Education

By Garba Sidi

In Nigeria, academic failure is often treated as a life sentence. A poor result can earn a student a damaging label—not serious, not intelligent, or not destined for success. I know this because I lived it. Yet my journey proves that failure, no matter how often it occurs, does not end a person’s future. Giving up does.

After completing SS3, I sat for WAEC, NECO, and JAMB, like millions of Nigerian students whose dreams rest on examination numbers. When my WAEC result was released, I had only three credits—Chemistry, Hausa, and Animal Husbandry. Showing the result to my father was one of the most painful moments of my life. His words, suggesting I might have to repeat SS3, broke my heart. Still, I chose prayer over bitterness.

My JAMB score of 145 further reduced my chances of gaining admission to university. Though ashamed, I showed the result to my father. He advised patience and encouraged me to wait for my NECO result. When NECO came out, I earned seven credits, including English and Mathematics, but failed Physics. At the time, I did not realise how much that single subject would shape my future.

Like many science students, I dreamed of studying Medicine at Bayero University, Kano. I also applied to the College of Education, Gumel, and Hussaini Adamu Polytechnic, Kazaure. With my JAMB score, university admission was impossible. My options narrowed, and disappointment became familiar.

On my uncle’s advice, I enrolled in Remedial Studies at Tafawa Balewa University, Bauchi, hoping to later study Engineering, a course believed to offer better job prospects. I passed the remedial exams and continued attending lectures while preparing for another JAMB. When I failed again, my journey in Bauchi ended abruptly. Without a successful JAMB result, remedial studies could not secure admission.

I returned home discouraged. Applications to the College of Education, Gumel, and Bilyaminu Usman Polytechnic, Hadejia, yielded no results. While friends moved on to universities and colleges, I spent most of 2015 at home, surrounded by self-doubt and silent questions about my worth.

In 2017, I wrote JAMB again and scored 171, meeting the reduced cut-off mark for Sule Lamido University, Kafin Hausa. I was offered admission to study Mathematics and even attended the interview. However, during registration, my admission was withdrawn because I did not have a credit in Physics. It was another painful reminder that failure has consequences—but it does not have to be final.

Once again, family intervention redirected my path. Through my uncle’s connection at the College of Education Gashuwa, affiliated with the University of Maiduguri, I secured admission. I randomly chose Physical Education (PHE), not out of passion, but out of necessity. I was admitted into the preliminary batch with only three weeks left before examinations.

That short period forced a decision: surrender or struggle. I chose to struggle. I attended lectures relentlessly and studied day and night. Of the eight courses I took, I failed only one in my first semester. I cleared it later and completed the programme successfully.

During my studies, I met Haruna Aseeni, a Health Education student. Our friendship began simply—sharing study materials. We stayed connected long after graduation. I later completed my NYSC between July 2023 and June 2024, unsure of what the future held.

Then came a message on a Sunday evening. Haruna informed me that someone was looking for a graduate of Physical Education. A few phone calls later, I was submitting my credentials. After an interview in Dutse, I received an Offer of Appointment as Sports Officer II under the Jigawa State Ministry of Information, Youth, Sports and Culture, and was posted to Hadejia Stadium.

What struck me most was that the opportunity came through someone I once helped academically—not through influence or desperation, but through relationship and character. Even more surprising, my father and uncles later discovered they already knew the official who facilitated the process. Life has a way of connecting efforts in ways we do not expect.

My story is not extraordinary. It is Nigerian. It reflects a system where setbacks are common, opportunities are uneven, and success is rarely linear. But it carries a message young people must hear: failure is not the opposite of success; quitting is.

To students and graduates facing rejection, delay, or disappointment, my advice is simple: do not give up. Respect everyone you meet. Work hard wherever you find yourself. Pray, persevere, and remain humble.

You never know who God will use to change your story.

By Professor Salisu Shehu, Executive Secretary, Nigerian Educational Research and Development Council (NERDC)

Paper Presented at the maiden international conference of the Department of Art and Social Science Education, Federal University, Dutse. Jigawa State held on the 13^th January 2016

Introduction

It is with great enthusiasm that I wish to thank the organisers for inviting me to the maiden International Conference of the Department of Arts and Social Science Education, Federal University, Dutse. I am delighted to be delivering a paper on “Policy, Pedagogy and Practice: Reforming the Curriculum for Moral and Digital Competence”. This maiden conference is of particular significance because of its focus on upholding moral responsibilities in the face of rapid penetration of information technology in the world of  today. It is no news to anyone that although information technology has positively impacted on our world, making life a lot easier than it was some decades ago, it comes with a myriad of challenges that sometimes undermine our moral values, age long principles of good living and our most cherished societal norms.

