Education

By Fatihu Ibrahim Salis

It is with a great sense of depression I am writing this on behalf of thousands of “inconclusive graduates” yes, I am referring to the class of 2020 of Kano University of Science and Technology (KUST), Wudil. We are inconclusive because we are yet to collect our statement of result. We sat for our final exam in October 2021. To date, we have not collected our certificates, thanks to the industrial action of the Academic Staff Union of the Universities (ASUU). However, we have seen our final year examination results.

The strike started in February 2022, four months after our final paper, which is more than enough time to compute our result and mobilise us for the mandatory one-year service to our motherland, which is the dream of any patriotic and faithful son of the soil.

Today marks almost a year of completing our studies without knowing our fate. We have tried our best to fight together and show solidarity to ASUU, but it seems it is not worth it since they cannot feel the trauma we are facing.

As a state-owned university, KUST is not related to IPPIS or UTAS battles because the staff’s salary comes directly from the state government treasury (I stand to be corrected). Hundreds of opportunities have slipped from our hands because of this action. Many of us have been confronted with life-changing shots, but unfortunately, we have no certificates to offer, although we have the required knowledge.

We have faced many tribulations during the long journey from our first year to our final year the annual strikes, the unrest saga, the one-year Covid-19-imposed lockdown, and the current strike, among others. What an irony; a five-year course has turned seven years with no hope in sight.

If I may understand them right, ASUU’s fight is for the protection of the educational sector from collapsing and emancipation of the University students from studying in challenging environments, and at the same time fighting for the well-being of their members. But now, with the continuation of the strikes, they are doing the government’s dirty work for them.  ASUU, your fights to liberate our lives as university students (pardon me if I sound rude) have changed direction to deter us from attending classes. It seems you are helping the government pro bono by continuing the industrial action.

Education is not a privilege but a fundamental right. Yet, as Nigerians, that basic right has been snatched from us. As a result, our futures are deterred, and our progress is choked. We are not holding only the federal government responsible but ASUU as well. 

With all due respect, ASUU’s timing for the strike is wrong. On the brink of the 2023 general election, the government’s focus is on the election, not education. ASUU should realise the bitter truth and suspend the strike. Withdrawing from a battle is another battle strategy to fight for another day. The association and the federal government should compromise for the sake of the Nigerian students who are hurt the most as the saying goes, “when two elephants are fighting, it’s the grass that suffers the most”.

The guiding philosophy of KUST is the provision of community-based education that will facilitate the production of graduates who shall fulfil the stipulated requirements in learning and character to graduate in their various fields of specialisation. The graduates shall also be groomed in such a manner that they will be able to function effectively in the community.  The students have been groomed so well that we spend seven years in a five-year course, but we have been denied our certificates. We have been told that we only receive them after the ASUU strike, which has no hope of resumption. 

As a state university student, I am very much aware of the contribution of the TETFund to our schools, which is ASUU’s brainchild. But this blind loyalty and solidarity to an association that not only consider you as second-class citizens but “quacks” should be halted. We are talking of our future, so remember the psychological and emotional effect the strike has on our lives.

Most of the graduates for the next batch of NYSC will be private university graduates. So indirectly, the masses have been kicked out of the struggle while the elites enjoyed a great monopoly, typical aristocracy restored. ASUU’s battle has denied many of us the opportunity to serve our nations. Most of us have reached the exemption age of 30, and a considerable amount is on the rim of the exemption age.

Finally, I want to call on the attention of all stakeholders to intercede on our behalf and call upon the school management to show us empathy. We are their children. They are our parents. We appreciate their fatherly support in our careers. Please, consider our future.

God Bless Nigeria 

Fatihu Ibrahim Salis wrote via fisabbankudi123@gmail.com.

By Mubarak Shu’aib

It has been far from a smooth ride for Nigerian university students and their academic staff for months now due to the marathon strike by the Academic Staff Union of Universities (ASUU). The strike has been a ridiculous one ever happening to our universities (6 months old). And this week has put forward the semblance of this current administration to the famous Don Jazzy’s song, SHAKITI BOBO, as it failed to come to terms with the union.

Whisper it quietly, but the union was right all along. At least when it came to one of their striking reason; revitalization of the universities. An inorganic chemistry professor dragged a colleague of mine for more than 10 minutes during our SIWES presentation. Reason? He said that a spectrophotometer detects the colour of the water. “There is no such spectrophotometer”, argued the professor. This is because he has probably never seen one in the university lab. The argument was later settled. By who? Lab technician (!) who came across one in a particular company during an IT supervision. Talking about the NMR machine, we have only one in the country (in ABU Zaria). This, and a wealth of other reasons, has exposed the uselessness of our universities and the need to recalibrate them.

