Education

By Maryam Mohammed Bawa

The outbreak of Covid-19 in late December 2019 has wreaked havoc worldwide, especially in critical sectors like education. Students, schools, colleges, and universities have been deeply affected. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), over 800 million learners from around the world have been affected, 1 in 5 learners cannot attend school, 1 in 4 cannot attend higher education classes, and over 102 countries have ordered nationwide school closures while 11 have implemented localized school closure.

The sudden outbreak of coronavirus disease 2019, which originated in the city of Wuhan, China, has become a major public health challenge for China and countries worldwide. The pandemic has led to the total lockdown of most human activities in various parts of the world. Infection control measures were necessary to prevent the virus from spreading further and to help control the epidemic. One of the control measures is the total lockdown of schools at various levels worldwide on March 19, 2020. Through the Federal Ministry of Education, the Nigerian government ordered the closure of all schools at various levels.

There is no doubt that the interference of the coronavirus pandemic has caused so many challenges in the Nigerian education system. Covid-19 has had an enormous negative impact on education at every level worldwide. Education is among the sectors with the devastating effects of the Covid-19 pandemic. Before the pandemic, the Nigerian education system adopted a face-to-face approach to teaching and learning in primary and secondary schools.

Primary and secondary school learners were not allowed to own any digital gadgets such as phones or computers. With the emergence of the lockdown condition and school closure, teachers and learners were helpless about how to continue learning in the face of the pandemic following the pandemic. In many African countries, the pandemic experience has been traumatic but not perhaps as catastrophic as some observers and experts had predicted. Mistakes were made, but there were notable successes too. Some African governments and institutions took steps that showed the sort of foresight, imagination, and innovation that was often lacking in other parts of the world.

It is on record that education challenges during the Covid-19 pandemic include school closures. So as not to spread the virus, the students and everyone else were advised to stay at home and have classes online instead for those who are able. The lack of face-to-face interaction and poor facilities sometimes led to poor learning. There was also unequal access to education opportunities and poor skills. As I stated earlier, not every pupil had access to gadgets, so there would be unequal knowledge gain or inequality in education.         

Furthermore, the pandemic negatively affects education, causing poor school enrollment and poor achievement because proper attention was not given to schools at that time. Poor school health and challenges in school assessment and transition. This was a challenge because some students were not a part of it, which led to chaos and confusion after the resumption. Also, schools weren’t going at the same pace because some were in their first term while others were already getting promoted. In this direction, Nigeria should put in place measures that will help to tackle such situations in the future, considering the negative impact of Covid-19 on education in Nigeria.

Maryam Mohammed Bawa wrote from the Department of Mass Communication, Skyline University, Nigeria. She sent this article via magicwriter009@gmail.com.

By Abdulrazak Muktar

Dreaming big gives one a sense of accomplishment even if the dream didn’t come true. Interestingly, when people dream, they set their sights on something bigger than their imagination, even when it may seem practically impossible. This gives them the motivation and willpower to make changes and take action towards actualizing their dreams. The Nigeria of my dream should be a poverty-free, or poverty-reduced Nigeria, educated Nigeria, peaceful Nigeria, rich infrastructural Nigeria, and should be Nigeria with massive opportunities for its teeming population. A highlight of these in no particular order is given;

1.  Poverty-free or reduced poverty state: Several countries at various levels of development have shown in the last few decades that it is possible to successfully reduce the level of poverty in a country. However, with the pace of reduction slowing in recent years, poverty is becoming increasingly concentrated in tough-to-reach places. This comes amidst uncertainties that the entire world is facing. From high inequality to slow growth, from macroeconomic imbalances to trade tensions, challenges loom on the horizon that can not only make it difficult to reduce extreme poverty but threaten to reverse the gains. While we have a set of policies that can help to effectively reduce poverty, each policy intervention should be tailored to the needs of Nigerians. I want a Nigeria that is not associated with a host of health risks, including high rates of heart diseases, diabetes, hypertension, cancer, infant mortality, mental illness, malnutrition, lead poisoning, asthma, and dental problems. Obviously, poverty exerts heavy tolls upon those who fall within its traps. For example, one of the most consistent findings in epidemiology is that the quality of an individual’s health is negatively affected by lower socioeconomic status, particularly impoverishment.

There have been several attempts to quantify the cost of poverty in terms of monetary amount. However, the ability to estimate the magnitude of the costs surrounding an issue like that of poverty is exceedingly complex. Poverty affects every Nigerian, whether rich or poor. Again, issues such as crime, access to and affordability of health care, religious fanaticism, ethnic bigotry and job productivity, to name but a few, are the major concerns of all Nigerians. All these as a result of the monster – poverty. The general public winds up paying a heavy price for allowing poverty to walk naked in the streets of Nigeria.