Without a doubt, education is the sector of the economy that holds the key to transformational national development. It remains the gateway to human capital development, social reengineering and total rebirth of a society confronted with many ills arising, largely from the wrong use of information technology. The unprecedented integration of digital technologies into daily life in recent times has raised important issues regarding responsibility, ethics, and the effects on society. Digital competence, encompassing abilities in information literacy, data security, and the responsible use of AI, must now intersect with moral competence, which encompasses values such as civic engagement, respect, and accountability. To fulfil these two imperatives and ensure that education not only transmits knowledge but also develops responsible digital citizens, curriculum reform remains indispensable.

Globally, contemporary curriculum reform is increasingly informed by internationally recognised frameworks such as Global Citizenship Education (GCED), Education for Sustainable Development (ESD), and the European Union’s Digital Competence Framework (DigComp). These foreground ethical responsibility, social justice, sustainability, global interconnectedness, and ethical engagement in digital environments (EU, 2018). These global frameworks have also influenced our national curriculum reforms with the aim of refocusing our education system and preparing learners for responsible participation in a rapidly changing world. However, the influence of these frameworks on curriculum reform process has been gauged with our uniqueness as a people.

The accelerating integration of technologies into education has also heightened concerns around misinformation, cyberbullying, data privacy breaches, online radicalisation, and digital addiction. Consequently, moral education, digital citizenship, and ethical use of technology are no longer optional but have become central pillars of contemporary curriculum design. In parallel, persistent global challenges of equity, access, and inclusion continue to shape reform agendas. Curriculum transformation must therefore address disparities in digital access and learning opportunities, particularly within developing contexts. In this regard, Nigeria’s curriculum reform efforts are geared towards striking a careful balance between global best practices and our local socio-cultural realities.

More broadly, curriculum reform has become a global imperative as nations strive to respond to the rapid technological change, moral uncertainty, economic restructuring, and the pressures of globalisation. Today’s education no longer focuses solely on knowledge transmission, but on fostering competencies that enable learners to function effectively, ethically, and responsibly in complex, digitalised, and pluralistic societies (UNESCO, 2015; OECD, 2019). As a result, moral competence and digital competence have emerged as critical learning outcomes in our revised national school curricula.

The revised national school curricula also represent a deliberate shift away from content-heavy instructional models toward the development of functional skills, values, attitudes, and competencies that align with our national development priorities and global competitiveness. In the new school curricula, moral competence and responsible technology use are highly emphasised. As digital technologies are integrated into learning, it is our responsibility as educators to ensure that learners are not only digitally proficient but also morally grounded in the ethical use of technology.

Arising from the foregoing, this paper argues, and correctly, that meaningful and sustainable curriculum reforms must deliberately integrate moral and digital competence across policy formulation, curriculum design, pedagogy, and classroom practice. Drawing on global curriculum trends and using the NERDC curriculum review process as a reference point, the paper advances the position that moral and digital competence should be conceptualised and implemented as core curriculum outcomes not as extracurricular activity.

Statement of Position and Central Argument

For curriculum reform to produce functional and adaptable learners for the 21st century, it must deliberately prioritise moral and digital competence within an outcome-based competency framework. Disciplinary and subject knowledge are increasingly insufficient in addressing contemporary social, economic, and technological challenges. There must be a deliberate integration of values and digital skills into curriculum design.

The central argument of this paper is threefold. First, moral and digital competence constitute foundational capacities for lifelong learning, employability, social participation, and responsible citizenship in today’s world. Learners who possess technical skills without ethical grounding are ill-equipped to navigate complex moral dilemmas, misinformation, and digital risks. In fact, such learners constitute a danger to the society, in all ramifications. Second, curriculum reform that concentrates primarily on policy redesign and content restructuring, without corresponding alignment in pedagogy, assessment, and classroom practice, risks remaining rhetorical rather than transformative (Fullan, 2016). Meaningful reform requires coherence between curriculum intentions and everyday teaching and learning processes. Third, the long-term effectiveness of the NERDC curriculum reform initiative depends on the extent to which moral and digital competence are systematically embedded across subject areas, instructional strategies, assessment approaches, teacher professional development, and school culture. Without such integration, curriculum reform may not meet the intended impact on learning outcomes and national development.

Policy landscape for moral and digital competence in the Nigerian education sector

Educational policy provides the normative, regulatory, and structural foundation for curriculum development and implementation. In Nigeria, the National Policy on Education places strong emphasis on the holistic development of learners who can contribute to national development (Federal Republic of Nigeria [FRN], 2014). Consistent with this policy orientation, our curriculum reviews reflect a deliberate shift toward functional, learner-centred teaching and learning.

