Education

By Kabir Fagge Ali

Almajiri is a system of Islamic education practised primarily in Northern Nigeria. The term is also used to denote a person who is taught or undergoing learning within this system called “Almajiranci.”

Almajiri is derived from the Arabic “Al-Muhajjirun”, an “Emigrant” who migrates from his home to a particular Islamic school in the quest for knowledge.

Over the years, it has been a normal feature, a cultural norm to have seen children roaming the streets in certain parts of (mainly northern) Nigeria, all in the name of seeking Islamic Education through the system of Almajiri.

Before the arrival of British colonial masters, a system of education called ‘Tsangaya’ has since prevailed in the Kanem-Borno Empire. It was established as an organised and comprehensive education system for learning Islamic principles, values, jurisprudence and theology.

Established after madrasahs in other parts of the Muslim world, Tsangaya was primarily funded by the state. Islam traditionally encourages charity, so the community readily supported these Almajiri. In return, he (Almajiri) gives back to society through manual labour.

The system also produced the judges, clerks, and teachers who provided the colonial administration with the needed staff. The Almajiri schools provided the first set of colonial staff in Northern Nigeria.

The Colonial masters abolished state funding of Tsangaya, arguing that they were religious schools. “Karatun Boko”, western education was introduced and funded instead. With this loss of support, the system collapsed.

A 2014 UNICEF report put the number of Almajiri in Nigeria at 9.5 million, or 72 per cent of the country’s 13.2 million out-of-school children. Unfortunately, this is a disaster unfolding before our eyes, as some estimates claim that the number of out-of-school children in the country has risen past the 15 million mark, most of whom originated from the North.

Regrettably, the Almajiri culture has since outlived its purpose and has become a breeding ground for child begging and, in extreme cases, potential materials for recruitment into terrorist groups. Moreover, the pupils who were meant to be trained to become Islamic scholars have now had to struggle to cater for themselves, begging rather than learning under the watch and supervision of some semi-literate Quranic teachers or Mallams who themselves lacked the requisite financial and moral support. Hence, the system runs more as a means of survival rather than a way of life.

This is because the Qur’anic schools became hapless, unable to render any help. After all, the head of the school is not also financially stable. This ultimately leads him to enforce a rule that ensures the students get him food or money. The most annoying part is making it mandatory, as punishment is enforced on anyone who fails to turn in what is expected from him.

Deprived of a normal and decent upbringing, Almajiri children, usually little boys between the ages of 4 and 15, may have been direct products of polygamous marriage or broken homes or simply due to economic challenges that hit the family. They lack adequate family cover as children are sent out to the streets under the guise of Almajiri as soon as the family’s resources are overstretched.

The Almajiri grows up in the streets without their parents’ love, care, and guidance; his struggle for survival exposes him to abuse (homosexuality and paedophilia), used as a slave, brainwashed, and recruited for anti-social activities, and used for destructive and violent activities. This is the picture of the pitiful plight of an Almajiri child in Nigeria.

Additionally, Almajiri culture epitomises child abuse, social exclusion, and chronic poverty in all ramifications. Because the system is believed to be rooted in Islamic religion and Fulani cultural practices, many attempts to reverse the trend or end such abuse of humanity have always hit a brick wall.

The fact that Islamic teaching strongly forbids begging, except in exceptional circumstances, which include a man’s loss of properties or wealth in a disaster or when a man has loaned much of his money for the common good, such as bringing peace between two warring parties already proves that Almajiri system as it is being practised today is unIslamic. A child neglected by his parents is vulnerable to diseases and social crimes. To survive, he often has to beg from ‘dusk to dawn’, after which he returns to the Tsangaya (Almajiri school).

For the past years, the Almajiri system has created a cover for criminally minded individuals to abuse Nigerian children through trafficking and expose them to anti-social behaviours such as forced labour and sex slaves.

Even former President Goodluck Jonathan designed a program under which a few Almajiri Model Boarding schools were established, which was aimed at integrating conventional western education into Islamic education, only turned out to be merely ‘removing a spoonful of water from a filled tank’, it wasn’t enough to adequately address the problem. As a result, less than five per cent of the children were captured by the Federal Government’s program meant to remove the Almajiri off the streets.

