Education

By Uzair Adam Imam 

Kaduna State Governor, Senator Uba Sani, has said that more than 1,500 schools across the state, particularly in the eight frontline local government areas, are without proper fencing. 

Speaking to stakeholders from all 23 local government areas, Governor Sani stated the urgency of addressing this issue for the safety and security of students. 

The governor unveiled a plan to address this shortfall by enlisting the support of prominent Kaduna-based business figures, Alhaji Adamu Atta of Fifth Chucker and Alhaji Bukar Shettima of Barbados.  

Together, they will fund the construction of fences for 100 schools as part of the Safe School Initiative.  

Governor Sani noted that education is a top priority for his administration, seeing it as the key to unlocking potential and opportunity. 

The need for action became even more apparent following a tragic incident in Kuriga, where 137 children were kidnapped.  

Governor Sani cited this event as a catalyst for a comprehensive assessment of school infrastructure across the state, revealing a dire need for security measures, particularly in junior secondary and primary schools. 

Highlighting security as paramount, Governor Sani commended the efforts of the service chiefs, singling out the Chief of Defence Staff for establishing a military base in Kachia. 

By Prof. Abdalla Uba Adamu

You might have remembered the post. March 8, 2023, to be precise. It was on International Women’s Day in 2023. It was about Sadiq, the fura hawker, and his wonderful mother, the fura seller at Bayero University, Kano. It was about love, faith, and sacrifice.

A simple Fulani woman sells fura so nourishing, fresh, and delicious that she could be given a slot in any restaurant at Harvard University—not the tree shade she occupies—and is often harassed at Bayero University. She does not sell fura because she needs the money. She sells it because she does not want to be idle. She is wealthy. Very wealthy. No mansions with a sea of workers at her beck and call. No fancy cars. No holiday retreats to the Seychelles. Simple meals. No crabs, oysters, lobsters, or caviar. No shopping in Paris and Dubai. Just cows. Many cows. Her lifeblood. She was willing to sell some of the cows to pay for her son’s education because, as a mother, she believed in him. She loves him and was willing to sacrifice her heritage—the cows—to ensure a sustainable future for him.

The son, Sadiq, has his head in the sky. He wants to fly, to be a pilot. The cost of the training at the Nigerian College of Aviation Technology, Zaria, in northern Nigeria, was more than ₦7 million. “No problem,” says the woman who lives in a hut with no electricity and draws her water from a well in a land that is not hers. “I can sell my cows for you to become a pilot.”

Unfortunately, Sadiq could not make the student pilot selection tests. Undeterred, she paid for his next choice—Computer Science at Al-Qalam University, Katsina, also in northern Nigeria. What made her a heroine was her sheer determination to see that he was educated. Human resource development at its most anthropological best—more sophisticated than the theories of Robert Owen, Charles Babbage, and Frederick Winslow Taylor, the credited proponents of the discipline. In this single but simple act of sacrifice, we see the power of love and the power of a woman who is not educated in any fancy school but the massive school of life. Yet, she knows, as a mother, the value of human capital development and is willing to sacrifice what she has to actualize it for her child.

At Al-Qalam, Sadiq was no slouch. His mother had sold a few cows to pay for his school fees for four years and also gave him spending money. He invested it in a fura business in Katsina—no doubt bringing Katsinawa the best fura they would ever taste from Kano! He did so to sustain himself throughout his college years without burdening his mother for upkeep money. He even employed some fellow students as his distributors. Extremely outspoken, he was the perfect candidate for the presidency of the Computer Science Students Association of the college, to which he ascended after being the Vice-President II of the association.

Back in Kano, he became a youth activist. He encouraged the formation of the Kano State Nomadic Fulɓe Youth Association in 2018. This was a coalition of all Fulani youth who had some form of education, especially higher education, and could therefore demand integration into society and better attention from politicians for their kraals. Ironically, considering that the power, hegemony, and control are actually in the hands of the Fulani—and have been so since 1807. This created a linguistic anomaly for the Fulɓe youth: those in power claim to be Fulɓe and although they have voices, they care less about Fulani causes. Those who speak Fulfulde and care more about Fulani causes are voiceless in the larger scheme of things.

Sadiq’s Fulɓe Youth felt the only way to gain attention to the plight of the Fulani was to align themselves with a political party. They chose a party not in power, the New Nigeria Peoples Party (NNPP), because they felt they would be listened to. Ironically, the All Progressives Congress (APC), which was in power, would have worked for them because of the “ability to speak Fulfulde” factor, since the then Governor of Kano, Dr. Abdullahi Umar Ganduje, is a genuine “I can speak Fulfulde” Fulɓe. But they chose the NNPP and its gubernatorial candidate, Eng. Abba Kabir Yusuf. They believed in him and devoted themselves to his cause.

