Education

By Sabiu Abdullahi

The Federal Ministry of Education has unveiled the official list of approved subjects for Basic and Senior Secondary Education in Nigeria, cautioning schools and the public against unauthorized lists currently circulating.

In a statement signed by the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC), Prof. Salisu Shehu, the ministry explained that the new curriculum reforms were introduced under the National Education Sector Reform Initiatives (NESRI) to reposition learning and reduce overload on pupils.

The reforms, according to NERDC, are designed to provide a balanced education while equipping learners with critical skills for national development. Prof. Shehu stressed that “different versions of fake and unauthentic subject listings and offerings are in circulation causing serious confusion and apprehension,” urging stakeholders to disregard such lists.

Under the revised curriculum, Primary 1–3 pupils are expected to offer between 9 and 10 subjects, including English Studies, Mathematics, one Nigerian Language, Basic Science, Physical & Health Education, Nigerian History, Social and Citizenship Studies, Cultural & Creative Arts, and either Christian Religious Studies (for Christian pupils) or Islamic Studies (for Muslim pupils). Arabic Language is optional.

For Primary 4–6, the minimum number of subjects is 11 and the maximum is 13. The subjects include English Studies, Mathematics, one Nigerian Language, Basic Science and Technology, Physical & Health Education, Basic Digital Literacy, Nigerian History, Social and Citizenship Studies, Cultural & Creative Arts, Pre-vocational Studies, CRS or IS depending on the pupil’s faith, and optional French and Arabic.

At the Junior Secondary level (JSS 1–3), students are required to offer a minimum of 12 and a maximum of 14 subjects. These include English, Mathematics, one Nigerian Language, Intermediate Science, Physical & Health Education, Digital Technologies, Nigerian History, Social and Citizenship Studies, Cultural & Creative Arts, Business Studies, as well as Religious Studies. Pupils are also required to select one trade subject from options such as Solar Photovoltaic Installation, Fashion Design, Livestock Farming, Beauty and Cosmetology, Computer Hardware and GSM Repairs, or Horticulture and Crop Production. French and Arabic remain optional.

For Senior Secondary School, five core subjects—English Language, General Mathematics, Citizenship and Heritage Studies, Digital Technologies, and one Trade Subject—are compulsory. Students may then specialize in Science, Humanities, or Business fields, with subject offerings such as Biology, Chemistry, Physics, Government, Literature in English, Accounting, Economics, among others.

Prof. Shehu emphasized that nationwide sensitization and teacher training will begin immediately to ensure smooth implementation. He noted that the new structure will be rolled out from the beginning of each three-year education cycle, covering Primary 1, Primary 4, JSS 1, and SS 1.

By Ukasha  Kofarnassarawa 

Basic education in public schools in Kano State is approaching its graveyard, where it will be laid to rest sooner than expected. This is why a larger portion of the population manages to enrol their children in private schools. Only those who are economically gasping for breath can barely afford to send their kids to the rotten public school system. 

It has reached a stage where teachers and principals of public schools also send their children to private schools. Just as medical doctors who own private hospitals, many academics who earn a salary from the Ministry of Education also own private schools. The recent whistleblowing, led by Dan Bello, to expose the dysfunction of our public schools, is not surprising to those who have invested heavily in the state of our public schools. 

However, Dan Bello is only addressing one aspect of the problem, which is infrastructural decay. There are many other problems, including incompetent teachers, a lack of proper supervision, and the anti-intellectual behaviour of teachers who attend school at their convenience. You will hear a school teacher who is supposed to be in school from 7:30 am to 2 pm every working day say that he only comes to school twice a week. 

Whatever Dan Bello’s intention is in exposing the situation, I believe it’s for the betterment of the state, especially since the governor has started responding to the problem. 

We acknowledge how the previous administration abandoned public schools, sold their land to develop houses and build corner shops, and shut down many. However, this is not the time for blame games; it’s time to revive the state of our education. And that’s one of the reasons why the state indigenes voted them out and gave this administration the chance to govern.

As I extracted this from the Facebook page of the Director-General of the Kano Bureau of Statistics, he wrote: “The attached chart presents estimated statistics on the total number of public primary and secondary schools in Kano, excluding new ones currently under construction. There are approximately 9,136 public primary and secondary schools across the state. 

Based on assessments, if 70 per cent of these schools are dilapidated and require renovation, that would mean about 6,395 schools need repair. At a rate of 100 schools renovated per month, it would take approximately 64 months, or 5 years and 4 months, to fully address the problem. So, it is unrealistic to expect that all dilapidated schools can be fixed within such a short timeframe of two years.”