Therefore, as urgent, the government should take reasonable measures to address the Almajiri system in Nigeria to take them off the streets, even if it means banning the culture.

Unless it is banned or adequately reformed to meet the modern challenges and realities, the problems of underdevelopment, educational backwardness, and mass poverty in (northern) Nigeria will worsen. People will continue to bear children they do not have the resources to cater for, knowing that they could easily push such children out into the Almajiri system.

To conclude that the Almajiri system has deviated from its original purpose and is currently giving Nigeria a bad image in the international community is to admit the obvious.

This problem is a ticking time bomb waiting to explode at any time. And when it does, it will consume us all. But, it is still not late. So, something can be done to stem the tides.

Fagge is a student of Mass Communication at Skyline University Nigeria. He sent this via faggekabir29@gmail.com.

By Hassan Auwalu Muhamad

Former Vice-Chancellor of the National Open University Of Nigeria (NOUN), Prof. Abdalla Uba Adamu, has distributed textbooks to Ado Yola Memorial Special Primary School pupils in Tudun Madatai, in Kano Municipal LGA of Kano State.

Adamu, who has dual professorships in Education Sciences and Media and Cultural Communications, graduated from the same school in 1968.

Adamu said he distributed the books because Madatai Primary School was the foundation of his life — a driving force to advance his education that led him to attain two professorships from Bayero University, Kano, in 1997 and 2012.

In an attempt to encourage and support the young pupils to attain higher academic feats, and excellence, he thus distributed books.

The Head Teacher of the school, Mallam Abdulkadir Bature, expressed his appreciation and gratitude. He added that he had never been happier during his tenure as a Head Teacher of the primary school like today.

He also expressed his gratitude on behalf of the pupils and the entire staff members of Madatai Primary School.

More than 3,000 books were distributed at the school’s premises in the presence of the head of the Parents-Teachers Association, Ward Head of Sharfadi quarters, Mallam Ibrahim Auwal Uba and the Head of Parents of the Kano students of Kano Municipal LGA.

By Ahmad Deedat Zakari

A Nigerian lady, Halima Ali Shuwa, has been recognised by the reputable University of Manchester and awarded with Student of the Year Award.

Ruth Macarthy, a doctoral researcher at Salford University, announced this on LinkedIn on Wednesday. 

“Sitting in Whitworth Hall today, at the prestigious University of Manchester, was one of my proudest moments as a Nigerian. It was the moment Halima Ali Shuwa was called up [to] the podium to receive the “Student of the Year” award from the President of the university.” Ms Macarthy wrote.

While presenting the award, the President of the university stated that Halima was chosen because of her dedication and selfless commitment to research excellence.

The President added that Halima dedicated a huge amount of time to researching the immune response in the blood of hospitalised COVID-19 patients – and predicting which patients will further develop long-term covid complications.

She was the first to publish on the associated long-term changes with fatigue and breathlessness in patients who would subsequently develop long covid.

Halima, a recipient of the prestigious Petroleum Technology Development Fund (PTDF) scholarship, hails from Shuwa town of Madagali Local Government Area of Adamawa State. She was born, brought up and schooled in Maiduguri, Borno State.

Halima studied Bachelor of Medical Laboratory Science at the University of Maiduguri, MSc Immunology at Usmanu Danfodiyo University, Sokoto, and then got a PTDF scholarship to the University of Manchester, where she did her PhD in Immunology. 

Halima has published seven papers in high-impact journals during her studies and has four more papers under review. 

Towards the end of her PhD, Halima managed to secure multiple job offers from the University of Manchester and several pharmaceutical companies. Finally, she accepted the job offer from GSK (GlaxoSmithKline), where she’ll continue her cutting-edge research to discover an alternative cancer treatment targeting B cells in Immuno-Oncology settings.

By Sumayyah Auwal Ishaq

Two (2) inmates of the Nigerian Correctional Service (NCoS) studying with the National Open University of Nigeria (NOUN), Corrections’ Special Study Centre in Medium Security Custodial Centre, Kaduna, have graduated with degree certificates.

In a congratulatory message to the graduands, the Assistant Controller General of Corrections, Umar Audu, on behalf of the Controller General of Corrections, congratulated the graduands and charged them to see the educational advancement as a stepping stone to a brighter future.

