Education

By Uzair Adam Imam 

A non-governmental firm, Cynox IT Limited, has unveiled a 500 million US Dollar educational development intervention project aimed at reducing the number of out-of-school children in Kano.

The Daily Reality gathered that the project would focus more on basic and secondary education. 

The project titled Education Strategic Investment and Development Initiative (ESIDI) is said to have also intervened in the areas of western, Islamiyyah and even Almajiri/Tsangaya schools.

It was reported that the project is in collaboration with the state’s ministry of education.

The Cynox Vice Chairman, Abdulrahman Abubakar Yabo, disclosed that the project came up as part of their attempt to address education challenges in entire northern Nigeria, starting with Kano.

He added that “Our ultimate goal is knowledge value revolution by increasing school enrolment in Kano and even training teachers.

“We are also working towards making students self-reliant after leaving school. The project will also focus more on Science, Technical, Engineering and Mathematics. We will collaborate with international tech giants such as Microsoft and Google in that aspect.

“Cynox is working in raising $500 million from local, national and international donor agencies, philanthropists and the host state (Kano) in raising the money.”

Yabo also explained that the Kano Government would provide 30 per cent of the amount.

Also speaking, Kano State Commissioner for Education, Muhammad Sanusi Sa’id Kiru, said the state had signed a memorandum of understanding with the firm. 

He said, “this will go a long way in complementing the state’s free and compulsory education.”

By Zaharadeen Muhammad

Some weeks ago, His Royal Highness, The District Head of Funtua, Sambo Idris Sambo, announced the confirmation of chieftaincy titles on some few outstanding sons of Funtua in recognition of their contributions to the town and the country as a whole. One of them is an unsung luminary in academia, and the health sector whose take off to educational journey began as Newton’s apple. But was it not William Shakespeare who likens the world to a theatre role with entrance – often by fluke, stage performance and exit? This time, Dr Umar Aminu’s entrance and performance will be profiled, and it will be quite the zinger.

Almost half a century ago, a religious scholar left Funtua for Katsina on a mission to supervise Islamic schools and carried his much younger brother with him. On a particular day, the curious lad wandered off to explore the new surrounding, and as fate would have it, he chanced upon a primary school in the neighbourhood. He surreptitiously tucked himself behind the door panel as he peeped into a class through the apertures relishing the nectar of the lesson.

He was to frequent the school many more times afterwards. Unknown to the school teachers and his brother, till the momentous day that his inert nature got the very best of him, he ventured an answer from his hideout to a puzzling question that appeared to elude the students sitting inside. Having gotten over his shock, the startled teacher identified where the voice emerged from, walked stealthily but tactfully toward the doorway and seized the kid. “he has to be enrolled,” thought the teacher. The brilliant boy in this tale was Dr Umar Aminu, and the elder brother was sheikh Aminu Liman of blessed memory. The anecdote was a watershed.

His academic sojourns would take him to Zamfara, Bauchi, Zaria culminating in him bagging a PhD in Public Health from Texila American University, USA. He gathered the mountain of knowledge and wealth of experience over the years working in public and private organizations and international agencies such as UNICEF, WHO, USAID, and FRIM. He brings to bear in solving various societal issues in Katsina state and beyond. To paraphrase sir Winston Churchill, what is the use of living if it is not to make this muddled world a better place for our posterity long after our departure.  

His first landmark contribution was to the health sector way back in 1999 when a glaring shortage of health personnel in the state was a cause of deep concern. Then, as a key member of the MSSN, he broached the idea at one of its meetings for establishing a centre for training health technicians who can, in the long run, make up for the inadequacy. The program began with only a handful of students and has metamorphosed into the world-class Muslim Community College Of Health Science and Technology, Funtua. Today, the school runs a wide range of health-related courses at ND and HND levels and draws a motley of students from every nook and corner of Nigeria.

His curiosity and a natural aversion to passivity and mediocrity made him the first to be on the ball whenever things appear to go south. That is why when there was statewide successive massive failures in SSCE between 1999 and 2003, a big blow to the quintessential reputation of the state in that regard,  instead of joining the wagon by stepping on the pedestal of lamentation, he met with stakeholders in the ministry to find out ways of ironing out the problem. He was one of the brains behind creating the refresher program, which, under the able stewardship of Malam Ilyasu Umar, has hatched hundreds of students who became medical doctors, pharmacists, engineers,  mathematicians, etc. Thus, leaving another indelible footprint in the sand of time.

