Education

By Uzair Adam

The Kano State Coordination Office of the Livestock Productivity and Resilience Support Project (L-PRES) has commenced the practical phase of a 10-day intensive training for 23 community artificial insemination (AI) technicians, with participants now applying their skills on live cattle.

The Daily Reality reports that the practical sessions, taking place at the Artificial Insemination Centre and Farmer Field School in Kadawa, are designed to equip the trainees with the skills required to provide artificial insemination services to livestock farmers across Kano State.

The training is part of L-PRES’s plan to conduct 5,000 artificial insemination exercises across the state’s 44 local government areas and wards.

The participants are being trained in semen collection, evaluation and preservation, heat detection, selection of suitable animals and the proper insemination of female cattle.

Speaking on the practical sessions, Abubakar Muhammad Kabiru, an Animal Husbandry Officer with the Kano L-PRES Project and supervisor of the training, said the trainees had progressed from classroom lessons to hands-on exercises involving live animals.

Kabiru said the training had reached its seventh day on Sunday, with the participants being assessed on their ability to apply the knowledge acquired during the earlier theoretical sessions.

“From yesterday, which was the sixth day of this training, the participants have been going through a series of trainings. That includes collection of semen, semen evaluation and examination for quality, and inseminating the female animal. Now they are into live animal practicals,” he said.

According to him, the trainees had earlier been taught how to examine the reproductive organs of cattle and correctly pass the artificial insemination gun through the vagina and cervix until it reaches the appropriate part of the uterus where the semen is deposited.

He said experts from the National Animal Production Research Institute (NAPRI), Ahmadu Bello University, Zaria, were leading the practical sessions using the facilities and laboratory at the Kadawa centre.

Kabiru explained that the participants had also been trained to assess semen quality using parameters such as colour, consistency, volume, sperm motility, live-to-dead sperm ratio, sperm morphology and pH.

He added that they had been exposed to techniques for preserving semen in both chilled and frozen forms.

“AI entails three major aspects: collection, evaluation or examination for quality, and artificial insemination of the female cows. They have been taken through these processes and today we are on the live animals,” Kabiru said.

The training supervisor expressed confidence in the participants’ performance, saying their results in the theoretical assessment and practical exercises indicated that they were capable of becoming effective AI technicians.

He disclosed that none of the participants scored below 21 out of 30 in the theoretical assessment, while some scored the maximum 30 marks.

Kabiru added that the resource persons had confirmed that all the trainees were able to successfully pass the AI gun through the reproductive tract during practical exercises, although only some had so far performed the procedure on live cattle.

He said the practical sessions would continue until the training ends on Wednesday.

Also speaking, Isa Muhammad, a trainer from NAPRI, described the participants as committed and enthusiastic, saying they had demonstrated an impressive ability to master the techniques taught during the programme.

Muhammad said the trainees’ ability to quickly learn how to pass the AI gun was evidence of their commitment to the training.

“These students are serious. They are even more than serious. During my service, I could not introduce the AI gun in two minutes, but these trainees can pass the AI gun in five, six, eight or ten seconds,” he said.

He explained that properly trained AI technicians could contribute significantly to improving the genetic quality of livestock and increasing productivity in Nigeria.

According to him, the training also exposes the participants to the use of semen from improved exotic breeds to crossbreed local cattle and enhance their productive capacity.

“This is one of the advantages of livestock production. We want to exchange the local breeds with exotic breeds. Here, we have exotic semen such as Jersey, Brahman and others,” Muhammad said.

He added that the trainees were being taught how to examine sperm cells under a microscope to determine their viability, movement and suitability for artificial insemination.

Muhammad commended L-PRES for providing the equipment and materials required for the training, saying the support would enable the participants to extend AI services to livestock-producing communities across Kano State.

He disclosed that the trainees would be provided with equipment including liquid nitrogen containers, semen straws and hormones used to induce heat in animals, among other materials needed to provide artificial insemination services.

The NAPRI trainer, however, urged the participants to safeguard the equipment and use them for the purpose for which they were provided.

“My message to them is that they should be careful and should not sell the materials and equipment. They should keep them and use them for the work,” he said.

Meanwhile, participants said the practical component of the training had improved their understanding and confidence in artificial insemination.

Faiza Umar Abdulkadir, an AI technician from Kumbotso Local Government Area, described the programme as a refresher course that had expanded her previous knowledge and skills.

She said the training had exposed her to improved techniques in heat detection, animal selection, semen handling and insemination.

“We can say this is like a refresher to us because before now we were AI technicians. But with this training, I got more knowledge about how to inseminate at the first stage and how to detect whether a cattle is in heat,” she said.

Abdulkadir said the practical sessions were particularly useful because participants were taken through semen collection and preservation before moving to heat detection and the actual insemination process.

She stressed that accurate heat detection was essential to successful artificial insemination, noting that a cow must first be confirmed to be in the appropriate reproductive stage before the procedure is carried out.

“For an AI technician, you have to be very conscious about how to select the animal. First, you have to detect whether her uterus is okay for AI because this is something we have to introduce to the farmers,” she said.