2. Educated Nigeria: A Nigeria without lingering ASUU strike will be truly interesting. If this is achieved, there will be a greater chance of producing more capable graduates. There is also a greater chance that degree holders will have full-time jobs that will ultimately provide health insurance and retirement benefits. With an educated Nigeria, there is going to be more employment opportunities for our teeming population, especially the youth. At present, you often need to compete with hundreds of other equally qualified candidates for a single job position.

In addition to this, the lower the education level, the greater the number of people applying for the same low-paying entry-level post. However, with the right qualifications and educational background, you are likely going to increase your chances of landing a fulfilling job. Would you like to stand out from a pool of applicants? Educate yourself, graduate, get as many qualifications, and learn valuable skills as much as possible.

Also, an educated Nigeria will help in securing a higher income; people with higher education and varied experience are more likely to get high-paying jobs. Dedicate your time and effort to acquire contemporary knowledge and high-level competencies if you would like to lead a comfortable lifestyle. Your credentials are what will motivate a potential employer to choose you instead of others. Studying hard throughout your schooling shows you can handle workloads and you are able to fulfil your goals. Employers see this as a huge advantage as they prefer a responsible and knowledgeable workforce. Once you graduate, you can start searching for jobs that will give you the opportunity to practice what you have learned and, at the same time, secure sufficient pay for your needs.

An Educated Nigeria will provide problem-solving skills. One of the benefits of education is that the educational system teaches us how to develop critical thinking skills so we can be able to make independent decisions. When children become adults, they are faced with lots of challenging issues – paying off their student loans, getting a job, buying a car and a house, catering for their family, etc.

However, if one has spent years educating himself. They should be able to make sound decisions on these various quandaries. Not only are people able to form their own opinions, but also good at finding solid and reliable arguments and evidence to back up and confirm their decisions.

Literate Nigeria will help in improving the economy. People with good academic and educational backgrounds tend to get well-paid jobs. The higher their education and accomplishments, the better employment chances they get. People who grew up poor but educated themselves have a high chance to transform their lives, thus decreasing society’s poverty rates. Education helps countries grow economically since it is about getting knowledge and being able to apply it wisely in our lives and, at the same time, improving other people’s lives.

Truly, education helps in providing a prosperous and happy life. Education has always secured respect from society. In order to ensure a comfortable lifestyle, people should educate themselves to be successful and satisfied. It helps gain a better reputation and increases the chances of climbing the career ladder more easily and faster. It provides financial resources for stable lives people can afford to buy their own house or apartment, thus securing their children’s happiness and success. Furthermore, being able to own a house provides stability and increases self-confidence. It also leads to creating a positive environment for families and communities. “Children of homeowners are 116% more likely to graduate from college than children of renters of the same age, race, and income. According to research at the University of Tennessee, they are also 25% more likely to graduate from high school and have higher math and reading scores, with fewer behavioural problems.

Education contributes immensely to society. How does education benefits society? Educated people understand how valuable living in a stable and secure community is. They are more prone to taking part in projects that help improve not only their neighbourhood but also their society. In addition, when people are able to afford their own house, they are more likely to take part not only in improving their homes but in solving local problems, as well. After all, it is quite important to get involved and give a hand to the less fortunate ones in order to build a better place for all of us to live.

Education is the key to modern Nigeria. Education is the key essence of modern society. One needs to learn about culture, history and other important aspects so that they would be able to contribute to modern society. Education moulds people into leaders not only with knowledge about (college) subjects, but it also shows them how to lead with emotions and true values. Educated people can easily differentiate between right and wrong. Thus, education helps reduce the crime rate. Bad events are happening around the world only competent leaders can help guide us on the good and right path.

Digital Nigeria is possible if we become a literate society. Digital education helps connect with people and organizations around the world. Borders are no longer there. Communicating and sharing opinions with people from other countries and cultures widens horizons and helps us understand and appreciate each other.

Education creates equal opportunities. The importance of education in society has always been great as it is irrespective of caste, race, gender, or religion. Educated people are treated as equals on the basis of their knowledge and competence. In addition to this, educated people are open-minded and are able to listen and accept other people’s views regardless of the fact of how different they are. Education offers the possibility to live independently and thus be free. It is our shelter against financial storms and wrong decisions.