His empathy and compassion dispose him to pursue numerous charitable causes, especially in education, where he has facilitated and personally offered many scholarships and grants to the less privileged. Moreover, his being a versatile and cynosure in education and business informed our decision to invite him to speak at our first (NIPES) public lecture themed ‘Our Economic Mindset’ held on February 2021. The advocate of functional education, self-development and entrepreneurship eloquently demystified our present unemployment crises that became ubiquitous clog and articulated sundry out of the box ways of putting a dent in the issue.

Dr Umar Aminu, The Danmasanin Funtua possesses most attributes our people recognize in the words of Anthony Kirk-Green as ‘Mutumin Kirki” in the book of the same title. These are truthfulness, trustworthiness, generosity, patience, good sense, bashfulness, courtesy, self-esteem, wisdom and scrupulous behaviour.  

“When a mother-cow is chewing grass,” said Chinua Achebe in Things Fall Apart, “its young watch its mouths”  We, the youngsters, have been watching from afar and up close and have drawn so much inspiration from his noble deeds. For these reasons and more, we join the joyous multitudes celebrating this well-deserved title. Allah shi tayaka riko, amin.

Zaharadeen Muhammad wrote from Abdullahi Aminci Road, Funtua, Katsina State via Zaharadeen2020@gmail.com.

By Ibrahim Tukur

Becoming a doctor was my childhood dream. When I was a child, I had an overwhelming desire to save as many lives as possible. The dream was nurtured by my elder sister Maryam Tukur. But back in school, I never performed well in class. More often, I scored low in the exams. That was what principally irritated my father. Although my father couldn’t read nor write, he more often than not flogged me for performing poorly in the examinations.

When I was in primary two, my father employed a tutor to teach us at home but sadly, it never worked on me. Like a dumb, I never grasped anything the tutor taught me. That even made my father angrier.

While we were in the second term, I suddenly fell seriously ill and lost my hearing sense to meningitis. In my parents’ strenuous efforts to restore my hearing, they took me to different doctors and herbalists who prescribed me some medicines that never worked. Finally, after many abortive treatments, my parents gave up the struggles and left everything to Allah, the Exalted of all.

Life became very challenging for me when I became deaf. My friends gradually avoided me. I was often lonely in school and at home. My father became hopeless about my education. Even my dream of becoming a doctor scattered itself like broken glass. 

When my academic performance worsened, which my teachers constantly complained about, my father withdrew me from school and kept me at home doing nothing.

A year later, upon recommendation, my father admitted me into Government School for the Deaf, Malumfashi. That was where I began to thrive. It was there that I learned to write my name, nay, perceived life from extraordinary angles.

I’m currently a 400 level student at Bayero University, Kano (BUK). Unfortunately, due to some problems, I could not realize my dream of becoming a doctor. But Alhamdulillah. Deafness is not a barrier to greatness.

By Alkasim Harisu Alkasim

Often, the people that idolise going to school are arguably the ones who, in the long run, turn out to be stinking poor. This is to paraphrase a friend that ardently considers schooling a total waste of time. This assertion is controversial. But, is my friend spot-on or not? It is, to some extent. Still, I have my buts. 

This argument has often generated a heated debate amongst us. Whenever it comes to my mind, it reminds me of Kiyosaki’s book Rich Dad, Poor Dad. The writer dissects factors that hinder the learned from earning big bucks. Kiyosaki argues that going to school is the biggest hurdle that denies one the chance to make a bank. He opines that a person spends twenty to thirty years worshipping books, yet, over that period, he scarcely becomes a big gun. Unfortunately, in Nigeria, one ends up jobless after this long journey. 

Debunking formal education, Kiyosaki argues that a person is not taught a single subject on how to make money from primary school to university education. The conventional subjects such as chemistry, physics, literature, etc., are what one seriously enrols in. In his opinion, students should be taught topics such as financial education. Education indeed discourages one from accepting jobs that are not money-spinning. For instance, somebody with a Master’s degree or PhD will feel ashamed to sew for a living, not to talk of driving the commercial tricycle (aka A Daidaita Sahu). 