She added that the participants had also practised rectal palpation and learnt how to identify the cervix and correctly deposit semen.

Another participant, Anas Abubakar Abdullahi, said the training had equipped him with practical knowledge on selecting suitable animals and choosing appropriate breeds depending on whether the production objective was beef or dairy.

He said the trainees had also learnt how to select suitable bulls, collect semen, process it and preserve it for subsequent use.

“We have learned a lot in that aspect. We are very much grateful to the L-PRES project team for their support and effort in ensuring that we gain knowledge in this area of training,” Abdullahi said.

He said the project had informed the participants that they would receive equipment to enable them to provide AI services in communities across Kano State.

According to Abdullahi, the community-based approach would make artificial insemination services more accessible to livestock farmers and pastoralists while contributing to improved dairy and beef production.

He expressed appreciation to L-PRES for the training and support, saying the participants were prepared to apply the knowledge acquired to improve livestock production in their respective communities.

The ongoing training is expected to expand the pool of community-based artificial insemination technicians in Kano State and support the implementation of L-PRES’s broader livestock productivity programme, particularly its target of carrying out 5,000 artificial insemination exercises across the state.

By Uzair Adam

The Kano State Coordination Office of the Livestock Productivity and Resilience Support Project (L-PRES) has commenced a 10-day residential training for 23 community artificial insemination (AI) technicians as part of efforts to improve livestock productivity and increase milk and meat production across the state.

The training began on Monday, August 10, 2026, at the Artificial Insemination Centre and Farmer Field School, Kadawa, Kano State, and is scheduled to end on August 19.

The training, titled “Artificial Insemination Techniques for 23 Key Community Artificial Insemination Technicians,” is designed to equip participants with practical skills needed to support the project’s planned 5,000 artificial insemination exercises across the 44 local government areas and wards of Kano State.

The programme is expected to improve the genetic quality of livestock through crossbreeding, increase milk and meat production, and make artificial insemination services more accessible to livestock farmers and pastoral communities.

Speaking on the objectives of the training, Abubakar Muhammad Kabiru, an Animal Husbandry Officer with Kano L-PRES, said the 23 technicians were being prepared to participate in the planned artificial insemination programme across the state.

He said the technicians would play a key role in ensuring the successful implementation of the project’s target of 5,000 artificial insemination exercises.

“We are here today to train 23 key community artificial insemination technicians in order to enable them to participate in the forthcoming 5,000 artificial inseminations to be carried out across Kano State, covering the 44 local governments and all the wards,” Kabiru said.

According to him, the programme is aimed at achieving a high success rate while producing about 5,000 crossbred animals capable of increasing milk and meat production.

Kabiru added that the trainees would subsequently provide artificial insemination services to L-PRES beneficiaries across the state in accordance with approved technical standards.

He explained that 22 of the trained technicians would each be assigned to cover two local government areas, while he would supervise their activities.

He further said the technicians would work alongside a consultant who would visit communities to identify suitable animals based on factors such as age, health condition and pregnancy diagnosis before the insemination process.

Also speaking, Gambo Isa Garko, an Extension Officer with the L-PRES Project, described the training as a critical component of efforts to increase the number of cattle benefiting from artificial insemination.

Garko said the specialised nature of artificial insemination services made it necessary to have adequately trained personnel capable of providing the service at the community level.

“Training these 23 artificial insemination technicians will increase the number of targeted cows to be inseminated by the L-PRES Project and help us achieve our targets,” he said.

He explained that artificial insemination offered livestock farmers a relatively affordable method of improving the genetic quality of their animals compared with purchasing high-quality breeding animals, which can be costly.

“Instead of buying breeding cows, which are very costly, getting semen is relatively cheaper. With the semen and highly trained technicians, we can now carry out insemination,” Garko said.

He expressed optimism that the initiative would record a high success rate and contribute significantly to improved livestock productivity in Kano State.

The Director of Public Enlightenment at the Kano State Ministry of Agriculture and Natural Resources, Abba Dalha Soron-Dinki, also described the training as an important intervention capable of strengthening agricultural and livestock activities in the state.

Soron-Dinki said increased livestock production would improve the availability of milk and meat while contributing to economic growth and better livelihoods for residents.

“It is very important because it will increase and boost agricultural activities in the state. The milk and meat we are getting will become more available and will increase tremendously to the society,” he said.

He added that the Kano State Government was implementing various measures aimed at strengthening agriculture and livestock production.

Meanwhile, Auwalu Musa, a director at the Kano State Ministry of Livestock Development, said artificial insemination was essential to improving the genetic performance of livestock.

He noted that Kano’s large population made it necessary to increase livestock productivity to ensure adequate supplies of milk and meat for residents.

“With artificial insemination, the performance of our animals will be upgraded. Kano is a populated state, whereby there is a need to improve the genetic performance of the animals so that we get more milk and more meat for consumption,” Musa said.

Musa further noted that the training would help address challenges faced by livestock farmers in accessing artificial insemination services, particularly those living in pastoral communities.