It is on this premise that our revised school curricula explicitly integrate 21st-century skills, including critical thinking, creativity, collaboration, communication, and digital literacy. This aligns our policy direction with global curriculum reform trends that prioritise transferable skills, adaptability, and problem-solving capacities over rote memorisation and content accumulation (UNESCO, 2015; World Bank, 2020). It is also done in recognition of the need to prepare learners for the rapidly evolving labour markets, civic participation, and lifelong learning in our digitalised world.

Despite these advances, significant policy gaps persist, particularly in the linkage between education policy, national digital transformation strategies, and youth development frameworks. It is against this backdrop that this paper argues that there should be greater coherence between education policy, national digital transformation strategies, and youth development frameworks to ensure policy alignment and systemic implementation for impact at the school level. Without such integration, the transformative potential of curriculum reform risks being undermined in implementation.

Pedagogical Imperatives for Moral and Digital Competence

Curriculum reform cannot yield meaningful outcomes without a corresponding pedagogical transformation. Traditional teacher-centred instructional approaches, which are largely characterised by rote memorisation, passive learning, and examination-driven practices, are fundamentally incompatible with competency-based education. This is because the competency-based approaches prioritise the development of transferable skills, values, and applied knowledge (Darling-Hammond et al., 2020). To effectively cultivate moral reasoning and digital competence, learning environments must be learner-centred, participatory, and reflective. Learning must also enable learners to actively construct meaning and apply learning in their daily lives.

Furthermore, there must be emphasis on the use of pedagogies that foster moral competence and sustained engagement with values, ethical reasoning, and real-life moral dilemmas. These strategies (such as values clarification, character education, moral dilemma discussions, service learning, and civic engagement) would provide learners with opportunities to reflect on ethical issues, negotiate moral conflicts, and internalise socially desirable values, and are achieved through practice and social interaction (Nucci, Narvaez, & Krettenauer, 2014). These approaches shift moral education from abstract moral instruction to lived moral experience, thereby strengthening learners’ capacity for ethical judgment and responsible citizenship.

In a similar vein, the development of digital competence requires pedagogical approaches that promote creativity, collaboration, critical thinking, and problem-solving. Learner-centred strategies such as project-based learning, inquiry-based learning, collaborative learning, and blended or technology-enhanced learning environments allow learners to engage meaningfully with digital tools while simultaneously developing ethical awareness, media literacy, and responsible online behaviour. Through these pedagogical models, learners are not merely users of technology but reflective digital citizens capable of evaluating information, managing digital risks, and applying technology responsibly.

Furthermore, assessment practices must also be aligned with the principles of outcome-based competence education. Teachers should use portfolios, project work, performance-based tasks, peer assessment, and formative feedback to evaluate moral and digital competence (OECD, 2019). These assessment approaches would capture learners’ ability to apply knowledge, demonstrate ethical judgment, and assess how skills are transferred across contexts.

A major challenge to this is funding. Limited professional development opportunities, insufficient monitoring and evaluation mechanisms, teachers’ resistance to change, limited capacity for innovative instructional practices, and deeply entrenched examination-oriented school cultures are affecting curriculum implementation. Additionally, technological constraints, such as infrastructure and unequal access to digital resources, are affecting the effective integration of digital competence.

Socio-cultural factors also present challenges, including divergent value systems, parental concerns, and ethical anxieties surrounding learners’ exposure to digital environments. Without deliberate planning and sustained support, there is a risk that moral and digital competence may be treated superficially, resulting in symbolic compliance rather than genuine pedagogical transformation and meaningful learning outcomes.

Strategic Directions and Suggestions

To address these challenges, this paper proposes several strategic directions.

1. Curriculum policy implementation and monitoring must be strengthened to ensure alignment between intended and enacted curricula.
2. Moral and digital competence should be explicitly defined as compulsory learning outcomes across educational levels beginning from the teacher training institutions.
3. Improved and sustained investment in teacher professional development is essential. This should include comprehensive pre-service training in teachers’ training institutions to build foundational skills in moral and digital competence from the outset, as well as ongoing in-service training programmes for practising teachers.
4. Establishment of sustained partnerships with technology firms and the community. This would support resource provision and also provide opportunities for experiential learning.
5. Curriculum reform should be viewed as a continuous, evidence-informed process responsive to societal change.

Conclusion

Reforming the curriculum for moral and digital competence is necessary in the context of Nigeria’s educational transformation. The Nigerian Educational Research and Development Council curriculum review is a significant step toward outcome and competency-based education. However, its success depends on the adoption of innovative pedagogies and effective classroom practice.