Meanwhile, the tongue-lashing of some state universities and the jarring reply to FG on the backlogs by the chairman of ASUU have outlined the fault lines in the union’s struggle and the glaring need for pertinent media and resourceful PR.

The union is showing no signs of cracking under the FG tactic of ‘no work, no pay’, and that’s commendable. But that’s enough to signal that this current crop of leaders and retrogression are five and six. They exploit every avenue to render our institutions valueless.

The stalemates in the meetings have exposed mainly the lack of political from the education and labour ministers, who were somewhat culpable in the concession of the marathon strike.

If ASUU were to call off the strike today without coming to terms with the FG, it would be like holding up their hands to the FG and the emotion-driven students saying, ‘you were right’.

At some point, the blame game between the two parties stops being admirable and starts to look reckless. May God comes our way.

Mubarak Shu’aib writes from Hardawa Misau LGA, Bauchi State. He can be reached via naisabur83@gmail.com.

By Prof. Abdelghaffar Abdelmalik Amoka

The parents are angry over the strike. I can understand their frustration. Nobody can be happy seeing their kids at home while they are supposed to be in school studying. Some of the affected students are supposed to have graduated but can’t because of the strike. So, who should the parents vent their anger on? The government or the union of lecturers?

It is called a public university, funded with public funds, and we are all stakeholders. We are all meant to be concerned about the state of our universities. But they have been closed for the last six and a half months. Meanwhile, there are questions we are not asking as we take the side of the government or the lecturers.

Why is ASUU on strike? Where is a fund for other things but education? Why will the government set up committees, invest resources in them for weeks to work, and reject the report after the conclusion of their work? Why is FG not bothered about students spending months at home instead of being in school? ASUU is on strike. Why will it take FG 6 months to make an offer? What is the content of the Nimi-Briggs committee report that they are hiding? Why are they not ready to make our universities attractive to international students and scholars like they used to be in the 80s? The VP recently told people below him that “we” need to do something about the ASUU strike and the only person (the president) that he should be talking to was not there. So, who is the “we”? Are we in a hopeless situation?

Why are we not asking these questions? Let me review the situation.

There was a  strike in 2020 just before the COVID-19 lockdown. The government refused to and did not solve the issues that led to the strike till after the lockdown. After a  series of negotiations, ASUU and FG had a signed agreement they both called the Memorandum of Action (MoA). One of the items on the signed MoA was the renegotiation of the 2009 ASUU-FGN Agreement. Then, the Emeritus Prof Munzali’s renegotiation committee was inaugurated in December 2020. The committee concluded the renegotiation and submitted the report around June 2021.

There was no action after the committee submitted the draft agreement. ASUU lobbied for the implementation of the 2020 MoA and to take action on the submitted report by the FG renegotiation committee without result. ASUU reached out to NASS leadership. They promised to intervene without any result. ASUU members in December 2021 wanted the strike to be declared, but the executives pacified the members to exercise patients as religious leaders (NIREC) were intervening and a meeting scheduled. The intervention did not yield any results in January 2022.

Since all the lobbying failed, ASUU re-activated its last option. “Strike”! Then, ASUU declared the four weeks warning strike on the 14th of February. The government did not take it seriously. On its expiration, it was extended by 8 weeks. That was when they picked up the Munzali’s committee report to have a look at it and later said it is not implementable. They inaugurated the Nimi-Briggs’s renegotiation committee for another round of negotiation.

ASUU agreed. By then, the guys in the government were more concerned about the APC internal crisis and the primary elections. The 8 weeks elapsed without anything serious, and it was rolled over for 12 weeks. By the end of the 12 weeks, the Nimi-Briggs report was ready with the Minister of Education.

Shortly after then, Ngige and Keyamo were everywhere, blackmailing ASUU of some N1.3trn that nobody knows the source of the information. They were even blackmailing the committee that the FG set up. It was so embarrassing that the renegotiation team had to respond. I am sure you read the paid advertorials on national dailies.

