Education

By Nasiru Manga

Anytime Nigeria’s myriad problems and challenges are raised in a discussion which also involves how to turn around the country’s fortune, it more often than not leads to a fascinating argument among intellectuals as to which is more important between establishing a solid institution which produces successive good leadership or having a leadership of strong men to engender strong institutions. In that instant, I find myself vacillating between the two opinions. I find both of them valid and very difficult to be disputed. It’s a case of a chick and an egg dilemma regarding which must have existed first, the chick which laid the egg or the egg from which the chick was hatched.

Reasoning with either of the points, I reflected on my teenage experience in secondary school more than two decades ago. I then relate the arguments with the leadership of five or six successive principals in my secondary school, Government Arabic College, Gombe. How these principals managed the school was a practical example of the validity of the two arguments depending on the side one takes.

One of the principals, in particular, stood out. He is Malam Saidu Jibrin Kwami. His exemplary leadership during his stint as the school’s principal afforded me the feeling of what good leadership can do, even in a small school environment. Before him, his predecessors couldn’t make any difference. The principal who succeeded him couldn’t equally build on his achievements. It’s also proof that without a vital institution, a strong leader’s efforts come to nought if he leaves the stage and succeeds by a weakling. For my readers to deeply appreciate why Malam Saidu Jibrin Kwami’s exemplary leadership towered above the rest of the principals, let me take you down memory lane of what was obtainable in the school.

The system was, and until we left the boarding secondary school in 2002, the principal, in addition to the daily management of the school, was in charge of students feeding. I didn’t know whether the funds for the feeding were released to the principal directly from the state ministry of education or the ministry provided the school with all foodstuffs. It released some funds to the principal for the daily running of the school and buying groceries. But I did know that the school store was getting restocked regularly.

The three square meals day in and day out consisted of mostly pap with sometimes two pieces of ƙosai served as breakfast. The pap had no sugar, and perhaps, due to how it was prepared, it had a sedative effect on students during school hours. Black tea with rumpled tiny bread was served as breakfast once a week. The lunch and supper were either tuwo made from processed maize, mostly half-done, called gabza by students or eba made from gari, served alternately for lunch and supper. The soup for the gabza or eba, mostly miyar kuka, was prepared with little to no spices and bereft of any accompanying protein in the form of meat. Rice which one couldn’t tell whether it was a jollof rice or simply white rice without soup, was served on Thursdays. The meat was served only once in a blue moon.

It is needless to say that the rations were not enough for students. Worse of it, many students used to end up not having their rations as what was given to the cooks to prepare was barely enough to go around. The service was, therefore, on a first-come-first-served basis, excluding senior students who needed not join queues. If one missed his share, that was all, and he would be told “ka bi Yerima“, an expression meaning “you have missed, there is nothing for you.” It was said that the cliché “ka bi Yerima” has its historical origin in one of the Gombe princes who sought and lost his father’s throne to then Emir of Gombe, Alhaji Shehu Abubakar. So “ka bi Yerima” means one followed in the footsteps of the prince, a loser. Ask me not about its authenticity.

To be fair to the principals of my secondary school, the situation was almost the same in all boarding public secondary schools, at least in Gombe and Bauchi states, around that time and even some years before that, as confirmed by those who attended the boarding schools before us. There were, of course, slight differences here and there occasioned by changes of different school administrators depending on their level of prudence and management of resources.

One incident I can’t forget during my first year was a riot in the school. The then-principal was unbelievably niggardly. Students’ rations which were, to start with, too little, only enough to feed a three-year-old baby, became so frequently inadequate to go around. Kun bi Yerima became the order of the day as more and more students started missing their rations at the dining hall. This was exacerbated by the fact that it was towards the end of a term when the foodstuffs brought from home by students and some money given to them by their parents to complement the school feeding programme had finished, thereby forcing many to rely on the food provided by the school which was not enough. There was also a shortage of water in the school.

So, one morning, some senior students from SS 2 and 3 woke up and said they had had enough. They took to the school’s streets chanting slogans that the principal should go and that he was a thief. After gathering, they headed to the school’s staff houses, where the principal lived. They started pelting stones at his house. He escaped by a whisker, and the school got shut down for a few weeks.

Upon resumption, we met a new principal and were informed that about seven (7) students, leaders of the protest, were expelled from the school. But still, there was no significant improvement in school feeding or academics. We only had three to four subjects maximum, out of the nine subjects we were supposed to have daily. The only exception was when we had teaching practice students from the Federal College of Education. And during that time, permanent teachers virtually abdicated their responsibilities, leaving everything to the student-teachers. Another two principals we had afterwards couldn’t effect any change. Their priorities were neither students’ academic nor their nutritional well-being.

Then came the revolutionary principal, Malam Saidu Jibrin Kwami. We were in SS 3, about five years after that principal against whom students revolted, and the fourth in the succession of principals since we enrolled in JSS 1.

The first thing he undertook was an improvement in our academics. He frowned at some teachers habits of sitting and chit-chatting in staff rooms without attending classes. He declared that he wouldn’t condone their flagrant negligence of duty. He insisted that every teacher must not miss his lesson twice weekly without a genuine reason. We then started having completed nine lessons on an unprecedented day.