Education helps in initiating empowerment projects; in introducing empowerment, education is the key to turning a weakness into a strength. It offers different tools and ways to understand problems that lay ahead of us and help resolve them. More importantly, education provides us with the considerable mental agility to make the right decisions and spring into action when needed. Many types of research show that educated women can more easily stand up against gender bias and marital violence as they have improved their decision-making capabilities. Whether it is about respect, a higher position in society and a professional environment, financial security, family stability, education provides all of these and much more. Home stability provided by owning a home helps children who grew up in their own houses or apartments become more successful. They are more likely to graduate high school (25%) and finish college (116%). As Nelson Mandela said, education is the most powerful weapon you can use to change the world. Education helps people become better citizens, get better-paid jobs, and shows the difference between good and bad. Education shows us the importance of hard work and, at the same time, helps us grow and develop. Thus, we are able to shape a better society to live in by knowing and respecting rights, laws, and regulations. Learning languages through educational processes helps interact with different people in order to exchange ideas, knowledge, and good practices. It teaches us to live in harmony.

4. A peaceful Nigeria: I want a united working Nigeria where I can relate with my friends and brothers from six geopolitical zones, the North Central (NC), North East (NE), North West (NW), South West (SW), South East (SE) and South-South (SS) freely as One.

A banditry-free Nigeria

A Nigeria free from ISIS, Boko Haram, kidnapping, sara-suka, phone snatchers, IPOB and any terror group that is threatening peaceful coexistence.

A Nigeria that guarantees the safety of travelling by road and by rail as well, a Nigeria where one can hold an iPhone by the street making calls or chatting without fear of losing it to phone snatchers.

I want a Nigeria that’s free from sexual abuse, a Nigeria that’s free from domestic violence and disturbances.

5. Rich infrastructural Nigeria: I pray one day I’ll wake up to a Nigeria that has become like China economically, as it’s now the wealthiest nation in the world according to McKinsey & Co report.

I want Nigeria to be as beautiful as Italy because Italy is truly the most beautiful country. It flaunts the most inspiring cultural treasures and magnificent scenery, which you cannot find anywhere in the world, e.g., Venice, Florence and Rome; with their diverse Architecture, Tuscany, with its rolling hills, will surely mesmerize its visitors.

I have a dream that one day Nigeria will possess technological expertise like that of Japan, not even South Korea or China, the United States, or Germany, talk less of Russia, the United Kingdom (UK) or Singapore; it was ranked eighth in the list of world countries with amazing technological expertise.

6. A Nigeria with many opportunities for the youth without connection: Nigeria’s popular saying says, “it’s not what you know, it’s who you know.’’ On several accounts, many people were denied job opportunities not because they were not qualified but because they knew nobody. Even the lecturing job was denied to many finest brains and given to those with connections; it got to the extent that grades can be manipulated for some reasons; a friend of mine was almost denied first class if not because of the connection he has with school management. Such a problem is all over the country and is beyond any denial. Many people are buying offers of appointment in several ministries, and those who sell the offers do not care whether you can deliver or not, so far as the price is good.

I also hope Nigeria will one day be one of those countries that look for expertise, not only connections, as is the case today.

Finally, the Nigeria of my dreams is possible when we deliberately choose not to repeat the mistakes we made in choosing leaders for our country.

Abdurrazak Muktar wrote via prof4true1@gmail.com.

By Musa Idris Panshekara

Dear Sir,

I am Musa Idris, an ex-student of Government Secondary School (GSS) Panshekara.

Mr Chairman, news has been spreading like wildfire all over the town that you are planning to sell some parts of GSS Panshekara or build staff quarters on the land.

Mr Chairman, this news became a nightmare not only to the ex-students or the students but to the entire people of Panshekara.

Mr Chairman, I want to let you know that the school bear its name “GSS Panshekara” because it is located there, under Kumbotso local government. The people benefitting from it are not limited to the people of Panshekara or Kumbotso local government. Still, the school accommodates some students from some parts of Madobi and Gwale LGAs.

Mr Chairman, with your plan of selling or building staff quarters in the land, do you know the school has two sections, one in the morning and the other in the evening, senior and junior classes, respectively? This is happening not for style but because of the insufficient classes to accommodate all the students contemporaneously.

Moreover, the school does not have a friendly and conducive learning atmosphere, despite the overpopulation of students per class. As old as the school is, it has no more than four classes with sufficient seats for the students, not to mention the worn-out ceilings and floors which even you, you can not rear your animals inside one of it. The problems are not limited to that – some classes were previously used but are no longer in use now due to the lack of funds for upkeeping them. Nonetheless, about eight incompleted classes have been without cemented floors for over a decade.

Mr Chairman, there are countless problems the school has: liable scientific laboratory, biological garden, etcetera.

Therefore, no one asks you (if so) to rehabilitate the school from your pocket but the local government treasury. If there is no sufficient amount in the local government treasury, you can refer it to the state government. If the state cannot grant, nobody forces you to intervene in rehabilitation.