During Engineer Abba Yusuf’s campaigns in 2019, a lyricist named Tijjani Gandu composed a political song for him titled, “Abba Gida Gida Abba”/Abba in every home. This actually became more or less Abba Kabir Yusuf’s nickname. With a catchy chorus and hook, it was perhaps the most iconic political song in Kano’s popular culture, even eclipsing “Kwankwaso Dawo Dawo”/ (Kwankwaso re-contest). Someone even had White kids somewhere in the US or Europe dancing to the chorus on social media!

Sadiq and Fulɓe Youth came up with a brilliant plan: map out all the Fulani kraals (Ruga) in Kano using their GPS coordinates in Google Maps to obtain data for easy access to the Fulani kraals (which he pluralizes as ‘Rugage’). Using satellite mapping, it would be relatively easy to determine access, population, and the level of development in each Ruga, which would be effective for campaigning, as well as for other uses—health and vaccination campaigns, schooling drives, etc. Next, the Fulɓe Youth under Sadiq came up with a slogan to campaign for Abba Kabir Yusuf: “Abba Ruga Ruga Abba,” deliberately rhyming with Abba Gida Gida Abba. They were even able to negotiate access to the man himself, i.e., Abba Kabir Yusuf. But it all came to naught.

Sadiq continued his studies, finishing in the autumn of 2023. Everyone knew he was excellent, and when Al-Qalam held a convocation ceremony last year for only First Class students, everyone who knew Sadiq expected him to be among those honored. Alas, it was not to be. However, Sadiq scored a Second Class Upper in Computer Science—perhaps a first for a fura hawker who lives in a kraal.

With such brilliant results in computer science and a committed social philosophy of uniting all Fulani youth in all kraals on a peace mission, it remains to be seen whether his mother’s sacrifice has been in vain. Being the son of a nobody, he lacks access to ‘big people’ who will give him a job. But Sadiq is not one to give up easily. His mind is too sharp, too restless to trudge from one office to another with a large brown envelope carrying his CV and looking for a job in futility.

I won’t be surprised if he uses these attributes to design an Artificial Intelligence routine that would perfect milk production—thus giving us better fura. Who knows? Harvard University might even invite him to open the first AI Restaurant in the world. Before then, as he faces his NYSC in May 2024, it would be a shame to waste his organizational skills. SA on Fulbe Youth? Why not? After all, the kraals also need development and attention—and not only during elections either.

Sadiq is what he is now—a unique, proud, hardworking, and brilliant Fulɓe youth advocate—because of his mother’s love and dedication. An ordinary mother, not the daughter of a “big man” or “important people,” just ordinary, but with an extraordinary commitment to love and sacrifice—and without being a social parasite.

Allah’s blessings for eternity to all mothers of the world on this day of re-embrace of Sadiq’s mother and her lexicon of love.

Prof. Abdalla Uba Adamu can be contacted via auadamu@yahoo.com.

By Najeeb G. Abdulhamid, PhD

I was recently working on a document about the ethical and responsible use of generative AI in academic research. It struck me that I hadn’t explored the potential of this technology for students themselves. So, I’ve compiled 5 potential uses cases for generative AI that can enhance learning while promoting responsible and ethical practices.

1. Leveraging Generative AI for Peer Feedback

One of the benefits of generative AI is that it can provide feedback on your work. Whether you are writing an essay, preparing a presentation, or working on a project, you can use tools like Bing Copilot, ChatGPT, Google Gemini, and Claude.AI to get comments on your draft. These tools can identify your strengths and weaknesses, suggest improvements, and ask insightful questions. This can help you polish your work and learn from your mistakes.

However, you should always verify and cite the feedback generated by these tools. Do not blindly accept or copy their suggestions without checking their accuracy and relevance.

2. Using Generative AI as a Personal Tutor

Another way to use generative AI is to get personalized tutoring. You can use these tools to review course materials, prepare for exams, and explore new topics. For example, you can use these tools to generate summaries, outlines, or flashcards from textbooks, lectures, or slides. You can also request practice questions, hints, and solutions tailored to your specific course and difficulty level. Additionally, you can use these tools to generate summaries, analyses, and insights based on your research questions and sources, allowing you to explore new areas of your field.