Then, the Nimi-Briggs committee report was also set aside. And the minister came up with an “awarded” of N30k to N60k salary increase on gross for the lowest to the highest level, respectively, on a take-it-or-leave-it basis. It was an arrogant presentation, like he was talking to small boys. The ASUU team politely said they would present the offer to members for deliberation and revert even though it was obvious that it would be rejected outright by all the branches. The withheld salary was not discussed as it was not seen as an issue. You can only discuss that after the members accept the offer.

Adamu Adamu was a fan of ASUU and had written several articles justifying the previous strike actions by the union. He is very familiar with how ASUU operates. ASUU usually doesn’t disclose any discussion with the government to the Press till the offer is presented to members at the branches for deliberation. The minister took advantage of that principle and attempted to blackmail ASUU to the public. You are aware of his misinformation during the press briefing. He surprised everyone.

Meanwhile, for these last 6 months, the public was supposedly with ASUU on the struggle, support they said ASUU is losing. So, the public supported ASUU but watched FG drag the strike for 6 months before making an offer. There was no outcry from the public. So, what is the impact of public support then? If that public support is withdrawn, what will be the effect? It is not very likely to have an impact. ASUU seems to be in the fight alone.

In March 2022, after the strike was declared, a member of the House of Reps raised a motion to make it compulsory for public servants to patronize public schools for their kids. His reason was that if that happens, attention will be given to public schools. The motion was rejected by the House instantly. There was no outrage from the public. Unlike the rejected bill on women that attracted protest from women for weeks in the NASS complex, there was no protest from the public or the students to sustain that motion on education. It appears we are enjoying the slave-master relationship that is between the public and the supposed public servants.

But then, has the public ever been on the side of ASUU during any strike? What steps did they take for a quick resolution? The public never really supported ASUU’s struggles for the universities, and I feel their pain. They want their kids to go and get a degree. They are unconsciously not bothered about the quality of teaching in the university. The state of their lecture rooms, lecture facilities, available learning resources, and hostels; are not all important. They are expected to MILT. After all, as long as they know somebody or have the cash to buy a job, the kids don’t need to know anything to get a job. They just want a graduate to be celebrated. You can’t be happy seeing that your child at home due to the ASUU strike. Since you can’t afford a private university and those emperors in the government are too big for all of us to fight against, it’s natural to transfer the anger to the oppressed side, the lecturers!

Dear parents, ASUU did not keep your kids at home but FG. If FG is sincere and does the needful instead of threats, ASUU members are willing to return to classes tomorrow. The whole crisis is shrouded with insincerity. If the government is sincere, the strike would not have lasted a month. They know the minimum to offer that will be acceptable if they want the strike to end. As Dele Ashiru, the Chairman of ASUU Unilag, rightly stated, the Federal Government declared war on ASUU, and lecturers in the public varsities are only responding to the unacceptable treatment with the indefinite strike.

To my colleagues, there is an invitation for a meeting in Abuja on Tuesday. Expect anything. But whatever happens in Abuja, you have 2 choices: to give up, get nothing after the 7 months of hardship, lost your withheld salaries, or endure and get what you are on strike for and get your withheld salary released.

Dear Malam Adamu Adamu, please remind Mr. President that Nigeria is still a developing nation and education is key to our development pace and must be placed on the priority list. No serious government will keep their universities inactive for 6 months and still counting. That displayed ego that shocked everyone must be set aside for a serious discussion to end this crisis. The declared war against ASUU won’t end it but dialogue.

Education must be properly funded, sir!

By Yusufu Musa

Watching Prof. Ibrahim Maqari’s outburst the other day made it difficult to respond to several inquiries. One of these is whether solving all the problems ASUU is bringing home will fundamentally alter the perception of the higher education system and transform our universities into those we hear about in Europe and North America.

On February 14, the Academic Staff Union of Universities (ASUU) announced the start of a four-week roll-over strike that has since been extended three times. However, the issues brought up by Prof. Maqari are not ones that ASUU is examining. Instead, the union is concerned about the subpar working circumstances of its members, the proliferation of institutions, and the appalling physical and technological facilities of public universities.

Maqari alienated his old coworkers by criticizing them. He accused them of working only three to four hours a week, failing to undertake significant research, and engaging in academic fraud to further their careers. Unfortunately, I lack the means to substantiate his broad assertion because intellectual property theft is a severe legal matter. Thankfully, the targets have responded to him with detailed arguments.

I’m arguing in support of his assertion that lecturers should do the duties for which they are compensated, such as quality research and teaching if they want to be paid like Harvard professors who put in long hours. Because when a lecturer declines to instruct, the pupils suffer as a result.