Mr Chairman, selling this land for the rehabilitation of the school is inept and inappropriate; moreover, it is a lack of priority if you think of building staff quarters on the land. There are previous chairmen before you who left without glancing at the school. So you are not the first and will not be the last. If you could/would not give your contribution, you can leave the school as it is.

In conclusion, Mr Chairman, do not be deceived by all these people parading behind you like a queen bee. They are parasites who would only suck your blood and throw you away. They will not be with you when you leave your position or with you when you go to your grave.

Mr Chairman, I urge you not to consider yourself or people like you. Instead, please consider the vulnerable children of poor masses coming in the 20, 30, 40 years, whose parents can not afford to take their children to private schools.

Mr Chairman, remember that Boko Haram use weapons to kill students, and teachers and destroy schools brutally. So please, you should not use your office to destroy our mother school in the name of reviving the school.

Yours,

Musa Idris Panshekara

By Uzair Adam Imam

Over two thousand people, including university lecturers and students, graduated from the Engausa Global Technology Hub.

The graduates were trained in various skills ranging from science and technology.

The founder and chairman of the technology hub, Engr. Mustapha Habu Ringim, disclosed this in an interview with journalists on Wednesday to mark this year’s United Nations World Teachers Day.

Engausa was founded in 2019 and registered in 2022 and recorded numerous successes in teaching people various scientific and technological skills to depend on themselves and become employers of labour.

Engineer Habu said English and other languages inhibit learning progress, especially in northern Nigeria.

He stated, “It doesn’t mean that we are not developed when we teach in our mother tongue. Knowledge can be taught using any language.

“Later, one can learn any other language he feels interested in, like English, Arabic or French.

“But it is not wrong to learn in your mother tongue, as many people perceive. For this reason, we, among others, admit even almajiri, who have no background in western education and are school dropouts, into Engausa Global Technology Hub and teach them in Hausa.

“Today, many such dropouts and almajiri have become teachers in Engausa. They even teach university graduates, MSc and PhD holders as well.”

We give emphasis on the practical aspect

Unlike in tertiary schools and other institutions of learning, the Engausa Global Technology Hub gives emphasis on practical aspects than theories.

This, however, enables the students to fully understand the subject matter rather than mastering theories and definitions of concepts.

Ringim added, “More than 90 per cent of what we do in Engausa is practical. The theoretical aspects do not exceed 10 per cent.”

Unemployment worsens insecurity in Nigeria

Ringim also argued that the rising insecurity in Nigeria is not unconnected with the high unemployment rate in the country.

Insecurity has been one of the ongoing challenges facing Nigeria, especially in the northern part, over the years.

He stated, “We need to know that teaching our youths some skills is one of the panaceas to the lingering security challenge in Nigeria. Therefore, society needs to welcome inventions of this sort.

Engausa is gaining global recognition and support from Federal Government and academics like Prof. Abdallah Uba Adamu, Prof. Hafizu Miko Yakasai, and Engr. Isa Musa Gumel, Prof. Idris Muhammad Bugaje, Dr Binta Usman, Dr Hauwa Muhammad Bagaje, among others.

By Rabiu Muhammad Gama

Prof. Yuval N. Harari might be a fake scholar, as some critics are desperately “begging” us to accept and believe. Some critics also imply that he might be the most grossly over-hyped and rigorously marketed scholar in the West. Harari might be basking in unearned attention. He might even be an irritating know-it-all or an intellectual nuisance.

The scientific community might have debunked most of his claims. His works might be riddled with some historical and scientific errors here and there. He might not deserve the wide global acclaim he is receiving today. His works might be replete with idle speculations and groundless generalizations that many scholars find annoying.

However, you cannot dismiss the fact that Harari always asks the big questions – the earthshaking questions that every intellectual worth his salt should be obsessed with. And there’s some “indismissable” magic that seems to clothe his books: when you read his books, you can’t help but feel a bit smarter and/or more informed than anyone who hasn’t read them.

To say Harari is highbrow is a sheer understatement. He is a perfect definition of a polymath. He is blessed with an unusual brain, a razor-sharp brain. His grasp of the esoteric world of science and the humanities is as baffling as it is admirable. Very few scholars can merge science and the humanities as Harari does.

If anything, the torrent of bashings and roastings that Harari is receiving lately from some of the finest critics in the world is a testimony that he has come up with something fascinating that makes his readers curious and his critics restless. Of course, some people might like to dismiss him as a mere talented storyteller. Nonetheless, and at the risk of sounding hyperbolic, he is one of the greatest intellectuals around!

Rabiu Gama wrote from Kano, Nigeria via rabiumuhammadgama0@gmail.com.