Are the graduates the only ones to blame? This is a question we should all ponder. The government is blameworthy too. Like it or not, the government cannot give everybody a job. True. But it can establish a conducive environment to doing other jobs. I have never hunted for gainful employment, thanks to my passion for academia. I know this job in Nigeria does not make you a money bag. Yet, I have for long picked interest in it.

In the developed and even some developing economies, the private sector employs a great score of people. The government creates an environment that will aid it to carry out its businesses for the sector. Private sectors pay handsomely in such countries, especially in the western world. I wondered if you know that employment is scarce even in the UK. Even the rampant lack of jobs causes deviance and other criminal acts there. (See Haralambos and Holborn’s book on Sociology).

Of course, we walk tall. We don’t want to do what society looks down on. However, some of us make an exception here. I know of a person with a First Class honours degree in engineering who humbled himself and took up a job many of us can’t do. He ekes out his livelihood from selling coals, taking pride in it. He sees the world of the little he earns from what he sells. Life goes on. Nothing reduces his charm.

I was once in India for a higher degree. There, I saw a lot of wonders. We had a cook in our university who is a master in political science. It is said that people with first degrees in India outnumber the whole population of France. Remember, India is the second-most populous country in the world. Imagine somebody in Nigeria cooking for a living. I don’t say we can’t find one. But rarely can you find more than two in your quarters. Of course, people with degrees, or even diplomas in Nigeria, feel too big to do lowly jobs. I, nevertheless, think our arrogance is reducing because you can now see graduates doing menial jobs. Why not? There is a score of jobless First Class students roaming the streets.

I submit that people with higher educational qualifications always end up jobless or not raking it. People with lower qualifications or no qualifications are the ones that are the business moguls. Jeff Bezos, Bill Gates, Elon Musk, Mark Zuckerberg and Aliko Dangote are textbook examples. Zuckerberg dropped out of Harvard, and he is now stinking rich. 

Indeed, formal education discourages and slows down creativity. It also dampens one’s enthusiasm. Honestly, the way an avid reader confines himself in his study speeds his entrepreneurial death. This is nothing but creative imprisonment. Whenever in his study, the reader seems to imprison his creative faculty in books. He brims with wishful thinking,  ideals and all what-have-yous owing to his fervent reading of all sorts of books. 

Having read a lot, he begins to idealise the world. He pictures and pores over how the world should be. But this is just his wildest dream. In his attempt to make the ancient Greece an ideal state, Socrates lost his life. He was sentenced to death for being a corrupt influence. In his book The Republic, Plato also romanticised how Greece should be,  how rulers should lead, the type of people to obtain in a state, and those exiled. After all, he died not having his dreams fulfilled.

Not very long ago, Karl Marx and Friedrich Engels conceptualised and advocated a classless society in their works. For instance, they co-authored a book titled Communist Manifesto. In the book, they discussed how the masses could emancipate themselves from the domination of the bourgeoisie. In his three-volume book Das Kapital, Marx critically studied the architecture of the economies of European societies. Unfortunately, most of the ideations and philosophies of these great thinkers flopped. For instance, Marx’s classless society idealised where all and sundry would live equally has yet to happen. Marx, who died an atheist, lacked the knowledge that such a classless state is a paradise. So said Dr. Saidu Ahmad Dukawa.

May Allah awaken and help us embrace the realities of today’s world. May we not feel too big to do the most menial jobs we can find around. The journey is long. You can start unimportant and end up important, and vice versa. Remember that Margaret Thatcher was from a lower-class family. She went through rigours to make it to the upper class. 

Wonderfully, Thatcher became the first female UK Prime Minister. She was even taught how to speak, walk, and act in an upper-class-like way when voted into office. Like the UK and other democratically capitalistic countries, Nigeria also allows social mobility. Thus, try to move up the economic ladder. Just give it your best shot. You can. I, rest assured, know you can.

Alkasim Harisu Alkasim wrote from Kano via alkasabba10@gmail.com.

By Musa Idris Panshekara

The commercialisation of job offers is one of Nigeria’s most familiar new faces of corruption. But, on the other hand, there is a constant increase in the numbers of graduates each year produced from different universities and colleges around the country.

Let me begin by citing the Hadith of the Beloved Prophet S.A.W, where he said: “Whoever’s main concern becomes the Hereafter, Allah will make things well for him, and will make richness to dwell in his heart. And the world will come to him despite its unwillingness. And whoever’s main concern becomes this world, Allah will scatter his affairs and will place poverty between his eyes; also, the world will not come to him, except what was written for him.”

