Education

By Waliyat Ayomide Oseni

In an era increasingly defined by globalisation and interconnectedness, cultural diversity has become pivotal in shaping educational frameworks worldwide. In Nigeria, a nation rich in ethnic plurality and cultural heritage, cultural diversity within educational institutions assumes strategic importance.

Cultural diversity refers to various cultural, ethnic, and social backgrounds represented within a community. Nigeria is often called a “melting pot” due to its numerous ethnic groups, languages, customs, and traditions. This diversity can enrich the educational experience, providing students with a broader worldview and enhancing their understanding of global issues. 

Nigeria is a diverse country with over 250 ethnic groups and more than 400 languages spoken, reflecting a rich cultural tapestry. This diversity is fundamental to Nigerian society and contributes to its vibrancy and uniqueness. Ethnic groups such as the Hausa-Fulani, Yoruba, and Igbo, among others, each bring their traditions, languages, and customs, creating a mosaic of cultures across the nation. 

Religious diversity is also prominent, with Islam, Christianity, and traditional African religions coexisting harmoniously. This cultural richness is celebrated through various festivals, ceremonies, and events, showcasing the country’s diverse heritage and promoting unity among its people.

One of the most significant benefits of cultural diversity in Nigerian educational institutions is promoting critical thinking and problem-solving skills. Diverse classrooms encourage students to engage with differing viewpoints, challengepreconceived notions, and foster respect for others’ beliefs and practices. This exposure sharpens analytical skills andcultivates empathy and social awareness, which are crucial for functioning in a diverse society and workplace. 

Diversity also fuels creativity and innovation in the learning process. When students are encouraged to collaborate across cultural boundaries, they combine unique experiences and ideas, leading to imaginative solutions to complex challenges. 

For instance, blending cultural perspectives in group projects can enhance creativity and result in more comprehensive and multifaceted outcomes. Educational leaders who emphasise collaboration among students from diverse backgrounds can harness this potential, creating an environment that nurtures innovative thinking.

In addition, extracurricular activities such as cultural festivals, language clubs, and international exchange programs can enrich students’ learning experiences and promote cultural appreciation. These initiatives foster community and belonging while encouraging students to celebrate their unique identities.

In conclusion, cultural diversity within Nigerian educational institutions offers many benefits, including enriched learning experiences, enhanced critical thinking, and improved interpersonal skills. Educators play a vital role in embracing this diversity and fostering an inclusive environment where every student can thrive. As Nigeria continues to navigate its identity within a global landscape, prioritising cultural diversity in education will undoubtedly enrich the learning experiences of future generations and contribute to the nation’s development.

Waliyat Ayomide Oseni wrote from the Department of Mass Communications, Bayero University, Kano.

By Anas Abbas

The Academic Staff Union of Universities (ASUU) has accused the World Bank and the International Monetary Fund (IMF) of actively undermining Nigeria’s public education system.

This allegation comes amidst the union’s frustration over the ongoing delays in renegotiating its 2009 agreement with the federal government, despite several Memoranda of Understanding (MoUs) and Memoranda of Action (MoAs), ASUU President.

 Prof. Emmanuel Osodeke expressed disappointment that the agreement has yet to be finalized.

During the ASUU Heroes Day 2024-2025 ceremony held in Abuja, Prof. Osodeke raised concerns about various issues, including the mandatory Integrated Personnel and Payroll Information System (IPPIS) and the suspension of salaries for ASUU members for three and a half months.

In a positive development, ASUU announced that it had awarded selected members PhD grants worth N500,000 each after thoroughly evaluating proposals. 

Prof. Osodeke praised the members for their unwavering commitment to defending Nigeria’s public university system and extended his support to ASUU members facing challenges at Kogi State University, Lagos State University, Ebonyi State University, and Chukwuemeka Odumegwu Ojukwu University.

The Heroes Day event recognizes past and present members for their dedication to enhancing public education. Prof. Osodeke paid tribute to the late Prof. Festus Iyayi, a former ASUU president, and others who have made significant contributions to the union’s objectives.

