Education

Muhammad Isah Zng

Special Primary School in Zangon Gabas, Ungogo Local Government Area of Kano State, is struggling with insecurity and abandoned, burnt classrooms, leaving pupils and teachers in a difficult learning environment.

A resident and Islamic teacher, Abdullahi Ahmed, voiced concern that the school has been neglected by the government, leaving it vulnerable to vandalism and deterioration. He stated that youths often break onto the premises after lessons to play football, which frequently results in damage to school property and theft of valuable items.

“The major problem is insecurity. Youths come into the premises, deface classrooms, and steal items. If nothing is done, this school may one day become history,” Ahmed said.

Besides security breaches, classrooms that were burned several years ago remain unrepaired and unused, further reducing available learning space. Ahmed, who also uses the classrooms for Islamic lessons, disclosed that the headmaster had hired a security guard and was paying him from personal funds to protect the remaining facilities.

Community members are urging the Kano State Government to urgently repair the classrooms that were burned and to ensure security to protect the school. Education stakeholders warn that if no action is taken, the worsening conditions could jeopardise the future of pupils in Zangon Gabas. 

By Aminu Babayo Shehu

The recent move by Senator Shehu Buba Umar, representing Bauchi South, to convert Abubakar Tafawa Balewa University (ATBU), Bauchi, from a University of Technology to a conventional university has stirred deep concern among stakeholders, alumni, and advocates of science and technology education. The bill, which has already passed second reading in the Senate, risks undoing decades of progress that ATBU has made in advancing technology-driven learning and innovation in Nigeria.

In an era when nations are competing through science, technology, and innovation, Nigeria cannot afford to take a step backwards. Around the world, technology is driving development, job creation, and national competitiveness. From Artificial Intelligence to Robotics, Biotechnology, and Cybersecurity, the future of work and industry is being reshaped by technology. It is therefore troubling that, instead of strengthening one of Nigeria’s most respected technology-based universities, the discussion is now about diluting its identity.

ATBU has earned its reputation as one of the country’s leading technological institutions. For decades, it has produced graduates who are not only competent but highly sought after in both the public and private sectors. Alumni of the university are excelling in software engineering, telecommunications, construction, fintech, and data science. Many are leading teams, building products, and contributing to the growth of major organisations across Nigeria and abroad.

In recent years, the university has made even more progressive strides. The Faculty of Computing, for instance, has expanded its curriculum beyond traditional Computer Science to include new, globally relevant courses such as Artificial Intelligence, Data Science, Software Engineering, and Cyber Security. These additions are clear evidence that ATBU is aligning itself with international trends and preparing students for the realities of the modern digital economy.

Instead of seeking to convert ATBU into a conventional university, the Federal Government and relevant stakeholders should focus on strengthening its technological capacity and research base. There are better, more visionary ways to make the institution self-sustaining and impactful. Establishing Artificial Intelligence research laboratories, cybersecurity and digital forensics hubs, robotics and automation labs, and technology incubation centres would attract both local and international partnerships. Such facilities could become national assets for innovation, startups, and industrial research.

Globally, top universities have achieved great success by maintaining and deepening their technological focus. The Massachusetts Institute of Technology (MIT) in the United States, Tsinghua University in China, and the Korea Advanced Institute of Science and Technology (KAIST) are shining examples of institutions that have transformed their nations through technology-driven education and research. Nigeria should be learning from these models, not abandoning its own.

Turning ATBU into a conventional university would water down its focus and weaken the very foundation on which it was established. What Nigeria needs today are more institutions that specialise in applied sciences, engineering, and emerging technologies; not fewer.

This proposal, though perhaps well-intentioned, is ill-timed and misdirected. The challenges of the 21st century demand more innovation, not less. The future will belong to nations that invest in science, technology, and knowledge creation.

ATBU should remain what it was meant to be: a University of Technology dedicated to building Nigeria’s next generation of innovators, engineers, and researchers. To do otherwise would not just be a loss for Bauchi or Northern Nigeria, but for the entire country.

Aminu Babayo Shehu is a Software Engineer and alumnus of Abubakar Tafawa Balewa University, Bauchi. He writes from Kano via absheikhone@gmail.com.