You cannot run and surpass your shadow, and you are constantly walking with your preordainment. Let me narrate a brief story of my previous jobs. When I finished my diploma, I worked with two companies. The first one was immediately after the completion of my diploma.

I met with someone and told him that I had finished my diploma. Therefore, if there was any job opportunity, I was available. He answered that he would contact me whenever he got a vacancy. Meanwhile,  I continued with my menial job (tailoring). After some months, I got a call from my friend that, that man asked him to ask me if I have experience of a particular job “he mentioned one working experience, whether I can or not?” I quickly responded, indeed! In sum, I successfully conducted an interview and got the job.

Moreover, a few months later, I got a call from my teacher. He informed me that his friend asked him to find someone who has a certificate in Agricultural science. I replied that I have diplomas in Animal production technology, a certificate in Laboratory science technology, and basic computer skills. He asked me to submit my credentials like that. Some months went by again. Then, I got a call that I should come for an interview. I finally secured the job. I left the present one and switched to the new one. Eventually, I quit the job and went back to school for my HND.

Similarly, after I finished my HND before going for NYSC, a friend of mine (whom we did SIWES together in primary health care) called me that his business partner was looking for an experienced laboratory technician at his newly established laboratory. I got this one, too, after an interview and so on.

Money helps make someone happy but does not mean that money will provide one with all kinds of happiness. Unfortunately, misunderstanding how life is makes many people think that money solves all problems. That is why people desperately toil to earn money to feed themselves and their families legitimately or illegitimately, forgetting the transient of worldly possessions.

Consider my story above; two main things helped me secure the jobs. First is my employability. In other words, my experience before coming across the opportunities. Second, my relationship or connection. Therefore, I am saying that acquiring skills makes a person employable.

Buying or selling job offers will not solve your problem forever. So let us free ourselves from corruption and prepare a better life for our posterity.

Musa Idris Panshekara wrote from Kano via pmusaidris@gmail.com.

By Tahir Ibrahim Tahir Talban Bauchi. 

I am an active member of The Habu Mamman Foundation group. So when I came across a message shared by Uncle Habu Mamman himself, it got my rapt attention. Uncle Habu is an Engineer turned politician, along with another Uncle, Nuhu Gidado, former Deputy Governor of Bauchi state and commissioner of education. When I got the audio file, I could feel Uncle Habu’s roaring and infectious laughter, but realising that it was a 45-minute long recording, I knew he meant business. I steadied and listened to it.

It was Dr Tilde’s voice, the Commissioner for Education in Bauchi state. I could feel his pain in his voice, and as he spoke, his breath delivered his anger, yet, in a soft-spoken manner. Dr Tilde was the pioneer Chairman of the Bauchi Special School’s Management Board during the Ahmed Adamu Mu’azu administration of 1999-2007. He was sought after by the administration of M. A. Abubakar Esq. (2015-2019), to which he was unavoidably absent. Present-day Bala Mohammed’s government got his services as the Education Commissioner. 

Dr Tilde’s sterling achievements during the Ahmed Mu’azu Administration have brought us to the current efforts to revamp and revitalise the state of education in Bauchi. He spoke at length of the rot in the system, the poor quality of teachers in the sector, and the corruption that is eating away the resources that would have otherwise helped in uplifting the standard of education in Bauchi. He is battling an entrenched system of corruption that doesn’t care about the children’s future—a system where people get paid for doing no work at all.

It’s a system where school children could not write a sentence, neither could they read one, and if they write a word or sentence, you could not read what they’ve written. During his 45 minute delivery, he reflected on the work done during Ahmed Adamu Mua’zu’s administration. He was always pontificating at what they achieved during that time, how they did it, and the quality of the products they hatched at the time. Finally, he declared that today, if you go to the Abubakar Tafawa Balewa Teaching Hospital in Bauchi, you will meet doctors, lab scientists, pharmacists and many other professionals who are products of the special schools of the Ahmed Mu’azu era. 

During Ahmed Mu’azu’s tenure as governor, primary school students’ enrollment rose from 438,350 to 1.3 million within six years. Before he became governor in 1999, only 279 students passed their WAEC exams with five credits or more. That figure rose to 9000 students under his watch in 2005. His achievements in the education sector in the history of Bauchi state are second to none. The quality of education was simply outstanding. 