Preparing learners for ethical and functional participation in a digital world requires coordinated action among policymakers, educators, communities, and other stakeholders. Curriculum reform must therefore be intentional, holistic, and sustained if it is to produce morally grounded, digitally competent, and socially responsible citizens.

Other Resources

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

European Union. (2018). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union.

Federal Republic of Nigeria. (2014). National policy on education (6th ed.). NERDC Press.

NERDC. (2023). Revised national curriculum framework for basic and secondary education in Nigeria. Nigerian Educational Research and Development Council

Nucci, L. P., Narvaez, D., & Krettenauer, T. (2014). Handbook of moral and character education (2nd ed.). Routledge.

Organisation for Economic Co-operation and Development (OECD). (2019). OECD learning compass 2030: A series of concept notes. OECD Publishing.

UNESCO. (2015). Global citizenship education: Topics and learning objectives. United Nations Educational, Scientific and Cultural Organisation.

UNESCO. (2015). Rethinking education: Towards a global common good? United Nations Educational, Scientific and Cultural Organisation.

UNESCO. (2023). Guidance on generative AI in education and research. United Nations Educational, Scientific and Cultural Organisation.

World Bank. (2020). World development report 2020: Trading for development in the age of global value chains. World Bank Publications.

By Ishaka Mohammed

The National Youth Service Corps (NYSC) has withdrawn Oyaje Daniel from his Place of Primary Assignment (PPA) in Igabi Local Government Area of Kaduna State and redeployed him to the NYSC state headquarters for closer monitoring. This came after his threat on social media to sleep with his female secondary school students.

As part of the sanctions, Daniel has been denied access to the free accommodation at the headquarters despite being required to report there daily for the remainder of his service year.

The Daily Reality earlier reported that the affected Corps member serving at Judeen International School in Kaduna had threatened to sleep with his female secondary school students, whom he considered more voluptuous than undergraduates. 

According to John Adesogan, who appears to have been Daniel’s schoolmate, the Corps member was summoned by the NYSC Disciplinary Committee at the state headquarters after his comment attracted public outcry.

John Adesogan said, “The Alumni President of our college, Comr. Philip Ayuba Bobai and I went with Daniel to the NYSC Headquarters to further engage with the officials handling the matter.” 

He further revealed that the NYSC had constituted an investigation team to visit Daniel’s former PPA to determine whether any other form of misconduct had occurred. This is in addition to NYSC’s efforts to track other Corps members who made comments similar to Daniel’s on the same post.

Daniel has taken to social media to express remorse. Reacting to a comment from one Sabastine Ezekiel, who urged him to “be strong”, Daniel wrote, “Thank you, my leader. I’m sorry for disappointing your expectations. I was careless with my comment, thinking I was catching ‘cruise’. But I have learned my lesson. All I want is another chance to live up to my name and trust.”

Adesogan urged fellow Nigerians to use social media responsibly, maintain discipline, and create a safer, more decent online environment.

By Ibrahim Aisha 

Across much of Northern Nigeria, girls still face an invisible wall after secondary school. Parents’ fears, tight household budgets, and the pull of early marriage keep many daughters at home. Yet, data and role models reveal what is lost when the ambition of a female child is clipped.

For generations, education has been regarded as the key to progress and empowerment. Still, in conservative societies, the education of girls beyond the basics is often seen as unnecessary or even a threat to tradition despite government campaigns, NGO interventions, and success stories of women who have broken barriers.

The world has become a global village. Technology, digital communication, and international mobility have reshaped how we live and work. In this new reality, uneducated girls are left voiceless, powerless, and excluded from the spaces where contemporary women now thrive sitting in parliaments, leading global institutions, directing multinational companies, and innovating in science and technology.

Why, in 2025, do some communities still resist girls’ education?

The answer often lies in illiteracy. Parents who never had the privilege of education sometimes fail to see its value. Many fear what they do not understand. To them, sending a daughter to university feels like losing her to an unknown world.

Data from the National Bureau of Statistics as at 2017 defined literacy as the percentage of people aged 15 and above who can read, write, and understand simple expressions in any language. A Punch Editorial Board report from September 2023 highlighted Nigeria’s poor education outlook: although the government claimed a national literacy rate of 69%, this figure hides wide regional disparities. 

According to a UNICEF report on the state of Nigeria’s children, 10.2 million primary school-aged children and 8.1 million secondary school-aged children are out of school in the country.Reports indicate that between 2020 and 2025, Northern Nigeria consistently recorded between five and seven million out-of-school girls, with only minor fluctuations despite ongoing efforts.