By Abdullahi Mukhtar Algasgaini

Minister of Education, Dr. Morufu Olatunji Alausa, has reversed his predecessor’s policy of 18 years as entry age for University admission.

The policy initiated by Professor Tahir Mamman, former Minister of Education, had generated controversy.

But while briefing journalists upon assumption of office, on Tuesday, Alausa said the policy was detrimental to the federal government’s efforts to reduce the number of out-of-school children in the country.

He said it is also not sustainable for the education sector, explaining that the 16-year age limit would be maintained and exceptions would be granted for “gifted children”.

The new minister also said going forward, Nigeria’s education system will be 80 percent practical and 20 percent classroom/ theoretical.

Alausa said practical education will help to curb the unemployment situation in Nigeria as tertiary institutions will not continue churning out graduates on a yearly basis without jobs for Nigerians.

He said the federal government will work with private sector operators for the training of students to unleash their potentials.

Alausa was among the 10 ministers who got new portfolios after last month’s cabinet reshuffle which led to the exit of his predecessor.

By Hajara Abdullahi

Girl Child education is a major cornerstone for national development. In developing countries, Nigeria, inclusive of the girl child education, keeps experiencing setbacks due to certain constraints, which include poverty, cultural practices, insecurity, climate change, etc. In Northern Nigeria, where these challenges are more persistent, enrollment of the girl child has been minimal despite efforts by relevant stakeholders.

On October 11th, the International Day of the Girl Child was celebrated worldwide; several campaigns and gatherings were held in Nigeria to commemorate the event. The Vice President, Senator Kashim Shettima, while addressing a conference marking the event, described Nigeria’s 25.6% out-of-school as a threat to the country, and he reiterated the need to take a specific action plan to address the menace.

According to UNICEF, Nigeria has 18 million out-of-school children, and out of these 18 million out-of-school children,60% of them are girls. This implies that we must invest, harness, and champion enrollment in girls’ education.

Education is a fundamental human right and a cornerstone of national development. Investing in girls’ education empowers individuals, communities and the nation.

Education is not just a fundamental human right but a cornerstone of national development. When we invest in girls’ education, we invest in the future of our communities and nation. A girl with an education is not just an empowered individual but a catalyst for change. 

 Below are some of the essential aspects of girl-child education for national development.

Economic Growth: Educated girls significantly contribute to economic growth. Studies show that a girl’s future earnings increase substantially for every additional year of schooling. Educated women participate in the labour force, start businesses and drive economic development. In Northern Nigeria, where unemployment is rampant, empowering girls through education can break the poverty cycle and boost the economy.

Health and Well-being: Education profoundly impacts health outcomes. Educated girls make informed decisions about their health and well-being, marry later, and have healthier families. Educated girls prioritise their children’s education and health, creating a virtuous development cycle.

Social Change: Educated girls engage in civic activities, advocate for their rights and challenge societal norms. They become leaders, role models and change agents, contributing to gender equality and national progress. Inspirational figures like Dr. Ngozi Okonjo-Iweala, Amina J. Muhammad, Professor Ruqayatu Rufai and Maryam Aloma Mukhtar exemplify how investing in girls’ education fosters social change and national development.

Sustainable Development Goals: Girls’ education is crucial to achieving the United Nations Sustainable Development Goals, particularly Goal 4: inclusive and equitable quality education for all. Prioritising girls’ education helps eradicate poverty, promote gender equality and ensure sustainable development.

Therefore, we need to commit to actionable steps. We need increased investment in girls’ education, community awareness programs that challenge harmful cultural practices, and partnerships with local organisations to create safe and supportive learning environments. Every stakeholder, from government officials to community leaders, educators, and parents, has a role to play.

In conclusion, let us remember that the education of the girl child is not just a women’s issue; it is a national imperative. Together, we can build a future where every girl in Nigeria has the opportunity to learn, grow, and thrive.