The Abubakar Tafawa Balewa Teaching Hospital, Bauchi itself, houses a lot of the infrastructural projects of the Ahmed Mua’zu administration when it was the Bauchi Specialist Hospital. The quality of the wards, laboratories and equipment installed are second to none and are still being utilised today. The Amenity ward stands as a perfect example of the standard of works executed at that time. There is no difference between the National Hospital Abuja and the Amenity division of the Specialist Hospital Bauchi.

Ahmed Mu’azu built over 1000km of intra-state roads and over 230km of urban township roads. His rural development strides saw the electrification of 800 towns and villages, where they were connected to the national grid. The Federal Ministry of Information ranked him as the best governor in rural development, and the second overall best in all areas, in the country. 

Ahmed Mu’azu’s first degree is in Quantity Surveying, and his master’s is in Construction Management. I believe this accounts for his quest for excellence when he delivers his projects. He was recently honoured by the Federal University Wukari with an honorary Doctorate, as Doctor of Science, in recognition of his selfless service and visionary leadership. Additionally, he has five other honorary doctorates from notable institutions: the Federal University of Technology Akure, University of Uyo, Abubakar Tafawa Balewa University Bauchi, Igbinedion University Benin, and University of Maiduguri.

Ahmed Mu’azu is widely travelled and well-known across the country, with friends and associates in every nook and cranny. So many groups and movements have sprung up, urging him to run for the Presidency. Even though he hasn’t made any declaration yet. He is undoubtedly an administrator with a most enviable track record of excellence in service delivery, filled with legacies from his tenure as Bauchi governor. Dr Tilde got me nostalgic over our unforgettable Mu’azu of Bauchi state.

Tahir is Talban Bauchi and sent this article via talbanbauchi@yahoo.com.

By Ibrahim Musa (BK)

While on teaching service, there are a lot of discoveries I make in the noble profession. In fact, I have seen some reasons why many students cannot do well academically in many schools despite all the efforts and sacrifices teachers make to ensure students’ academic accomplishments that will help them (students) and prepare them for future life.

Teachers are there to make necessary sacrifices in helping students attain quality education that will help them meet their potentials in life and establish a foundation to build their future upon.

However, many teachers have different reasons for being in the classrooms. Some take the teaching job to satisfy their needs with their salary. Some are there just because they cannot get a well-paid job and due to the blow of unemployment. They reluctantly take teaching jobs without the intention of helping students, while some (reasonably few) are there to make sacrifices in assisting students in attaining a good education. Every reason of each teacher will determine whether or not students will get a good education.

I discovered that many teachers are doing one thing very well, which is teaching students in the classrooms but abandoning one other vital thing: research. Thus, All teachers in primary and secondary schools need to teach and engage in research that will help them formulate effective teaching methodologies because students have different needs that require different teaching methodologies that will enable students to meet their educational needs in the classrooms.

Suppose all teachers engage in both teaching and research together. In that case, they will encounter individual differences exhibited by students. With this discovery, they will be able to formulate effective teaching methodologies to help the students to understand the contents of the lessons very well and meet their educational needs.

It is vitally important to note that research is the adequate foundation upon which teaching methodologies are formulated. Therefore, every teacher should not overlook or neglect research because it is beneficial to both students, teachers themselves, and society.

Life is dynamic, and research will help teachers understand the nature, scope, and prospect of every dynamism to determine and design effective teaching methods that match students’ learning paces.

RESEARCH EXPANDS OUR TEACHING PROFESSIONALISM. Therefore, keep on teaching and researching.

Ibrahim Musa BK is an English Language teacher at Government School For the Deaf Malumfashi, Katsina State. He sent this article via musaibrahimbk@gmail.com.

By Aminu Rabiu Kano

If there is one vexing question that has continuously engaged the attention of stakeholders worldwide, it is certainly about the future of a classroom teacher in the ever-changing global world. No doubt, the role of a teacher is critical in building and sustaining a healthy and responsible society. Indeed, the future of any thriving community rests in the teacher’s pivotal role to progressively impart valuable lessons and skills to children. But then the world is fast evolving, from one era to another, thereby altering the modus operandi of several human activities, teaching and learning inclusive.