How did he achieve that? He gave all class monitors notebooks to use as registers where each teacher would write their name and append their signatures at the end of their period. At the end of the class every day, the class monitors would queue up at his office, where he checked the register of each class to see if there was an absentee teacher. He also told us in the assembly that we should report any teacher we observed wasting away their period of 30 minutes or 45 minutes blabbering instead of teaching.

Malam Jibrin Kwami also introduced extra evening classes (which we called prep) daily, save weekends. Before him, there was not much importance attached to it by his predecessors. Only junior students used to attend it, and it wasn’t daily. But during his time, he supervised the evening classes himself; and he would personally go around hostels to chase out stubborn senior students who would rather stay put in the hostels while the prep was ongoing. If he sighted a student loitering about, he would shout from afar, “Who is that gardi?” He also ensured that all the classrooms and all the streets from students’ dormitories leading to the classes were fully lit so that students wouldn’t complain of darkness. There were no Discos then, and NEPA was genuinely faithful. How he achieved that, beat me.

You may be wondering what happened to our food, right? Suffice it to say that during his short period as the school’s principal, we also saw what our parents enjoyed in public schools in the ‘70s and ‘80s. He told us that he also finished in the same school in 1982, and it was unfortunate that things had deteriorated to that level.

Most days of the week, our breakfast became tea (not just black tea, but with milk) and bread as against pap. And we started feeling the taste of sugar in our pap too. White rice and stew, tuwo and eba started competing as our lunch and supper, with rice winning most times. Pieces of meat suddenly appeared in our daily meals, and the soup started having condiments.

One day, he summoned us as the school’s prefects, informed us that we would notice a change in our meal the next day, and urged us to survey and feed him about the change.  He told us the meat price was high, so he decided to alternate the meat with fish. So he wanted us to sample students’ general opinions on the fish substitute as he knew some people didn’t like fish. Such a thoughtful leader!

Unfortunately, as they say, good things hardly last; his tenure as a principal was short-lived. No sooner had we started enjoying his good leadership than he got elevated and appointed as the secretary of our state’s pilgrim board. The school was literally thrown into mourning upon hearing the news.

The man who succeeded him couldn’t properly step into his shoes. Things started deteriorating very fast. Before you know it, we were back to square one. This is the case of having a strong man without a strong institution. And the strong institution doesn’t exist in a vacuum; it has to be built by strong men.

Nasiru Manga can be reached via nasmang@gmail.com.

By Mukhtar Jarmajo 

The state of education in Bauchi state is in disarray as over 1.4 million children remain out of school, according to recent reports. This crisis manifests itself in the acute shortage of qualified teachers, inadequate infrastructure, and poor funding for education. The Gabchyari community in Darazo local government is a classic example of the sorry state of our education system.

The only primary and junior secondary school in this area, which has approximately 350 students, has just three teachers, as reported by The Nation Newspaper last Monday. This is a gross inadequacy, as it means that each teacher will be responsible for teaching over 100 students. This will invariably lead to overcrowding, poor quality of learning, and the inability of individual students to receive adequate attention and care.

The continual neglect and unwillingness of the government to provide quality education for our children is evident in the rising number of out-of-school children in the state. This growing trend should be of concern to well-meaning citizens of the state, as it poses a threat to our future and that of the nation.

The consequences of the education crisis in Bauchi state are far-reaching and multifaceted. The inability of these children to access quality education could lead to a high rate of poverty, unemployment, and a general lack of development in the state. We cannot continue to ignore the plight of these children, as they represent the future of our society, and their education is a fundamental human right.

It is, therefore, imperative that the government takes urgent steps to address this crisis. The government must invest more in education by providing adequate funding, training and recruiting qualified teachers and building more schools in rural areas where the majority of these children live.

The education crisis in Bauchi state is a ticking time bomb that needs to be diffused as soon as possible. As stakeholders and well-meaning citizens, we must continue to put pressure on the government at all levels to take education seriously as an essential tool for development and nation-building. The time to act is now before it is too late.

Jarmajo can be reached via dattuwamanga@gmail.com.

By Mustapha Dauda

People should be screened thoroughly before becoming certified teachers. Now, Colleges of Education are home to lazy and mainly copy-and-paste students. Although there are several academic gurus in the field, a higher percentage of educational students chose to be only there because of their inability to secure admissions in their various intended courses of study.

The alarming nature and downfall of the educational system in this country will be halfway associated with this very problem. So sad. Lack of potential and rigidly talented persons in the academic career is as dangerous as a fire outbreak is to wildlife in a bush to our society. Very dangerous and heart-breaking indeed. 

Teaching is the master of every profession, no doubt. Teachers nurture students in their preferred disciplines. Teachers head and guide and direct in every place of learning. They impact the character and learning of students: they play a vital role in inculcating good moral behaviours, knowledge impassion and impartation. How beautiful and nice of a profession. Moreso, they play a parental role during school hours. 