By Anwar Usman

The Nigerian Education Loan Fund has announced the official opening of its student loan application portal for the 2025/2026 academic session, providing access to financial support for students across tertiary institutions in the country.

The agency said the application will run for three months from Thursday, 23rd October 2025, to Saturday, January 31, 2026.

This was revealed in a statement issued on Tuesday by NELFUND’s Director of Strategic Communications, Oseyemi Oluwatuyi.

NELFUND urged fresh students to apply using their Admission Number or JAMB Registration Number in place of a matriculation number.

It called on tertiary institutions to show understanding regarding registration and fee payment deadlines for applicants awaiting loan disbursement.

Institutions are encouraged to show understanding in enforcing registration and fee Flexibility payment deadlines for students awaiting loan disbursement

“Institutions that have not yet commenced their 2025/2026 academic session should formally write to NELFUND with their approved academic calendar for scheduling flexibility

The statement further revealed that, “NELFUND appeals to all institutions to consider temporary registration measures for students whose loan applications are being processed to ensure that no student loses access to education due to financial constraints.”

By Uzair Adam 

Three scholars from Bayero University, Kano (BUK), have been named among the top 2% of the world’s most influential scientists in the 2025 global ranking released by Stanford University in collaboration with Elsevier.

The Daily Reality reports that the list, which draws on data from the Scopus database, recognises researchers whose work is among the most cited worldwide. 

The ranking evaluates research impact using standardised metrics, including total citations, h-index, co-authorship-adjusted index (hm-index), and a composite indicator (c-score), across 22 fields and 174 subfields.

The BUK academics featured in the 2025 ranking are Professor Abdulrazaq Garba Habib of the Department of Internal Medicine, who ranks 82nd globally in Clinical Medicine, subfield Tropical Medicine, with an h-index of 11 and an hm-index of 5.

Dr. Sunusi Marwana Maniadan from the Department of Mechanical Engineering, ranked 4,131st in Enabling and Strategic Technologies, subfield Materials, with an h-index of 14 and an hm-index of 4. 

Dr. Isah Baba Abdullahi of the Department of Mathematical Sciences, ranked 142nd in Physics & Astronomy, subfield Mathematical Physics, holding an h-index of 8 and an hm-index of 4.

The Stanford-Elsevier ranking is widely regarded as one of the most credible indicators of scientific influence, spotlighting researchers whose work is highly cited and influential in their fields.

Commenting on the achievement, BUK Vice Chancellor, Professor Haruna Musa, described the recognition as a reflection of the university’s academic growth and research excellence on the global stage. 

The inclusion of these three scholars’ positions BUK among the select Nigerian universities with multiple entries in the prestigious annual ranking.

By Usman Abdullahi Koli

Miss Nafisah Abdullahi is only 17 years old, yet she has already taken Nigeria to places many nations only dream of reaching. From Yobe, a state too often mentioned only in the language of poverty and conflict, she stood before more than 25,000 contestants from 69 countries in the TeenEagle Global Final Competition and emerged as the champion. She carried Nigeria’s name to the intellectual stage and defeated children from nations where English is not just learned in classrooms but lived in homes. That was her priceless gift to Nigeria. And what did Nigeria offer her in return? A handshake, a press release, and two hundred thousand naira that cannot even pay for a single semester in a good university. A priceless victory reduced to pocket change.

Nafisah’s story is about values. It is about what we choose to honour as a people. In this country, when footballers return with medals, they are welcomed with parades and rewards. When entertainers make noise abroad, we turn them into national idols. But when a young girl conquers the world with her mind, we greet her with silence. That silence is not empty; it is a lesson. It tells millions of children that brilliance does not count here. It tells them that books are useless, that the talent of the mind will never be celebrated in their own land.

Think of where she comes from. Yobe is not a place filled with world-class schools or endless opportunities. It is a place battered by poverty, scarred by insecurity, and haunted by the highest figures of out-of-school children in the country. It is a place where girls are too often married off young, their dreams cut short before they can even begin. Nafisah could easily have been one of those forgotten numbers. Instead, she fought through the darkness, studied where others gave up, and rose to defeat students from the United States, the United Kingdom, and Canada in their own language. That is not only radiant. That is defiance. That is resilience. That is Nigeria at its best.