However, you should not use these tools as a substitute for your instructor, textbook, or classmate. You should still attend classes, do your readings, and participate in discussions.

3. Using Generative AI as a Source of Inspiration

Generative AI can also spark your creativity and self-discovery. You can use these tools to generate new ideas or content related to your interests, like stories, poems, music, images, recipes, or travel guides. This can help you discover hidden talents and passions, broaden your perspectives, and uncover new possibilities.

However, you should not use these tools to plagiarize or copy the work of others. You should always give credit to the original sources and the generative AI tools you used.

4. Using Generative AI as a Copilot to Conduct Research

Generative AI can also assist you in conducting research. You can use these tools for brainstorming and ideation, summarizing relevant literature, and exploring research questions, methods, findings, limitations, and recommendations.

Additionally, these tools can help you refine your language and address potential grammar or clarity issues in your draft papers. This can help you conduct research more efficiently, communicate your findings with greater clarity, and effectively convey the significance of your work.

However, you should not use these tools to fabricate or falsify data, code, or results, or to misrepresent or exaggerate your findings and implications. Always follow the ethical and responsible principles and practices of research, such as transparency, accountability, fairness, and privacy.

5. Leveraging Generative AI to Build Stronger Teams

With the rise of project-based learning, fostering effective teamwork is crucial. Generative AI tools can help you generate suggestions and tips for successful collaboration, such as strategies for setting roles and responsibilities, managing conflict, and resolving issues. These tools can also generate project plans outlining tasks, deadlines, and deliverables.

Additionally, they can create templates that prompt you to define roles, goals, communication methods, and feedback mechanisms. This can help you develop interpersonal, leadership, and problem-solving skills, ultimately improving team productivity and satisfaction.

However, you should not use these tools to replace or undermine the human element and the social aspect of teamwork and collaboration.

A Word of Caution: Responsible Use is Key!

While these applications hold great promise, it’s crucial for students to check with their faculty and consult their academic integrity handbook first. If specific policy guidelines aren’t established, here are some golden rules for responsible and ethical use of generative AI tools:

• Verify all information: As the user, you are ultimately responsible for ensuring the accuracy, relevance, and appropriateness of your work. Do not blindly accept AI-generated content without thorough verification.

• Cite your sources accurately: This includes both the original sources you used in your work and the generative AI tools you employed.

• Beware of fabricated information: Generative AI tools can sometimes invent references and information. Always verify any suspicious content before including it in your work.

By employing these tools thoughtfully and ethically, students can enhance their learning experience, boost creativity, and cultivate essential skills for academic and professional success. P.S:

To make this article more useful, I created some sample prompts for each of the five use cases I discussed above. You can use them to try out generative AI tools for yourself. Just follow this link t.ly/R5gPT to access the prompt library!

Image and poster credit: #generatedwithbingcopilot

By Zayyad I. Muhammad 

Adamawa State Governor Ahmadu Umaru Fintiri has commenced the implementation of his ambitious Mega and Model Schools projects. 

On January 25th, 2024, the Governor officially launched the construction of the model nursery, primary, and junior secondary schools across all 21 local government areas in the Girei local government area. Additionally, the governor plans to build comprehensive one-in-all mega secondary schools, two in each of the state’s three senatorial districts.

The big question is: Why is the Adamawa State Governor engaging in these enormously ambitious projects? There are three answers. First, according to the United Nations Children’s Fund (UNICEF), one in three children in Nigeria is out of school, totalling 10.2 million at the primary level and 8.1 million at the junior secondary school (JSS) level. Adamawa State, positioned as a frontrunner in the north for reducing the number of out-of-school children, aims to sustain and enhance its progress. 

Additionally, the state has achieved remarkable milestones in maintaining existing schools and securing impressive student performance in WAEC and NECO. Notably, in the 2023 NECO examination, Adamawa came first in the North and ranked second nationally for students with more than five credits in all subjects, including mathematics and English. 

Furthermore, as part of Governor Fintiri’s 2024 budget commitment, promises include allocating projects exceeding one billion Naira to each of the 21 local government areas in Adamawa State. The construction of model and mega schools reflects a dedication to fulfilling these promises and spreading development and resources beyond the state capital, fostering a sense of inclusivity among the people.

While some dissenting voices suggest that the government should focus on rehabilitating and maintaining existing schools and skills vocational centres, the governor has already taken care of that through well-designed approaches. According to experts, Adamawa State, known for its exemplary education sector management, employs a highly regarded systematic and systemic approach. 