Though the responsibilities of teachers are beyond that which I have queued and listed here, even with the little above listed, we must agree that this is not a lazy profession. Hence, it should simply be handled by readily authentic, prepared, learned and responsible personalities. A kind of people that shun examination malpractice and any illegalities. Having fully reliable teachers guarantees the production of well-educated students from all levels of education. And, God forbid, vice versa. 

The only effective weapon that will end educational failures is the availability of qualified teachers. Steps in providing qualified teachers include: Demanding higher Unified Tertiary Matriculation Examination, UTME, scores before getting admission into any institution capable of certifying one as a teacher. It also comprises impromptu student-teacher supervision during their Teaching Practice, TP, periods.

And an important aspect is an instalment of a well-paid salary system to newly employed and already teaching teachers the government. This, for sure, will get the educational system many brilliant minds. Most students go for courses they expect can fetch them money. And for already teaching staff, a kind of test of qualification can be given, perhaps, through external bodies, thereby confirming their strength and teaching capabilities, and also changing the unqualified ones to the non-academic part of the institution, to at least help them maintain the source of income and from being unemployed.

A quack doctor can only kill or jeopardise one person at a time. A building engineer endangers a family or a building at a time. For teachers, it is a different case. An unqualified teacher cheats and misleads a whole generation. And the scary part is that what he wrongly misled the current generation is the same thing that will be passed and taught to the upcoming generation by the current ones, for they’re the leaders of tomorrow. And the problem, the misleading, the imperfection will go like that. The whole generation is in vain. Uncontrollably. Unknown to all, where it may stop, just perhaps. And all these, Just a single damage, by a single teacher. Just one person. Ohh! What will a class of unqualified teachers do to our society? Or what do we think all those quack teachers out there have been doing? 

Everything is just as straightforward as everyone can see it, yeah. Students sitting silently and helplessly listening to quack teachers are helpless and hapless and don’t know the misleading they’re in the middle of. The work is ours and the government’s. From our side, we don’t encourage and invite brilliant and vibrant students to teach. Ohh, sad; one will ask that, after graduating as a well-learned and certified teacher, what will I do, as much as a source of income? This question is too head shocking, and one may hardly get an answer to continue further convincing him to go for teaching.

How I wish and how beautiful to see teachers, too, being screened, being made to practice what they were taught, being made to face challenges that make them look every inch equal to their tasks like it’s usually done to qualified engineers and doctors and every other highly regarded course of study. It will make meaning this way. Indeed, there’s a huge need to look at and upgrade our educational system, of which teachers are the backbone.

Mustapha Dauda wrote from Azare, Bauchi State, via mustaphadauda399@gmail.com.

By Abdurrazak Muktar

Language is a powerful tool for communication, allowing us to express our thoughts, beliefs and opinions. One commonly used phrase that often sparks debate is “I think.” While some argue that it implies uncertainty, I believe that “I think” carries more significance than mere doubt. In this article, I will explore the multifaceted nature of “I think” and how it can convey conviction, personal perspective and respectful dialogue. Let’s delve into the power of “I think” beyond uncertainty.

Expressing Personal Perspective:
“I think” is frequently used to present a subjective viewpoint. By prefacing a statement with this phrase, individuals acknowledge that their opinion may differ from others. For instance; “I think pizza is the best food ever created.” And “I think the movie was captivating, but others might find it slow-paced.”
In the above examples, the use of “I think” allows for individual experiences and preferences to be expressed without imposing them on others. It fosters a climate of an open discussion where diverse viewpoints can coexist.

Conveying Conviction and Confidence:
While “I think” is often associated with uncertainty, it can also demonstrate confidence in one’s beliefs. Consider the following examples:
“I think renewable energy is the key to a sustainable future.” Or “I think education is the most powerful tool for societal progress.”
In these cases, the speaker uses “I think” to assert their convictions. The phrase is a way of emphasizing personal belief without assuming absolute authority or dismissing opposing viewpoints. It encourages respectful dialogue and invites others to share their perspectives.

Recognizing the Limitations of Knowledge:
“I think” can also be used to acknowledge the inherent limitations of human knowledge. It reflects an understanding that our comprehension of complex issues may be incomplete or subject to change. Examples include: “I think there might be life on other planets, but we haven’t found conclusive evidence yet.” And “I think the solution to poverty requires a multifaceted approach, but it’s a complex problem.”

In these instances, “I think” is a humble recognition of the complexities of the world. It encourages curiosity, open-mindedness, and a willingness to explore different ideas and possibilities.

In my conclusion, the phrase “I think” is a versatile linguistic tool that extends beyond expressing uncertainty. It allows individuals to share their opinions while acknowledging the subjective nature of their perspective. Whether it conveys personal beliefs, invites respectful discussion, or recognizes the limitations of knowledge, “I think” plays a crucial role in communication.

Next time you hear or use the phrase “I think,” remember its power to foster understanding, encourage dialogue, and bridge the gaps between diverse viewpoints. Embrace the potential for growth and learning that arises from the exchange of thoughts and opinions.

