruka Manu and Maryam Abubakar Musa’s journeys from displacement and adversity to becoming registered midwives are tales of unwavering determination, resilience, and the transformative power of education. Their stories underscore the importance of providing support and opportunities to individuals in conflict-affected regions.

Mabruka and Maryam’s achievements inspire hope, demonstrating that with perseverance and the right support, anyone can overcome obstacles and forge a path toward a brighter future.

Lawan Bukar Maigana is the Communication Officer for Girl Child Concerns, GCC, Borno State, and can be reached via email: lawanbukarmaigana@gmail.com.

The hidden costs of free education in Jigawa state

By Ibrahim Musa

Education is a critical component of a child’s development, and a lack of quality education can have lasting consequences. The Jigawa state government’s “free education” program was intended to improve educational standards and make education more accessible. However, the so-called ‘free education’ program in the state may be doing more harm than good. While it’s true that the program removes the financial burden of education from parents, it also has hidden costs that may outweigh the benefits.

Students in the government’s “free education” program are not motivated to succeed. They know their education is already paid for, so they don’t need to study or work hard. This has led to declining grades and test scores, and students are unprepared for the future. Without motivation, students are less likely to engage with schoolwork and may have difficulty developing skills and knowledge. This can lead to a downward spiral where a lack of motivation leads to poor performance, further decreasing motivation.

Along with a lack of motivation among students, the “free education” program has led to a lack of accountability for teachers. Teachers are not motivated to do their best without the incentive of student performance. They are not held accountable for their student’s progress, which has led to a decline in the quality of teaching, and students may not reach their full potential. Without good teachers, students cannot learn the skills they need to succeed.

In addition to the issues with motivation and accountability among students and teachers, there is also a lack of motivation and accountability among parents. Since parents are not directly paying for their children’s education, they may feel less invested in their child’s success. This lack of investment can hurt the child’s education and the overall quality of education in the area.

In conclusion, the Jigawa state government’s “free education” program has serious hidden costs. It has led to a lack of motivation among students and teachers, leading to a decline in educational standards. This decline has serious implications for the future of the state, including economic decline, social problems, and an overall loss of competitiveness.

The government needs to re-evaluate the program and find a way to improve education without causing these negative consequences.

Ibrahim Musa is a primary school teacher at Egyptian Modern Model schools, Hadejia, Jigawa. He can be reached via imhadejia95@gmail.com.

WAMY to establish Islamic university in Jigawa State

By Uzair Adam Imam

The World Assembly of Muslim Youth (WAMY), a famous Saudi-based non-governmental organisation, has pledged to construct a prestigious Islamic university in Jigawa State.

The Jigawa State Chief Press Secretary, Hamisu Mohammed Gumel, who disclosed this in a statement on Sunday, said the decision was unveiled during a visit by the state governor, Umar A. Namadi, to the WAMY office in Kano on Saturday.

According to the statement, WAMY also plans to construct a mosque with an Imam’s residence in a strategic location within the state.

Gumel stated that Governor Namadi was received by the Director of WAMY, Hashem Mohammed Abdelsalam, who said their purpose was to contribute to the spiritual well-being of the local communities of the state and beyond.

The statement read in part, “In line with their mission to empower communities and promote education, WAMY is now embarking on a monumental project to establish an Islamic university in Jigawa State. 

“Following the success of Alhikmah University in Ilorin, the organisation aims to replicate this model of excellence in Jigawa, fostering educational growth and uplifting the state’s educational landscape.

“Additionally, WAMY plans to construct a mosque with an Imam’s residence in a strategic location within the state, further contributing to the spiritual well-being of the local community,” the statement added.

Muhammad Yusuf was never formally or informally considered Ja’afar’s heir – Dr Ismail Hashim Abubakar

By Muhammad Abdurrahman

In this interview with The Daily Reality, Ismail Hashim Abubakar, who finished his doctoral program at Mohammed V University, Rabat, in the Kingdom of Morocco, gives a synoptic picture of his PhD thesis titled “Contemporary Islamic Thought in Northern Nigeria: Shaykh Ja’far Mahmud Adam as a Case Study”. The thesis, which appears in 4 volumes, was written in both Arabic and English. Enjoy: 

At the beginning and as a background, the reader would like to know what propelled you to embark on academic research in this area and to select this topic with the personality of Shaykh Ja’afar as your case study.