He said the community-based technicians would be able to travel to various local government areas and communities to provide AI services, enabling pastoralists and other livestock farmers to access the service closer to their homes.

Musa added that the training would also equip the participants with specialised skills that could create livelihood opportunities for them while contributing to the development of Kano State’s livestock sector.

By Uzair Adam

The Nigerian Educational Research and Development Council (NERDC) has concluded the first batch of textbook assessments for the 2026 National Book Assessment and Ranking Exercise, a key initiative aimed at improving the quality of instructional materials used in schools across Nigeria.

The Daily Reality reports that the development was announced in a statement by NERDC following the completion of the exercise, which forms part of the Federal Government’s quality assurance measures for educational resources.

The assessment, conducted from July 23 to 27, brought together panels of subject specialists, curriculum experts, language professionals and other education stakeholders to evaluate textbooks submitted for Primary One, Primary Four, Junior Secondary School One (JSS I) and Senior Secondary School One (SSS I).

The exercise aligns with the phased implementation of the new national curriculum.

According to NERDC, the assessment is a key component of the Federal Ministry of Education’s quality assurance framework, which requires all textbooks to undergo a rigorous evaluation before being ranked for possible recommendation and use in schools.

The Council said the initiative is designed to ensure that teachers and learners have access to instructional materials that are curriculum-compliant, academically sound, inclusive and pedagogically appropriate.

Speaking on the successful completion of the first phase, the Executive Secretary of NERDC, Prof. Salisu Shehu, commended the assessors for their professionalism, dedication and commitment throughout the exercise.

He described the assessment as a critical step toward strengthening quality assurance in educational publishing and improving learning outcomes nationwide.

According to Shehu, the introduction of the national book ranking system represents a major reform in the assessment and approval of textbooks, as it is intended to promote excellence, transparency and healthy competition among publishers while ensuring that only quality instructional materials are recommended for use in Nigerian schools.

“The integrity of the assessment process remains paramount. Every textbook was assessed using approved assessment guidelines and established quality benchmarks to ensure fairness, objectivity and consistency.

“Our goal is to provide Nigerian learners and teachers with textbooks that effectively support the implementation of the national curriculum and contribute to improved educational outcomes,” he said.

The NERDC boss also expressed appreciation to members of the assessment panels for dedicating their expertise and time to the exercise, describing their contributions as invaluable to improving the quality of educational resources in the country.

He disclosed that assessment reports from the first batch would proceed to the next stage of the ranking process in line with the approved Book Quality Guidelines and Ranking Framework.

Shehu reaffirmed the Council’s commitment to maintaining a transparent, credible and evidence-based evaluation process that reflects international best practices in textbook assessment.

Also speaking, the Director of the Book Development Centre (BDC), Dr. Judith Kanu, praised the commitment of the assessment panels and reiterated the Council’s resolve to uphold the integrity of the ranking process.

She said every submitted textbook underwent a comprehensive evaluation using established criteria to ensure that only books meeting the required quality standards would be recommended for use in schools.

Kanu added that the completion of the first batch marks another important milestone in NERDC’s efforts to institutionalise a transparent and credible textbook assessment system capable of strengthening curriculum delivery and enhancing learning outcomes across the country.

By Uzair Adam

The Nigerian Educational Research and Development Council (NERDC) has disowned documents and correspondences circulating in the public requesting financial support for the production, printing and nationwide distribution of the Revised Basic Education Curriculum (BEC) for the 2026/2027 academic session.

In a disclaimer signed by the Executive Secretary of NERDC, Prof. Salisu Shehu, the council described the documents as fictitious and frivolous, warning individuals, organisations and institutions against responding to such requests.

The council stated that the purported correspondences did not originate from NERDC and should be disregarded.

“Our attention has been drawn to fictitious and frivolous document and correspondences purported to emanate from the Nigerian Educational Research and Development Council (NERDC) requesting for financial support for the production, printing, and nationwide distribution of the Revised Basic Education Curriculum (BEC) covering the 2026/2027 academic session,” the statement read.

NERDC further said it “strongly and unequivocally” disclaimed and disowned any document or correspondence requesting financial support for the production, printing and distribution of the revised curriculum under any arrangement.

The council explained that adequate plans had already been put in place for the production, printing, dissemination and distribution of the revised Basic Education Curriculum through the appropriate federal and state education authorities, agencies and departments.

According to the statement, there is no need for any institution or organisation to provide financial support for the exercise, as the established channels for implementation have already been arranged.

NERDC therefore called on government agencies, educational institutions, departments and members of the public to ignore any correspondence claiming to have been issued by the council seeking financial assistance for the curriculum project.

“We therefore call on all relevant agencies, departments, institutions and the general public to disregard and discountenance any correspondence purported to be written by NERDC requesting financial support for production, printing and distribution of the Revised Basic Education Curriculum (BEC),” the Executive Secretary said.

The council also assured stakeholders in the education sector of its commitment to maintaining diligence in its official communications and safeguarding the integrity of the national curriculum while ensuring that the revised curriculum is made readily available through appropriate channels.