Other nations know how to treat their treasures. Pakistan stood by Malala Yousafzai until she became a Nobel Prize winner and a global voice for education. India lifted Gitanjali Rao, a teenager named TIME Kid of the Year, and gave her platforms to inspire millions. Kenya celebrates its brightest minds with scholarships and presidential recognition.

In the United States and the United Kingdom, children who win with their minds are given opportunities that change their lives forever. These countries understand that the true strength of a nation lies not only in athletes or entertainers but in the prowess of its children.

Nafisah’s victory should not be another forgotten headline. It should be the spark of a national movement. She deserves a scholarship that secures her future. She deserves to be made an ambassador for girl-child education, carrying her story into classrooms and villages where girls are still told their only destiny is marriage. The First Lady should stand with her. The Yobe State Government should lift her up publicly so her story becomes a source of pride and hope. Philanthropists, NGOs, and corporate leaders should support her not as charity but as an investment in the future of Nigeria.

And if tomorrow Nafisah leaves Nigeria for a country that values her, who will we blame? If she becomes a professor abroad, a world-class innovator, or even a global leader, will we cry about brain drain? What moral right do we have to lament when we refused to keep her light burning here?

Nigeria must stop dimming the dreams of its brightest children. We cannot keep clapping for dancers and athletes while ignoring the Nafisahs who show us that talent can rise from the roughest soil. If we want respect in the world, we must first respect knowledge at home.

History will not remember the leaders who ignored genius. It will remember those who lifted it. Let it not be written that Nigeria built stadiums for athletes, celebrated singers with riches, and abandoned a 17-year-old girl from Yobe who conquered the world with English. Her triumph is Nigeria’s triumph. Our silence, however, is Nigeria’s shame.

Usman Abdullahi Koli wrote via mernoukoli@gmail.com.

By Tijjani Usman Dalhatu

The recent announcement that Mathematics will no longer be compulsory for admission into Arts and Humanities programs in Nigerian universities has generated both relief and concern. While it may appear to remove a long-standing obstacle for many students, it also raises a deeper philosophical question about the role of Mathematics in shaping thought itself.

Mathematics is far more than a subject in the school curriculum; it is a philosophy of reasoning, structure, and truth. It disciplines the mind to detect order in complexity, to question assumptions, and to think with clarity. It is the silent philosopher that underlies all genuine understanding, whether in the sciences, the arts, or the humanities.

History is rich with thinkers who embodied this union of logic and imagination. Bertrand Russell, both philosopher and mathematician, sought truth through reason and ethics. G. H. Hardy regarded pure mathematics as a creative art, not just an academic pursuit. Lewis Carroll, a mathematician, used logic and paradox to craft timeless literary classics. And Omar Khayyam, celebrated as a poet of destiny, was first a master of algebra and astronomy.

Their lives remind us that the boundaries we draw between science and the humanities are artificial. Every discipline, whether it studies numbers or narratives, still depends on logic, pattern, and evidence. Even the modern historian employs statistics to interpret migration, the linguist applies probability to syntax, and the sociologist uses data to understand society.

Removing Mathematics from the foundation of Arts education risks cultivating thinkers who may feel deeply but reason shallowly. They may be fluent in expression yet uncertain in structure. In an age governed by data, where information is quantified and measured, even the humanities must remain numerate to stay relevant.

Mathematics sharpens the intellect not by teaching us to count, but by training us to think precisely. One may exclude it from certificates, but never from the mind.

For to reason is to calculate, and to imagine is to measure the infinite.

Tijjani Usman Dalhatu is a lecturer and researcher in Chemistry Education at the Federal University of Technology, Minna, Nigeria. He can be reached via tijjani.usman@futminna.edu.ng.

By Abdullahi Mukhtar Algasgaini

Senator Uba Sani, the Governor of Kaduna State, has approved a new salary structure for three major tertiary institutions in the state.