By Muhammad Malumfashi 

As eloquent people often say, “All leaders after they leave the office are judged on their performance and failures.” So Governor Aminu Masari of Katsina State cannot escape this assessment either.

Since the return of democracy to Nigeria in 1999, Katsina has never been so unlucky to have a wicked leader like Masari. People often talk about his incompetence when he was Speaker of the National Assembly. I thought that was the Nigerian’s usual outcry (body language), especially when someone they see as less qualified to govern them succeeds their kinsman. They don’t know that they foresaw the monster unleashed on the national progress and what might happen to our dear Katsina since the man started eyeing our governor’s seat.

The kind of policies exemplified by the Masari administration in Katsina have, perhaps by no small means, helped to cripple both the state’s education and economy. The Masari government has failed to show outstanding commitment to boosting the state’s economy and reviving the lost glory of education.

For example, in the economic sphere, take as a case examples a multi-billion naira project, the “Katsina Dubai International Market Project”, launched by the previous government of Barrister Ibrahim Shehu Shema. Unfortunately, the current Masari government abandoned it due to some political troubles. Likewise, the “Katsina Multi-billion Solar Project”, started by the late former President Yar’adua of blessed memory and a variety of significant projects Masari government inherited, doesn’t bother to complete.

Much less the siphoning off and wasting of local government funds because this government took six years to conduct local government elections, and it is evident to all that they used non-LG polls campaigning tactics against the previous government. Still, they overlooked them once they came to power and exercised their vested interest in government. Also, most of the infrastructures they built are counterfeits. Tell me six out of ten weren’t renovations, and they would claim to be spending more than it could have cost had it been a new project.

Nonetheless, education in Katsina state faces a significant setback without empathy as the relevant authorities cruelly assess the plight. Learning environments are decrepit, making them unfavourable for teachers and students. Go to any local government and see the poor state of learning environments with your naked eyes, despite the huge amount of money that has always been claimed to be spent tackling it. Promotion, recruitment, arrears, gratuity, salary payment in time and other entitlements to improve teachers’/staff welfare are neglected.

I have always wondered what an ungrateful person Masari is, someone who has told the world that he was raised as an orphan and mowed grass to feed himself or funded his education. I thought someone like him who went through these would have known the reality of life and taken public education seriously as his priority. Still, the kind of negligence he shows towards public education, even those born with silver spoons, could not have done that.

Based on the controversy surrounding his school qualifications, I am not surprised by the carefree attitude that a half-literate like him has towards education. After all, even the highly educated people in Nigeria today have not given education the highest priority. Just look at his questionable educational qualifications published by some of his supporters. They said he attended Kafur/Malumfashi Primary School, Government Secondary School, Funtua AWS Training School, Middlesex Polytechnic, London and Administrative Staff College, Badagary. He holds a Postgraduate Diploma in Water Quality Control and Management. He has taken various courses in and out of the country and earned a Post Graduate Diploma in Water Quality Control and Management from Middlesex Polytechnic, the UK, in 1982, etc.

Although someone might say that education is not a gauge of one’s dominance, to be honest, it is. Meanwhile, reading his interview with Eric Osagie (The Sun Reporter), he refuted some of the qualifications attributed to him: “Why should I advocate having anything I don’t possess?” It doesn’t sound that fascinating to me. He knows the kind of politics played in Nigeria.

Not to mention the fate of the state’s public higher education, which is now in decay. While other state governors are striving hard to find lasting solutions for their citizens to avoid excessive stagnation at home due to the ASUU strike, Masari still wanders in his sleep. He daydreams about what to do to fix problems with Katsina’s academic Staff union of the university so that the school can reopen. Students can resume classes and finish their hanging courses on time.

This administration also scores a capital distinction in breach of trust because it is no longer strange news for Katsina’s citizens to see a headline about missing money in the state’s accounts. Only in Katsina would you wake up and hear the shocking news of your life about missing funds. Instead, our government would simply go to the media and inform the public that this and that animal or theft swelled hundreds of millions by the unknown individual. 

Regarding security, Masari can’t even score zero because Katsina faces serious security challenges, so nowhere is safe! As clearly stated in the Nigerian constitution’s provision, any government’s primary responsibility is to protect its citizens’ life and property. Any government that has not done so has nothing to do in office. Yet, four or more villages in Katsina state are attacked daily, indicating a lack of leadership in the state’s security framework.

It is unfortunate that any government requires its people to defend themselves against bandit attacks. However, this clearly defines what kind of leader Masari is. How on earth would a sane leader urge his followers to take up arms and defend themselves against the enemies, and yet he remains in power, refusing to step down to allow anyone with the ability to be in command to take over?

Muhammad Malumfashi is a cynic essayist and can be reached via muhammadisyakumalumfashi@gmail.com.