By Uzair Adam

Poor nutrition remains a major obstacle to national development as it weakens cognitive ability, undermines educational attainment, reduces productivity and compromises the quality of human capital, Professor Hassana Sani Darma has said.

Professor Darma stated this on Thursday, July 9, 2026, while delivering the 61st Professorial Inaugural Lecture of Bayero University, Kano, at the CBN Centre of Excellence.

Delivering a lecture titled, “Rejigging Cognitive, Behavioural and Coordination Functions: Nutrients Supplementation for Neurodivergent Disorders,” the renowned scholar described nutrition as more than a matter of physical wellbeing, stressing that it forms the foundation for brain development, learning, behaviour and human performance.

The former Vice Chancellor of Khadija University, Majia, Jigawa State, explained that nutrition is fundamental to neurodevelopment because it influences brain structure, neurological functions and overall human capacity from infancy to adulthood.

According to her, neurodivergent conditions are influenced by biological factors, with nutrition playing significant roles in their development and management.

Professor Darma expressed concern over the prevalence of poor nutrition in Nigeria, noting that many of its consequences continue to receive inadequate attention from families, schools and policymakers.

She observed that developmental disorders, learning difficulties and behavioural challenges are often blamed on poor parenting or ineffective schooling without adequate consideration of the biological and nutritional factors that may contribute to such conditions.

“Behaviour issues and learning struggles might actually come from biochemical imbalances caused by missing key nutrients,” she said.

The professor maintained that providing children with balanced and nutritious diets could significantly reduce several health challenges while improving classroom performance and learning outcomes.

She stressed the close relationship between nutrition and human functioning, warning that inadequate nutrition during the early stages of life could significantly limit children’s intellectual potential.

According to her, children deprived of adequate nutrition during critical periods of growth may develop weaker thinking skills, poor memory, reduced concentration and diminished learning capacity.

She added that rather than overcoming these disadvantages before beginning formal education, many affected children continue to fall behind throughout their academic journey, limiting their future opportunities and productivity.

Professor Darma cited scientific evidence indicating that poor nutrition does not merely accompany learning difficulties but could actively contribute to poor cognitive development, behavioural disorders and impaired intellectual performance over time.

The inaugural lecturer further explained that human functioning results from the coordinated interaction of the central nervous system, peripheral nerves and musculoskeletal system.

She said the biological systems operate as an integrated network responsible for thinking, behaviour, movement, coordination and adaptation to environmental demands.

“The efficiency of these interconnected systems is significantly influenced by nutritional status, particularly during periods of rapid growth and development,” she explained.

Professor Darma also drew attention to Attention Deficit Hyperactivity Disorder (ADHD), saying the condition is often misunderstood and wrongly attributed solely to poor parenting or ineffective schooling.

While hereditary factors could contribute to ADHD, she identified other possible influences as maternal smoking, alcohol or drug use during pregnancy, oxygen deprivation during childbirth, prenatal trauma, environmental pollution, allergies and inadequate nutrition.

She disclosed that many children diagnosed with ADHD have one or more nutritional deficiencies which, when properly identified and addressed, could lead to improvements in attention span, concentration, self-control and overall behaviour.

The professor also highlighted the importance of blood glucose regulation in cognitive performance, explaining that fluctuations in glucose levels could directly affect attention, memory and the speed at which the brain processes information.

According to her, low glucose levels may reduce concentration and slow cognitive processing, while excessive consumption of processed carbohydrates, highly processed foods and sugar-sweetened carbonated drinks could result in metabolic disturbances and brain inflammation capable of impairing cognitive functions.

Professor Darma expressed concern over the growing preference for processed foods, packaged snacks and soft drinks, which she said are often viewed as symbols of affluence, convenience or modern living.

She cautioned that such products are typically high in refined sugars, unhealthy fats and artificial additives while lacking essential nutrients required for healthy brain development, learning and behaviour.

“Replacing wholesome foods with processed meals and sugary beverages may gradually weaken cognitive performance, reduce attention span and impair memory,” she warned.

She added that the trend could also increase the risk of nutritional deficiencies, particularly among children and adolescents.

Professor Darma therefore advocated healthy and balanced diets rich in essential nutrients as indispensable tools for improving educational achievement, mental health and human productivity.

She argued that educational reforms would achieve limited success if nutrition is neglected, urging governments and educational institutions to integrate nutritional support into learning programmes.

According to her, nutrition should be recognised as a strategic investment in human capital development, as healthier children are more likely to become productive adults capable of contributing meaningfully to national growth.

She also called on policymakers, healthcare professionals, educators and development partners to place nutrition at the centre of educational planning, clinical practice and public health interventions.

Professor Darma maintained that sustainable national development depends on raising a generation of physically healthy, mentally alert and intellectually productive citizens, stressing that improved nutrition is critical to achieving the goal.

Representing the Vice Chancellor, Professor Haruna Musa, fsi, the Deputy Vice Chancellor, Research and Development, Professor Amina Mustapha, said Bayero University places a high premium on research, innovation and academic scholarship.

She noted that professorial inaugural lectures remain an important academic tradition of the University through which scholars share research findings capable of addressing contemporary societal challenges.