Hajara Abdullahi wrote from the Department of Mass Communication, Bayero University, Kano. She can be contacted via phlosopherquin162@gmail.com.

By Timothy Agberagba 

Artificial intelligence (AI) chatbots have gained prominence in Nigeria, bringing benefits and potential side effects to Nigerian students and the general public in particular. 

AI chatbots are computer programs or interfaces that can carry on human-like conversations using natural language understanding (NLU), natural language processing (NLP), and machine learning (ML). 

Those programs are designed to help with academics, business, data analysis, and entertainment. To use them, you instruct the chatbot to provide a solution to a particular problem, and it will automatically generate the result. 

Many Nigerian students have embraced AI as a resource for academic exercises. Some use it for research, presentation, and literary compositions. Lecturers also use it to generate lecture materials without the stress of surfing the internet. Information can be easily accessed through AI Chatbots.

However, this trend has become a matter of concern as many Nigerian students and graduates heavily depend on these AI chatbots rather than engage in critical reasoning and rationality. AI Chatbots have made many people so lazy and dependent that they cannot conduct joint research on issues around them. 

Many fail to understand that AI chatbots collect information randomly from published materials and present it as facts. This is why people, mainly Nigerian students, should always engage in personal research rather than depend on AI.

With the emergence of AI Chatbots, it is also disturbing that many Nigerian youths cannot compose a simple essay without using AI chatbots anymore—a 2024 research by Prof. Oluebube Miracle on the effect of AI chatbots in Nigeria revealed that “many students boycott knowledge construction process, leading to a dearth of experience, irrationality, passive learning, groupthink, academic dishonesty, and a diminished propensity for critical thinking”. This negates the future of academics and knowledge transfer because future generations will depend on it, and creativity and brain work will die naturally. 

Additionally, in a developing country like Nigeria, people need to engage in creative thinking and innovation rather than allow AI to think for them. The secret behind developed countries is the constant brainstorming of creative ideas that translate into innovative undertakings. This is exactly what Nigeria needs. 

It is said that youths are leaders of tomorrow, but if they heavily depend on AI chatbots for ideas, what will happen to the country? AI can only give you what you ask for and nothing more. It doesn’t feel or think and is not sensitive to the environment. By implication, dependence on AI is a sign of gross failure as far as creativity is concerned.

Finally, to mitigate the tendency to over-depend on AI Chatbots and promote creativity among Nigerian youths, educators, policymakers, and stakeholders need to work collaboratively to ensure that the integration of AI in education promotes independence and critical thinking. Nigerian youths should not abandon traditional study methods to enrich themselves with the knowledge necessary for self-development and national progress. 

Timothy Agberagba writes from the Mass Communication Department at Bayero University, Kano.

By Sumayyah Auwal Ishaq

No fewer than 11 inmates at the Medium Security Custodial Centre, Kaduna, Kaduna State, graduated from the National Open University of Nigeria in various disciplines.

The inmates, who received their certificates at the convocation ceremony organized by the institution on October 16, 2024, were pronounced graduates after completing their various programs for the 2022/2023 academic session.

They comprised 11 males who had undertaken courses in the Post Graduate Diploma in Education and undergraduate degrees. The Daily Reality gathered that seven inmates graduated with Second Class Upper Division, while two graduated with Second Class Lower Division, and two inmates completed the Post Graduate Diploma in Education.

Speaking at the ceremony, the Vice Chancellor, who was represented by Dr. Baba, praised the Nigerian Correctional Service (NCoS) and the management of the facility for giving the inmates such an opportunity. He said such feats should be emulated by other inmates who have yet to undertake any program with the institution.

The Controller of Kaduna State Command, Nuru Mohammed Isah, advised other inmates to seize the opportunity and maximize their time by emulating their graduating colleagues.

Mr Isah also emphasized the role of the NCoS in reforming inmates. He implored the newly graduated inmates to continue embodying the good values they learned during their time in the correctional facility.

The officer in charge, DC Abdullahi Dangani, promised to continue giving support to all inmates to achieve their aspirations in life.