Adamawa has implemented a system that consistently maintains school infrastructure while concurrently constructing new ones based on needs and distribution. The state actively recruits new teachers and provides ongoing training for existing ones, aiming to enhance teacher quality, welfare, and pupil enrollment to address the challenges of out-of-school children. 

According to the Commissioner of Education, Dr. Umar Garba Pella, there are essentially two types of schools in the world: those with classrooms and street schools. Failing to enrol children in schools with classrooms may result in them attending street schools, where one child in such a setting can negatively impact the education of 10 children in a conventional classroom.

There are three takeaways from Gov. Fintiri’s launch of the construction of the 21-model nusery, primary and junior secondary schools, and the six mega schools. Firstly, there is public excitement; the majority of Adamawa residents are enthusiastic, recognising the government’s effectiveness and the inclusive nature of infrastructure development. Secondly, the projects will have a regional impact: the Model and Mega schools in Adamawa are expected to significantly influence the state’s education sector and contribute to the broader educational landscape of the northeast subregion. These schools are designed to provide advanced facilities, technology, and specialised programs, accommodating many students and fostering diversity. 

Thirdly, the schools will have a multipurpose and economic impact. Governor Fintiri’s mega and model school projects aim to address the challenges highlighted by UNICEF. The UN said that 12.4 million children in Nigeria have never attended school, and 5.9 million left school prematurely. Thus, the project will tackle the high number of out-of-school children in the northeast and provide students with modern skills aligned with globalisation. Furthermore, the economic impact is evident, with the substantial investment of 16 billion naira in the model school project, which is expected to affect the lives of residents in various ways positively.

Zayyad I. Muhammad writes from Abuja via zaymohd@yahoo.com.

By Salihi Adamu Takai

Most of the people leaving their country for acquiring education abroad make mistakes when considering the study abroad as an “easy learning” or an “easy way of gaining certificate”. Some people applied for transfer from their Universities to gain admission abroad not for the purpose of proper learning or additional gaining.

In any country, there’s a university that you can find around that’s not standard and gives certificate any how. So, if someone is intending to gain only certificate (not qualitative education) he can get that in his/her surroundings. In learning, the intention and purpose matter. What makes you search for it, takes you there – but to what extent that can be achievable? Ask your mind!

If it’s only certificate I want, why should I leave my country for another place? Think twice or even thrice. As a Muslim, I learned in the Hadith that the Prophet (SAW) was reported to have said that “search for a knowledge even in China”. Referring to “China” in the Hadith, even though some Ulamas say the Hadith is not authentic, but it shows how important search for knowledge is/was, and it makes people curious to get it – for the well-being of their lives. It’s talking about the qualitative education not what can be gotten easily.

Studying or living abroad is a chance of life if the person uses the advantages appropriately. Apparently, it’s not something of gaining what’s easy to me or not – rather what can add me value into my life. This means a person living in the most developed country can plan to live in the most underdeveloped country in Africa. This can help the person acquire another things such as experience and study how different people live in different places.

Many people learned different languages accurately through living abroad. There you can interact with some people you have never met before. They speak what you speak not. You can learn from them something different.

Studying abroad also can be the best for you if you take it as it should be. This means as you learn from someones who are different from you nationally and socially, you can get someone new to you. Although, the contents of the things you’re acquiring are the same, but the things in them can be worth acquiring and grabbing.

Here in Uganda, I interact with Congolese whose country is Francophone. Their official language is French not English. Most of them live in some countries like Uganda to do their degree and at the same time learning English language. This shows that the purpose is not only a degree certificate – but the language is very important to them.

Therefore, it’s very important to the people (students in particular) who are living abroad to know that; it is a very good time that should be utilised decently. You’re not living there permanently. Anytime you can be asked to leave the country. So, it’s a life for a purpose with a limited time. Don’t take it as just a chance of pleasure – rather a chance of success – once it is misused – it can affect the whole life.

By Maimuna Katuka Aliyu

I find it difficult to believe that the majority of those reading this piece right now do not know what bullying is all about. Bullying, as a matter of fact, is a common phenomenon among us now. Being bullied is both heartbreaking and miserable for those targeted.

But many adults, unless they too have been bullied, have a hard time understanding just how much kids can suffer from being bullied. They fail to realize that the consequences of bullying are significant and can have a lasting impact on one’s mental and physical health.

According to the National Institute of Child Health and Human Development (NICHD), bullying has a lifelong impact on the social and emotional development of children, which puts them at risk for everything, from severe mental health issues to stunted professional growth later in life.
Bullying is the use of force, coercion, hurtful teasing or threat to abuse to aggressively dominate or intimidate an individual. The behaviour is often repeated and habitual.