This chilled my blood and set me thinking about the quickest and most realistic way to revive our education. I arrived at the following conclusions:

Since it will take us approximately 5 years to address the infrastructural decay alone, how many years would it take us to address the human capital problem? To improve the situation, I propose the following:

1. The government should establish six mega schools (3 secondary schools and three primary schools) that are fully equipped. This can be developed within a one-year calendar (the NWU senate building was built in less than a year, so it’s feasible). Each school should accommodate at least 1,000 students and make it the standard, as Day Science, Dawakin Tofa, and Dawakin Kudu used to be. These schools have produced some of the best medical doctors, engineers, and teachers, who have made us proud, even on the international stage.

2. Employ well-trained teachers and develop a system that can measure their performance. Why do public school teachers who earn at least ₦70,000 (considering the minimum wage) fail to teach their students effectively, while those in private schools who earn ₦30,000 or less perform far better? It’s a supervisory issue. In private schools, teachers are monitored and appraised. Let’s inculcate this culture in the newly established schools.

3. There’s no such thing as free education in those schools! Let parents/guardians pay. At least the school can earn an income for maintenance. 

If this idea is fully implemented, by 2031, when we expect to have addressed the infrastructural decay as stated above, the state would have produced at least 5,000 high-quality graduates who can compete with their private counterparts.

Muhammad Isah Zng

A former lecturer at Al-Qalam University, Malam Mubarak Ibrahim Lawan, stated that education is dead in Nigeria in a post he shared last week on his popular Facebook account.

“Our youth are no longer interested in education at all. They preferred to be celebrities rather than teachers or lecturers because it’s a quick way to be rich, not education.”

“The majority of Nigerian university students are after certificates; they are curious to graduate and leave their schools because the government gives more attention to celebrities than teachers and lecturers,” he said. 

“But there’s still hope for government, if it considers these: First, it should give full attention to the welfare of teachers and lecturers by paying them their allowances on time”, he added.

Malam Mubarak called on the government to make a concerted effort to renovate laboratories and libraries to alleviate the learning difficulties faced by students.

Finally, he advised that the government should also continue providing scholarships to lecturers and teachers to enhance their professional development.

Malam Mubarak resigned from his position at the university a few years ago. Since then, he has been involved in real estate businesses in Kano and beyond.

By Anas Abbas

In recent weeks, Nigerian students across various universities have expressed growing frustration over the delayed disbursement of their upkeep allowances, a situation that has exacerbated the financial challenges many face amidst a struggling economy.

The Daily reality gathered that the upkeep allowance which is intended to support students with living expenses, has become a critical lifeline for those relying on it to cover basic needs such as food and transportation.

The Situation on Campus

Reports from Bayero university, Kano indicates that students are increasingly vocal about their plight.

On social media platforms,the students are commenting that the nelfund should disburse their stipend on a regular release.

“The NELFUND upkeep issue has become increasingly concerning, raising doubts about the program’s sustainability due to poor scheduling and inconsistency. Many students rely heavily on these allowances for their food and transportation, and the delays have caused significant hardship,” expressed Yusuf Aminu, a final-year student.

Adamu Muhammad expressed to the Daily Reality that NELFUND should disburse stipends to students on a monthly basis, rather than at arbitrary intervals.

Since it is intended as a monthly allowance, payments should not be made at the discretion of the program.

The current method of distributing student upkeep funds falls short of acceptable standards. “How can upkeep be paid two months or more after it’s due? This is an issue that officials must address urgently.Many students rely entirely on NELFUND, using the stipend to cover essential needs,” he said.

Economic Context

The concerns raised by students come against the backdrop of Nigeria’s ongoing economic challenges. Inflation rates have soared, leading to increased prices for food and other essentials within the compusMany students report having to skip meals or rely on loans from friends to make ends meet while waiting for their allwances.

Nelfund Response

The Daily Reality reached out to the NELFUND office via email and phone but has yet to receive a response.Looking AheadAs students continue to voice their concerns, there are calls for greater accountability and transparency. Student Union government is urging students to be patient.

In a short interview, the Student Union Government (SUG) of Bayero University Kano (BUK) assured the Daily Reality that students should remain patient as the union is actively working to ensure the timely disbursement of their stipends.

“Last week, several universities received their monthly allowances, and we anticipate that Bayero University will receive their upkeep this week,” the SUG representative stated.

“If the allowances are not released by the end of the week, we will send a delegation from the SUG to the NELFUND office in Abuja to address the issue directly,” he added.

As the situation develops, it is clear that addressing these concerns will be crucial not only for the well-being of Nigerian students but also for the future of education in the country.