By Uzair Adam Imam

Over 7,000 quack teachers were reported to have been remedied by the Teachers’ Registration Council of Nigeria (TRCN) in Adamawa, Borno and Yobe States. 

Prof. Josiah Ajiboye, the TRCN Chief Executive, made this disclosure to newsmen on Thursday at a workshop organised by the council.

At the workshop themed, “Strengthening Teachers Education: Challenges and Opportunities in Basic Sub-Sector in Nigeria”, Ajiboye lamented about the learning crisis in the country.

Ajiboye stated that the learning crisis in the country had always been attributed to poor teaching and the lack of qualified teachers.

However, he stated that the effort made by the council was to upscale the dignity of the teaching profession in the eyes of the public.

He stated, “The challenge with Nigerian education is largely attributed to poor teaching in which experienced, dedicated, committed and professional teachers were difficult to find in schools.

“The council, in order to upscale the dignity, rewards and recognition of the teaching profession, had developed a career path policy for the teaching profession,” he stated.

By Salisu Yusuf

As against the traditional definition of grammar, English grammar is a mixture of arbitrary and non-arbitrary, logical and illogical rules that are fused to form a language that was hitherto made up of some feuding tribal groups (Angles, Jutes and Saxons). It was around the 14th century, when the Renaissance started, that many linguistic and literary forms and areas were borrowed from Latin, Greek, Sanskrit, French, Spanish, etc, to swiftly form a language that would be used to conquer the world.

English grammar is full of arbitrary and illogicalities that are used as rules governing language use.

The inconsistency of English grammar is vivid in tense formations. For example, the three broad English tenses are further subclassed into 12. Each one delineates a form of the verb that allows you to express a specific time. But the English language has bizarrely many different ways of forming future references. While, for example, “he has…” and “he had…” express two incongruous tenses, the following 5 sentences express one thing, one idea and one tense:

1. The man will take off in 2 minutes.

2. The man will be taking off in 2 minutes.

3. The man is going to take off in 2 minutes.

4. The man is taking off in 2 minutes.

5. The man takes off in 2 minutes.

Has your language such bizarre ways of expressing the same idea from different tenses fused in one tense?

While the auxiliary verbs such as have, has, had, etc attract past form of a verb, the past modal auxiliaries such as could, would, should and might ironically attract the present forms of a verb:

 He had arrived before you came.

 He could arrive before you.

What an incongruity!

There’s no grammatical environment where the rules of agreements are flouted as in the use of idiomatic expressions. For example, the rule of specification in the use of definite and indefinite articles is sometimes dropped in favour of the arbitrary. For instance, nouns and adjectives take articles depending on the environment. But many idiomatic expressions do not leave rooms for articles:

 He is second to last.

 He is second to the last.

 Moreover, idioms such as “it is high time..” and “it is time..” bizarrely take past forms of a verb whenever they are used though they express the present context:

 It is high time we spent the night there.

 It is time he was jailed.

 Sometimes, two similar idioms can be at variance with a slight change in an article. For example, the following sentences express two opposite meanings:

 1. Musa had been the shadow on Abdu’s shoulders during their undergraduate days.

 2. Musa is a shadow of his former self.

While the first means that Musa was so intelligent that he was Abdu’s rival at the university, the second one expresses that Musa is no longer as formidable as he was.

English grammar becomes arbitrary under the notional concord. Notional Concord refers to the agreement of verbs with their subjects on the basis of meaning rather than grammatical form. For example, each of the following quantifiers takes a different rule when it’s used: while “a number of..” takes a plural verb, “the number of..” arbitrarily takes a singular verb: 

 A number of students are missing.

 The number of students is missing.

Similarly, in the use of a “catenative verb”(denoting a verb that governs a series of verbs in a sentence), two or more verbs can appear in different forms. Another can follow a verb in past form in continuous or even base form:

 I saw her complain.

 I saw her complaining.

 I saw her complained.

 What a grammatical anomaly!

Conditional tenses clearly expose the incongruity of English grammar. For example, the first conditional tense looks more futuristic than present in their expressions, yet the “if ..” clause uses habitual tense(if you come..), and third person singular marker (if he comes..). But why should a future reference be used with elements of “s” inflexion exhibiting presentness?

The second conditional tense(which expresses unrealistic situations) daringly expresses the grammatical incongruity: “If you, we, he, she, they were..” is used in all the categories of pronouns and nouns. Here, classifications such as first, second and third-person singular and plural are immaterial! 

Under subject/verb concord, he, she, it, Musa, Binta is used in expressing habitual tense aspects using “s” or “es” inflection but I is not used in this pattern. He/she is used with “has” but I is used with “have”. He, she, it is used with “is” but I is used with “am”. You(second person plural), we, they are used with “are” yet “you”(second person singular) is also used with “are”. But you, we, they, he, she, it is used with “might have..”. Why not he, she, it ” might has..”? English grammar is so funny and complex! 

In plural/singular formations, the rule is sometimes arbitrary. For example, boy, girl, friend form their plural with an “s” inflection. Yet, ox(oxen), child (children), etc, are oddly different.

