Education

By Ahmad Deedat Zakari

The Muslim Rights Concern, MURIC, has called on the National Examinations Council, NECO, to adjust its examination timetable to accommodate Muslims who would be celebrating Eid-el-Adha, aka Sallah.  

NECO has scheduled Data Processing (Practical) from 10 am to 1 pm on July 9, which clashes with the first day of Eid.

MURIC Director and Founder, Professor Ishaq Akintola, made the call on Sunday, July 3, 2022, in a statement.

“We are fully aware that the clash was not deliberate as NECO had actually demonstrated goodwill by setting aside a whole week for Sallah celebrations (Monday, 11th July to Friday 15th July), and this reflected in its timetable.

“We, therefore, appeal to the NECO authorities to kindly shift the examination of that day alone (Saturday 9th July 2022) to another date in order to enable its teeming Muslim candidates [to] sit for their examinations.” Part of the statement reads.

By Nura Jibo

Let me start by saying that I am not holding any brief for the Academic Staff Union of Nigerian Universities(ASUU) because I was its victim of strike for three (3) years. I am not holding any brief for Nigeria’s Federal Ministry of Education and government either, as I very seriously hate their mishandling of Nigeria’s education sector. 

Today, I write as a concerned individual who believes in teaching and providing free education to Nigerian and global citizens. 

Hence, I write this as a classroom teacher that taught in a Nigerian State’s Polytechnic for three (3) years as a volunteer lecturer. I did not collect a single Kobo or Naira from that college throughout my volunteerism teaching at the College of Business Management. I only wanted to pay back what I had taken from the excellent teachers that made me who I am today. 

Therefore, it is very pleasing whenever I reflect and have a flashback over certain moments that contributed to my making, particular via the teaching and mentorship of my amazing teachers. 

Indeed, I sometimes feel very disgruntled whenever I see a certain Minister of Education who once upon a time advocated through his long essays in Daily Trust stable a 30% allocation of Nigeria’s budgetary provision to the education sector. However, that Nigerian Minister now develops a thick skin on resolving this simple yet terrible antecedent by hiding under his Ministerial gown to suffer and implicate an already ailing system! 

The issue is simple: It is either the likes of our laconic and apt Prof. Farooq Kperogi amplified that Minister’s writing prowess beyond or above what he is, or he’s exaggerated as someone with firsthand knowledge of Nigeria’s education system. I am unsure whether writing long pieces of literature in the name of Friday columns and reeling towards power qualifies one as an expert to lead a very large and delicate African educational system. 

Therefore, I believe mastery of achievement so-called via writing newspaper columns or “Definitions in Humour” does not preclude one from being considered a novice and a toddler in leading an education system that is deliberately beleaguered in the name of politics. The way the Minister portrays himself as a man of God by writing all sorts of educational polemics in Nigeria, one would not have expected less from Nigeria’s presidency that offered and entrusted such a complex Ministry in the hands of a chronic accountant who never had a clue or better put never practised and excelled in his profession – Accountancy! But that’s Nigeria, where many people get away with its sensitive positions provided they can write pep and glib talks and share with the dull and ignorant. 

To quickly put the record straight, Nigerian leaders should refrain from allowing people to assume public office because of their writing prowess or mastery of oratory language. The duo are clearly very different and distinctive in acquiring or having a practical knowledge of teaching and education. 

I shall come back to this point later if time permits!

Indeed, three things made me raise my concern about ASUU Strike and the exaggerated disappointment from the Federal Government. First, the ASUU’s demands on an improved education system in the country. Second, the students’ extravagant hopes of acquiring a Nigerian education that is today by far less and very low in quality. The third is the bastardizing of the education sector by political leaders in Nigeria. 

Indeed, there are three global measurable indicators in gauging an education, whether it is qualitative or not. One is the availability of state-of-the-art teaching facilities. Two, stability in academic programmes. Three, quality of teaching staff. 

In Nigeria, none of the three(3) is available at the moment because the teachers and all university lecturers are already frustrated by the Nigerian political leaders, that are mostly half-baked or uneducated. 

The level of frustration is deliberate, though! And the way things are going, it is better and advisable for all Nigerian students to come out and demonstrate en masse by matching to Aso Rock villa to express their displeasure on the denial of their rights to education by Mr President and his education cabinet. As they do that, they should make the Nigerian government aware that the monthly salary of a Nigerian professor is not more than a primary school teacher’s salary in the UAE and other serious countries that left Nigeria far behind.

A professor in Nigeria today earns an average salary of N400,000 to N500, 000 per month. His yearly earnings are approximately N5-6 million. This is equivalent to what is being paid to an Engineer engaged as project manager (PM) every month in the UAE. 

This is not to talk of a primary school teacher in Nigeria who lives a typical hand-to-mouth life by surviving on a N23,000-N37,000 monthly salary with many family demands at their disposal. And considering the chaotic nature of a Nigerian state with no end in sight! 