By Muhammad Umar Shehu

The Nigerian educational system faces a crisis that can no longer be ignored. After years of neglect and outdated policies, the system has effectively collapsed. The curriculum in many public schools and universities is stuck in the past, failing to keep up with global developments and the skills needed in today’s workforce. Students often learn content that no longer applies to current realities, leaving them ill-prepared for the job market or further study.

One of the key problems is the failure to reform the curriculum in a meaningful way. While other countries continuously update their education content to match technological advancements and changing economic needs, Nigeria remains stuck with decades-old textbooks and syllabi. This disconnect creates a significant gap between what students learn and what employers expect, ultimately undermining the country’s ability to compete internationally.

The challenges extend beyond outdated content. Many schools are overcrowded, forcing students into cramped classrooms that are not conducive to learning. Basic facilities such as libraries, laboratories, and lecture halls are either dilapidated or entirely missing in numerous institutions. The lack of adequate infrastructure makes it difficult for students to engage in practical and experimental learning, which is critical to developing critical thinking and innovation.

Equally troubling is the condition of the teaching workforce. Many educators in the system are poorly motivated, largely because of low pay, irregular salaries, and poor working conditions. The absence of incentives and professional development opportunities means many teachers do not perform to their full potential. This creates a cycle where students receive substandard teaching, further reducing the quality of education and widening the skills gap.

Another critical issue is research funding, which is almost non-existent in Nigeria’s public education sector. Research is the backbone of academic and scientific progress, but here, lecturers often have to fund their projects or give up entirely. Without adequate grants, modern labs, or support for collaboration, innovation stalls. This lack of investment in research not only affects universities but also denies the country breakthroughs that could address local and global challenges.

The federal government’s role in this decline cannot be overstated. Despite education being constitutionally a priority, it remains underfunded and undervalued. While political budgets and other sectors receive increased allocations, education’s share continues to shrink. The failure to treat education as a strategic investment has led to a cycle of decay where graduates come out unprepared and schools continue to crumble.

In conclusion, reversing the collapse of Nigeria’s education system requires urgent and sustained commitment. It demands updated curricula, better infrastructure, improved teacher welfare, and significantly increased funding for research. Until these steps are taken seriously, Nigeria risks falling further behind as its youth are denied the quality education they need to thrive in a fast-changing world. The country’s future depends on a system that values knowledge, innovation, and real learning, not just ticking boxes on paper.

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

By Ismaila Abdulmumini

Kano, renowned for its rich history, cultural vibrancy, and socio-economic vitality, marked 57 years of statehood a few days ago. A long journey of sacrifices and transformations, usually one at a time, gives Kano the new look we see and admire today. Kano is now carving a new identity as Nigeria’s educational powerhouse, boasting four federal universities, three state-owned institutions, and over five private universities, in addition to state and privately funded colleges and polytechnics. 

Equally, quantifiable challenges and rubble need to be put together to build the Kano of our dreams—the one we revere and would be proud of. The state’s transformation into a learning hub has inadvertently exposed systemic gaps in critical sectors, gaps that demand urgent federal intervention to unlock Kano’s full potential.  

Despite its academic strides, Kano grapples with erratic electricity, which stifles the industries that support its institutions. Students and entrepreneurs alike face daily blackouts, which undermine research, innovation, and productivity. Experts argue that federal investment in renewable energy projects and grid modernisation could ignite industrial growth, creating thousands of jobs while sustaining the educational sector’s momentum. 

Kano’s healthcare system, chronically underfunded and overburdened, struggles to serve its 15 million residents. State-run hospitals lack essential equipment, and medical personnel are stretched thin. Federal input through facility upgrades, increased funding, and partnerships with the private sector could reduce pressure, improve public health outcomes, and attract medical tourism, turning a cost centre into a revenue stream.  

In Kano’s bustling large markets that serve Africa, such as Dawanau’s grains, Kwari’s fabrics, and Singa’s groceries, transactions remain stubbornly analogue. This “brick-and-mortar” mentality, experts say, stifles economic scalability in the twenty-first century. “Digitisation isn’t optional; it’s survival,” argues tech entrepreneur Aisha Musa. Federal grants to build a robust digital ecosystem, e-payment platforms, online marketplaces, and broadband expansion could connect Kano’s markets to global consumers, boosting GDP and curbing youth unemployment.  

Kano’s agricultural landscape is littered with bad, indefatigable innuendo. Farms teem with tomatoes, peppers, and livestock, yet the state imports processed dairy goods. The absence of modern processing facilities leaves farmers vulnerable to waste and price fluctuations. A federal push to establish agro-industrial zones with cold storage and meat-processing plants could transform raw abundance into export-ready products, slashing Nigeria’s $10 billion annual food import bill and strengthening the naira. 