Socio-Cultural Impediments 

Household-level constraints on access to education are not entirely economic. Studies and surveys identify several socio-cultural factors: erosion of extended family solidarity, weakening societal values, and gender-related issues such as teenage pregnancy, early marriage, and perceptions about the “proper role” of women.

Northern Nigeria is still shaped by cultural practices harmful to women’s emancipation, including early and forced marriage, wife-inheritance, widowhood practices, lack of access to education, low enrollment rates, poor funding, inadequate facilities for persons with disabilities, and frequent disruptions caused by conflict and seasonal migration.

Stories from the Ground

The experiences of girls and women across the North reveal both the struggles and the possibilities of education.

Rahama Dajuma, a graduate, said that education had done everything for her. She now works with an NGO and is about to get married. She relieved her father from the stress of buying furniture for her wedding, and her fiancé is allowing her to keep her job.

Zainab Abubakar, a student, mother and a resident of Sabuwar Gwammaja, argued that girls should be asked their opinions because “you can force a horse to the riverbank but you cannot force it to drink.” She added that many parents above 60 in her community do not want their sons to marry women educated beyond secondary school, fearing such women will not be submissive.

Zakiyyah Al-Hassan, a resident of Chiranchi, shared that she is not educated but wants her child to go beyond secondary school. According to her, the world is changing and women should not be stuck in the kitchen, as educated women contribute to the home even before bringing in their salaries.

Fatima Abubakar, a student of the School of Hygiene, explained that she is the only one schooling out of nine children. Her father could not afford fees for all, so her siblings sacrificed for her.

Iya Aminatu, a resident of Kurna Kwachiri, revealed that none of her seven daughters went beyond junior secondary school because her husband is completely against it, and she could not object to his decision.

Malam Rafa’i, a local Islamic teacher and resident of Tsakuwa, said during a telephone interview that it is a waste of time and resources to send a girl to school when she should stay home and learn how to cook so as to be a perfect wife to her husband.

Fatima Haruna, a secondary school graduate, recalled that her elder sister Khadijah finished with flying colours and was promised that she could continue schooling. After marriage, her husband refused, saying he had no intention of letting her further her education. He had only used that promise to lure her into marriage. Since then, their father insists that no daughter can further her education unless her husband agrees.

The Road Ahead

These stories show that the real question has shifted from “Should girls be educated?” to “How fast can Northern Nigeria catch up?” Education experts and stakeholders warn that if the situation does not improve, Northern Nigeria risks falling further behind, with dire consequences for national development. The region needs more investment in infrastructure, security, and teacher training. Cultural reorientation campaigns must also be intensified to promote the value of education, especially for girls.

The answer lies in stronger government commitment, sustained community awareness, and the courage to challenge harmful traditions. Education is no longer a privilege. It is a necessity for survival in the global age. 

By Prof. Abdalla Uba Adamu

I rarely discuss politics, policy, or religion at any level on social media. These three are totally beyond my modest capabilities. However, the Educationist in me stirred when it became news in November 2025 that a bill was being proposed in the Kano State House of Assembly, titled the Kano State Mother Tongue (Hausa Language) Education Enforcement Bill. It was introduced by Musa Kachako, a member representing Takai under the New Nigeria Peoples Party (NNPP). 

The Bill seeks to ensure that all instruction in primary and secondary schools in Kano (presumably those under Local Education Authorities) is conducted in the Hausa language. According to online reports, when presenting the bill during plenary, Kachako stated that the initiative followed global best practices in education, citing countries such as China, Japan, and India, which he noted had made significant strides in science and technology by teaching children in their native languages from an early age. Kano State can do this because Education, being on the Concurrent Legislature, gives room for any policy variation of Education from that of the Federal Government’s Exclusive list. 

Certainly, the idea of teaching all subjects in Hausa springs from a noble intention — to enable children to learn in the language they understand best, and to reaffirm local identity against the long shadow of colonial linguistic domination. I witnessed this during my tenure as a Teaching Practice Supervisor in various schools in Kano. Students tended to understand language lessons more fluidly than those in other languages. And we are talking about over 40 years ago. Along the line, I even came up with how to use Hausa proverbs to teach science, based on over 30 curated Hausa proverbs with scientific content (e.g. gravity in “komai nisan jifa, ƙasa zai dawo”) and trained dozens of teachers in Jigawa (ironically enough, Kano was not interested at the time!) on this much later.   