I was propelled to undertake this research by many factors. Perhaps the most current and academically engaging factor was the aftermath of the 2009 Boko Haram uprisings when documentation of the saga started outflowing in different forms, including academic studies and media reportage. I observed that the Boko Haram saga was used by many writers – local and international – to, in the process of researching the evolution, growth, ideological base and all other issues associated with the insurgency, direct their attention on the late Shaykh Ja’afar Mahmud Adam and devote some portions in their works on the relationship between Shaykh Ja’afar and the founder of Boko Haram, Muhammad Yusuf.

While I acknowledge that these writers have relevant information and facts regarding this dynamic, I can confidently assert that many facts have been twisted, distorted and misrepresented. In fact, too much attention on Ja’far’s interaction with the leader of Boko Haram would certainly swerve readers’ attention to the grand reform mission Ja’afar had carried out in his career that spanned about two decades.

Furthermore, some writers made absurd and explicit allegations that should not be allowed to pass without a solid, verifiably intellectual response. Besides, the career of Shaykh Ja’afar was full of captivating and interesting episodes that would add up to the history of postcolonial Islam, contemporary religious movements, the interplay of Ulama with civil society and authorities in northern Nigeria and the Hausa-speaking world in general. In other words, if you like, confining the career of Shaykh Ja’afar to an engagement with an estranged disciple is an act of cruelty and tyranny to history.

If this is the case, how does your work differ from the previous works on Boko Haram, and what do you particularly object in them?

In my thesis, I review the representation of Ja’afar and his engagement with Boko Haram as cited in studies and reportages. I endorse what appears to be true and verifiable, while I counter what is a distortion of facts. For example, I tackle the question of Muhammad Yusuf’s studentship and mentorship under Ja’afar; here, there are two visible opinions. One opinion suggests that Yusuf was the mentee, star, protege and possible successor of Ja’afar, while the other view objects to the point of almost debunking any teacher-student relationship between the two men. I seek to stand in between these positions. Based on fieldwork I carried out in Maiduguri in 2019 and in addition to the literature I consulted, I draw a conclusion that Yusuf had, of course, studied under Ja’afar.

Nonetheless, as confirmed by several informants, Yusuf was never punctual during Ja’afar’s lessons; in fact, he did not study a complete book under Ja’afar. Consequently, I re-examined the assertion of the closeness of the two men; it manifested to me that Yusuf was never formally or informally considered Ja’afar’s heir, nor was he considered intellectually capable of taking over from Ja’afar.

Meanwhile, I make reference to Yusuf’s ideological trajectories and terminals of religious activism, starting as an ambitious young man looking for fame. As such, he took a leading position in Muslim Brotherhood, Jama’atu Tajdid al-Islam, before finally joining the Izala, which he would also break from within a couple of years. Finally, on this point, I compare Ja’afar and Yusuf, what the two figures represent to Nigerians and the legacies each one has left behind. 

What else do you address besides the Boko Haram phenomenon in your project?

Hmmm. Like I said initially, Boko Haram is a small (though most popularised) aspect of Ja’far’s career. I set a background where I give a snapshot of the state of Islam and Muslims in postcolonial Northern Nigeria, highlighting the engagement of Muslims in politics and governance while appraising the debates of Shari’ah implementation and discourse on secularism which characterised the Nigerian public sphere after the turn of the 21st century.

I also look at the relations between Muslims and Christians, pointing to the areas of divergence, which are quite many, but also the few areas where Muslims and Christians united in pursuit of a common goal. I also survey the fragmentation of Islamic society along sectarian lines by first tracing the emergence of major and minor religious sects, groups and movements and their major views and arguments. I also illuminate the interplays between these two groups and what brings/brought them together to speak in one voice. All these are meant to give much insight into the religious and landscape sociopolitical contexts in which the figure of my study lived and conducted his mission. This represents the first significant section of the work, which, as you can see, represents the first epithet in the thesis title. 

I supply a relatively detailed biography of Ja’afar, focusing on his family background, the phases of his knowledge acquisition and the factors that contributed to his public visibility as a young man, all before his sojourn to the Islamic University of Madina. 

The work dwells on Ja’afar’s reunion with the Da’awah arena after his study at Madina and how unlike before, he concentrated on the transmission of knowledge and cultivation of disciples while minimising open-air preaching. In this regard, I supply comprehensive information on the major sites and centres of Da’wah, which used to host and coordinate Ja’far’s public engagement and private study circles.