Truth is: the Nigerian State can more than afford to pay its teachers and university lecturers global standard salary(s) the way COUNTRIES and regions in the UAE, such as Dubai, Bahrain, Oman, etc., are paying their teachers competent and befitting salaries because Nigeria is ten (10) times richer than Dubai, Oman, Qatar, Bahrain etc. 

How can one expect any good to come out of Nigeria’s education system that is not ready to discharge this global standard? 

The irony is that: the Nigerian education system is one that shamelessly cannot afford to recruit, engage and pay teachers global standard salary(s). It prefers to absorb graduates under Npower and pay them a stipend of N23,000 per month. At the same time, the political leaders steal the public funds and waste away the Nigerian nation by burying it in global shame. Therefore, the corrupt tendencies of Nigerian political leaders and their timid behaviour(s) of stealing public funds in the name of democracy will continue to put the country’s education system in untold hardship by killing it ultimately. And as the country continues along this path, it should be ready for more Boko Haram and kidnappers ad infinitum. 

Nura Jibo, MRICS, PQS, MNIQS, RQS, was a volunteer visiting teacher at a Polytechnic in Nigeria for three years. He can be reached via nurajibo@yahoo.com.

By Prof. Abdalla Uba Adamu

The academic world will never cease to amaze me. Let us look at just one example. Take an invitation to present a paper at an international event, as I was in June 2022. This particular event was the 90th commemoration of the establishment of Oriental Studies at the University of Warsaw, Poland. About 30 of us were invited, mainly from Europe and Asia, to share experiences on our various studies on orientalism from 29th to 30th June 2022. 

The trip was daunting for me, to begin with. It started with an hour flight on Qatar Airways to Abuja from Kano (my base). I spent another hour or so on the ground at Abuja before taking off for the six-hour flight to Doha, Qatar. I spent over four hours meandering around the terminal at Doha, waiting for the connecting flight to Warsaw. Eventually boarded the five-hour flight from Doha to Warsaw. All told, about 17 hours journey time. Arrived at the hotel jetlagged, weary and disoriented.

Off the following day to the University of Warsaw for the two-day conference scheduled at 9.00 p.m. each day. And it was right on the dot, with welcoming remarks by Prof. Piotr Taracha, the Dean of the Faculty of Oriental Studies UW, followed by an address to the conference by Prof. Alojzy Z. Nowak, the Rector of UW. These were followed by two keynote addresses, then appreciation of retiring members of the university community who had been there for over 50 years, including my host, Prof. dr. hab. Nina Pawlak (that’s how distinguished academic titles are labelled in most Eastern European universities). Let’s see what the letters mean; prof stands for professor, while dr is the doctor. To be a hab, however, requires extra efforts.  

To be awarded the academic degree of doktor habilitowany (habilitation), the candidate must have remarkable scientific or artistic achievements; submit a habilitation book which contributes to the development of a given scientific discipline; receive a favourable assessment of their output, pass a habilitation examination and deliver a favourably assessed habilitation lecture. It is after all this that they become professors.  

Nina Pawlak received her PhD in 1983 (Constructions expressing spatial relations in the Hausa language), habilitation in 1995 (Syntactic Markers in Chadic) and professorship in 2007. Thus entitled to prof. dr. hab. status. The habilitation is a post-doctoral experience that is highly formalized, represented by a separate thesis or a compendium of outstanding work in the area that can be evaluated as making an original contribution to knowledge. It takes between four to ten years to complete. Its public presentation is something like an inaugural lecture before a professorship. In most cases, the habilitation is the qualification needed for someone to supervise doctoral students. So far, in Africa, only Al-Azhar University in Cairo seems to offer this route to university scholarship.  

It is the habilitation qualification that will determine one’s path to professorship, but the publications required for skipping it to become a professor directly have to be more outstanding than the habilitation publication. This process shows rigorous respect for original contribution to knowledge in European scholarship. One can still be referred to as prof. dr. in recognition of their scholarship, without the hab. For instance, I was recognized as so by the European Union award of a grant to teach at the University of Warsaw in 2012. The prof. dr. title, used in mainland Europe and some Asian universities, acknowledges scholarship, even without the region-specific hab.  

Now back to the Conference. No ‘Chairman of the Occasion’, or Lead Paper presenter, nor ‘Royal Father of the Day’, etc. Just presentations. Now that brings me to my wonderment about the academic process. After over 17 hours of flight time (and same hours returning back), like everyone else, I was given 20 minutes (which included being harassed five minutes to the end by the moderator) to present my paper titled The Trans-Oriental Express: Receptivity and Cinematic Contraflows in African Popular Culture, and 10 minutes allowed for discussions – and that’s it! 