Yet, the success of such a language policy depends on its contextual intelligence — its ability to strike a balance between local comprehension, national unity, and global relevance. In all cases of such debates, the examples of China, Japan, and India are the most commonly cited as best practices that have worked. With its virtual monolingual Hausa population (perhaps the only State in the Federation with this attribute), elevating Kano as “Little China” certainly sound, albeit contradictorily, post-colonially romantic. This all sounds inspiring. But, without taking the shine off it, how realistic is it?

There is a certain merit to the idea, but only to a certain extent. Research everywhere agrees: children learn faster and think better when taught in their native language. Even UNESCO and Nigeria’s own education policy support this approach for the first few years of primary schooling, where community languages are encouraged, rather than metropolitan languages. Let’s look at some cases.

Ethiopia is perhaps the only country in Africa with a continuous mother-tongue education system. The country did not suffer the horrors of colonisation on the same scale as the rest of Sahelian African countries, as it was only briefly occupied by Italians between 1936 and 1941. It uses regional languages (Amharic, Tigrinya, Oromo, Somali, etc.) as the medium of instruction in primary and secondary education. In universities and higher education, Amharic or English is used depending on the region and field. Thus, Ethiopia’s system is perhaps the closest to continuous mother-tongue instruction, although English dominates technical and postgraduate studies.

In Tanzania, Swahili is the dominant language in primary schools, but English is introduced from secondary schools up to universities, especially in fields such as science, medicine, and law. In Rwanda, the medium of instruction in schools was switched from French to English in 2008, while Kinyarwanda remains the mother tongue in early primary education. In Mozambique, Portuguese dominates in secondary and tertiary education, and local languages such as Makhuwa, Sena, and Tsonga are used in early primary school. 

This pattern is repeated in other African countries, such as Ghana (Twi/Ewe in early schooling, English later), Senegal (local languages in the early years, French later), and Kenya (Kikuyu, Luhya, Dholuo in early schooling, English later). Thus, no colonised African country has fully implemented mother tongue instruction from primary through university, rejecting colonial languages entirely.

In Kano, where everyone speaks Hausa, the policy could genuinely improve comprehension and reduce dropout rates. Pupils won’t have to struggle with English before grasping basic concepts in classrooms. That’s a win. However, there is a catch, and it lies in the regular comparison with China, Japan, and India, as if Kano is a nation, rather than a State within a nation that has 400 languages. Let us look at the language policies of these countries closely.

China has between 281 to 305 languages and dialects. However, it took decades — from the early 1900s to the 1950s — to standardise Mandarin (Putonghua), reform writing, and establish a comprehensive teacher-training and translation system, enabling everyone to be educated in one language. 

Japan is relatively homogeneous, but still has dialect diversity with 16 living languages. Although Japanese is the dominant language of instruction, there is no law declaring it the official language of the country. In fact, a school could use other languages. There are now a few schools that use English to teach science and mathematics classes. Japan created a national standard (based on the Tokyo speech) during the Meiji era (late 1800s) — alongside massive investment in textbooks, printing, and teacher training. India, on the other hand, is multilingual by law — it has 22 official languages and hundreds more in daily use. Each state uses its local language for early schooling, but keeps English for higher education and technology. 

So, what worked for these three was not language alone, but long-term state planning, standardisation, and bilingual balance. Each of these countries went through a long, continuously sustainable process of deliberate policy strategies that ensured the success of their language policies in Education, backed by political stability. In Kano, policies are routinely changed with new regime changes, regardless of their merit. Let us look at the obstacles. 

English remains the principal language of science, technology, and international communication. A policy that sidelines it completely in early and middle education could restrict students’ ability to compete globally and to access higher education resources. Unless a bilingual model is adopted, the system may produce students with strong local literacy but limited global mobility.

Nigeria’s labour market — in public service, academia, commerce, and technology — operates primarily in English. Graduates from a Hausa-only system would face difficulty transitioning into these environments without adequate English proficiency. This could widen inequality rather than close it. Unless there are expectations that students from Kano, who will be the products of this policy, will never work in any Federal government agency in the country. 

Nigeria’s educational bureaucracy is highly centralised. Curriculum design, examination systems (NECO, WAEC), and tertiary entry assessments (JAMB) all operate in English. Switching Hausa to the medium of instruction at primary and secondary levels, without corresponding policy alignment at higher levels, would isolate Hausa-medium students from tertiary education pathways. Thus, despite Education being on the concurrent list, centralised examinations are under the Federal Exclusive list. Kano cannot create its own WAEC, NECO, and JAMB examination boards; it must use Federal agencies for this purpose. These agencies are in Nigeria’s official language, which is English.  