By Salisu Yusuf

Like other teachers in the so-called Third World countries, Nigerian teachers of English have their dilemma and challenges ranging from sociocultural issues to pedagogical, personality, and condition of service. A teacher has a lot to contend with.

Teaching (at the higher level) in the 21st century has evolved from the traditional teacher-centred to a more pragmatic students-centred approach. Teachers are no longer the dominating forces in the classroom. Instead, they serve as coordinators while students run the show. Ultimately, communicative situations are created in the classroom. Consequently, teachers of English need to be acquainted with the role and place of theatre and drama in education, a method that makes teaching a communicative endeavour.

Unfortunately, students in 21st century Nigeria are no longer interested in communicative situations as education at primary and secondary schools has gone below the standard bar. A teacher, therefore, ought to devise a way to motivate a class of passive learners.

Besides students’ lack of communicative approach, teachers of English in Nigeria are confronted with a dual phonetic issue; a teacher is expected to teach the British phonetic patterning of speech in a strictly diverse Nigerian environment with students under the influence of Nigerian phonetics. The confusion in most Nigerian phonetic realisations emanates from a mix-up of British and American dialects in our daily usage.

Most English words are pronounced in American phonetic realisations. Moreover, Yoruba language phonemics has hugely influenced how we pronounce English words. Therefore, an English teacher must fully explain the phonetic versions to his students. For example, the word “minor” has double pronunciations; the British /ˈmʌɪnə/ and Nigerian /ˈmʌɪnɔː/. Students should know this difference and why the former is the aptest while the latter is strictly Nigerian.

Our students’ lack of reading culture has immensely affected English and literary studies. For instance, some students in literature class don’t want to frequent libraries and read selected texts. Instead, they prefer to visit internet sites, download summaries and read haphazardly. Teachers ought to be mentors in this regard.

A contemporary English teacher must keep abreast with modern English usage. For instance, some years back, a professor of English told our class that the plural of compound nouns such as female teacher and male servant are ‘females teachers’ and ‘males servants’, respectively. While some compound nouns are turned to plural from their first or last elements, the above two and many more are pluralised from their first and last elements. His assertion is, however, today obsolete; contemporary grammar has massively changed such patterns; female teachers and male servants have replaced the former.

 A teacher of English must not lose his head to the identity crisis. Some learners in philosophy and literature subsume into ideological attributes of these fields, thereby becoming victims of pull and inferiority complex. They can only feel superior when they identify with the other culture.

A teacher of English should see himself as a second language user who teaches a foreign language. He should not see himself as an English teacher but as a teacher of English. I have seen a colleague with cultural schizophrenia due mainly to an obsession with English culture. A second language user who sees himself as a  first language user usually suffers from identity crisis, culminating in cultural schizophrenia and, ultimately, psychological turmoil. Many I know have lost their faith and turned to atheism.

A teacher should see himself as someone who mediates between cultures in order to reach cultural equivalence. He should not pretend to be an English man, nor should he speak sleek English through a pointed nose. Rather, he should speak as an African who teaches a foreign language.

This doesn’t free him from strictly adhering to rules governing language use. He should be a traditional grammarian in his pedagogical engagements; he employs some aspects of contemporary grammar in both his classroom and outside classroom engagements.

Girl child abuse, pornography and sexual objectification have immensely affected the teaching profession in the 21st century. Victorianism, that 19th-century literary movement with all its attendant moral lashings, could not stop these deviations in academia. Some teachers see their female students as objects of beautification to be exploited. Female students stereotype and generalise their male teachers as admirers of their sleek bodies. Male students use their female counterparts as shields before their teachers, especially when looking for favours. These and many more are some of the causes of sexual scandals.

A teacher should see his female students as his congenial sisters whom he feeds with knowledge, no more, no less than this.

Many see teachers of English as grammar police, therefore, prescriptivists. I was numerously called a representative of her majesty, the late Queen. A teacher should do away with such social constructs and stereotypes and tackle his work head down. He’s a second language user called by fate to teach a foreign language, foreign culture. Therefore, he cannot escape such naming.

Last but not least, Nigeria’s teachers suffer from poor service conditions. Politicians have turned almost all other professions into… besides their own. Today, a month’s take-home pay of a politician can only be earned by a public servant for his entire working career. An instructor at a college in the neighbouring Niger Republic earns twice my wage.

 A teacher should consider his profession service to humanity, not a means to an end.

Salisu Yusuf wrote from Katsina via salisuyusuf111@gmail.com.