He urged them to shun anti-social behaviours capable of tainting the new course of positive life they have chosen for themselves and be good ambassadors of both the NCoS and NOUN.

The graduands, Umolu Emmanuel Onyebuchi, who studied BSc Communication Technology and Alexander Okpe, who studied BA Christian Theology, thanked the management of NCoS and NOUN for their support and encouragement.

Since the inception of the collaboration between the NCoS and NOUN, numerous inmates have graduated in different fields of study such as Conflict and Peace Resolution, Political Science, Communication Technology, Sociology, Guidance and Counselling, among others.

By Muhammad Aminu

Kano State Government has said that all students who passed its qualifying examination would write the 2022 Senior School Certificate Examination organised by the National Examination Council (NECO).

Kano State Commissioner of Information, Malam Muhammad Garba, told journalists in Kano on Monday that the Kano State Government had settled part of its debt with the examination body.

Malam Garba further debunked what he called “erroneous reports” that the State owes NECO N15 billion naira.

He confirmed that 15, 313 students would sit for the examination as planned.

Mal Garba also hinted that the examination would not hold on Monday as it is only the Test Interpretation Practical for teachers to come up with modalities for the practical exams that would be held Monday.

He said the State Government also paid examination fees for over 1000 students with special needs in public schools to enable them to write this year’s examination.

He said: “We have settled for 15,313 Students with nine credits and the essay part of the exam is commencing on 4th July while the State still paid for 1,018,000 Disabled Students, which means that the story that Kano is holding N15 Billion Debts is untrue”.

According to the Commissioner, 7,500 female students’ registration fees had been also settled as part of a special intervention to promote girl-child education in Kano State.

He added that LGAs cumulatively also sponsored 5,400 students for the examination.

“15,313 students that had 9 credits from qualifying examination; 1,018 students living with disabilities, as well as 7,300 for Special Intervention which is basically for Girl Child Education; and local government councils paid for 5,400 students,” the Commissioner explained.

The Daily Reality reported earlier that Kano students may not write the examination due to debt settlement conflict between Kano State Government and the examination body.

The examination body demands settlement of N700m of the N1.5bn before the students will be allowed.

He said the state government had paid NECO N356m last week and would finalise their discussion any moment to resolve the impasses.

By Muhammad Aminu & Uzair Adam Imam

Kano State students from public secondary schools may not write the 2022 Senior Secondary Certificate Examination (SSCE) due to the failure of the Kano State Government to settle outstanding debt of N1.5bn to the National Examination Council (NECO).

Sources familiar with the matter in the Kano Ministry of Education and NECO office confirmed to The Daily Reality.

The examination body has been in touch with the Kano State Government for the settlement of the debt, but the feedback remained negative.

At least 15000 students from Kano State public secondary schools are expected to sit for the examination, whose fees are paid by the Kano State Government.

Insiders in the NECO Office said that due to the indebtedness, which affects logistics and other obligations, it is less likely for the exam to commence tomorrow, June 27, as scheduled nationwide.

Earlier, Permanent Secretary Kano State Ministry of Education, Hajia Lauratu Ado, told Solacebase that the state government is already discussing with NECO.

Hajia Lauratu said the state government had paid NECO N356m last week. Still, the examination body insisted that N700m must be paid before the state students would be allowed to write the examination.

“We are surprised with the stand of NECO because apart from the payment of N356m, the state government also wrote a commitment letter to the body stating that N50m would be released to the examination body monthly.

“The examination body did not inform us that it did not accept our commitment and the payment of the N356m not until yesterday. Since then, we have been in discussion with NECO so as to address the issue,” quoting the Permanent Secretary.

Hajia Lauratu said the state government is committed to releasing another N300m to enable Kano students to participate in the examination, but the NECO’s portal was not available as at Sunday evening.

NECO’s Public Relations Officer, Azeez Sani, said he is unaware of the development between NECO and Kano State Government.

Meanwhile, parents and teachers lament the lackadaisical attitude with which Kano State Government is handling the education sector in the state.

“Look, I paid the fees for my children and I was told they may not be allowed to write the examination starting tomorrow due to the government owing NECO, how is that my problem?

“As I speak with you, my children are disturbed about the situation,” said a parent.

A secondary teacher who spoke in confidence to The Daily Reality said: “The development is very traumatic. The Kano State Government has failed both teachers and students, let alone parents.