I believe the next battle is one that students should win on their own. There is an internal conflict at the university. University students, who are primarily young people, can ensure that lecturers are held accountable. Still, they don’t always seem to reject the behaviour of some instructors, about whom ASUU appears unconcerned despite the proverb that “charity begins at home.”

ASUU is fighting its own battle but never agrees there are bad elements in the university system that should be fished out. 

The allegorical story Animal Farm by George Orwell struck a chord with me because of how the author captured the naivety of the oppressed in the figure of Boxer. Napoleon never fails, according to Boxer. This is a ball of fire that allows himself to be fooled. In actuality, he is the manor farm’s strongest animal.

Since then, critics have said Boxer represents the Soviet Union’s working class under Stalin’s rule. Members of this group contributed to Stalin’s rise to power. What took place in the end? Boxer became so weak that he was used and dumped. He believed the “thing with two legs” to be his enemy and agreed to help destroy the farm’s owner, only for his persuaders to grow more oppressive.

Consider Nigerian students to be Boxers because they believe ASUU is always right.

While it is true that Nigeria is not working, we are all equally to blame. We understand the system rather well because we are students at the institution.

Prof. Maqari revealed the other side of the story, but ASUU was not pleased. ASUU is bringing the gospel to the government house even though they also require it.

According to Qur’an 2:44: “Despite reading the Book, do you preach holiness but fail to uphold it yourself? Why don’t you understand?”

Through a lecturer, I learned that someone had proposed in one of his university’s senate sessions that professors be required to periodically take an exam so that administration may determine if they are still “professing.” The contributor worried that his colleagues would stop performing research once they received the title. For fear of the professors leaving for other universities, his recommendation was flatly denied.

When they notice that a promotion exercise is getting closer, some professors realize they need to compose a paper. When they do, no one will read the pieces they publish in a departmental journal. The articles are created for promotion rather than to contribute to the scientific community.

I recently visited a department head in one college of education. I noticed some journals on her bookcase. I told her I wanted to submit an article for their upcoming issue. Try to guess what the HoD said. She said that the journal was only released during every promotion season.

Government investment in universities may not change much because some teachers’ unethical behaviour is not being monitored. Even worse, individuals who should be watching for such unethical behaviour believe they are always right. According to them, only the government and students engage in destructive behaviour. Who will then stand up for students?

Students should reject any proposal to restructure the university system without establishing a framework to monitor the behaviour of the teachers. The battle for a functional university system goes beyond having lovely lecture halls, modern labs, and libraries.

Junior academics, resentful of their seniors, do most of the work. Because they are overseeing their PG dissertations, they treat them like slaves.

Even in the classes these powerful lecturers teach, the juniors are tasked with grading the written assignments. A junior lecturer would be seen grading papers for eight courses.

Most of our professors would visit the classroom once or twice during our time at the institution to launch a course and hand it off to a junior scholar. Some of them never even tried to educate us. Due to their inflated sense of importance, they are too big to instruct undergraduates. They were seldom ever seen in the departments. Because their mentors don’t have time, graduate students spend years researching at the institution.

Students must understand that nobody would stand up for them. The government may revitalize institutions and increase funds for higher education, but who has the right to oversee professors’ negligence?

Nigerian young, unlike Boxer, are aware of their power, which they used during the EndSARS rally. The youth must speak up and demand changes in education and other areas of national policy that will affect their future. Some of these teachers have our support despite doing nothing. The strike will finish. We’ll return to the classroom, but will the ASUU police its members there as well?

Yusufu Musa writes from Kaduna and can be reached via ymusa4055@gmail.com.

By Hidayah Bashir Dayyib

There’s a famous saying that “learning never ends”. We’re always learning either actively or passively. Learning starts right from birth, at school/college, and even after graduation.

Learning new skills and honing the acquired ones is of utmost importance for one to succeed or stand out in whatever profession, job, or workplace. And thanks to today’s digital world for providing numerous ways of learning than ever before. For example, you can take online courses, watch YouTube videos, attend webinars, and many more.

As we all embark on the learning journey, we focus only on the “learning” and perhaps never think of learning how to “learn”.

There are scientifically proven techniques based on neuroscience and cognitive psychology to help you “learn more effectively” and “learn like a pro”.

Despite our different levels of understanding, these techniques are helpful and productive when applied. These are some of them:

1. Retrieval practice: This is the best and most effective learning technique. It is a way of testing yourself to recall/retrieve from your memory the key ideas and important points,  remembering as much as possible from what you learn (it may be a lecture, a video, reading a book, or solving a problem).