By Sule Muhammad Zubairu, (PhD)

“I appeal to the federal government under the leadership of President Muhammadu Buhari to declare a state of emergency in the Education sector for the country to be able to change the fortunes of the system. Indeed, even among Sub-Saharan African countries, we are trailing far behind smaller and less endowed nations in terms of our investment in education. There is a need for a major investment in education in the national interest” – Adamu Adamu, 2017.

Let me express my sincere sympathy to the patriotic Nigerians in the education profession for their sheer sacrifices and selfless services for the betterment of public education. It is a heartfelt piece of article that aimed at mourning the last relic of the educational sector in a country where its policy makers think that university education is a mere burden that needs to be dropped aside. I am always in disbelief whenever I woke up to see how pitiful is the condition of the public universities in this country. Most often, I ask myself what went wrong with our leaders? Is this borne out of capitalists’ instincts, ignorance, self aggrandisements, corruption or a combination of all?

Nigerians and Elitist’s Sheer Hypocrisy:
In fact, if one wishes to see the real ‘educational apartheid’ then, one should have a look into the Nigeria’s educational system. Paradoxically, the primary stakeholders, managing the affairs of Nigeria’s public education are largely not enrolling their children in the public universities. For how long the masses will be deceived? How on earth this could even be possible? We have seen lots of graduation photos and selfies from foreign universities with their children, year in year out. Indeed, recently, we have seen them sending their pictures from Harvard University, while the public universities back home are still shutdown for months.

The poor attention given to our university education in this is simply about creating and maintaining different classes between so-called elite and others, the masses. But, they don’t want you to see it that way. Those in power may argue that they have been doing a great service to our educational sector, particularly the universities. Logically, if that is true why are they not patronizing them?

The sheer hypocrisy of the ruling elites in this country is a real source of concern and disturbing. But, I don’t think these guys understand it very well. I’m still wondering why up to this time there is no comprehensive statistics of children of high ranking office holders that school abroad. Imagine they use tax payers money to educate their children and leave those of poor in darkness. What a shame!

I pity my fellow poor Nigerians for generations to come, if they are destined to be ruled by these types of leaders. The writing is clear on the wall: the university education, as we know it, would be only for the rich!

ASUU members and their families’ woes:
I also pity ASUU members across the country for their steadfastness dodgedness to defend the remnants of our universities’ past glories. However, when dealing with shameless people one needs to be extra careful and have a rethink. In other words, how can you deal with a situation when some of the officials are thinking that education is not a critical issue, falsifying the outcomes of their own committees, and the Head of state seems not to be fully aware or even grasp the core issues at stake? In serious societies, education always tops the table and takes a reasonable share of their annual budget.

Shockingly, they are punishing the only set of people who stand against the total collapse of our public university system, by inflicting hunger, starvation and threats on them and their innocent family members. What a country! I sometimes use to thinking that the hate from our current ruling elites towards ASUU members and their families in this country is by far bigger than that of Boko Haram members, Niger Delta militants and treasury looters. Because these guys have been enjoying series of amnesties and even presidential pardon. I argue that even the Palestinians, black Americans (during the civil right movement) and black South Africans (during the Apartheid) have experienced fair or even better treatments from their oppressors than what ASUU members and their families are experiencing currently in their sovereign country.

My fellow ASUU members, whenever any second thought pops in your mind, you should remember what Adamu Adamu once said: “This nation owes a debt of gratitude to ASUU and the strike should not be called off until the government accepts to do and does what is required. So, instead of hectoring ASUU to call off its strike, the nation should be praying for more of its kind in other sectors of the economy” – Adamu Adamu, 2013.

To this end, as a concerned citizen, I pray to God, to guide us and our leaders to the right path and save public education from total collapse, amen.

Zubairu teaches Geography at Ahmadu Bello University, Zaria. He can be reached via; sulemuhd@gmail.com

By Uzair Adam Imam 

Ovie Omo-Agege, the Deputy Senate President of Nigeria, has decried the worrisome development of ‘sex for grades’ rocking the tertiary institutions in Nigeria today, urging the male lecturers to zip up trousers.

The senator representing Delta State described the development as an “extraordinary harm that negatively impacts the standard of education.”

The Daily Trust reported that Omo-Agege made the disclosure Saturday, August 20, 2022, at Sofadondo 2023 National Conference in Abuja.

The conference was themed; “Sex For Marks And Marks For Sex, Establishing The Change Mantra For National Growth And Development”.

Omo-Agege asserted that harassment instils fear, and fear has no place in the world of intellectualism.

He added, “Without question, the scourge of sexual harassment with its obnoxious sub-culture of sex for grades in our tertiary institutions is extraordinary harm that negatively impacts the standards of education in our tertiary institutions.

“The sexual harassment law protects the right of students to learn peaceably deprived of any form of harassment. Without any doubt, our students, especially daughters and wives, deserve tertiary learning environments devoid of sexual harassment.