The approval covers academic and non-academic staff of Nuhu Bamalli Polytechnic, the Shehu Idris College of Health Sciences and Technology, and the College of Education, Gidan Waya.

This decision brings to an end a 15-year-long struggle by the staff of these institutions, who have been demanding a review of their remuneration package.

The new salary structure is expected to align their pay with contemporary economic realities and improve morale.

While the specific details of the new salary scale were not immediately released, the approval is seen as a major victory for the educational sector in the state and a fulfillment of the government’s commitment to the welfare of its workforce.

By Anas Abbas

The Minister of Solid Minerals Development, Dr. Dele Alake, has called for the closure of schools in Nigeria that charge tuition fees in foreign currencies, describing the practice as a major economic loophole undermining the value of the naira.

Alake made the call on Wednesday in Abuja during the Nigeria Gold Day Celebration, held on the sidelines of the 10th edition of the Nigeria Mining Week with the theme, “Nigeria Mining: From Progress to Global Relevance.”

The minister expressed concern over what he termed “economic contradictions” in the country, arguing that allowing local institutions to charge fees in foreign currencies puts unnecessary pressure on the naira.

“I am still going to make a proposal to the Federal Executive Council that all those schools in Nigeria that are charging in foreign currencies should be closed,” Alake said.

“These are some of the leakages and loopholes in our economy that people don’t take seriously. If your child attends a school in Abuja or Lagos and pays $10,000 or £10,000, you’ll have to exchange naira for dollars, pushing up the value of the foreign currency. You can’t go to the UK and establish a school charging in naira it’s only in this country such contradictions exist.”

Alake said the Federal Government was intensifying efforts to plug financial leakages across the minerals sector through digital mechanisms and stricter oversight, particularly within the gold value chain.

He noted that the government’s National Gold Purchase Programme (NGPP), implemented through the Solid Minerals Development Fund (SMDF), was designed to boost Nigeria’s foreign reserves and strengthen the naira by purchasing gold directly from artisanal miners in local currency.

The minister added that the initiative, a component of the Presidential Artisanal Gold Mining Initiative, would also reduce informal transactions and curb corruption in the sector.

In her remarks, the Executive Secretary of the SMDF, Fatima Shinkafi, said funding for gold exploration in Nigeria was on an upward trajectory, unlike global trends.She encouraged investors to take advantage of the country’s growing opportunities in gold mining.

“We implore everyone here to examine Nigeria’s gold resources and support the minister’s efforts to make Nigeria a premier destination for junior miners,” Shinkafi said.

“By next year’s Gold Day, we should be looking at Nigeria as a turning point in the global gold market.”

The Nigeria Mining Week, which runs from October 13 to 15, is organised by the Miners Association of Nigeria, in partnership with PricewaterhouseCoopers (PwC) and the VUKA Group.

By Muhammad Abubakar

The Federal Government has announced a major review of admission requirements into Nigeria’s tertiary institutions, declaring that Mathematics will no longer be a compulsory subject for candidates seeking admission into Arts and Humanities programmes.

The new policy, unveiled by the Federal Ministry of Education, forms part of a broader revision of the National Guidelines for Entry Requirements into Tertiary Institutions in Nigeria. According to the guidelines, Mathematics remains mandatory only for Science, Technology, and Social Science courses, while English Language continues to be compulsory for all programmes.

Under the revised rules, candidates seeking university admission must still obtain a minimum of five credit passes in relevant subjects, including English. For polytechnic admission at the National Diploma (ND) level, four credits are required, while five credits, including Mathematics and English, remain mandatory for the Higher National Diploma (HND).

Similarly, in Colleges of Education, English Language is compulsory for Arts and Social Science students, while Mathematics is required for Science, Technical, and Vocational programmes.

The government explained that the reform aims to make tertiary education more inclusive and accessible, reducing unnecessary barriers that have prevented thousands of qualified candidates from securing admission. Officials project that the new policy could enable an additional 250,000 to 300,000 students to gain admission annually.

Education stakeholders have welcomed the move as a progressive step towards aligning Nigeria’s education system with global best practices, though some have called for careful implementation to maintain academic standards.

By Bashir Uba Ibrahim, PhD.