Why, then, is English so complex in its grammar, phonetics and phonology?

First, English is the child of partible paternity (many fathers)as Jute, Norman, Angle, and Saxon have all contributed their semen in the bearing and formation of what would later become English.

Secondly, English is the most subjugated language, with huge borrowing from Danish, Scandinavia, Latin, Greek, German, French, Arabic, Hindi, etc. No language enjoys huge borrowing as English does.

 Even the so-called 8 English Parts of Speech belonged to the Greek, not English grammar. This is why there are lots of incongruous rules. This is why “boy” is a noun but “beautiful” is not a noun but an adjective. Yet “beautiful” has all the qualifications of a noun. A table with a flat top and 4 legs is not called an adjective, but beautiful, an abstract quality is called an adjective.  This is why you have rules such as “he, she is..” but not “I is..” but “am”. These parts of speech are adopted from Greek grammar.

 The above and many more reasons are what make the English language have the hardest spelling system, pretty difficult pronunciation, a high number of sounds and sound shifts, etc.

The logic is that he is he, she is she, but I is not I, you is not you, but I am.. and you are… While she HAS the book, I ought also HAS the book. But it says I have… While we are we, they are they, but why you is not you, they say you are you not you is you.

 This grammar is illogical!

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

By Hajara Jaoji

Kudos to my paternal uncle (a family man) who cared for ten of us, including my mom, after our dad died in 2010. He ensured we had a sound, good life as if our late father were on earth. 

This story is about me, a young beautiful, under thirty years old single intelligent lady. I am the third in my family, with two older brothers, two younger brothers and four younger sisters.  I graduated from university and finished my youth service in 2020. I got a temporary job appointment (still on it) before,  during,  and after my youth service.

I used to help and take care of my siblings. Regarding education, I helped my eldest brother pay his professional exam fees. I also help my immediate older brother in pursuing his education at university. In addition, I covered all the expenses for the two junior brothers in their secondary school days. One is now a student at Aminu Kano College of Legal Studies (second year); the youngest brother recently graduated from secondary school and is looking forward to securing admission into the university for him. 

For the sisters, I took over my immediate younger sister’s expenses from my uncle. She’s a student at Bayero University, Kano (BUK). The other junior sister recently got admission to the School of Hygiene, Kano, while the two younger ones are secondary school students, and I still care for them all. 

Maturity is not by age but rather by the number of responsibilities one is able to shoulder. The best investment in life is to invest in human beings. I would rather walk around with old clothes and an old-fashioned phone, knowing that my siblings are busy getting qualitative education (modern and religious).

I  pray that God will increase my heart and bless my income so that I will help other non-blood-related orphaned children worldwide.

Hajara can be contacted via hajaraibrahimjaoji2019@gmail.com.

By Abba Ado

Investing in technology and the sciences will undoubtedly play a significant role in enhancing our socioeconomic development. The World Economic Forum reports that innovation is critical to the future well-being of society and the driving force of economic growth.

In the past, people used their energy, physique, and animals in different industries, such as agriculture, transportation, and communication, to attain economic growth. The emanation of the first industrial revolution (industry 1.0) came with a paradigm shift in various industries when people began to use steam engines instead of their bodies or animals. The second industrial revolution (industry 2.0) created a profound development with the discovery of electricity, unprecedentedly enhancing economic stability and growth.

Another remarkable achievement is the emergence of the Third Industrial Revolution 3.0; at this stage, digital computers were developed, which improved our communication sector and enabled people to store and share data. The Fourth Industrial Revolution (4.0) is an emerging epoch of industrialisation that will undoubtedly revolutionise every sector. Because industry 4.0 is a knowledge-based economy that requires manpower, creativity, and innovation, embracing industry 4.0 will significantly increase our economic development.

Despite some portable advancements in current technology, we desperately need to pertain to science and technology to be competitive and achieve a palpable objective in the outlook of the Fourth Industrial Revolution. The 4.0 Industry is an emerging technology that would revolutionise humanity in almost every aspect of our lives, including health care, agriculture, energy, and various industries. Moreover, the 4.0 industry uses the assortments of the physical, biological, and digital worlds to design and develop disruptive technologies to shape and alleviate numerous humanitarian crises. 

The fourth industrial revolution, otherwise called the “4.0 industry,” is a technological epoch encompassing artificial intelligence, automation, biotechnology, and the digital economy.

Artificial intelligence (AI) is a potential and multidisciplinary field that impacts various industries. According to Accenture’s estimation, clinical healthcare with AI applications will have a future increase of $150 billion in savings only in the healthcare sector by 2026. McKinsey reports that the global GDP of AI will be significantly boosted by 1.2% annually. Modern technology will emerge in the healthcare industry that can execute hospital services without human intervention. For example, timely automotive machines can accurately diagnose nefarious diseases like cancer and provide reliable treatment. Surgical robots are another AI approach that can effectively perform surgical tasks without medical doctors. 

Artificial intelligence in agriculture is another milestone development that will indisputably increase the rate of crop production. Innovative AI technology in agriculture can detect plant diseases, impoverished nutrients, and pests. In addition, automotive devices can be influential in quality harvesting. AI technology is a widespread approach applicable in numerous areas, such as renewable energy, climate change, and the financial sector. 