Professor Mustapha commended Professor Darma for delivering a lecture that highlighted the vital relationship between nutrition, education, health and national development.

She said the lecture demonstrated that improving nutrition is not merely a health intervention but a national development strategy capable of strengthening educational outcomes, enhancing workforce productivity and improving citizens’ quality of life.

Professor Mustapha expressed optimism that the recommendations from the lecture would stimulate further research, influence public policy and encourage governments, educational institutions and development partners to invest more deliberately in nutrition as a foundation for sustainable national development.

The lecture attracted principal officers of the University, members of the academic community, health professionals, researchers, students and other distinguished guests, who described the presentation as timely, enlightening and relevant to Nigeria’s quest for sustainable human capital development.

By Sabiu Abdullahi

A growing number of public primary schools in rural communities across the Federal Capital Territory (FCT) are battling severe infrastructural decay, a situation that has forced many pupils to learn on bare floors, under leaking roofs and beneath trees.

Findings first reported by TheCable revealed that several schools in communities such as Yangoji East, Kigbe, Ebo, Gbagbalagbe and Makanima lack basic facilities needed for effective learning.

At LEA Nomadic Primary School in Yangoji East, pupils attend classes under makeshift shelters made from dried palm fronds and weak tree branches. The school, which was established in 2020, reportedly has no proper classroom structures, chairs or desks.

Nine-year-old Badiku Saliu, one of the pupils, said the harsh learning conditions discourage him from attending school regularly.

“I don’t feel comfortable during rainy seasons, but there is nothing I can do, so I skip school,” Saidu said in Fulfulde.

The pupil explained that the lack of infrastructure has weakened his interest in formal education despite his ambition to become a teacher.

The report stated that nearly 100 pupils in the school face similar conditions daily. During rainfall, classes are often disrupted because there are no secure structures to shield the children and their teachers.

Adamu Bauchi, a parent whose children attend the school, appealed to authorities to provide learning facilities.

“I ensure that my children go to school every day, even though learning occurs under trees. I want the government to provide boreholes, chairs, desks, tables, buildings, and other important things to aid learning,” Bauchi said.

The head teacher, Ladi Danlami, also described the school environment as unsuitable for teaching and learning.

“We demarcated the school into two classes because of a lack of structure and seats. The students sit on the bare floor, and some who can provide sacks sit on them while the teacher sits on these benches,” she said.

“The children and parents are discouraged, and they complain. We have also complained and written to authorities like the FCT Universal Basic Education Board and the Nomadic Commission.”

She added: “The school has nothing – no chairs, tables, or structures – and if rain falls, we cannot come to school, or we have to run home.”

At LEA Primary School, Kigbe, many pupils reportedly sit or lie on dusty classroom floors until they reach primary five before gaining access to chairs and desks.

“There are no chairs until primary 5. When I was in primary one, the pupils in primary 5 and 6 had chairs,” a pupil, Ibrahim Sheyemi, said.

“We are only managing the chairs,” she added.

Another pupil, Abdulrasak Aliyu, recalled that he spent years writing while lying on the floor.

“I started writing on the desk in primary six,” he said.

Teachers at the school also lamented the shortage of facilities. Dauda Dogara, the school’s desk officer, said both teachers and pupils struggle daily because of the poor learning environment.

“I share the chair with my students, and we don’t even have a table,” Dogara noted.

He said many pupils leave school before lessons end because of discomfort and health challenges linked to sitting on the floor.

At LEA Primary School in Ebo, over 50 pupils reportedly share only a few chairs with their teachers inside a mud-walled building.

“There are more than 50 pupils in the school, but many of them don’t come because we don’t have enough seats,” teacher Muhammed Dauda said.

“As you can see, the environment is not conducive. If not because it is government work, no one would leave the comfort of their home to come and sit here,” he added.

The situation at LEA Primary School, Makanima, was also described as unsafe after parts of the roof and ceiling reportedly collapsed due to poor maintenance.

“I am not happy to see our community school like this. The ceiling, the zinc, and the entire roof are damaged. Even if the children arrive by 7 a.m., once it starts raining, they have to return home,” a parent, Michael Monday, said.

The school’s head teacher, Alfred Katunga, warned that both pupils and teachers face danger whenever they enter the classrooms.

“It is not only the roof that is bad. The ceiling is also in a terrible condition and could fall at any time. We continue to teach while praying that none of the materials will fall and injure the children,” Katunga said.

“Whenever there is any sign of rain, the only precaution we take is to close the school. Even if the children resume by 7 a.m. and rain starts 10 minutes later, we have to send them home because we cannot risk their lives,” he added.

According to the report, several schools in rural parts of the FCT also lack toilets, perimeter fencing and adequate classrooms. Teachers and pupils reportedly resort to nearby bushes to relieve themselves.

TheCable reported that efforts to obtain comments from the spokesperson of the FCT Universal Basic Education Board (FCTUBEB), Patience Agonsi, were unsuccessful.

By Abdullahi Mukhtar Algasgaini

The Federal Government has announced plans to scrap the policy separating Junior Secondary Schools (JSS) from Senior Secondary Schools (SSS), following alarming data revealing that over 20 million pupils dropped out before reaching senior secondary level.