In Nigeria, this mostly occurs in boarding schools among seniors who take advantage of their timid and weak juniors, thereby forcing them to do their bidding, such as washing clothes and assignments, cleaning their rooms, collecting their food, and punishing and beating them as they wish.

According to NICHD, children who are involved in bullying experiences (on either side of the situation) are at an increased risk of developing issues in both mental and physical health aspects. Bullying can have physical, social and emotional effects, too.

The physical effects of bullying include:
– Stress response
– Headaches
– Muscle pain
– Digestive upset
– Weight changes, etc.

Those who are bullied are at increased risk for mental health problems such as:
– Depression and anxiety
– Low self-esteem and personal drive
– Trouble focusing and falling grades
– Behavioral problems
– Social and relationship issues
– Substance abuse later in life
– Dropping out of school
– Self-harming behaviours, etc.

Bullying can also affect other children who witness the acts, even if they aren’t directly involved. While it may seem obvious that those who are bullied have a higher risk of developing developmental issues, what’s less obvious is that bullying also affects the on-lookers.

Bullying brings negative effects to everyone who witnesses the act by way of creating what feels like an unsafe environment. It can make children feel as though they are helpless, planting a deep seed of insecurity and disdain for their classroom (and classmates) as a whole.

It also makes kids feel as though they can’t be protected by those they trust (teachers, aides, parents, etc.), which can lead to withdrawal and a failure to thrive. Research shows that bullying and harassment can cause adult symptoms of post-traumatic stress disorder (PTSD).

In fact, one study examining mental health in college students found experiencing bullying to be the strongest predictor of developing PTSD symptoms.

Oftentimes, it is withdrawal that is the first and most obvious sign that bullying is taking place, apart from actually seeing the incident in person.

Over time, if the bullying continues, those who witness it will likely begin to show other signs such as attention issues, fear of participating in normal activities, acting out or other behavioural problems such as vandalism or destroying toys or objects. Because kids rarely tell an adult when they experience bullying, it’s important that parents, teachers, and other caregivers are aware of the warning signs.

For instance, kids may hint that they are being bullied by saying there is drama at school, that kids are messing with them, or that they have no friends. These are all signs that they are experiencing bullying. If your kids confess to being a target, tell them you are proud of them for having the courage to talk about it.

This reinforces that you value having an open dialogue about issues they’re facing. It’s also important that you believe what your kids tell you and that you make a commitment to work with them to find solutions. While it can be difficult, try to keep your emotions in check. Instead, remain calm and work with your child to make a plan.

When kids feel as if they have options, they are less likely to be overwhelmed with negative feelings. In addition, efforts to advocate on behalf of victims will not be effective unless people truly comprehend how painful and traumatic bullying can be.

Kids who are regularly targeted by bullies often suffer both emotionally and socially. Not only do they find it hard to make friends, but they also struggle to maintain healthy friendships. Part of this struggle is directly related to low self-esteem.

A lack of self-esteem is a direct result of the mean and hurtful things that other kids say about them. When kids are continuously called “fat” or “losers,” they begin to believe these things are true. Many times, kids feel like they need to accept occasional bullying in order to belong. As a result, they will succumb to peer pressure and accept bullying as a way to maintain their social standing.

Kids who are victimized often yearn for acceptance from the very people who are bullying them. In order to remain part of the group, they may tolerate fake friendships and mean behaviour, especially if the person bullying them has a higher social standing than they do.

In fact, research shows that 50% of students between the ages of 12 and 18 who have been bullied report that the bully had more social influence. In addition, 31% indicated that they had more money. Bullying victims also tend to experience a wide range of emotions. They may feel angry, bitter, vulnerable, helpless, frustrated, lonely, and isolated from their peers.

Consequently, they may skip classes and resort to drugs and alcohol to numb their pain. If bullying is ongoing, they may develop depression and even contemplate suicide. Aside from the bumps and bruises that occur during physical bullying, there are additional physical costs. For instance, bullied kids often experience anxiety. This stress on their bodies also will result in a variety of health issues, including being sick more often and suffering from ulcers and other conditions caused by persistent anxiety.

Bullied kids also may complain of stomachaches and headaches. The bullying they experience may aggravate other pre-existing conditions like eczema. Skin conditions, stomach issues, and heart conditions that are aggravated by stress all worsen when a child is being bullied.