The best way to understand your learning process is through retrieval practice (what scientists call “metacognition”)

This technique will help you learn faster and better and give you a deep understanding of what you’re learning.

2. Pomodoro Technique: It was invented by an Italian Francisco Cirillo and is super simple. The first step is clearing away distractions and setting a timer to 25 minutes. Work as intently as possible during these 25 minutes, and then take a break for 5 minutes. “Taking a brief, five-minute break after approximately 25 minutes of studying can help your brain process new learning, so what you’ve just been learning isn’t overwritten”.

It is required to relax and not switch tasks during the break.

The Pomodoro is flexible. You can experiment with the timing that works best and go with it. This technique is a powerful tool that helps you sharpen your focus and learn faster and deeper.

3. The hard start technique: This technique is used when solving a tricky problem. It is a way of starting a test or assignment with the hardest part. When you get stuck, leave it and solve the simpler problems coming back later to it. You’ll find yourself making progress because your brain has been trying to find a solution to it while you’re away. In addition, the “Hard Start” technique can help you get credit for more challenging problems on tests.

4. Spacing out your learning into smaller periods over several days. Experiments have shown that spacing your learning over several days helps you learn better with less effort. Moreover, pacing out your learning over several days will make your brain strengthen the stored information.

When you use spaced learning, the infirmaries can make their way into your long-term memory.

Fun fact: Regular exercise boost learning

5. Association and metaphor

Metaphor is relating what you’re learning with what you already know. This helps the new knowledge stick better to the brain. A difficult idea can be simple when related to the right metaphor.

Associating what you’re learning with what you already know will help me remember better.

6. Memorisation: memorising information makes you understand it better, and memorising what you understand more easily. There’s a link between memory and understanding.

Best ways to memorise include:

A. Retrieval practice: instead of the traditional way of memorisation by looking or reading the information, try retrieving it from your memory and testing yourself to recall the information. A powerful way of retrieval is using flash cards.

B. Form an acronym or sentence from keywords: This is a powerful and efficient way of memorisation. Play around with the order of words to come up with a remarkable combination. 

C.  Use the Memory Palace technique: it is a technique used by memory champions to memorise incredible information. It involves using an image-based memory technique.

In the memory palace, you create an image of every word or phrase you want to remember and then place these images in a building you’re familiar with. This is a fantastic technique for memorising large amounts of information or data. When mastered, you’ll be amazed and appreciate it.

D. Form memorable mental images is similar to the association technique above. For example, when you try to remember a trip or a moment, it is usually through the images of the events that happened. Our brains function through images. It is recommended while learning a new language.

Which of these techniques do you use to learn? Please share with me the ones you’re fascinated about and would try. Then, as you are submerged in learning, remember to use these techniques to facilitate your learning.

Happy learning.

Hidayah Bashir Dayyib wrote from Kano via hudaelbasheer15@gmail.com.

By Sagiru Mati, PhD 

I’m an academic and, therefore, a member of the adamant trade union known as the Academic Staff Union of Universities (ASUU), which has been on strike since 14th February. However, I’m not writing to judge who is right or wrong, as both the Federal Government (FG) and ASUU have their share of the blame. Caveat: this write-up does not represent the position of ASUU; all opinions are mine.

To understand the genesis and dynamics of the contention, it is crucial to see the issues through the lens of the theories proposed by Emile Durkheim’s consensus theory, Karl Marx’s socialism and Adam Smith’s concepts of rivalry and excludability, which form the basis of modern capitalism. I will briefly explain these concepts in light of the ASUU-FG imbroglio.

Durkheim asserts that humans, as political animals, are innately egoistic, and only the “collective consciousness” – in the form of social facts such as values, norms and beliefs – controls the egoism and ensures the stability of the society. He developed the consensus theory, which studies society holistically rather than individualistically. Durkheim believed that social reality should be found in the collective consciousness, not individual consciousness. The whole is greater than the sum of its parts.

The societal equilibrium is attained through consensus by the parts based on social facts: language, norms, customs, values and so on. The society itself metamorphoses from a simple society that correlates with mechanical solidarity, where individuals are brothers’ keepers, to a complex society that corresponds with organic solidarity, where individualism prevails.