By Buba Kamal Danladi

In education, the approach to teaching is as crucial as the content itself. Teaching methodology, the comprehensive plan or strategy for systematically presenting material in the classroom, goes beyond merely delivering facts. It embodies beliefs about learning and teaching and specific techniques and activities aligned with these ideologies.

The choice of teaching methodology profoundly influences knowledge acquisition, skill development, and capacity building. Educators must embrace innovative methods that promote critical thinking and interactive learning in an era that transcends traditional role learning. This is especially pivotal in Nigerian tertiary institutions, where outdated teaching approaches often lead to disengagement and subpar academic performance.

Several methodologies warrant attention and adoption in Nigerian educational settings, such as Differentiated Instruction, Catering to diverse learning styles and abilities; Lecture-Based Learning, Traditional yet evolving to include interactive elements; Inquiry-Based Learning, Encouraging curiosity and critical analysis; Technology-Based Learning, Integrating digital tools to enhance understanding; and kinesthetic Learning: Emphasizing hands-on experiences and physical engagement. 

Reflecting on my undergraduate experience at Skyline University Nigeria, I recall the transformative impact of Mr. Abdulhameed Olaitan Ridwanullah’s teaching methods. He epitomised effective education through interactive sessions that valued each student’s thoughts and promoted a culture of inquiry and confidence. His teaching philosophy centres on interactive and student-centred learning. 

Unlike the conventional lecture-heavy approach, his classes are characterised by lively discussions, group projects, and the use of technology to facilitate learning. By integrating digital tools into his curriculum, he engages students and equips them with essential skills for the modern workforce. This tech-savvy approach is particularly relevant in mass communication, where understanding digital platforms is crucial.

Also, his departmental seminar, which he organised, nurtured my public speaking ability. He mandated that all students offering his courses research specific topics and present their findings to seasoned academics. Many students at first despised it, but as some of us inevitably embraced it, it became a ritual. 

The students’ seminar approach not only fostered a deep understanding of the themes the students researched but also ignited a passion for learning, a stark contrast to the disinterest prevalent in many Nigerian institutions.

Educators must critically assess and adapt their teaching strategies to address the disconnect between teaching methodologies and student engagement. The goal is to cultivate an environment where learning is not a passive experience but a vibrant journey of discovery.

However, the transition to such innovative teaching practices requires systemic changes. It calls for investment in digital infrastructure, teacher training, and curriculum development. Policymakers and educational institutions must recognise the value of these modern methodologies and provide the necessary support and resources to implement them.

To our students, I offer this reminder: “Do not merely pass through school; let the transformative power of education pass through you.” Embrace learning as an active participant, for the quality of your education shapes your future.

Buba Kamal Danladi writes from Lagos via kamalbuba05@gmail.com.

By Mutalib Jibril

A few days back, I stumbled upon a post about two graduates from a particular university in Nigeria who went for a job interview. On getting to the venue, they started interrogating some workers in the organisation about the qualifications of the interviewer.

Unfortunately, the interviewer overheard their conversations and prepared to daze them with some basic questions in English, which he noticed most graduates usually struggle with. In no time, the interview commenced. It was a written test. They were handed their questions, and then they answered the questions.

Behold! They could not reach the cutoff mark, and they failed the questions. This is just one funny instance out of a thousand and one of how students often think their university is the best or better than others.

I agree that some universities are better than others in infrastructure, research innovations, and achievements. This is why we do have a university ranking annually.

However, I can categorically state that all universities have met the benchmark; better still, they have fulfilled all the criteria set by the Nigerian Universities Commission (NUC).

Any university that does not meet the set criteria for a particular course—let’s say Radiography, for instance, wouldn’t be accredited. Therefore, any institution running that course has met the requirements and been subsequently accredited by NUC.

Therefore, most students are oblivious that what makes an individual student stand out from their peers from other institutions is mainly tied down to individual sacrifices and effort.