In the 21st century, the world has witnessed so much transformation in virtually every aspect of human life, with technology leading the way into a more digital world. The change brought upon by the technological revolution has had a tremendous impact on every facet of human interaction. Recently, the Covid-19 pandemic has shocked the entire world as physical human interactions were curtailed, thereby bringing a paradigm shift in man’s understanding of his environment.

Specifically, the education sector is affected by the changes constantly happening in and around the world. Naturally, this raises serious questions about the role of a teacher. As globally recognized, a teacher everywhere possesses some latitude of power and influence, which earns him respect in society. But since the world is witnessing tremendous changes that have never been seen before, some urgent questions arise that are pertinent to a teacher’s continued relevance.

On the one hand, a teacher is expected to help students learn by imparting knowledge and setting up a situation in which students can and will learn effectively. While on the other hand, he (teacher) is faced with the daunting task of introducing a novel, pragmatic approach to learning to be at par with changes in the world. While the task is enormous, it is still humanly possible for a teacher to deliver his primary functions while at the same time leading with power and influence.

Research by Kappa Delta Pi (2015) discovered that little value occurs in any classroom without excellent teacher preparation to lead students. This implies that the leadership skills possessed by a particular teacher have a tremendous impact on learning outcomes. A teacher, in this context, is equated with a senior policymaker whose ability to lead the way for progressive policies and handle complex issues has a direct impact on the happiness of a vast number of people.

A teacher is thus not seen as a leader with limited influence and power but a leader of all students, of people large and small. Therefore, teacher leadership is an inescapable reality. In essence, I am saying that in a bid to maintain and even augment their relevance in a changing world, teachers must possess some leadership skills to meet students’ demands.

Secondly, for teachers to remain relevant and influential in a fast-changing world, they must be an agent of change. But in order not to misunderstand change with fashion, a teacher must do some research to be able to glean the source, nature, character, prospects, and challenges of any change mantra. This means understanding the politics of change and collaborating with like minds in pushing for a progressive change in all aspects of human life. By so doing, the teacher extends the reach of his leadership empire beyond the four walls of a classroom.

Thirdly, for a teacher to continue wielding enormous power and influence, he must do all he can to produce students who not only keenly observe but clearly understand what is happening around them. Therefore, the onus is on the teacher to train his students and imbue them with the mindset of identifying problems in their immediate society and investing their efforts towards solving them. In this light, skills such as critical thinking and problem-solving are pivotal.

Finally,  a teacher can only lead with power and influence in a changing world if he is adaptable. Adaptability in this context implies the readiness and ability of the teacher to receive, internalize, support, and promote positive changes. Therefore, as the world moves to a digital era, the teacher must embrace technology to deliver lessons. For instance, the Covid-19 pandemic has resulted in the closure of schools and other institutions of learning, thereby disrupting academic activities. This notwithstanding, in some climes, teachers resorted to using technology for lessons delivery. By way of advice, a teacher must leverage technological gadgets to produce students with a digital mindset.

Aminu Rabiu Kano is a political and public affairs commentator. He can be reached via arabiukano@gmail.com.

PAST PERFECT CONTINUOUS TENSE

 Subject+ had been + verb in progressive

Past perfect continuous tense represents an ongoing action that started and continued for some time in the past.

Example:

1. Yar’adua had been seeing his doctor for two years before he died in 2009.

2. The students had been waiting for two hours when their lecturer arrived.

3. Muhammad had been teaching for four years when he resigned and joined politics

SIMPLE FUTURE TENSE

subject+ will/shall + verb (base form)

Functions of the simple future tense

The simple future refers to a time later than now and expresses facts or certainty. In this case, there is no ‘attitude’.

The simple future is used:

• To predict a future event:
  It will rain tomorrow.
• With I or We, to express a spontaneous decision:
  I will pay for the tickets by credit card.
• To express willingness:
  I will do the washing-up.
  He will carry your bag for you.
• In the negative form, to express unwillingness:
  The baby won’t eat his soup.
  I won’t leave until I’ve seen the manager!
• With I in the interrogative form using “shall” to make an offer:
  Shall I open the window?
• With We in the interrogative form using “shall”, to make a suggestion:
  Shall we go to the cinema tonight?
• With I in the interrogative form using “shall” to ask for advice or instructions:
  What shall I tell the boss about this money?
•  
• FUTURE CONTINUOUS TENSE

subject+ will be + verb in -ing

The Future Continuous tense is a verb tense that indicates that something will occur in the future and continue for an expected length of time.