Two weeks ago, I visited Prof. Isa Mukhtar after we concluded one of the parallel sessions organised for a national conference on the works of Aliyu Kamal, in which I served as a rapporteur. The event was held at the Department of Linguistics and Foreign Languages, which was renamed the Department of Linguistics and Translation following the unbundling and upgrade of the former Faculty of Arts and Islamic Studies to the College of Arts and Islamic Studies.

Prof. Isa Mukhtar is one of the most academically generous teachers I know. After exchanging greetings, he gifted me his newly published book titled An Introductory Hausa Linguistics, which I intend to review here briefly. Unlike previous books on Hausa grammar and linguistics, Mukhtar, in this thirteen-chapter book, attempts to simplify the branches of linguistics by extensively drawing on examples from the Hausa language and redefining some linguistic terms. This review is by no means exhaustive or comprehensive, as it would be difficult to do full justice to the book in this limited space.

Chapter one, which is entitled ‘Views on the Origin of Language’ (Ra’ayoyi a kan Asalin Harshe), dissects some of the speculations regarding the origin of language. He addresses the speculations regarding the origin of language by citing Zarruk’s views on the phenomenon, including divine creation, man’s discovery, man’s invention, and man’s evolution from a human perspective. He thus attempts a glottochronological examination of Hausa and Amharic, the language of Ethiopia, and Hausa and Coptic, the language of Egypt, in his effort to relate the origin of Hausa with its cognate languages in Africa.

Chapter two, titled ‘Introduction to Language’ (Gabatarwa a kan Harshe), discusses various functions of language. Citing relevant examples from doyen linguists like Fowler (1974) and Leech (1974), he nominally examines the general functions of language, buttressing the thesis with examples from Hausa. The chapter also briefly explains numerous linguistic forms (nau’oi a cikin harshe) in which he shows arbitrary and non-arbitrary forms of language.

The third chapter is titled ‘Historical Linguistics and Stylistics’ (Tarihin Nazarin Harshe da Ilimin Salo). Here, the author provides a historical analysis of the origin and development of linguistics as a field of study from antiquity to the present day. Various schools and movements that shaped major linguistics trends and ideas, such as structuralism (bi-tsari) and its subsidiaries like the Copenhagen school (makarantar Copenhagen), American structural linguistics (Bi-tsari a marajtar harshe ta America), French structuralism (Bi-tsarin Faransa), Prague school (makaranyar Prague), rationalism (na tunani), and empiricism (gogayya). The chapter also attempts to link structuralism with stylistics by discussing some of the stylistics scholars influenced by structuralism, such as Charles Bally, Roman Jakobson, and Michael Riffaterre. These scholars developed their theory on the style of communication and contributed to generative stylistics.

Chapter four, ‘Functional Linguistics and Stylistics’ (Harshen Aiwatarwa da Ilimin Salo), builds on the previous chapter by examining stylistics (ilimin salo) from a systemic functional linguistics perspective. In this chapter, the writer attempts to appropriate Halliday’s theory of stylistics and apply it to Hausa data by extensively drawing examples from it. Thus, Halliday’s main conception of the stylistics function of language into ideational, interpersonal and textual was heavily domesticated and linked with Hausa.

The fifth chapter titled ‘Classification of African Languages’ (Rarrabewa Tsakanin Harsunan Afirka). In this chapter, the author bases his classification of African languages on Greenberg (1966), in which he classified African languages into four phyla, namely, Afro-Asiatic, Khoisan, Niger-Congo and Nilo-Saharan. He attempts to trace the Hausa language to the West-Chadic branch of the Afro-Asiatic language family. He establishes its relationship with cognate languages in Nigeria, such as Bole, Kare-Kare, Warji, Ron, and Bade.

Chapter six, which is entitled ‘Syntax and Grammar’ (Ginin Jumla da Nahawu), makes a historical examination of grammar from a Greek grammarian, Dionysius Thrax, traditional grammar (Nahawun gargajiya), structural grammar (nahawun bi-tsari), finite state grammar (nahawun kwakkwafi), phrase structure grammar (tsarin nahawun yankin jumla), generative grammar (nahawun tsirau), transformational grammar (nahawun rikida/taciya), transformational generative grammar (nahawun taciya mai tsira), etc.