Minister of Education Dr Tunji Alausa made the announcement on Tuesday during the inauguration of the UBEC Ministerial Implementation and Monitoring Committee in Abuja. He declared that the “disarticulation policy,” which mandated separate operations, principals, and facilities for JSS and SSS, had failed to achieve its intended objectives.

“We have 20 million dropouts from primary school to JSS. Where are those students? We also found we have 80,000 public primary schools and only about 15,000 junior secondary schools. That’s a one-to-eight ratio,” Alausa stated.

The minister explained that this imbalance has created severe overcrowding in JSS facilities while leaving many senior secondary schools underutilised. He cited Kaduna and other northern states as prime examples of where the policy has proven counterproductive.

“This disarticulation policy has failed. We will phase it out. We can’t be creating positions because we want to create a director level for people while we harm our education system. It’s about doing what is best for every Nigerian child,” he added.

The proposal to abolish the policy will be presented at the next meeting of the National Council on Education for formal approval.

Alausa acknowledged previous failures in addressing student transition rates but assured Nigerians of the government’s commitment to fixing the educational system. “This government will not fail. We are fixing it,” he declared.

At the same event, the minister inaugurated a committee chaired by Professor Rashid Aderinoye to oversee UBEC-funded Smart Schools, Bilingual Schools and Alternative Schools across the country. The committee has been tasked with ensuring these projects are completed, handed over to states, and opened for learning.

The minister expressed concern that many of these institutions remain unfinished or have not admitted learners, describing the situation as a waste of public resources.

Nigeria continues to grapple with one of the world’s largest populations of out-of-school children, with millions of school-age children particularly in rural and conflict-affected communities still lacking access to formal education.

Education experts have consistently argued that addressing the crisis requires not only constructing new schools but ensuring that completed facilities are fully operational, adequately staffed and accessible to learners.

By Uzair Adam

The Down Syndrome Foundation Nigeria (DSFN) has called on the Nigerian Educational Research and Development Council (NERDC) to integrate and strengthen inclusive education policies, curricula and practices to ensure equitable access to quality education for all learners, particularly children with disabilities.

The development was disclosed in a statement signed on Saturday by the Executive Secretary of NERDC, Prof. Salisu Shehu, following a courtesy visit by a delegation of the foundation led by its Programme Coordinator, Adeola Adeniji, to the council’s headquarters on June 25.

Speaking during the visit, Adeniji said inclusive education ensures that all learners, including children with disabilities, those with learning difficulties, language barriers and other marginalized conditions, receive quality education in mainstream schools with the necessary support.

She expressed concern that despite Nigeria’s commitment to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), children with disabilities and other vulnerable groups in the Federal Capital Territory and across the country continue to face significant barriers to quality education.

According to her, the challenges include non-inclusive curricula, inadequate numbers of teachers trained in special needs education, inaccessible school infrastructure, lack of assistive technologies and weak implementation of inclusive education policies at sub-national levels.

Adeniji noted that NERDC, as the nation’s apex curriculum development body, occupies a strategic position to embed inclusive education principles into national curricula, teacher competency frameworks and instructional materials.

“We call on NERDC to take urgent and deliberate action on curriculum reform for inclusivity, explicitly incorporating Universal Design for Learning principles, integrating disability-inclusive content, sign language modules and Braille literacy provisions into approved curriculum frameworks,” she said.

The programme coordinator also urged the council to ensure that curriculum materials are produced in accessible formats, including large print, audio and digital versions, and to develop a national competency framework for inclusive education that would be adopted by pre-service and in-service teacher training programmes.

Responding, Prof. Shehu commended the foundation for its resilience and commitment to education and humanitarian service, noting that persons with special needs are often neglected in development planning and policy implementation in Nigeria.

He encouraged the organisation to expand its advocacy beyond educational inclusion by promoting the mainstreaming of children with special needs into society.

According to him, efforts should be directed towards preparing such children to function effectively within society, stressing that segregation could hinder rather than advance their development.

The Executive Secretary expressed NERDC’s willingness to strengthen advocacy and partnerships aimed at advancing inclusive education and pledged the council’s support for the foundation’s cause within the scope of its mandate.

He assured the delegation that their concerns and requests would receive due consideration and reaffirmed NERDC’s commitment to ensuring that no one is left behind in the pursuit of quality education.

Also speaking, the Head of the Curriculum Development Centre (CDC), Dr. Chima Egbujuo, said NERDC consistently takes  into account the needs of all learners in curriculum development processes, regardless of their abilities or disabilities.

He emphasized that the council operates on the principle that no child should be left behind and disclosed that NERDC has a dedicated Special Needs Education Unit actively working to support the participation of persons with disabilities in its programmes.

Egbujuo added that the council takes pride in ensuring that persons with disabilities are represented in its activities and are able to participate and interact freely with others.

In his remarks, the Special Assistant (Technical) to the Executive Secretary, Dr. Garba Gandu, commended the foundation’s advocacy efforts and noted that NERDC has developed several policies and frameworks over the years to promote inclusion.