Next would be concerns about teachers. Currently, and without being aware of the timeline for implementing the Bill, if it is passed successfully, there are not enough trained teachers in Kano with adequate linguistic competence to teach science, mathematics, or social studies effectively in Hausa. 

Moreover, curricular materials, textbooks, and terminologies for specialised subjects (such as chemistry, ICT, or physics) are largely underdeveloped in Hausa — except for some pioneering efforts by the Northern Nigerian Publishing Company and NTI Kaduna in the 1980s–1990s, and more recently by a few authors. For instance, the Centre for Research in Nigerian Languages, Translation, and Folklore at Bayero University, Kano, has produced eight Science textbooks in Hausa for students of primary, junior, and senior secondary schools in northern Nigeria. 

Written by Mika’ila Maigari Kashimbila of the Department of Physics, Bayero University, these are Kimiyya Da Fasaha Don Makarantun Firamare Books One to Three, Lissafi Don Kananan Makarantun Sakandare Books One to Three, Kyamistare Don Manyan Makarantun Sakandare, and Fizis (Physics) Don Manyan Makarantun Sakandare. He had earlier written Lissafin Makaratun Sakandare Na 1. 

I was even part of the committee set up by Bayero University Kano to “launch” these books, although things faltered, and I don’t think the launch ever took place. Wonderful as these books and efforts are, I believe they would serve as supplementary readers to the core textbooks, where they help to deconstruct the more esoteric prose of the English textbooks. 

Other concerns are sociological. For instance, making Hausa the exclusive medium in primary and secondary education in Kano risks political backlash from non-Hausa-speaking communities. In a multilingual federation, such a policy could be perceived as linguistic imperialism, deepening ethnic tensions and further alienating minorities. It may also entrench regionalisation rather than national integration — the very problem English was meant to solve.

Additionally, if Hausa becomes the sole instructional language, students from Kano may face difficulties participating in the global economy, digital platforms, and higher education, which remain English-dominated. True, the increasing use of Artificial Intelligence might alleviate some of these fears – but that is not the same as captive learning. A purely Hausa-medium system would require parallel translation of scientific and technological vocabulary to prevent intellectual isolation — a task that even developed monolingual nations struggle with.

On the positive side, a well-planned Hausa-medium system could revive indigenous literacy traditions, encourage the translation of modern science into local epistemologies, and restore pride in local knowledge systems. It could also expand Hausa publishing, radio, and digital content industries — thereby democratizing access to learning for those currently excluded by the dominance of English.

But the devil is in the details. Policy flip-flops reflecting a lack of consistency are the biggest danger. As antecedents have shown, this particular political climate might favour this move, complete with a law backing it. The next political class might very well destroy it simply because it was not its idea. This has always been the central characteristic of Kano politics. 

By Hadiza Abdulkadir

The Kano State Executive Council has approved ₦4,931,962,184.11 for key projects aimed at revitalizing the education sector across the state. The approvals, made during the Council’s 33rd meeting chaired by Governor Abba Kabir Yusuf on Saturday, November 1, 2025, cover initiatives under both the Ministry of Education and the Ministry for Higher Education.

According to a statement signed by the Commissioner for Information and Internal Affairs, Comrade Ibrahim Abdullahi Waiya, the funds will be used to settle outstanding liabilities, enhance infrastructure, and improve learning facilities at all levels.

Among the major allocations is ₦1.49 billion for settling debts owed to boarding school feeding suppliers and ₦2.54 billion for the renovation of Government Technical College, Ungogo (Phase II). The Council also approved ₦270.9 million for the completion and furnishing of the E-Library at the Kano State College of Education and Preliminary Studies (KASCEPS), and ₦400 million for the procurement of office furniture and fittings at Northwest University, Kano.

Other approved expenditures include ₦308.9 million to clear liabilities owed to the National Board for Arabic and Islamic Studies (NBAIS), ₦139 million for instructional materials production by Kano Printing Press, and ₦140.7 million for accreditation exercises at Kano State Polytechnic.

The approvals, the statement noted, reflect Governor Yusuf’s commitment to revamping the education system through enhanced infrastructure, accountability, and effective resource utilization.

“These interventions demonstrate the administration’s dedication to ensuring quality education and conducive learning environments for students across Kano State,” Waiya said.

By Abdullahi Mukhtar Algasgaini

The Federal Government has approved the release of ₦2.3 billion for the payment of outstanding salary and promotion arrears owed to lecturers in public universities.

The Minister of Education, Tunji Alausa, made the announcement on Wednesday during a briefing on the government’s ongoing negotiations with the Academic Staff Union of Universities (ASUU) and other tertiary institution unions.