“Government shouldn’t have allowed this to happen. The debt of about N1.5bn should be paid, so our students do not miss this year’s exams.”

It can be recalled that NECO withheld the 2021 results for Kano students due to the outstanding debt the state owed the Council.

Similarly, in 2022, Kano State Government drew public outcry for declining to pay NECO fees for students that failed the Qualifying Examination.

By Ahmad Abdulhadi

Math phobia, as from the name, means fear of mathematics or a mixed feeling of tension and apprehension towards mathematics. When dealing with mathematics, many students feel like they are in the middle of a battle with little or no chance of surviving. Thus, such feeling interferes with the atmosphere of their emotional and intellectual status, hindering them from understanding the concept.

I will begin this article with a true story that happened to me when I was in secondary school. I told myself that mathematics is a gift, but I was left to believe that I lacked that gift. Hence I would not even practice what I was taught in mathematics class, even though I don’t know how to simplify simple fraction addition.

The real journey began when I secured admission to a university to study in the Faculty of Sciences. Among the prerequisite courses I had to take, mathematics was among, and in the university, the fear of carry-over will hunt someone to his sleep. So, naturally, the student will try every possible means to see that he is free from such prison; that was what I did.

When I absolutely realized that I had to pass those elementary mathematics and other elementary courses that require the application of mathematics, like Chemistry and Physics, I decided to face my fears. I firstly installed in my mind that mathematics was no gift. Then, I started practising every topic taught in mathematics class, solving numerous examples, and going to tutorials and group discussions. In less than three months, I realized mathematics was not a gift. All it needs is the morale to learn and the time to practice where you have missed.

After I paid the price of time sacrifice, I began to enjoy mathematics more than any course. Moreover, understanding mathematics helped me significantly pass other elementary courses like Physical Chemistry and Mechanics with A grades, including mathematics which was almost every 100-level student’s headache.

In short, I face my fears, and I surely did see wonders in less than three months, and so does everyone that thinks mathematics is a gift to certain people. If only you can face that fear hidden inside of you and pay the little price you have to pay, I’m more than sure that you, too, will see wonders    

Ahmad Abdulhadi wrote via bnabdulhadee@gmail.com.

By Muhammad Sabiu

Contrary to rumours claiming that the exam had been postponed to a later date, the National Examination Council has declared that the 2022 Senior School Certificate Examination would begin on Monday, June 27, 2022, for school-based applicants.

Azeez Sani, the council’s head of information and public relations, revealed this information in a statement to journalists in Minna on Saturday.

Sani urged interested parties to reject rumours that the examination would be delayed.

“State Ministries of Education, Principals, Commandants and all stakeholders are enjoined to disregard any speculation on the alleged postponement of the examination,” Sani said, adding that “the Council has put all necessary measures in place to ensure a seamless conduct of the 2022 Senior School Certificate Examination.”

By Uzair Adam Imam

Tension rocks the All Progressives Congress (APC) as the party’s presidential candidate, Ahmed Bola Tinubu, allegedly obtained no primary and secondary school certificates. 

However, Tinubu insisted that he had two degrees from two American universities. Yet, he stated that the certificates were stolen by unknown soldiers during the military junta of the 1990s.

The Daily Reality gathered that the information was in an affidavit submitted by Tinubu to the INEC office as part of his eligibility filings for the 2023 presidential elections.

The documents released Friday by the electoral body showed that Tinubu completely left the columns for his primary and secondary schools unmarked.

Additionally, the latest claims by Tinubu in his submission to INEC reportedly contradicted the previous submissions of 1999 and 2003 when contested as a governorship candidate in Lagos state.

It was gathered that Tinubu allegedly claimed in 1999 and 2003 that he attended primary and secondary schools.

He indicated that he attended St. Paul Children’s Home School, Ibadan, between 1958 and 1964 and secondary school at the Government College, Ibadan, between 1965 and 1968.

By Salisu Yusuf

One of the problems encountered in learning English phonetics and phonology by the second language learners in Nigeria is the assumption that the English phonemic orthography is having the same trends as those of our first language. For example, the Hausa letter /c/ as in caca, ciki and abinci is always predictably realised as /c/. It can’t be realised as any other sound in any other environment. In contrast, English letters are unpredictable in their phonetic realisation. For instance, the sound /y/ can be realised in ‘lure’ as in ‘failure’ /’feilja/ or something like /felya/ not /felwa/ as we pronounce. The /y/ can also be realised in /year/, etc. 