Similarly, the Head of the Special Needs Education Braille (SNEB) Unit, Dr. Ndubuisi Iroham, highlighted the council’s longstanding efforts to support persons with disabilities.

He explained that NERDC has established facilities such as a Braille Press and specialised studios to provide accessible educational resources, reaffirming that inclusive education remains central to the council’s mandate.

Members of the DSFN delegation included Nenkang Banaya of DSFN; Ayobami Adefioye and Thomas Tobi David of The Engraced Ones; Peter Chidi Ugboije and Saidat Usman of the Joint Association for Persons with Disabilities (JONAPWD); and Bekky Selekere of RMB Autism Foundation.

Also present at the meeting was the Head of NERDC’s Policy and Programmes Unit, Dr. Famade Oladiran.

By Aisha Musa Auyo 

Innalillahi wa inna ilaihi raji’un. I am still struggling to absorb the shock of Baba Ahmad’s passing. Saying goodbye to a father, mentor, and teacher whose impact on my life cannot be overstated is one of the hardest things I have ever had to do.

I owe my Doctorate in Educational Psychology entirely to him. Among all the paths I could have taken in life, he was the one who steered me toward this field.

I was sixteen, in my first year, when I walked into Educational Psychology 001 and met Prof. Ahmad for the first time. Back then, I resented studying education when all I had ever wanted was medicine. But his intellectual energy, his rigour, and his sheer passion changed something in me. I remember thinking, so there’s a medical side to education, a psychology that isn’t strictly clinical. This is it. This is what I should specialise in. The workings of the human mind had always fascinated me, and the learning theories he introduced us to were captivating, made simple by his rare gift for turning abstract ideas into something anyone could grasp.

That evening, I told my father about this brilliant professor. He smiled. “We went to secondary school together, in Hadejia,” he said. “Prof. Abubakar, too, from educational psychology, also from Hadejia. They’re your fathers as well. You should go and greet them sometime.”

When I finally did, before I could even say a word, he looked at me and said my name. “You’re Aisha Auyo. Your resemblance to your father is striking.” We wouldn’t cross paths again until I returned for my master’s.

He was nothing short of supportive through it all. During my defence, he could be stern, but it was the kind of sternness that steadied rather than shook you. “Aisha, kinga, dukanmu nan mu iyayenki ne. Ki kwantar da hankalinki.” Aisha, look, all of us here are your parents. If there’s anything you don’t understand, we will always be here to help and guide you.”

Whenever Prof. Ahmad spoke about psychology and research, you understood immediately that you were in the presence of someone who had mastered his craft. There was no corner of educational psychology, no angle, including its Islamic dimensions, that he hadn’t explored. He designed curricula, taught, researched, supervised, and mentored thousands. How he managed to keep expanding his knowledge alongside everything else he carried never ceased to amaze me. Dedication, commitment, grit, passion….. that rare combination made him a force wherever he stood.

His mind absorbed and retained information in a way few others could. Many of us in educational psychology drew our energy from him. He pushed people to study even on the days they had no will left to. His influence stretched across Northern Nigeria and beyond.

Students called him the “Dodo” of every defence session because if you tried to cut corners or talk your way around a gap in your work, he would catch it from a single glance. He could smell unpreparedness from a mile away, and he had no patience for laziness or carelessness, which led some to assume he lacked warmth. He didn’t. He was simply a principled man who valued hard work and honesty. Behind that exacting exterior was a humble, selfless, generous soul who helped more people than most of us will ever know.

I remember a conference in Gombe, when he learned I was staying with family friends instead of with him. He was furious and immediately tried to change the arrangement. “Aisha ba ki da inda ya fi cancanta ki zauna fiye da gidana a garin Gombe”. Aisha, there is nowhere more fitting for you to stay in Gombe than my house. He was on sabbatical at the time. When my hosts came to collect me, he kept insisting, “Diyata ce fa. Babanta yana nan” …She is my daughter. Her father is right here. Eventually, we compromised: two days with my hosts, two days with him. He opened his home to so many students, and those days were full of warmth and laughter.

When I finished my master’s defence, relieved and overjoyed that I was finally done, he called my father to congratulate him and urged him to push me back for a PhD. My father called and said, “Babanki Dr Kaugama ya ce ki dawo PhD”. Your father, Kaugama, says you should return for your PhD. I told him I would, just not yet, in sha Allah, someday soon.

My father never let it go. Every time we spoke, while I was in Ogun, he reminded me about the PhD. Your father, Ahmad, says you will have all the support you need. That was how I found myself buying the form and sitting the aptitude test. When he saw me in the exam hall, he lit up. “Aisha, I know you’ll ace this,” he said. “Kina da ƙoƙari da himma” Those words carried me through. I told myself I would not let down everyone who believed in me. Alhamdulillah, I passed and was given admission number 00001 that year.