Minister Alausa stated that President Bola Tinubu is dedicated to settling all outstanding welfare and funding issues in a “transparent, fair and sustainable manner.”

Furthermore, the government has approved a significant policy change to prevent future arrears. Starting from 2026, Earned Academic Allowances will be fully integrated into the core salaries of university lecturers.

This measure, according to the Minister, is designed to ensure “prompt, predictable, and sustainable payments” of staff entitlements.

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 Dikko Muhammad, PhD

Dear Governor Malam Dikko Radda, PhD., with honour and regards befitting of your office and esteemed personality, the people imploring you to address the urgent matters of Umaru Musa Yar’adua University, Katsina, are your friends, not your foes. They don’t want to see the beautiful pumpkin planted about two decades ago uprooted by your administration. If that calamity, God forbid, would happen, it mustn’t happen under the administration of the most credentialed person in the history of our state. 

Sir, UMYU isn’t just a mere state university. It was an ambition and a dream of our revered Malam Umaru Musa of blessed memory. UMYU is the culmination of the sweat and toil of many prestigious individuals from our dear state, impeccable individuals who embraced Malam Yar’adua’s dream and made it a reality.

Men and women who spent sleepless nights, travelled far and wide, to ensure that UMYU isn’t just a prestige project, but a strategic and need-based initiative that addresses the higher education deficit of our dear state and the Northern region. Many of these important individuals are alive today. Please, Sir, as they inch nearer to their graves, don’t make them feel that their labour is in vain. UMYU alone is a fulfilling mission for many of them.

Sir, forgive my repetition– UMYU isn’t just a mere state university. It’s a solution to our century-old gender gap in access to educational opportunity. It enables thousands of parents to educate their daughters to the level of degree certification at a time when interstate and intercity travel are becoming increasingly dangerous by the day. 

When UMYU collapses, may Allah prevent that, it will sink with the dream of thousands of girls who aspire to become educated mothers, productive members of society, and contributors to the future knowledge-driven economy. You just need to look left and right in your own extended family to see the impact this university has already made. 

Your Excellency, Sir, look into the posterity. It’s very long. And it remembers all. Save this system. The university workers are not asking for the impossible. They simply ask that you respect the law establishing this university. They’re only asking you to give the equivalent of whatever is obtainable in federal universities. This is enshrined in the laws that established UMYU. 

I’m deeply sorry if I sound boring. I want to remind your esteemed person that at the point of inception, no state across the Northern region has invested resources in its university as UMYU. Billions have been spent on the training of staff. I am a product of UMYU. I got my first degree here. My teachers called me to join them and serve UMYU. The university has spent millions training me for my master’s and PhD degrees. The same happened to hundreds of others.

Unfortunately, the tasteless, unmotivated and uninspiring condition of service has frustrated many out of UMYU. Many others are awaiting the bond period to japa or to move to another university. In my faculty (pictured here), I know of more than 10 people who have left this institution with their PhD financed by UMYU. UMYU has failed to retain its most precious investment. It has also fallen short of attracting other people with the highest degrees into its corridors. 

As tens of PhDs are leaving UMYU, the university can only attract people with a first degree or, at most, a master’s degree. In practical terms, UMYU is gradually positioning itself as a training ground while Katsina continues to be short-changed in the process. 

Your Excellency, I may disagree with many of your policies. But I never doubted your resilience in moving our dear state forward. Please look into UMYU. Write your history on the footprints of time. You have all that is required to save the most important legacy of Malam Umaru Musa Yar’adua, a statesman, your political mentor, a person you hold dear and a man related to you in other equally important capacities. 

Dikko Muhammad writes from the Department of English and French, UMYU. He can be reached via dikko.muhammad@umyu.edu.ng.

By Muhammad Abubakar 

China has taken a significant step in preparing its next generation for the digital future by introducing artificial intelligence (AI) education across primary and secondary schools. 

The Ministry of Education has announced that AI will now be included in the national curriculum, with lessons ranging from basic coding and machine learning concepts to discussions on the ethical implications of technology.

Officials say the program aims to build students’ digital literacy and give them early exposure to skills critical in the 21st-century economy. 

Pilot projects in cities such as Shanghai and Shenzhen have already shown strong interest, with students using AI-powered tools in mathematics, language learning, and creative projects.

Educators emphasise that the initiative is not only about technical training but also about fostering innovation, problem-solving, and responsible use of emerging technologies. “We want our children to understand AI as both a tool and a responsibility,” said an education ministry spokesperson.

The move reflects China’s broader ambition to lead in AI development globally, while also addressing concerns that young people must be equipped to navigate a rapidly changing technological landscape.