This is not to say that the university doesn’t have a role in making students exceptional. No! Even if you attend the best university in Nigeria, the onus still lies on you to make yourself stand out. The school cannot teach you everything.

However, no matter the university you find yourself in, develop yourself and stand out.

It doesn’t matter if your university has the lowest ranking in the country; I know that no university would be accredited without meeting the requirements. Some standards must be met.

What matters is what you can do to ensure you are prepared for life after university and stand out.

Many people graduated from the least-ranking universities in Nigeria but are doing exceptionally well academically in Nigeria and abroad.

I have never heard of a scenario where a third-class graduate from a top-rated university is selected for a job over a first-class graduate from the lowest-rated university—I’m not talking about connections here. I am talking about employment based on merit.

It’s high time we stopped making unnecessary comparisons about universities. Let’s channel that energy toward making our self-development.

Mutalib Jibril wrote via mutalibdantanisabi300@gmail.com.

By Abdullahi Mukhtar Algasgaini

Six indigenes of Gombe State made the list in the 200 Scholarship Award of the African Union Development Agency in the New Partnership for Africa’s Development (AUDA-NEPAD), in partnership with the Renewed Hope Initiative (RHI), of the First Lady, Senator Remi Tunibu.

The commissioner of education, Prof Aishatu Umar Maigari, stated this on Thursday in Abuja while leading the successfully selected students from Gombe State to the award presentation.

The program according to the commissioner was designed to support secondary school graduates particularly from the less privileged families to further their education at the tertiary level.

Speaking at the unveiling, held at the Banquet Hall of the State House Abuja, the First Lady Senator Remi Tinubu said President Bola Ahmed Tinubu’s administration will continue to prioritize education as evident in the various policies and programmes been implemented in the sector since inception.

Senator Tinubu also emphasised that education and empowerment of the Nigerian girl-child will consistently be given priority attention to fill the gap with their male counterparts in receiving comprehensive formal education, which she said has brought about the need for the establishment of Alternative High Schools For Girls across the country.

In a remark, the Minister of Education, Prof. Tahir Mamman, described the First Lady as an Education champion who is always concerned about the education of the younger generation and commended her initiatives under the Renewed Hope Initiatives, which are geared toward complementing the educational policies of the Tinibu-led administration.

The successful students to benefit from the initiative from Gombe State as approved by the office of the First Lady, Senator Tinubu, include Abdullahi Abubakar, Kamal Abdulsalam, Elisha Eglah, Muhammad Abdul-Azeez, Hajibukar Mohammed and Yunusa Umar Farouq.

They have since been inaugurated with others across the country and presented with their Award letters in a colorful event.

• Production:    Jammaje production
• Producer:       Abubakar Bashir Maishadda
• Director:        Ali Nuhu
• Cast:               Sani Mu’azu, Ali Nuhu, Nancy Isime, Enyinna Ngwige, Rabi’u Rikadawa, Segun Arzine, Abba Al-Mustapha, Asabe Madak, Abba Zaki.

Nanjala, an eponymous and one of the most expensive movies in the Kannywood industry by Jammaje Production, is a breathtaking movie that explores and thematises patriarchal power, domination and mistreatment towards women gender. Nanjala, a leading character, is victimised by her chauvinistic father, who disbands her for being a female in favour of a male child, Dititi (Abba Zaki). Captain Jimmoh (Rikadawa) becomes her adopted father and helps to actualise her dream of becoming a renowned journalist.

Furthermore, Captain Sembene’s family is set on fire as his beloved son, Ditit, becomes a spoiled child, drug addict, thief and clubgoer. Plus, his other female daughter, Jarry, takes a leave from home for her father’s chauvinistic mistreatment. Falmata, another victim of Captain Sembene’s chauvinism, befriends her biological brother, Ditit, with a view to wed him.

Nanjala becomes a renowned and influential journalist who tirelessly fights and exposes corruption in the government. She encounters obstacles along the way from the authority. She is detained in cells for exposing corruption. Finally, she appears triumphant.