 While the phonemic orthographies of Hausa, Igbo and Yoruba are uni dimensional, that each written symbol or letter has a predictable sound, the English phonemic orthography is complex and unpredictable. For example, the symbol /ch/ can be realised as /sh/ sound in ‘charade’ /ʃəˈrɑːd/ or /sharad/, the /teous/ in ‘righteous’ /’raetʃas/ or something like /raicas/ not the /raitiyos/ we say.

 What I am trying to say, is that the English spelling of words can’t be a reliable guide to pronunciation. For example, there are 26 English alphabets and 20 vowels but there are 44 conventional English sounds! Moreover, there are English sounds that aren’t found in African languages. For example, the /ʒ/ sound in ‘division’ or /ə/ in ‘police,’ etc.

 Some English letters are not pronounced at all in their phonetic realisation. For example, the /t/ in ‘ ballet’ /’baelei/ or /balei/, the /au/ in ‘restaurant’ /’resrɒnt/ or /restront/ not /restaurant/ as we say, the /w/ in ‘sword’ is deleted /sod/, the /b/ in ‘plumber’ /ˈplʌmə/ or /plama/, the /t/ is deleted in pronouncing ‘sachet’ /ˈsaʃeɪ/ or /sashe/ not /sacet/, the /o/ in ‘leopard’ /ˈlepəd/ /lepad/is silent, the /b/ in bomb /bom/ is also silent, so is /s/ in ‘debris’ /’debri:/ or /debrii/, etc.

Some letters are substituted with other sounds that are different from the actual letters. For example, ‘memoir’ /ˈmemwɑ/ is closer to /memwa/, the ‘chure’ in brochure /ˈbrəʊʃə/ is /sh/ sound pronounce closer to /brausha/, the /toise/ in tortoise /ˈtɔːtəs/is /ta/ sound, pronounce as /totas/ not /totuwas/ as we say. The word ‘poignant’ /ˈpɔɪnjənt/ is pronounce as /poyinyant/, vehicle /vi:ikl/ is more closer to /viyikl/ not /vehikl/ we say. Chasis /ˈʃasi/ is /shasi/ not the /chasis/ we say. 

 Some vowels are changed during phonetic pronunciation differently from the written ones. Example, honey /ˈhʌni/ is /hani/ not /honi/, onion /ˈʌnjən/ or /anyan/ rather than the /oniyon/ we pronounce. Matrix /ˈmeɪtrɪks/ is /meitriks/ , village /’vilidz/ or /vilij/ not /vilej/. Stipend /ˈstaɪpend/, quay is pronounced as /ki/, chaos /ˈkeɪɒs/ or /keyos/, fuel /fjuː(ə)l/ is pronounced as closely as /fyuuwal/, verbatim /vəːˈbeɪtɪm/ or /vabeitim/ not /vaba../ we say. Albeit /ɔːlˈbiːɪt/ is pronounced as /olbiit/, receipt is /’risit/ not /resipt/, and liason /li’eizan/ or /liyezn/.

 We pronounce certain combinations through generalisation of certain features of similar combinations from other environments. For example, the following words are pronounced from similar sounds say in example the word ‘ tuition’. So unlike in ‘ tuition’ almost all those English words with /ui/ combination are pronounced with a long /u:/: juice /dzu:s/ or /juus/, suitable /’su:tabl/, or /suutabl/, suicide /’su:said/ or /suusaid/, suit /su:t/( but ‘ suite’ is /swi:t/ or /swiit/) or /suut/, fruit /fru:t/ is /fruut/, etc.

 In words with similar syllables, a preceding sound is used to randomly pronounce wrongly the immediate syllable. For example, gigantic /dzae’gaentik/ or /jaigantik/ is usually pronounced wrongly as /dzaidzantik/, etc.

These are some of the features that influence Nigerian phonetics. A companionship with an English dictionary, listening to stations like the BBC World Service, etc. can give us some hints on English phonetics and phonology.

Salisu Yusuf wrote from Katsina via salisuyusuf111@gmail.com.