Nigeria is currently in a transition from a simple to a complex society. Hence, unlike a few years ago, it is now easy to distinguish the children of the poor from those of the rich, even if they come from the same family or neighbourhood. Gone are those days when one man in a family provided for his family’s needs and that of his close relatives. The main argument of the consensus theory is that societies don’t always have to resort to raising their contradictions to crisis and then resolving them through conflict.

Socialism advocates the total ownership and control of economic entities by the authority rather than private individuals, with the main motive of maximising citizens’ welfare. Karl Marx, as its proponent, grouped the individuals into Proletariat and Bourgeoisie. The former is the working class, while the latter controls the means of production. The ASUU’s members and students are the epitome of the Proletariat and subscribe to socialism as they fight to improve their service conditions and university funding and reject the idea of transferring the burden of tuition fees on students.

Capitalism is the direct opposite of socialism and promotes private ownership of the means of production, with the sole aim of maximising profits. Adam Smith, as a proponent, explained what goods and services private individuals and authorities should own based on two concepts: rivalry in consumption and excludability.

Rivalry in consumption implies prevention or reduction in the ability of simultaneous consumption of goods and services. Excludability refers to the extent to which non-payers can be restricted from consuming goods or services. If goods or services are rivalrous and excludable, like university education, they should be owned by private individuals. On the other hand, the state should own the national defence, which is, to a great extent, non-rivalrous and non-excludable. The FG, which subscribes to capitalism, has been privatising and commercialising public economic entities since the introduction of the Structural Adjustment Program (SAP) in 1986.

The capitalistic FG utilises three tools to manipulate the Proletariat: starve them, don’t educate them and divide them. The FG has been starving ASUU’s members as it has been withholding their salaries since March in the name of the no-work-no-pay policy. Barriers to education have been created by not funding universities adequately. Hence admission seekers may meet all requirements but may not get admitted due to the admission limit imposed by the FG. The FG is trying to divide ASUU by considering registering a splinter union known as the Congress of University Academics.

The FG has recorded little success regarding the first and second tools. However, ASUU has fallen into the FG’S trap, as evident by the recent ASUU Chairman’s no-pay-no-work utterances, which hint at venting their frustrations on students and calling some universities quacks, thereby emboldening the line between the State and Federal universities. Obviously, the FG has divided the Proletariat into State Universities and Federal Universities, and into ASUU and students, even though most students have supported ASUU.

Given the foregoing, we can discern that the ASUU-FG face-off is nothing but the clash between socialism and capitalism in a society transitioning from Durkheimic mechanical solidarity to an organic one. Therefore, ASUU needs to change its modus operandi so that its efforts to liberate the Proletariat shouldn’t be hurtful to themselves. The ASUU Chairman needs to be cautious of his utterances. He should understand that both states-owned universities and students share the same economic class with ASUU: Proletariat.

A recent proposal by the National Parent-Teacher Association of Nigeria (NAPTAN) to offer ten thousand Naira (10,000.00), and subsequent rejection of the offer by ASUU, indicates that the two bodies are not working together. ASUU alone cannot win this “battle”; it will be a good idea if it involves the NAPTAN. The duo may develop better wisdom and influence to make things happen, as two good heads are better than one.

The FG should fund universities adequately as Nigeria is too unripe for privatisation or commercialisation of university education, which deserves public finance as it is a merit good. The FG should pay the ASUU’s withheld salaries on the condition that the universities run three semesters a year until they compensate students for the striking period.

Sagiru Mati, BSc (BUK, Nigeria), MSc, PhD (NEU, North Cyprus), wrote from the Department of Economics, Yusuf Maitama Sule University Kano, Nigeria. He can be reached via sagirumati@yahoo.com.

By Uzair Adam Imam 

The Academic Staff Union of Universities (ASUU) said the Education Minister, Adamu Adamu, suddenly turned against the union the moment he was appointed a minister.

The union said the education minister supported ASUU’s agitations, including their industrial actions, before he was appointed to this position.

Prof Lawan Abubakar, ASUU Zonal Coordinator, Bauchi Zone, disclosed this on Friday at the University of Jos, Plateau State.

Abubakar decried the way Adamu has been misleading other ministers and the public about the union’s action.

He also called on Nigerians to hold Adamu and the Federal Government responsible for the incessant strike.

The Chairman quoted Adamu to have said in 2013, “This nation owes a debt of gratitude to ASUU, and the strike should not be called off until the government accepts to do and does what is required.

“So, instead of hectoring ASUU to call off the strike, the nation should be praying for more of its kind in other sectors of the economy.”

