Education

By Najib Ahmad, PhD

Thanks to the existing curriculum in Nigerian schools (its directions, objectives, and preferences), students who wholly rely on this system hardly possess any tangible skill, which would prepare them to become self-directed or independent or job providers. They can also barely avoid queueing the assembly of youths whose over-dependence on the government-provided jobs is noticeable countrywide. Any thoughtful country that cannot provide jobs for its youth population knows the gravity of its future, which may be bleak. Fortunately, this is not a lonesome fight for Nigeria. It is a common challenge bedevilling the world today from the Far East, West to the far South Mediterranean countries, including developed and developing parts of the world.

There is a lack of adequate jobs everywhere, possibly for several divergent reasons. It is shared treachery, especially with the continuing world’s economic meltdown due to many seen and unseen factors. So, as a Nigerian, please do not take it hard or shudder; imbibe water and relax a trifle because we are not alone in this mess. There may be an advantage to every saddle moment.

Since the beginning of Covid-19, some countries have imposed total or partial lockdown–longer or shorter. These changes in our lives have handicapped the economy of nations and shattered peoples’ economic stability. On and off, many countries are still struggling with lockdown, which eventually forces people to work from home. From reports, you can say that the pandemic exposes the profound weaknesses and causes alarming panic in many countries previously seen as organised and the superpowers (aka God’s own nations). As a result, many people lost their jobs even in those powerful countries. Schools, universities, laboratories, markets, factories, and businesses were all closed, places of work and worship across the world were abruptly shut.

Consequently, different governments and policymakers have realised how vulnerable conventional job systems are. Thus, they are implementing strategies and gradually understanding the need for robust, better approaches to tackle these unprecedented changes. Policymakers have recommended and implemented novel ideas to impact schools, business owners, and entrepreneurs in countries affected by this negative development to make the economy viable and uphold the economic stability of their citizens.

For instance, several schools and universities have switched to remote instruction, in other words, digital learning. Due to the compelling need for endurance, human beings are social creatures who resiliently adapt and quickly learn to familiarise themselves with any given circumstances. People with different essential skills grabbed advantages from the emergent changes. They include but are not limited to computer skills that allow you to carry out remote jobs–working from non-typical office space. Besides, they are the kinds of do-it-yourself skills; they are not the specific skills you can learn from the traditional vocational training school. Suppose the government has plans to train people in such specialisation through vocational training school. In that case, it is a potential task and could easily invigorate people’s economic stability and prepare youth for the path of independence.

Here are a few examples of remote jobs that you can do from any place: (a) Computer programming/Coding; (b) Web development/design and Android or iOS developer; (c) Data science; (d) Content writing, copywriting, copyediting, transcription, and translation; (e) Graphic design; (f) Digital marketing; (g) Video editing; and Virtual assistant, and so forth. Of course, these jobs existed before COVID-19. However, they took a new turn and became enormously popular since the onset of the outbreak, thanks to their necessity and worth in our everyday lives. Thus, the everlasting need cannot be trammelled.

And every person who has no prior computer science/technology diploma or degree can master these skills. It does not matter whether or not one is from science or non-science-based disciplines. All you need is an android/iOS phone, while some require a desktop or laptop computer. Above all, you also require determination in learning and mastering any of these skills. And the good thing is, they are now taught in many online learning platforms for free or for a cost as either certified short courses or nano-degree programs.

The paid access courses are not very expensive if you compare them with the value of what you will learn and its advantages afterwards. Sponsored by the tech giant companies and other government sectors like Microsoft, Google, European Commission, and Universities, platforms such as Udacity, Udemy, FutureLearn, and Coursera offer massive open online courses (free).

YouTube is similarly often graded as the best platform for learning anything; you can use the platform to learn any skill you wish. So if you are a book person, look for the best ones in your field, learn, and practice. Even some establishments from Nigeria are taking part in this skills acquisition training program for the youths, but you hardly see these opportunities discussed in northern Nigeria’s cyberspace. Recently, I encountered another scholarship announcement for a Nanodegree scholarship in many essential skills in varieties of disciplines, which Access Bank, Nigeria will sponsor.

Dr Najib Ahmad is a Postdoctoral Researcher at Shandong University, China. He can be contacted via namuhammad03@gmail.com.

By Sumayyah Auwal Usman

The Kaduna State Government says it will conduct another competency test for all public primary school teachers across the 23 Local Government Areas in the state.

The State Universal Basic Education Board (SUBEB) Permanent Member, Human Resource Management, Christy Alademerin, announced this through a memo to the Local Government Education Authorities (LGEAs) in the state.

It will be recalled that the state government had in September 2017 conducted a similar test for the over 30,000 primary school teachers in the state, following which 21,780 who failed to obtain 70% pass mark were sacked and replaced with newly recruited 25,000 teachers.

The date for the competency test has not been slated, but LGEA’s were urged to sensitise teachers in their local governments about the forthcoming exercise.

By Tajudden Ahmad Tijjani

The Bauchi State government has indeed taken the bull by the horns by suspending the license of all private NCE awarding colleges. It’s a fact that any society that does not prioritise education will retrogress.

The state government’s decision is a welcome development. All private National Certificate of Education ( NCE) granting institutions have had their license revoked in the pearl of tourism because of their negative contribution to the state’s educational development. The standard of education in the state is persistently getting lower. 

For the operators of such mushroom NCEs, losing their license will be a tough pill to swallow. Notwithstanding, it’s the right call from the government’s side because allowing them to continue operating results in the graduation of incompetent, quack teachers who are the benchmark of our state’s underdevelopment.
Indeed, anywhere In the world, the importance of education can never be overemphasised; quality education is essential for long-term development.

Last September, the United Nations (UN) ratified 17 Sustainable Development Goals (SDGs) to serve as benchmarks for every nation to ensure global prosperity, protection of the planet, and poverty eradication.

All countries and stakeholders acting in collaborative partnerships will implement the plan Goal 4—Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning.

The call for a Quality Education, not merely access to any education, by the UN is a great step in ensuring that all children and adults, not just those born with a silver spoon, have access to quality education.

Education is more than just a content delivery system; it is a system designed to help all children and adults reach their full potential and see themselves as contributing partners of society. The former UN Secretary-General Ban Ki-moon set the SDG process in motion in 2012 by declaring that every child must be in school. The quality of those schools must improve so that students are prepared to be productive citizens ready to lead the future. 

Indeed, supporters of our beloved state should applaud the Bauchi state government’s decision to not only renew the licenses of these schools but also to sanction any defaulting so-called institutions per existing laws.

 However, let the government ensure that standards are strictly followed, that rich content is provided, and graduates are produced who are assets and productive in the twenty-first century, rather than liabilities.

Tajuddeen Ahmad Tijjani writes from Galadima Mahmud street, Kasuwar-kaji Azare, Bauchi State.