Mistreatment and domination are long-held traditions shown to women by a patriarchal world. Women, as chauvinists maintain, are disaster and second-class citizens who can’t contribute to one iota of life. In those days, women had to cancel their identities to have their voices heard—the same as Nanjala has to take a leave from a patriarchal home to attain her potential. 

Thomas Aquinas (1274) opines, “A woman is really an imperfect man… an incidental being … a botched man’’. Nanjala’s treatment by her father affirms Aquinas’s stance that women are imperfect and a botched to her male brother, Dititi. Plus, according to Baudelaire, “woman is natural, that is abominable’’ Some men consider women disgusting. This perception runs through Nanjala’s father, who finds the female gender abominable – divorcing Falmata’s mother for carrying a female unborn child, making life unbearable to Majuma (Asabe Madaki) and causing a great aspersion on Nanjal and Jarry, whom all are females. They have to leave their homes to feel at home.

The belief that women are nothing but second-class citizens, abominable and sex machines for men to exploit became prevalent during the Victorian period (1837-1901) and also in plenty of their literature. We see the fate of Susan Henchad, who is auctioned in Thomas Hardy’s The Mayor of Caster Bridge (1886), women who are sexually exploited by men at Sixa in Mango Beti’s Poor Christ of Bomba (1956) and Firdaus’s sexual abuse by men in Women at Point Zero (1975). Likewise, patriarchal domination doesn’t put a halt here but tries to silence any emerging powerful female voice. 

Women like Gorge Eliat (1919-1880), Gorge Sand (1904-1876), Charlotte Bronte (1816-1855), etc., succumb to patriarchal pressure and accept defeat to vie with men intellectually and literarily. Comparatively, Nanjala encounters the same treatment, where patriarchs try to silence her intellect and voice. They envy her fame, success, and education. Men are jealous of women’s successes, but Nanjala struggles and succeeds. 

For women to succeed in the patriarchal world, they have to be educated, pushed, and struggled. We see how women break the bonds. Li succeeds in The Stillborn (1984) via struggle and education, as Ada in Second-class Citizens(1974). Also, we see in the Kannywood movies- Hauwa Kulu (2019) where Hauwa (Hasana Muhammad) and Laila (Hadiza Gabon) in Manyan Mata (2023 succeed through education. However, Firdaus in Women at Point Zero (1975) and Nnu Egu in The Joys of Motherhood (1980) fail because they are illiterate or barely educated.

Meanwhile, Simone De Beauvoir (1908-1986) asserts that “males define what it means to be human, including what to be female. Since the female is not male”. Beauvoir maintains, “She becomes another”. Indeed, this derogatory portrayal has been born by females throughout many centuries. In the film, Nanjala’s father has this perception run in his blood. He evidently defines who a human being is to him, his male child, Ditti.  He loathes all his three daughters – Nanjala, Jarry, Falmata and Majuma because they are “others”. Women become secondary or non-existent players. 

Finally, Beauvoir asserts, “Women must break the bonds of their patriarchal society and define themselves if they wish to be a significant human”. This is what Nanjala does, and she becomes a “being” in the patriarchal society. Meanwhile, Kate Millet (1970) says, “A female is born, but a woman is created”. As Nanjala defines herself as a true human being, discarding the notion of femaleness in her, she creates womanness, as Millet (1970) puts it, through hard work, education, struggle, and boldness.

By way of conclusion, Nanjala mirrors patriarchal society and uncovers stereotypical portrayal of women as “others”, Second-Class Citizens, incidental beings, imperfect men, and abominable and other derogatory names forced women to accept by men. The film depicts the power of education and struggles as the only means for women to break the long-held tradition enjoyed by men and bury women’s intellect.

If not for education, Nanjala would have been buried alive like other female characters. The film is a clarion call to women to be educated, to disown being relegated to non-existent players or “others”. Nanjala succeeds and becomes a “human being”, whereas Majuma, Jarry and Falmata become second-class citizens.

Reviewed by Abba Musa Ibrahim. He can be reached via abbamusa6888@gmail.com.