Biotechnology is another 4.0 industry with massive agriculture, biodiversity, and human diseases capabilities. Using a technique called “Clustered Regularly Interspaced Short Palindromic Repeats,” popularly known as “CRISPR Cas 9,” is a classical gene editing tool that paves the way for inserting or expelling genes of interest from an organism. This technological tool allows for rewriting plants’ “genetic composition” and disposing of unwanted genes from plants to improve plant growth. It produces genetically modified crops, thus addressing food security and production challenges. Also, CRISPR Cas 9 will probe into the human genome to decipher the onset of diseases and discover new treatments for different types of illness. Animal breeding is another integral part of biotechnology, with the aid of increasing biodiversity for economic growth. 

The digital economy will not only provide profits and economic growth, but it will also curtail the unemployment rate in Nigeria. Engaging the youth to leverage the digital economy will provide independent jobs to the citizens, and the gorgeous aspects of the digital economy are manageable, so an individual can start with zero capital and build a high-dividend startup. 

According to the International Business Machines (IBM) definition, “technology” is a field where human infusion is substantially reduced. Therefore, automation is an important part of economic growth and development. Automation machines can effectively perform a duty that humans can do; the era of automation will displace labour work in various industries. Self-driving cars are an example of automation that would help manage and prevent fatal car accidents. It can also be a substitute for vehicles or engines that require gasoline or diesel to tackle carbon dioxide emissions in the future. Automation will also play a role in business, climate change, and the energy industries. 

We must embrace “science and technology” as a significant economic growth and development source. Several studies have shown that R&D, incorporated into science and technology, is the primary driver of socioeconomic development. But, according to an essay written by Adamu Tilde titled “CBN’s Inconsistent Policies,” is this true? A quick response to Dr Sheriff Almuhajir. In this essay, he points out that “knowledge” is the ultimate goal for success in modern economic development.

Adamu adds, “There have to be deliberate, continuous efforts in producing and training skilled manpower with the required expertise to navigate the thorny terrain of the modern economy.” This would take decades.   But a journey of thousands of miles starts with a step. Let’s start with primary and secondary education. Until then, no amount of crying wolf about exclusion, unfair treatment, and harsh requirements would solve the sorry state of our economic development because the modern economy is not a respecter of sentiment. “You have to compete.” And the tool for the competition is knowledge.

Eventually, with the infatuation with the oil-based economy, the Nigerian government will neglect various other ways of economic growth. Therefore, the Nigerian government needs a paradigm shift in its economic policies. Capacity building in diverse sectors, such as artificial intelligence, agriculture, and the digital economy, can solve Nigeria’s economic problems and, at the same time, provide jobs for the youth. 

Accentuating science and technology programmes in our media and newspapers will entice the government to impose strategies that will hasten economic development and encourage the youth to engage in a knowledge-based economy. For the past centuries, when the world heavily relied on a material-based economy, war was the only way to gain wealth and economic development, and many countries invaded their neighbours to seize their resources. But we are in the 21st century, where knowledge cannot be halted. In his book Homo Deus: A Brief History of Tomorrow, Yuval Noah Harari asserts that “the current source of wealth is knowledge.” Bargaining on mineral resources such as gold, oil, and silver is no longer the best approach for economic growth; knowledge, which requires skills, creativity, and innovation, is one of the major sources of economic development. Therefore, our domestic media companies and newspapers should have a special programme or weekly column covering the importance of technology, research, and growth in economic diversification. 

Abba Ado wrote via abbaadomusa0@gmail.com.

By Hamza Basiru Tsoho

My name is Hamza. My father had two wives.  The family comprised ten children from two different mothers. I was the eldest and the sixth in my mother’s room and the family, respectively. We were three in my mother’s room. 

One fateful day, our father, Alhaji Basiru, and his friends travelled to Katsina. Unfortunately, they had a ghostly road accident returning to Funtua, our hometown. Only one person survived. I was not enrolled in a public primary school at that time, not to talk of my younger brothers. Our mother became our father and mother; for she had taken all the responsibilities of the father. 

Glory be to the Sustainer.  Since before our father gave up the ghost, she had embraced some petty trade at home like selling ruwan leda (water, then, usually,  packed in a medium-sized leather after being cooled by a Randa ‘earthy pot’), roasted groundnut and selling food later. Her local restaurant, which was home, had become renowned in the locality and the neighbour then, as there were fewer restauranteurs in the area. 

She used to sell a bag of rice in two or three days in the comfort of her home. Over time,  competition increased. Sequel to that, she boiled to cook only a few measures of rice. I hawked the food on a silver tray when things started getting out of hand. The hawking was usually done after I returned from morning school and sold before late afternoon prayer (Asr), after which I had the opportunity to go to Islamiyya.

Furthermore, she ensured we had all we wanted so that we had the equal privilege to be educated like other children whose parents are alive. I can never forget when I told her what someone told me about what seemed to them like we were chasing education. He said one of his friends said, “If he (referring to me) must further his education, we will see who will sponsor him.” 