Potholed roads and inefficient rail networks cripple trade, inflating costs and deter investors. Upgrading transport infrastructure, which relies heavily on the federal government, would streamline the movement of goods from farms to ports, link markets to neighbouring countries, and position Kano as a logistics hub. “Better roads mean cheaper goods, happier consumers, and a thriving economy,” notes logistics expert Tunde Okoye.  

The blueprint for Kano’s renaissance is clear: targeted federal investments in energy, healthcare, digitisation, agro-industry, and transport. Such interventions promise to generate employment, diversify revenue streams, reduce import dependency, and fortify Nigeria’s economy. As the state stands at a crossroads, the message to Abuja is unequivocal: Empower Kano, and you empower the nation. Kano’s story does not need to be one of unfulfilled promises. With strategic governance, Africa’s “Centre of Commerce” could reclaim its title, this time, as a beacon of inclusive, 21st-century growth.

Ismaila Abdulmumini wrote via ima2040@outlook.com.

By Ibrahim Inusa

Over the years, the Almajiri system of education has served as a traditional form of Islamic education in northern Nigeria, where young boys, often aged between 7 and 14, are sent far from home to memorise the Qur’an by their parents under the supervision of a Malam (teacher). While the system’s intent was to instil religious knowledge, encourage direct engagement in Islamic activities, and provide practical moral learning, it has largely become disconnected from its original purpose.

At present, the system has turned millions of pupils into nuisances, leaving most of them without literacy or numeracy skills. Pupils divide their day between reading and wandering the streets to beg for food and money, intended to cover their living and schooling costs. This model places the pupils in highly vulnerable situations, exposing them to all forms of exploitation and manipulation, and even rendering them a threat to national security.

The Almajiri system of education has been a cornerstone of learning for many Nigerian children. However, its implementation has raised concerns about child welfare, education, and human rights. As Nigeria strives for progress, it is essential to address the challenges within the Almajiri system. One major issue is the lack of regulation and oversight, which leaves children vulnerable to all forms of abuse.

Another significant challenge is the limited access to quality education. Traditional Almajiri schools focus solely on Islamic studies, neglecting secular subjects such as mathematics, science, and English. This restricted curriculum can hinder students’ ability to compete in the modern world. By incorporating modern subjects, Almajiri schools can offer students a more comprehensive education.

The Almajiri system also raises concerns about radicalisation. Some Almajiri schools may promote extremist ideologies, which can have far-reaching consequences. To mitigate this risk, it is essential to encourage critical thinking, tolerance, and inclusivity within Almajiri schools.

To reform the Almajiri system, a decisive approach is necessary. Government agencies, NGOs, and communities must collaborate to provide support for Almajiri students, including access to healthcare, nutrition, and protection from abuse. Almajiri schools should be encouraged to adopt a modern curriculum and teaching methods.

Furthermore, teachers and caregivers in Almajiri schools require training and support to provide a quality education. Community engagement is also important, and parents, guardians, and community leaders involved in decision-making processes are encouraged to prioritise children’s welfare and education.

The current Nigerian government can play a crucial role in reforming the Almajiri system through policy initiatives, such as the Almajiri Education Programme. However, more needs to be done to ensure effective implementation and sustainability. Long-term commitment to reform requires a sustained effort to improve the lives of Nigerian children. By working together, we can create a more inclusive, equitable, and prosperous society for all.

In conclusion, monitoring and evaluation mechanisms are essential for tracking progress, identifying challenges, and making adjustments to reform initiatives. Reforming the Almajiri system is a complex task that requires collaboration, commitment, and creativity. By working together, we can create a more just and equitable education system that benefits all Nigerian children.

Ibrahim Inusa writes from the Department of Mass Communication at Abubakar Tatari Ali Polytechnic Bauchi and can be reached via Ibrahiminusa216@gmail.com.

By Abdullahi Mukhtar Algasgaini

In a touching display of determination and love for education, an elderly grandmother brought six live chickens to Adiedo Mixed Secondary School in Migori, Kenya, on Tuesday, May 14, 2025, to settle her granddaughter’s unpaid school fees after the child was sent home for non-payment.

The elderly woman’s unconventional payment moved teachers and onlookers, mainly when one of the hens laid an egg on the spot—a moment seen as a divine blessing. 

The incident highlighted the family’s profound dedication to education, despite facing financial hardship.  