The professor went on to say Adamu had also said that whatever he wrote on ASUU, he had totally believed in it, even now that he is a minister.

He said, “You may recall that when asked to make his comments on ASUU’s submission to President Buhari on Tuesday, the 9th of January, 2020, Adamu Adamu said he totally agreed with what ASUU presented, upon which note President Buhari handed him ASUU’s document and directed him to come up with a proposal for an amicable solution.

“For the same Adamu Adamu to now lead his colleagues, the other ministers, to misrepresent facts and mislead the good people of Nigeria against ASUU is rather unfortunate. 

“It is the highest level of unpatriotic disservice a minister would do to his nation, particularly in a sector like education which is the backbone of the development of any country.

“If this is the way to end the ASUU strike, ASUU-Bauchi Zone is taking exception to it and assuring Adamu Adamu that he is wrong; he has rather succeeded in undermining the future of Nigerian youths and Nigeria. If it would take him six (6) months to only come up with this deceit as a solution to the strike, we then have the right to ask whether he really was serious with education or stage-managing it.

“It has now come to bear that the minister had all along been deceiving everybody since 2017, as far as ASUU’s agitations in the tenure of this government are concerned.

“We want the general public to know that the Federal Government through Adamu Adamu did NOT approach ASUU with any reasonable and acceptable solutions to the issues in the contention that led to the current strike,” he stated.

By Sumayyah Auwal Ishaq

The management of the Kaduna State University ( KASU) on Friday condemned a statement attributed to the National President of the Academic Staff Union of Universities (ASUU), Professor Emmanuel Osodeke, who has described state-owned universities as quacks.

The university’s Public Relations Officer, Mr Adamu Nuhu Bargo, in a statement on Friday, said, “ASUU, represented by the unguarded vituperations of its chosen President, is not actually struggling for a better educational system in Nigeria but for personal and irresponsible aggrandisement”. 

Mr Bargo further said that “for the benefit of hindsight, KASU is a new generation University and the second most-sought State-Owned University as well as the fastest growing in Nigeria”.

“The general public may wish to note as follows:

1. KASU is recognised by NUC as a standard University.

2. KASU has some of the best brains that are competing favourably with their counterparts around the globe. The world’s No 4 best polymer chemist is in KASU.

3. Lecturers in KASU have attracted grants both locally and internationally and are highly rated.

4. KASU graduates are rated among the best in the world and enjoy scholarships from different parts of the country and the globe.

5. KASU has members in ASUU, and it is unfortunate if the ASUU President is saying that they are quacks while enjoying monthly check-off fees from their salaries. Does this not give a good reason for every reasonable academic staff in the University to pull off from the Union for this labelling and stereotyping?”

By Sabi’u Muhammad

One of the imams of the National Mosque, Abuja, Professor Ibrahim Maqari, has criticised and rubbished the conduct and nature of work of Nigerian university lecturers, members of the Academic Staff Union of Universities (ASUU).

Commenting on the issue of the ongoing ASUU strike, the controversial cleric queried the work of the university lecturers arguing that it does not yield any fruitful results.

In a 2-minute video clip in Hausa that went viral on social media, Maqari boasts, “No one would claim I don’t know university system. If anyone says so, it’s up to him.

“However, I had some knowledge of this position. This position presents several opportunities for disagreements and miscommunication. This work, as we’re calling it, is. In the name of work, what are we doing in the universities? The studies are where? There is no action taken.

“They steal and lie about everything. Each of them plagiarises the work of others. It’s all falsehoods, I assure you (wallahi).”

The retired academic stresses that most of his colleagues only feign carrying out research, but they don’t actually do it. He also laments that they only make an effort to have their papers published just to be promoted.

“It might be claimed, for example, that you are supervising or conducting research. That is false! except for a tiny minority, nothing is being done. They may be acting” (the research). But 80% of them aren’t doing it, which proves that they aren’t doing anything.

“When you see someone performing research, he’s pursuing promotion; therefore, he’d gather the works of his students or joint papers and enhance them to publish as his work merely to be promoted.

“His pen stopped after he was promoted! Did you get the point? How many people, after receiving a professorship, write 100 pages? Visit the universities to confirm! It would surprise you. I’m positive they’re 2/10. After that, 8/10 of researchers leave the field because their primary goal was to advance their careers.

“Like lecturing, it’s tough to find somebody who can complete 10 credit units weekly for a 6-hour course. It’s not much more than that, but I’ve forgotten. We’re down to 4 or 2 credit units, just like you. I took only 4 credit units over around three years.