I felt sad even after narrating the story to our mother. She said, “You see, all these hardships that I endure are for you to be educated. I wish I had money to sponsor your education to university; I can spend any amount in my belongings for you to be educated”. She continued, “Although I do not have enough money to sponsor your education, I believe you will get someone to help you, and that is what I always pray for.” Whenever I remember that, I feel motivated. 

Fortunately, I sat for my SSCE and came out with flying colours. It was in the school of our neighbour and brother who sponsored a duo of us, my half-brother and I, in his school. May Allah (SWT) reward him and add to his wealth, amin. 

I then applied to Ahmadu Bello University (ABU) Zaria with a JAMB score of 252 for MBBS in 2020. After some years of waiting, due to Covid-19 and the lingering strike, I sat for post-UTME and scored relatively well. However, afterwards, I did not secure admission. That may be due to too much competition.

Still, I did not give up. I knew MBBS was, most of the time, not a one-off thing. So the following year, I sat for another one, prayed, and worked harder. This time around was Federal University Dutse (FUD) and still the MBBS. After all, I got it in that school in early January this year (2023). 

I owe my success to my dearest mother. As Prof. Abdalla  Uba wrote, her likes are the “REAL woman of substance.” In a few years, I hope to become a feather in her cap ( to be a professional medical doctor ), become an important person to society and save the lives of many victims.

Hamza Basiru Tsoho wrote from Funtua via hamzafta212@gmail.com.

By Prof. Abdalla Uba Adamu

His name was Sadik. Perhaps about 11 years old. He walked into my newly allocated office in the old Mass Communications building of Bayero University Kano (Nigeria) in 2013. I was startled. He was a tiny boy with deep dark skin, a beautiful face with intense eyes and a dolphin smile. He asked if I wanted to buy Fura (steamed millet balls blended in cow milk, often used as dessert, although it could stand on its own as a nutritious meal). He did not look like any of the usual urchins who thronged the corridors of the building look for odd jobs – run errands, empty trash, sweep office when those officially charged – and paid – to do so did not. Intrigued, I ordered one. He disappeared and returned some twenty minutes later with the Fura in a transparent plastic bag. I paid him, and that was that.

He returned the following day. When I declined to buy it because I didn’t feel like drinking the Fura, he insisted I buy it for others. When I asked why, he simply retorted that I appeared richer than other staff because, first, I was a professor, and second my office was larger. I was amused by his evaluation of my finances based on my position. And true, my office was the largest for staff, but I was a new bride in the Department – having been wedded to Mass Communication after an amicable transfer from the Department of Science and Technology (thus the ‘double’ professor tag), and all stops were pulled to make me welcome. Based on his logic of having a larger office, if not a deeper pocket, I bought about ten and asked him to distribute them to colleagues.

Sadik was to become a regular fixture in the corridor. Always after 2.00 p.m. One day he came with a blue checkered school uniform. Mentally, I thanked the boy who gave him the ‘hand me down’. The uniform was from Musa Iliyasu College, located along Gwarzo Road, a few kilometres from the New Campus of Bayero University Kano. This was a private and prestigious high school in Kano, attended by the children of the well-to-do.

I was told, however, that the uniform was his own and that he was indeed a student at the famous prestigious college. Curious about the human aspect of this development, I decided to delve further. What I found was what I want to share with you regarding the world of Hausa women.

Sadik did not come from an elite home. He was from a large Fulani family living in a ruga (a Fulani cattle encampment) near Janguza Army Barracks in Kano – itself a few kilometres from Bayero University Kano, New Campus, along Gwarzo freeway. The unit was a father, three wives and eighteen children. Sadik was the eldest in his mother’s room. They were herders. Indeed, Sadik was born near Tamburawa along Zaria Road in Kano when the family was on the move in 2002. They camped near Janguza Barracks, where they located their ‘hometree’.

The mother was the one selling the Fura at Bayero University Kano New Campus that Sadiq marketed. She had a ‘stand’ near the Faculty of Engineering. She had a lot of customers in all categories of the university community. After all, even professors love Fura. Her interaction with the university community enabled her to develop an interest in education, and she wanted to get Sadiq to attend a school and eventually a university. She did not want Sadik to follow the family herd. His father, however, wanted the child to join the family herding tradition. The mother then engaged one of her customers, a professor, to drive to the ruga and convince the father to allow the child to attend school, to which he reluctantly agreed. The mother then took over the process of educating the child.

She enrolled him in a local private primary school inside the Janguza Barracks. After he finished, she inquired which was the best high school around, and Musa Iliyasu came highly recommended. She enrolled him there. An exclusive private school. Paid for from the proceeds of her Fura business. She bought a bike for Sadik to make it easy for him to attend the school, some five kilometres from their tent. His legs could barely reach the pedals, but he was enthusiastic about learning. After school, he would go to her Fura stand, park the bike and then trample all over the BUK mega building advertising his mother’s Fura (even boldly entering the Vice-Chancellor’s office to market the Fura), all the way till 6.00 p.m. when they close ‘office’.