The seventh chapter, ‘Advanced Syntax’ (Babban Nazarin Ilimin Harshe) served as a build on its preceding chapter. The chapter makes a deeper examination of the extended standard theory by Chomsky, looking at Government and Binding Theory of Syntax and its application in the Hausa language. While chapter eight, which is titled ‘Issues in Hausa Syntax’ (Muhimman al’amura a tsarin jumla), builds on the previous one by examining extended standard theory and its syntactic operators and how they can be applied in Hausa.

Chapter nine, which is entitled ‘Phonetics and Phonology’ (furuci da sauti), makes an extensive examination into Hausa phonetics and phonology. It looks at articulatory, acoustic, and auditory phonetics, drawing heavily from Sani (2010). It also discusses Hausa phonological inventories and processes as the backbone of generative phonology, such as assimilation, dissimilation, palatalisation, labialisation, nasalisation, metathesis, polarisation, etc. Meanwhile, chapter ten titled ‘Morphology’ (Ilimin Tasarifi) discusses Hausa morphological structure, morphemes, types of morphemes, criteria for identification of morphemes, morphological processes and word formation processes by citing Abubakar (2001) to exemplify his discussion.

 Chapter eleven, ‘Dialectology’ (Ilimin Karin Harshe), explores the relationship between language and society by examining major sociolinguistic aspects and relating them to Hausa languages, including argot, slang, jargon, sociolects, Hausa dialect variety, and language and culture. Chapter twelve, which is entitled ‘Semantics’ (Ilimin Ma’ana), makes a historical examination of the term ‘semantics’ and shows how it is problematic in relation to linguistic analysis. The chapter also examines the relationship between semantics and linguistics, as well as Hausa semantic change, collocations, componential analysis, speech-act, descriptive semantics, theoretical semantics, and general semantic theories. The chapter also delves into the relationship between semantics and other branches of linguistics, such as morphology, phonology, and syntax, in what can be called a ‘linguistic interface’. 

Meanwhile, the thirteenth chapter, which is the final chapter, is titled ‘Sociolinguistics’. It examines the issue of multilingualism in Nigeria, with Hausa as one of the major languages. It examines how sociolects served as social varieties of language that are determined by social factors rather than geography, citing examples with Hausar masu kudi, Hausar sarakai, Hausar malamai, Hausar ‘yan daba, Hausar likitoci, etc.

Overall, this book, intended as an introductory text, aims to acquaint readers with foundational topics in Hausa linguistics. Its straightforward presentation and accessible language make it especially useful for beginners. However, the author’s effort to simplify the content may have been overextended, leading to notable gaps. Crucially, important subfields such as psycholinguistics, neurolinguistics, applied linguistics, forensic linguistics, and computational linguistics are not mentioned at all.

Another significant omission is the absence of Ferguson (1970), particularly given the discussion on dialectology—a field in which Ferguson was a major contributor—as well as the exclusion of key works on Hausa dialectology such as Musa (1992). Similarly, in Chapter Twelve, the focus is limited to structural semantics, with no mention of Hausa cognitive semantics or relevant contributions like Bature (1991) and Almajir (2014).

The book appears to lean heavily towards stylistics and syntax, dedicating two chapters to the former and three to the latter, specifically Chapters Six through Eight. While these topics are undoubtedly important, the focus becomes somewhat disproportionate. For instance, in the discussion of Government and Binding Theory and complementation, the author omits important works such as Yalwa (1994), Issues in Hausa Complementation and Mukhtar (1991), Aspects of Morphosyntax of Hausa Functional Categories, both of which could have enriched the analysis from a Hausa linguistic perspective.

In conclusion, as Ibrahim (2008: 260) aptly states, “There is no perfect text. But as human life itself, the various imperfections of our life provide a constant challenge to us as scholars embroiled in the learning process.” Despite the criticisms above, Mukhtar’s ability to present complex topics clearly and subtly remains commendable. This book stands out as one of the more accessible introductory texts on Hausa linguistics, suitable for both students and newcomers to the field.