In Kano, for instance, I reserve sections in which I discuss in detail the majalis of Ja’afar, such as the Triumph Mosque in Fagge, the Beirut Road Mosque, Usman Bin Affan Mosque, Gadon Kaya, Almuntada Mosque in Dorayi and the majlis in Ungogo Road. I explicate all the activities Ja’afar conducted, such as leading prayer, teaching for open and private audiences and presentations of sermons, lectures and seminars.

In Bauchi, I make reference to sites that hosted Ja’far’s mission, such as Gwallaga Jumaat mosque, Shaykh Awaq mosque at Old GRA, Baban Godi Mosque in Mallam Goje Street and Women Centre of Bauchi located at Gombe Road. Moreover, in about thirty pages, the thesis unpacks the mission of Ja’afar in Maiduguri, with a particular reference to the activities he conducted within the Indimi Mosque, hinting at the challenges Ja’afar confronted at the beginning and the strategies he adopted in the process of consolidating his Da’wah. The work here emphasises the Qur’anic interpretation exercise Ja’afar led during Ramadan at the mosque and how it became an annual conference that attracted audiences from different parts of northern Nigeria.

But Ja’far’s mission was also characterised by other features: teaching, presenting lectures and seminars and rigorous engagements in civil and political issues. Does your work take a look at this also?

Yeah, of course. I dedicate a full and lengthy chapter that surveys and appraises Ja’far’s interactions and engagements with some events that affected Nigerian contemporary developments, Islam and Muslims, and Ja’afar’s relations with various government and public figures, religious groups and individuals. It focuses on Ja’afar’s role in the return of Shari’ah in northern Nigeria, how he collaborated with religious leaders of other groups, and how this resulted in the implementation of Shari’ah in some northern states. It also refers to Ja’far’s participation in the implementation of the Shari’ah process in Kano.

The chapter further lays bare Ja’far’s engagement with Nigerian politics, governance, politicians and public figures, taking a look at his criticism of General Obasanjo’s administration and different political and government institutions, including Kano state, his base, but also figures such as Muhammadu Buhari, Atiku Abubakar, Ahmed Yarima, Ibrahim Shekarau, Rabi’u Musa Kwankwaso, Ahmed Adamu Muazu, Ahmed Makarfi, Abubakar Habu Hashidu, Sanusi Lamido Sanusi, Baba Impossible, among others.

The work also relates Ja’afar’s interplay with traditional institutions, which connects to his position on the royal fathers of the northern emirates and how they disagreed with some and collaborated and had cordial relationships with others. Still in the chapter, Ja’afar’s engagement with religious groups is narrated, beginning with Salafi networks to which he belonged, the Sufi brotherhoods with whom he disagreed most of the time and the peripheral groups like the Shia, Boko Haram and others. 

As a complement to a cleric biography, the chapter categorises Ja’far’s disciples and followers into four tabaqat, just as it mentions some of his colleagues, teachers and role models. It also provides insightful information relating to Ja’afar’s assassination, including the events that preceded the tragedy and what followed it, such as the posthumous attraction of the Muslim public toward the legacy and mission of the murdered cleric. 

The final chapter in the thesis extracts the thoughts, ideas and philosophical views and visions of Ja’afar on a plethora of issues such as education, economy, sociocultural topics, marriage and women issues, politics, global politics and international affairs, relations between Muslims and non-Muslims and the prospects of peaceful coexistence. The chapter presents at the end what the researcher believes is the central position of Ja’afar on Jihad, which further unravels the extent to which he conceived violent extremism in a world and time when Islamophobia was rising high.

But how have you encountered all this stuff, which appears to involve huge materials you had to engage?

Yes, I gathered my data through multiple sources. First, I laid my hands on the available recordings of Shaykh Ja’afar, including cassettes and online content. I listened to his entire Tafsir tapes, available Friday sermons, and many of his lectures and public and private lessons on Islamic texts. I also conducted fieldwork where I travelled to many states in Northern Nigeria and met about a hundred informants. Needless to say, I consulted a great deal of literature that ranged from published books, journals, newspapers and magazines, and reliable internet pages.

What challenges did you face while undertaking this research?