“The essence of university education is to expose students to new research and technology. Studying at a university encourages creative and independent thought, which could bring about positive socioeconomic transformation in society. 

“Higher institutions retain the singular ability to transform this nation for greater developmental exploits because that is where the base of our most productive youths reside. They represent the hope of our salvation for national growth and development.

“Harassment instils fear, and fear has no place in the world of intellectualism. If students are unable to express themselves because lecturers are mean, fraudulent, lecherous, manipulating and self-seeking, predatory, wicked, and uncaring, then where will innovations come from? 

“Through such a process, the lecturers will promote those who are undeserving, elevate the mediocre and frustrate brilliant students.

“University education is a serious business that requires commitment and focus. We, therefore, need to create a new paradigm for university education in the country. We need to change the objective of education so that we work towards productivity. We must see our children inventing and innovating things and taking control of their own future and the future of the country.

“It is now the responsibility of every Nigerian to fight this tyranny on campuses. Society itself needs to deliberately give proper orientation to our children. There is a need to break the culture of silence come out of stigmatization. 

The more people speak out about this evil and call out its perpetrators, the more we liberate Nigeria’s youth from bondage and ensure the country’s future. This will also activate the legal and judicial system, which is not just largely untested but also overdue for an overhaul to take care of this menace.

“I also call on journalists, human rights activists, and indeed all stakeholders to be part of this fight. I urge male lecturers to zip up and uphold the ethics of their profession. They should not hesitate to cry out in good time when experiencing any pressure from any female student, whether directly or indirectly,” he stated.

By Adamu Tilde, PhD

This tribute should have come earlier. I have tried to write something about Mallam Ali Garba several times, but it always ended in a stalemate. Not that I can capture the essence of Mallam in a few paragraphs, but I, nevertheless, will share what Mallam meant to me.

It is trite to discuss the mutual distrust between the few Western-educated elites and the remaining populace of the Muslim North. The condescending looks the former harbour for the latter has inadvertently led to animosity, disdain, estrangement, and suspicion. This mutual distrust has stalemated the needed cultural and social changes and transformation for growth and development. 

For long, the ordinary populace cannot find reasons to associate with the educated elites; the elites, on the other hand, cannot understand why the public views them with utter cynicism. In my view, the effortless meandering of this contradiction tells the essence of Mallam.

Mallam was educated in Kent up to PhD level, published books and articles in reputable journals, worked in some elite organizations and finally settled in Bayero University Kano (BUK), Department of Business Administration, until his demise. This impressive resumé only made Mallam more courteous, down-to-earth, and humble. So, how did he surmount what appears to be an insurmountable challenge? I will come back to that later.

I first met Mallam in 2014 at Kano Central Hotel. I was selected for a workshop on entrepreneurship by Hajiya Amina Ado Kurawa. Mallam was one of the resource persons. Given how Hajiya Amina praised Mallam Ali, we waited with bated breath for this all-important resource person. We were not disappointed. Mallam delivered a flawless presentation. I could not wait to engage him after the presentation, only for Mallam to excuse himself for another engagement. I later searched for his name on Facebook. 

Mallam interspersed his discussions, teachings and writings with ‘barkwanci’ (humour). This invited a lot of traffic to his wall; it also made his students and followers feel at ease in his presence which thus facilitated two-way communication. You would feel confident asking Mallam anything.

Another charming trait that won Mallam many hearts was the extent to which he would reach to correct you without belittling you or making you look/sound foolish. This all the more made him endearing and welcoming. 

Mallam knew he had a lot to share, and we were not making better use of his knowledge and experience. He looked at us (Tijjani, Marzuq, and I) in one instance and said: “Use me.” In another instance, during our first visit to his house, he invited us upstairs, introduced us to his wives, and finally said to us: “This is your house. Come whenever you want.” We were not alone. He did this to many. This unassuming and welcoming personality made Mallam a darling to many and led to the birth and polishing of innovative business ideas. Maryam Gatawa’s Gatmeals is one example. 

Muslim North has no shortage of brilliant minds bristling with excellent ideas that can transform its economic prospects into reality. However, I suspect that the knowledge of how to harness and translate these innovative, transformative ideas into reality is in short supply.

One way of achieving this is to bridge the gap of access between the two aforementioned mutually distrusting classes. This is the essence of Mallam Ali Garba. And this was what Dr Waziri Junaidu cautioned us against in 1971: “Let not your degrees, research and publications be an excuse to feel haughty amongst your own people. Knowledge is at best when it is universally useful, and the best scholars are those whom the ordinary man fears neither to encounter nor to address.”

Adieu, Professor Ali Muhammad Garba.