Kids who are bullied often suffer academically, too. Bullied kids struggle to focus on their schoolwork. In fact, slipping grades is one of the first signs that a child is being bullied. Kids also may be so preoccupied by bullying that they forget about assignments or have difficulty paying attention in class.

Additionally, bullied kids may skip school or classes in order to avoid being bullied. This practice results in falling grades. When grades begin to drop, this adds to the stress levels the bullied child is already experiencing. A study conducted by the University of Virginia showed that kids who attend a school with a severe climate of bullying often have lower scores on standardized tests.

When a child is bullied, it is not uncommon for the parents and siblings to also be affected. Parents often experience a wide range of consequences, including feeling powerless to fix the situation. They also may feel alone and isolated. And they may even become obsessed with the situation, often at the expense of their own health and well-being. It also is not uncommon for parents to feel a sense of failure when their child is bullied.

Not only do they feel like they failed to protect the child from bullying, but they also may question their parenting abilities. They may even worry that they somehow missed the signs of bullying or that they did not do enough to bully-proof their child along the way. The truth is that no one can predict who bullies will target.

Parents can do everything right and still find out that their child is being bullied. As a result, they should never feel responsible for the choices a bully makes. Instead, they should place the blame where it belongs and focus on helping their child heal from bullying.

Research shows that bullying has a lot of effects which last well into adulthood. In fact, one study found that the consequences of being bullied by peers may have a greater impact on mental health in adulthood than originally thought. Remember, the experiences that people have while they are children help mould them into the adults that they later become. So it is not surprising that the effects of bullying linger well into adulthood.

However, having a counsellor help your child with the recovery process may speed things along. If you were bullied as a child and are still experiencing the side effects, the first step toward recovery from childhood bullying is acknowledging what happened to you. Do not dismiss what happened to you or minimize the severity.

Be truthful with yourself about the pain you experienced. You also need to make healing a priority. Take time to take care of yourself and consider talking with a counsellor about your experience. A counsellor can help you make sense of your feelings and move past the negative experience of bullying. He also can help you reframe your thinking and reclaim control over your life.

While it may be painful to think about the bullying you experienced as a kid, if it is still impacting your everyday life and the way you view yourself, then it is best to face the issue head-on. Once you have come to terms with what you experienced and changed the way you view yourself and others, you will be on your way to recovery.

Conclusively, bullying prevention has been put in the spotlight in recent years and has gained momentum in educational facilities across most countries or worldly. Many schools and childcare providers now implement some variation of an anti-bullying policy, which has had a major impact on developing minds everywhere.

Most anti-bullying policies include tips such as keeping a watchful eye, utilizing activities that encourage kids to speak up about their experiences and keeping an open line of communication with youngsters to ensure they are comfortable with sharing any unwanted behaviours by others. It is time bullying in whatever form is stopped in Nigeria. One hopes that the government, school management and society at large will do something to tackle the vicious malaise.

Maimuna Katuka Aliyu is an executive intern with PRNigeria in Abuja, Nigeria.

By Muhammad Sani Usman

It is not just in Togo or Cotonou; mushroom universities are widespread in Asia, especially in India, Thailand, Indonesia, Malaysia and even some parts of core Europe.

The incident with this Cotonou one-year degree made me curious to discuss the issue with a student in Germany. He told me about the presence of substandard schools even in Germany. If such universities can be found in Germany, I wonder, where is safe? Most often, our federal universities in Nigeria, in comparison, seem to offer a more reliable education.

The significance of university rankings becomes apparent, particularly in the West, during job hunting. Employers often emphasise the importance of your university’s ranking in their consideration for an interview.

That’s why you’ll see graduates from places like Sudan or Cyprus facing challenges in passing medical and dental council exams in Nigeria due to the issues associated with their questionable degrees and institutions.

The situation in India is the worst one, and our best Nigerian students are often directed to these quack private universities, which are not on the accreditation list globally.

You’ll be seeing celebrities flaunting their graduation pictures and certificates obtained from Cyprus private universities while we know they are here in Nigeria shooting “Izzar So” and whatnot. How and when they studied still remains a mystery to all.

While not intending to generalise, our thirst for foreign certificates poses these challenges. Until we go for the best, our education and leadership will go nowhere.

Our government did an excellent job on these Benin and Togo degrees/certificates, until a system is established to check and authenticate these universities, the proliferation of quack PhD holders, which can indeed be detrimental to our growth will surely be the order of the day. Investing in our own institutions and striving for excellence globally should be our main priority and concern.

Muhammad Sani Usman can be reached via muhdusman1999@gmail.com.