A lot of daunting challenges, but a researcher must always be ready to confront them. It suffices to say that one has to be away from family to a distant land to carry out this task. But before then, I faced challenges as regards accessing some informants. For example, although the work discusses Boko Haram, I could not interview any Boko Haram members to hear some things from him directly. But the most appalling of all the challenges was the lack of positive cooperation from some of Ja’afar’s colleagues and disciples. While some of them delayed, procrastinated and even cancelled my appointments with them, some of them even avoided me and refused to give me any audience at all. Paradoxically, I got positive responses and warm accommodation from personalities who might be well counted among Ja’afar’s rivals and competitors, including Sufis and Shiites.

Which plan do you have now for this work after you have been awarded a doctoral degree?

I just remembered that the work is bilingual and in four volumes, or if you like, two volumes in Arabic and two in English. My ambition is to publish it as a book or as two books. I will be glad to edit the Arabic version and publish it in a press in an Arab world like Egypt, Lebanon, Qatar or any other country, while the English version is to be hopefully published by a Western (preferably university) press.

Is there any point you disagree with Shaykh Ja’afar in your work?

Of course, there are. I can count almost ten. 

Can you give an example?

Certainly! During one of his lessons to women at Gadon Kaya, a woman asked if it was permissible for her to make a supplication – a prayer – to ask God to prevent her husband from marrying a second wife. Shaykh Ja’afar answered that it was not permissible since marriage is lawful, and no one has the power to make unlawful something that was made lawful by God. My argument here is that in a situation where women have turned adding a second wife into their earthly hell, so much so that they go to any extent, including dangerously deadly means to thwart their husbands from the second marriage, giving a fatwa with the permissibility of praying against this wish seems to be safer for all the parties involved. If God wishes, he would answer, and if He doesn’t answer, the woman would accept fate like that. 

Are there journal articles that have been published out of this thesis?

Yes, two articles have been published so far. One was published in a journal at an Islamic University in Uganda. I examined the thoughts and ideas of Shaykh Ja’afar on education. It is available here.

The second one was published in an Indonesian journal, and it talks about Ja’far’s views on women, marriage and family institutions. It can be accessed via this link.

I expect to publish two more before the end of the year, in sha Allah. One of them presents a contextual analysis of a sermon that Ja’afar delivered at Almuntada Mosque in Kano in the aftermath of the OPC massacre of northerners in Southwestern Nigeria. In the essay, I argue that the sermon, despite its strident nature and use of highly harsh language, served as one of the rhetorical instruments that calmed frayed nerves and tensions amid the possibility of reprisal attacks. The second essay examines Ja’afar’s engagement with Boko Haram and violent extremism. 

What are your concluding remarks?

I will conclude by stressing that the clerical career of Shaykh Ja’afar has provided one of the most interesting and attractive pages in the history of Islamic activism in contemporary Nigeria and Hausa speaking world. With millions of followers and his ideas circulating within public domains, Ja’afar’s mission is worth reading and researching. I proposed in my work what I call “Jafarology”, which refers to the process of studying the legacies of Ja’afar in different dimensions and from different perspectives.

I will close by expressing my immense gratitude to all the people who supported me in one way or the other. I must thank my parents for putting me through this path early. I thank my mentor Professor Salisu Shehu, to whom I dedicate this work. I still recall his visit to Morocco in June 2022 and consider it a fatherly concern that gave some moral comfort to a son away from home. In the same vein, I thank Professor Alexander Thurston, who read my chapters and offered me invaluable suggestions and recommendations. My success in this work owes greatly to his mentorship. The same gratitude goes to Dr Abdullahi Abubakar Lamido, whose mentorship and frank counsel encouraged and motivated me to delve into this research area. I also thank a colleague of mine here, Osho Iskil Kehinde, who has greatly supported me.

I also use the medium to appreciate the Federal University Gusau management for releasing me to undergo this program. In this vein, I must thank Dr Abubakar Masama, the Dean, Faculty of Arts; Dr Qasim Badamasi, the former HOD, Islamic Studies; Malam Abdallah Bashir Bakori, Dr Ja’far Agaji, the present HOD, and all the colleagues within the Department of Islamic Studies and Faculty of Arts of the University.

Last, I must reiterate my thanks to Dr Anas al-Shaykh Ali, the Director of the IIIT London Office. Sister Shiraz Khan, a coordinator at the Office, the Director of the Institute of Epistemological Studies Europe (IESE) in Brussels, Dr Beddy Ebnou al-Murabity and Dr Naima Daoudi for being of great help to me. It was these institutions that sponsored my entire studies here in Morocco.