“Before class, there is no preparation work to be done. It is entirely false. It’s been a 20-year-old handout. There is no investigation. The handout has been ingrained in each student’s memory.

“He has been teaching the same thing for nearly three years, and he is still teaching it now,” he said.

By Muhammad Aminu

The Tertiary Education Trust Fund (TETFund) has unveiled ten textbooks authored by Nigerian scholars.

The books, which were TETFund-sponsored, were aimed at reducing over dominance of foreign publications in the nation’s higher education institutions.

Speaking at the event in Abuja, Minister of Education Adamu Adamu said the dependence on foreign academic publications portends great danger to the nation’s education sector, adding that boosting indigenous authorship would address the problem.

The minister, who was represented by the State minister of education, Goodluck Nana Opiah, said: “The paucity of indigenously authored and produced tertiary level textbooks and related academic publications in the nation’s tertiary education institutions is a known fact over time. Nigeria’s tertiary education institutions became dependent on books published outside the country with the attendant consequences of the pressure on the demand for foreign exchange.

“It is equally worrisome that the quality of most academic publications in our country leaves much to be desired. It is therefore expected that nurturing the culture of quality authorship and the production of indigenous books will not only ensure the availability of relevant books in the diverse subject areas that take cognisance of our local environment and sensitivities but will also safeguard national pride and reduce the demand for foreign exchange,” he said.

He commended TETFund for establishing the Higher Education Book Development project to tackle the scarcity of tertiary level textbooks which has before now reached a crisis proportion.

Adamu hailed the Fund for putting in place the Technical Advisory Group (TAG), whose mandate includes collaboratively working with the agency to ensure Nigerian authors churn out quality books.

“TETFund Book Development Fund intervenes in the three key areas of publication of academic books and the conversion of high-quality theses into books, support for Professional Association Journals, and the establishment and sustainability of Academic Publishing Centres (APCs).

“It is worthy of note that so far, seventy-seven manuscripts have passed through rigorous review processes by distinguished scholars and are ready for publication as books. I want to assure this gathering that an additional thirty books will be presented before the end of this year under the TETFund sponsorship programme.

“It will be of interest to note that over 60 per cent of these books are to be published by the Academic Publishing Centres (APCs) established by TETFund,” the minister said.

Executive Secretary of TETFund, Arc. Sonny Echono, who expressed delight over the quality of the ten books, said additional 30 books sponsored by the Fund would be unveiled before the end of the year.

He noted that the agency would sponsor the production of 50 textbooks in 2023.

“We have over 66 manuscripts; what we are unveiling today were published by only one publisher (one printing press) ….., by the time we unveil the remaining 30 in December, you are going to see all the authors cut across the three layers of our tertiary education institutions,” Echono said.

The TETFund boss also revealed that the Fund had provided support to ensure all the Academic Publishing Centres in the country become fully operational.

“There are seven of them across the country. When we came in March, only the University of Lagos academic publishing centre was fully functional and running, a few of them had little issues, some equipment, and other contractual issues, we have resolved all of them now.

“Four have been completed since the last few months, and the remaining we hope to finish by the end of September. The issue of operationalising them, making them self-sustaining is the debate we are having currently because we want them to run as a business enterprise and trying to create balance by focusing on academic publishing and being able to sustain themselves,” he said.

On his part, Chairman of TETFund TAG, Professor Charles Aworh, said 20 TETFund-sponsored textbooks were published in 2014 on different fields with wide acceptance from within and outside the country, adding that three of the ten new books unveiled today were from PhD theses.

He, however, called for more empowerment of the nation’s publishing centres.

“We are on course to publish 40 books before the end of the year, but the only challenge is the capacity of our universities to publish. Authors are ready to publish, manuscripts are ready,” Aworh said.

The high point of the event, which also attracted authors, academic staff unions and heads of education agencies, among others, was the public presentation of the TETFund-sponsored books, which include;1.Principles of Veterinary Surgery: A Concise Text for Veterinary Students 2. Fundamental of Chemistry 3. Fundamental of Public Finance 4.Java for Beginners and Web Design and 5. Programming for Beginners.

Others are 6. The Comparative Method and Civil-Military Relations 7. Fluid Mechanics and Hydraulics for Engineers 8. A Guide to Teacher Competence Evaluation 9. Financial Deepening and Economic Growth in Nigeria and 10. Motivational Factors and Teachers Efficiency in Secondary Schools.