By Umar Sani Adamu

Poverty has far-reaching consequences on various aspects of society, including health, education, and social structure. Understanding these repercussions is crucial for addressing the root causes and developing effective strategies to alleviate poverty and its associated issues.

1. Health

Poverty significantly impacts health outcomes. Limited access to nutritious food, clean water, and adequate healthcare services contributes to a higher prevalence of malnutrition, infectious diseases, and chronic conditions among the impoverished. Lack of resources often results in substandard living conditions, exposing individuals to environmental hazards. Additionally, stressors associated with financial insecurity can lead to mental health issues, further exacerbating the overall health burden.

2. Education

Poverty creates barriers to educational attainment. Families struggling with economic hardships may prioritise immediate needs over investing in education. Children from impoverished backgrounds often face challenges such as inadequate access to quality schools, resources, and educational support. Limited access to books, technology, and extracurricular activities hinders their development. As a result, the cycle of poverty continues, as these individuals may find it challenging to break free from their circumstances through education.

3. Social Structure

The social fabric of a community is intricately linked to economic well-being. Poverty can contribute to the fragmentation of social ties as individuals grapple with the stress and uncertainty of their circumstances. Communities with high poverty rates may experience increased social inequality and a lack of social cohesion. This can manifest as reduced community engagement, weakened support networks, and a diminished sense of belonging.

4. Crime

Poverty is often identified as a significant factor contributing to crime. Several mechanisms explain this relationship. Firstly, individuals in poverty may resort to criminal activities as a means of economic survival. Limited opportunities for legitimate employment can lead some to engage in illegal activities to meet basic needs. Additionally, impoverished communities may experience higher rates of substance abuse, which can further contribute to criminal behaviour.

Furthermore, the lack of access to quality education and limited social support in impoverished areas can result in a higher prevalence of delinquency. The frustration and hopelessness stemming from persistent poverty may lead individuals, particularly young people, towards criminal behaviour as an alternative to breaking free from their challenging circumstances.

Addressing the Link Between Poverty and Crime

A multi-faceted approach is necessary to mitigate poverty’s impact on crime. Policies to reduce poverty through economic empowerment, education, and healthcare access are crucial. Investments in education, vocational training, and job creation can provide individuals with opportunities to escape the cycle of poverty and reduce the likelihood of resorting to criminal activities.

Social support programs that strengthen community bonds, mental health services, and addiction rehabilitation can address some of the root causes of criminal behaviour associated with poverty. Additionally, targeted efforts to improve law enforcement-community relations and reduce systemic inequalities can contribute to crime prevention.

In conclusion, poverty has profound consequences on health, education, and social structure, with a direct link to increased crime rates. Breaking this cycle requires comprehensive strategies that address the systemic issues contributing to poverty and simultaneously provide individuals and communities with the tools and resources needed for positive transformation.

Umar Sani Adamu (Kawun Baba) wrote via umarhashidu1994@gmail.com.

By Ibrahim Tukur

Teaching, a practice dating back to the inception of human civilization, remains the cornerstone of knowledge dissemination and societal development. Across diverse forms, teaching has wielded a profound influence in shaping our lives and the world at large. It is the vessel through which knowledge, information, and invaluable experiences are preserved and transmitted across generations. In the structured confines of schools, students engage with various disciplines, not solely to absorb knowledge but also to challenge, reframe and contribute to a brighter future.

Yet, despite being the progenitor of all professions, Nigeria seems to overlook the significance of the teaching profession. Unlike professions like law or medicine, where extensive training and years of study are prerequisites, teaching frequently appears as an accessible career path, sometimes attracting individuals without the essential pedagogical skills or comprehensive subject mastery.

This oversight manifests glaringly in the under-appreciation of teachers by the Nigerian government, notably in the form of insufficient compensation. The meagre salaries offered to educators fail to recognize the intricacies and demands inherent in their roles, severely limiting their ability to perform optimally and affecting their morale.

Additionally, the teaching landscape in Nigeria grapples with a multitude of challenges which impede effective delivery. Inadequate infrastructure, including scarcity of classrooms, laboratories, libraries and teaching materials, acts as a significant barrier to effective teaching and learning processes. This scarcity, coupled with a shortage of qualified educators and deficiencies in teaching methodologies, hampers students’ ability to reach their academic potential. The lack of comprehensive and quality teacher training programs stands as a significant challenge faced by educators in Nigeria.