Thus, you spend weeks on fieldwork and data synthesis, spend hours being ferried from one location to another, and stay for days cooped up in a dingy hotel room (wistfully thinking about your own spacious personal living space!) eat some unusual and often very expensive food. All for 20 minutes of fame! This has been a recurring pattern in all the conferences I had attended.  

So, what is it about, at least international scholarship, that people would rather read what you wrote than listen to you? In Nigeria, paper presenters tend to ramble way beyond their allocated time. Often, the moderator of your session is worried about stopping you because you are a ‘big’ man, even if you are talking out of point. I remember one case in which the ‘Guest Speaker’ was reminded that his time was up as per the ‘program of event’ (sic). He adamantly refused to heed the time and insisted that since he was the main ‘event’, he would only stop when he finished reading the booklet of his lecture, which was 32 pages! Thank God for Smartphones – people just ignored him and shifted their attention to their WhatsApp messenger and came back to earth only after someone started clapping to signal their relief at the conclusion of the presentation! 

Perhaps it is time for us as Nigerian academics to move from this dense didactic approach to presenting papers – where you are often expected to give ‘theoretical framework’, ‘research questions’, ‘methodology’ (to appear ‘Scientific’ even if there is no Science in your conclusions) before you get to the actual data itself. And most annoying, you are also expected to give totally useless ‘recommendations.’ I had arguments with moderators and participants in Nigeria on the last point where I am asked about my ‘recommendations’ after my presentations. I often reply that I don’t have any recommendations – I present my data and my interpretation. How it goes is up to you. For instance, what can I recommend to a person who based their own narrative creativity on intertextual appropriation, thus creating a meta-narrative? That it has happened is fascinating enough. That I brought it to your attention is sufficient enough in knowledge discourses. In wider international scholarship, participants are more interested in exploring other aspects of your data.  

I think our approach to conference presentations in Nigeria has vestiges of the didactic educational experiences we were grilled through. Under such an academic ecosystem, all research is geared toward policy and governance. It is time for a paradigm shift – cut down the number of minutes on presentation, and focus on the epistemological virtues of the presentation! Oh, and cut-off the prof’s microphone when he seems about to torture his audience beyond his allocated 15 to 20 minutes!

Prof. Abdalla Uba Adamu is the former Vice-Chancellor of the National Open University of Nigeria (NOUN). He can be reached via auadamu@yahoo.com.

By Tijani Hassan

A corps member serving at Al-Furqan Learners’ Academy, Potiskum, Yobe State, has trained and empowered twenty widows on fashion design and tailoring skills in an effort to eliminate poverty and unemployment amongst women in the society.

The corps member, Chidimma Atuchukwu Obiageliaku, who hails from Anambra State, said the gesture was born out of her passion and desire to assist the vulnerable and less privileged in society.

The Commissioning and Presentation Ceremony held on Thursday, 30 June 2022, at the school premises,  witnessed the presentation of certificates, wrappers, sewing materials and seven new sewing machines to the trainee widows. This came after 6 six weeks of intensive dress-making training and other entrepreneurial skills.

Other projects initiated by the Corps member included renovating and stocking a 40-seater school library to boost students’ learning capacity. She said, “whenever you read a book, it equips you with the knowledge and power to become whoever you aspire to be”, hence, donating the library to the school to equip the students to become great in the future.

In his welcome address, the School Director, Alhaji Ibrahim Mohammed, represented by Alhaji Suleiman Dauda, commended all the Corps members serving under his watch and specifically the project initiator Chidimma. He added that she was the first of her kind to execute a project of this considerable repute.

The state Coordinator of NYSC Yobe State, Hajiya Hafsat Yerima, represented by the Head of Community Development Service, CDS, Mr Abimbola Akin, expressed her satisfaction with the project carried out by the Corps member and hinted that the state would never forget her in a hurry while urging other Corp members to emulate her good gesture.

In his contribution, the Provost, Federal College of Education (Technical), Potiskum, represented by the Head of Digital and Visual Library of the College, Mallam Abubakar Hassan, explained that education is the bedrock of every meaningful society which deserves the contribution of all stakeholders.

Hassan, on behalf of FCE (T), Potiskum donated a reasonable number of textbooks to the school as part of their contribution to the project.

The benefiting widows, who were highly pleased, thanked the Corps member for the humanitarian support. The leader of the widows, Mrs Ladi, said the training is a lifetime investment that has transformed their lives beyond imagination. She prayed to Almighty God to grant their benefactor success in her future endeavours.

Other attendees included the Commissioner, Basic and Secondary Education, Yobe State, Dr Muhammad Sani Idris, representative of the Emir of Fika, His Royal Highness (Dr.) Muhammadu Idrissa Ibn Abbali, Humanitarian organisations, parents and students.

In his closing remarks, the School Director thanked the initiator of the projects and the sponsors and offered her automatic and pensionable employment with accommodation and other benefits after her National Service.

The Community Development Service is one of the key components of the NYSC, designed to have a beneficial influence on the lives of the host community.

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.