During my PhD coursework exams, he once noticed my hands trembling and asked what was wrong. “I’m hungry, sir, I haven’t eaten,” I admitted. I had been reading and lost track of time. He told me, plainly, that as an educational psychologist, I ought to know better that the brain runs on food. He said, You need it to read, to understand, to recall, to organise your thoughts. He asked what I wanted to eat and went out himself to arrange it. I couldn’t write a word until I had eaten. Once I was full, he said, “Now continue your paper. I won’t add a single second for you. Time off is time off, for everyone.” I wrote as fast as I could and managed to answer every question. I never made that mistake again.

After my PhD viva, I asked to take a photo with him. “Aisha, ba ni da lokaci,” he teased. “Baba, you forced me to come back for this program,” I reminded him. “Remember how you called my father?” He laughed. “Yes, I remember everything.” “Then I’m forcing you to take this picture with me,” I said. “You’re part of my academic journey. You’re the reason I fell in love with educational psychology.” We took a few photos together and said our goodbyes.

Baba Ahmad was a father to many. His home was always full of orphans and relatives from Kaugama. He was a comrade, a tireless community man, a teacher in the truest sense. His death is an immense loss to his immediate family, to the NISEP family, and to every endeavour he poured himself into. May his contributions to academia continue to benefit him in this life and the next.

When I heard the news, my first thought was: Will he meet my father there? Allah ya yi musu rahama da gafara duka. Allah ya kula da bayansa. Allah ya hada mu duka a Aljanna.

May Allah grant them mercy and forgiveness, watch over those they left behind, and reunite us all in Paradise.

Aisha Musa Auyo, PhD, is an Educational Psychologist, author, and media professional passionate about translating research into practical, everyday impact. She writes on parenting, family dynamics, and education, drawing from both professional expertise and personal experience. Aisha is also a parenting and relationship coach and the founder of Eesher Auyo’s Empire. She is based in Abuja, Nigeria.

By Muhammad Umar Shehu

Education has long been seen as the backbone of national progress. Any country that hopes to compete in the modern world must invest in an education system that prepares its young people with relevant knowledge and practical skills. Yet the situation in Nigeria today shows a worrying gap between what students learn in school and what the realities of the 21st century require.

For many years, the country’s curriculum has remained largely theoretical and disconnected from real life. Students spend long hours memorising information for examinations, but many graduate without the ability to apply what they have learned to real-world problems. Certificates are awarded, but practical competence often remains weak. This situation raises serious questions about the direction of the education system.

One major issue is the outdated nature of many academic programs. While the global economy is rapidly shifting toward technology, innovation, and knowledge-based industries, a large portion of Nigeria’s curriculum still reflects ideas and priorities from decades ago. Digital literacy, modern research methods, and emerging technologies are not sufficiently integrated into many learning programs. As a result, Nigerian graduates often struggle to compete in an increasingly digital world.

Another concern is the weak connection between education and the labour market. Universities and other higher institutions frequently design courses without strong collaboration with industries that will eventually employ their graduates. Employers complain about a lack of practical skills, while graduates face rising unemployment despite years of schooling. This mismatch highlights the urgent need to align academic learning with real economic needs.

Infrastructure problems further complicate the situation. Across many parts of the country, schools operate with overcrowded classrooms, outdated laboratories, and limited learning materials. Teachers often do their best under difficult circumstances, but without adequate support, their efforts cannot produce the level of transformation the country needs. When the learning environment itself is weak, even the most dedicated educators struggle to deliver quality outcomes.

Reforming the curriculum is therefore not simply an academic debate. It is a national necessity. Education must move beyond rote memorisation and focus more on critical thinking, creativity, and problem-solving. Students should be encouraged to explore ideas, question assumptions, and develop solutions to real challenges within their communities.

Technical and vocational education must also receive greater attention. For too long, society has treated vocational training as a lesser option compared to traditional academic degrees. Yet many developed economies thrive because they place a strong value on technical skills and practical training. If Nigeria hopes to reduce unemployment and stimulate economic growth, it must elevate the status of vocational education.

Entrepreneurship education is another area that deserves serious attention. Rather than preparing students only to search for jobs, schools should equip them with the knowledge and confidence to create their own opportunities. Basic business education, financial literacy, and innovation training can help young people develop the mindset needed to build sustainable ventures.

Teachers must also be central to any reform effort. No education system can rise above the quality of its teachers. Continuous training, improved working conditions, and access to modern teaching resources will empower educators to guide students more effectively. When teachers are supported, the entire learning process improves.

Ultimately, meaningful reform requires collaboration. Policymakers, educators, researchers, industry leaders, and communities must work together to rethink the priorities of the education system. A curriculum designed with broad consultation will be better equipped to respond to national development goals and global realities.

Nigeria has one of the largest youth populations in the world. This demographic strength could become a powerful driver of development if the right investments are made in education. However, if the system continues to produce graduates who are not adequately prepared for the future, the country risks missing a critical opportunity.

Reforming the curriculum will not solve every challenge overnight, but it represents an important step toward building a more dynamic and productive society. Preparing young Nigerians for the demands of the modern world is not just an educational responsibility. It is a national imperative.

Muhammad Umar Shehu wrote from Gombe and can be reached via umarmuhammadshehu2@gmail.com.