Example

1. I will be travelling to Kano tomorrow this time 

2. We will be watching the football match 

3. The students will be sitting for their final exams in June.

FUTURE PERFECT

subject+ will have + verb in past participle

Example

1. I will have returned from Kano tomorrow by this time

2. I will have finished my project by next week.

3. I will have written the letter by breakfast time.

FUTURE PERFECT CONTINUOUS

subject+ will have been + verb in – ing 

– To show that something will continue up until a particular event or time in the future

Example:

1. I will have been teaching for six years by September 2022

2. The students will have been waiting for two hours by 10.00 am

3. We will have been playing for one hour by 10:30

In summary

1. simple present: I drive.

2. present cont: I’m driving.

3. present perfect: I have driven.

4. Present perfect continuous I have been driving.

5. simple past: I drove.

6. past cont: I was driving.

7. past perfect: I had driven.

8. past perfect cont: I had been driving.

9. simple future: I will drive.

10. future cont: I will be driving.

11. future perfect: I will have driven.

12. future perfect continuous: I will have been driving.

Concluded

Nuru Aliyu Bauchi wrote from Bauchi via nurubh2015@gmail.com.

By Uzair Adam Imam

Students and their parents are worried as the Academic Staff Union of Universities (ASUU) threatens to embark on a fresh indefinite strike.

Recall that ASUU suspended its nine-month-long strike in 2020 after reaching an agreement with the Federal Government. Still, after a year, the government is yet to fulfil its promises to the union.

The ASUU’s strike has been described as one of the most lingering issues that has been paralysing Nigerian universities, leading to the delay in students’ graduation and the deterioration of the education system in the country.

Not only that, many people argue that the strike has destroyed the future of many promising youths.

In a statement on Thursday, the Chairperson of ASUU Kano State Branch, Comrade Haruna Musa, and the Union’s Secretary, Comrade Yusuf U. Madugu, declared Monday, February 7, 2022, as a lecture-free day.

Its essence is for ASUU to use the day to sensitise university students, parents and other stakeholders on the brewing crisis arising from the Federal Government’s failure to implement the existing agreements with the union judiciously.

Educational sector at the receiving end

A lecturer at the Department of Nigerian Languages, Bayero University, Kano, Dr Muhammad Sulaiman Abdullahi, said that the strike was killing the country’s educational sector and the economy.

Dr Abdullahi cried: “It is a sad development. It looks childish and an endless menace, especially to the Nigerian educational system. Strike has become a thorn in the flesh of Nigeria’s general development. No nation can prosper morally in such a nasty situation. It is, indeed, unfortunate.”

He added that the situation “generally makes people, teachers, students and their parents to become very dull and uncertain of their future. You can take it to the banks that crime rate will somersault, and new bad things will manifest within the wider community”.

Students at risk

The president of the Mass Communication Students Association (MACOSA), Bayero University, Kano chapter, Comrade Sadisu Sada, decried that industrial action in Nigerian universities had been there for quite a long time.

He said, “It is worrying. The issue affects students directly. And for me, the government is to blame.

“ASUU is doing her best to give the educational system all that it requires. If not, education would have died.”

Umar Isah Dandago, an undergraduate of the Department of Mass Communication in the university, also voiced his grievance, saying this would delay his graduation.

Dandago said: “We would have graduated if not for the 2020 strike. This is a serious problem. A lot of people want to do something, like setting up a new business after university, but because of the strike, it’s becoming almost impossible.”

He, therefore, urged the Federal Government to give ASUU what it demanded, saying, “I believe it’s not even half of what’s being squandered in some things that are not important to us. So let’s get the education we deserve as Nigerians so that we’ll be proud of our leaders and our country.”

Also speaking, Comrade Ibrahim Mukhtar Sulaiman, a level 300 student, said: “Sadly, students taking a four-year course will graduate in five, six or seven years. And this affects not only their academic careers but also their personal life.”

Parents raise alarm

As the strike looks imminent, some parents lamented that the brewing crisis between the government and ASUU jeopardises their children’s future.

A parent, Malam Adamu Kolo, who looked disturbed by the imminent strike, said that his son would have graduated if not for ASUU incessant strike.

Malam Adamu Kolo said, “My son would have graduated this year if not because of ASUU incessant strike. You can see that I am poor. I am hopeless. Our hope is on this boy.”