School officials accepted the poultry, recognising the grandmother’s sacrifice of her valuable laying hens to keep her granddaughter in class. The story has since touched many, highlighting the lengths families go to secure their children’s futures.

By Anwar Usman

The North West Development Commission (NWDC) has reversed its decision and announced cancelling its foreign scholarship application scheme. This is in compliance with the Federal Government’s recent directive to prioritise local education and promote indigenous capacity development.

This development follows a policy announcement made by the Federal Ministry of Education on May 7, 2025, reiterating a shift in focus towards reinvigorating Nigeria’s local educational institutions.

The statement, signed by the Ministry’s Director of Press and Public Relations, Mrs. Boriowo Folasade, highlighted the need to invest in homegrown talent and infrastructure rather than sending students abroad.

In a statement issued on Thursday, the NWDC reiterated its commitment to aligning its programs and initiatives with the Federal Government’s policies and priorities.

The statement reads, “This decision is in line with the new directive by the Federal Government, aimed at building local capacity and enhancing the quality of education within Nigeria,” the Commission stated.

The NWDC added that it would provide further updates on new opportunities and educational programs designed to support the development of the North West region in line with the new national educational outlook.

The cancellation marks a significant policy shift in the region’s educational strategy. It is expected to redirect resources towards improving local institutions, providing scholarships for domestic education, and creating skill development initiatives tailored to regional needs.

By Abubakar Aminu Ibrahim

Deedee rushed around her room, gathering the necessary materials for her PhD proposal defense, her heart racing as she tried to remember everything. The session was officially set to begin at ten in the morning, as specified by the postgraduate college, but by seven, she was already anxious, determined not to be late for such an important academic event.

Thanks to the relentless morning traffic, Deedee barely arrived at her destination by eight. Clutching her papers tightly and breathing heavily, she sighed in relief—at least she was the first to arrive. Finally, she could set aside the worry of being late. She settled into her seat, absorbing the tranquillity in the environment and the nervous anticipation of her imminent defense.

The clock ticked on. By ten o’clock—the designated time—only a few familiar faces were moving about. It was evident that the college had only just started making arrangements for the venue and other necessary protocols. Deedee stayed patient. Maybe the session would begin by eleven, she thought, but I need to pick up Mukhtar from school by two.

Yet, the college workers—both academic and non-academic—moved about leisurely, their faces showing no awareness of time slipping away. As the hours passed, other students began to trickle in. No one noticed who had arrived first; there was no system in place to ensure that Deedee or any early arrivals would be attended to first. It seemed that the very concept of punctuality was foreign here.

Frustrated, Deedee later lamented, “Can you believe the session didn’t start until two o’clock in the afternoon? That was exactly when I was supposed to pick up Mukhtar from school?”

“I’m really sorry,” I said earnestly. “But this is what we refer to as ‘African time.’ People here often don’t prioritize valuing time.”

“But do you realize what that means!?” Deedee interjected. “It means our defense times were shortened, leaving us little opportunity to express the very ideas we spent sleepless nights preparing. I was caught between trying to present my work convincingly and worrying about my poor son. What could I say to impress the professors? What was Mukhtar doing at that moment? Was he thinking I had forgotten him? These thoughts, combined with exhaustion, drained all the energy I’d built up for the session.”

Sadly, lack of respect for time has become our trademark in Africa—or, let me be specific, in Nigeria, which I know too well. It is bad enough that the general populace disregards time, but it is even more disheartening that this culture thrives in academic environments. 

Ironically, some people deliberately arrive late to events, using it as a display of status. They ensure the crowd has gathered before they waltz in, basking in the admiration of those who foolishly equate tardiness with importance. Even more baffling is that these individuals always have some fools cheer and applaud their ignorance or arrogance.

We must recognize that our choices do not impact us alone. More often than not, they have far-reaching consequences for others. Consider how a single instance of lateness can disrupt the timing of subsequent activities. Life functions like a chain—delaying one link interrupts the entire sequence. If action A is postponed, it affects action Y, and ultimately, there may be no time left for action Z, which could be critical to someone else’s plans.

It is time we erased the shameful phrase “African time” from our vocabulary and our reality. We must recognize that adhering to schedules is an act of responsibility, a way of being our brother’s keeper. Whether as teachers, students, participants, or public speakers, we need to respect the time allocated to us, neither taking more than our share nor wasting what we have.

Yesterday is history, which is why it’s referred to as the past. Tomorrow is a mystery, unknown and unpredictable. But today—this moment—is a gift. That’s why it’s called the present. Use it wisely.

Abubakar Aminu Ibrahim wrote via abubakarmuhammadaminu21@gmail.com.