Many teachers enter the profession without adequate preparation, lacking essential pedagogical skills and updated teaching methodologies. This deficiency in training directly impacts their ability to effectively engage students, cater to diverse learning needs, and employ innovative teaching techniques. Insufficient training also hampers educators’ efforts in adapting to evolving educational trends, impacting the quality of education imparted to students across various levels of schooling.

Consequently, Nigeria’s education system suffers, and the negative ramifications are dire. If not rectified, this neglect of teaching – the bedrock of all professions – will perpetuate the birth of under-qualified professionals. It’s a situation that could escalate brain drain, where competent educators seek opportunities abroad where their expertise is appreciated and duly rewarded.

Recognizing the pivotal role which teachers play in shaping society, there’s an urgent need for substantial reforms. It starts with acknowledging and properly compensating teachers for their arduous task of moulding minds and futures. Additionally, investing in comprehensive teacher training programs, extending the duration of educational courses to allow for a more thorough mastery of teaching methodologies, and implementing stringent selection processes for educators are imperative steps.

The government’s commitment to furnishing all schools with adequate resources and facilities is equally crucial. This holistic approach is essential to ensuring seamless teaching and learning experiences, vital for the nation’s educational advancement.

In conclusion, it’s paramount to accord teachers the reverence and support they deserve. Their pivotal role in shaping both individuals and the world demands not only acknowledgement but also concrete actions aimed at rectifying the systemic deficiencies currently hampering the teaching profession in Nigeria.

Ibrahim Tukur is a hearing-impaired individual who hails from Ingawa town in Katsina. He earned his first degree in Special Education/Sociology. He is a Disability Rights Advocate and can be reached via inventorngw@gmail.com.

By Ukasha Rabiu Magama

The last time the Bauchi state government recruited teachers in its primary and secondary schools was in 2014-2015 when Dr Malam Isah Yuguda was in power. Since then, no single teacher has been employed again in the sector, though there have been cases of retirement, changes of cadres, and death.

It may not interest readers to hear that with these sad and unwelcome developments, Bauchi state has been enumerated among the states with many out-of-school children in Nigeria. According to UNESCO, in October 2022, Bauchi had the highest figures, amounting to 1,239,759.

These alarming figures are not unconnected to the government’s failure to recruit apt teachers, provide enough instructional materials and non-payment of staff salaries. This weird and mind-boggling development has thrown thousands of Bauchi kids out of school and, sadly, others to street begging and other criminal activities. 

Imagine a primary school having one teacher with a population of about 350 pupils. There are many schools in the Lame district of Toro local government with only one teacher. Also, not just Lame district but almost all primary schools in the state’s rural areas face similar problems. Pupils receive classes under the shed trees with no chairs. Hmm! Primary schools and even our secondary schools are in terrible condition.

Recently, the Daily Trust newspaper reported how the lack of teachers and infrastructure forced the closure of many primary schools and turned pupils into farmers in Alkaleri, the governor’s local government. Still, Daily Trust gathered that multiple public primary schools, especially in the semi-urban and rural areas of the state, are either run by volunteer teachers hired by the community development committee or by public-spirited individuals in their quest to attract parents and children who are shunning school.

Surprisingly, the authorities are aware of the situation. There was a time when Korijo Usman, the SUBEB director of state, told journalists that there were 79 primary schools in Misau’s local government, and each school had one teacher.

The governor had once condemned the system while expressing dissatisfaction with the Dumi school’s bad condition. He stated that he was unhappy with SUBEB and the state’s ministry of education. 

Therefore, if the governor can condemn the system and nothing has been done to fix it, then our kids’ future is at stake. Also, the government has indicated its ineptitude to restore the system.

If the World Bank and other NGOs could donate huge funds, just revamp the system. I accused the state government of embezzling the funds since nothing has been done yet.

However, the dilapidating condition of the schools must be attributed to the activities of vandals and the negligence of the host communities; government negligence contributed to nearly 70% of the problems. It is undeniable that unscrupulous elements are carting away schools’ belongings, having government agents as masterminders.

Therefore, education in Bauchi state is on the verge of collapse as there are many no’s. As such, I’m calling on the present administration of Bala Muhammad Abdulkadir to employ sufficient teachers, build enough classes, and renovate the abandoned ones as a matter of urgent public importance. 

Notwithstanding, paying teachers’ salaries on time and promoting those who are supposed to be promoted would help revitalise the education sector in the state; if not, the whole system will soon collapse, and the position of the state education sector will be nowhere to be found. 

Ukasha Rabiu Magama writes from Magama, Toro, Bauchi State, and can be reached at Ukasharabiu95@gmail.com.