I interacted with Sadik for three years. He was so curious, bold, confident and always lifting books on my desk, trying to read them, asking endless questions, his eyes always darting and roving all other office. He was truly an inquisitive and intelligent child.

In 2016 I temporarily relocated my place of work to Abuja, and that was the last I saw of Sadiq. I did not fully return to Bayero University till 2022. In the intervening period, I had wistfully thought of Sadik and finally decided to find out what had happened to him when I returned. It was a massive success story of doggedness by a traditional woman.

When Sadik finished Musa Iliyasu College, he told his mother he wanted to be a pilot. She asked him to find out how much it would cost. Off he went to the Nigerian College of Aviation Technology (NCAT), Zaria, where he learned the fees could be as much as ₦7.5 million. He informed his mother, who immediately asked him to continue the process of getting admitted. She would pay the entire sum – after all, she was already a millionaire with the large herd she had. She earmarked the number of cows to sell to raise the pilot school fees. Sadik did the entrance exams but did not scale the final test. So, he was not admitted.

He then applied to BUK with his JAMB score of 201 for Computer Science but did not meet the Post-UTME requirements for the program. Again, he faced rejection. His mother initiated the process of getting him alternative university admission and was advised to take him to Al-Qalam University, a non-profit Islamic university in Katsina. He went there and inquired about the admission process and the fees. With his results, he was admitted. His mother sold two of her cows for ₦450,000 and gave him the money to pay for the school fees in Computer Science and his accommodation in Katsina. He enrolled and started his program.

When he relocated to Katsina, she sent him money every day. She eventually gave him ₦200,000, with which he started a Fura packaging business, employing his co-tenants in the house he was renting. Soon, he established a small business employing other students. Eventually, he vied for and succeeded in becoming the Vice-President of the Computer Science Students Association of the Al-Qalam branch.

Sadik became a dedicated student with a consistently high CGPA, which could eventually lead to either a good second upper or a first in Computer Science. He was eventually elected the President of the Computer Science Students of his university chapter. One day, the officers of the Association came to Kano for a function during a school break and decided to see his house, especially after he told them he lived in a ruga. They were astonished to discover he was telling the truth – their respect for his modesty raised higher.

In January 2023, I was in my office at the Faculty of Communication BUK when someone walked in. I was bent on my laptop but did notice the guest removing his shoes and coming and standing in front of my desk, waiting for a pause in my typing.

I looked up at a tall well-built young man. I immediately knew it was Sadik. At 21 years, everything about him has changed, of course, but not his dolphin smile. He told me he learnt I was asking of him and decided to come and greet me. I was so happy to see him, and it was he who related to me what I had written so far. I immediately connected him to Sunusi Ahmad Baffa Dawakin Tofa, Chairman of the Kano State chapter of the Fulfulde Development Association of Nigeria (FULDAN), of which I was a patron. They promised to come together and see how Sadik could be part of community mobilisation awareness and a role model, especially for youth. Sadiq owes his success so far to his mother.

***

Sadik’s mother, Hajiya Hauwa Suleiman Dikko, was not an educated, entitled, privileged woman. She did not go to school. Her class was the hard knock of life. As a young girl, she missed going to school with lunchboxes and rucksacks festooned with stickers from the Marvel Cinematic Universe – Spiderman, Hulk, X-Men, and Fantastic Four. She did not attend a privileged landscaped school with paintings of Micky Mouse and Donald Duck on their walls. She had no driver to chauffer her to school in an airconditioned SUV. No TV to return to after school hours in a nice airconditioned living room. No iPads to play with. No Netflix to relax her hard stressful day. No extra lesson teacher (Uncle John or Auntie Funmi) to ensure she passed those horrible subjects such as Mathematics.

Her contemporaries who lived such life finished successfully from their expensive private schools (of course, no private school would allow mass failure, especially from children of the privileged) and had gatekeepers to ensure they got admission into the juiciest disciplines in the university of their choice. If at all in Nigeria – otherwise, it would be off to Ukraine (before it became too hot), some obscure countries in Eastern Europe, India, Cyprus, the UK or preferably, Malaysia.

When such contemporaries returned, they had cushy jobs waiting for them and a relatively easy path to the top. Eventually, they are celebrated as women of substance – given awards (which they don’t need) and celebrated in academic papers and opinion pieces as role models of female achievement and doggedness in a patriarchal society. I don’t mind their high-profile visibility. I just believe the accolades are wrongly placed, or at the very least, the Point of View (POV) should sweep around.

My female heroes? Those I will be celebrating today, the 2023 International Women’s Day? Let’s start with Sadik’s mother. And hundreds of others like her. I am sure you know one or two in your locality. They are women, often widowed, left alone, with little or no inheritance, and who, with the little they have, were able to provide much-appreciated services in their communities and keep a tight hold on their families. They don’t engage in endless and fruitless debates about gender identity or reproductive rights nor women’s representation in political representation and their share of hegemony. Rhetoric. Talking loud and saying nothing. As my main Man sang, “Like a dull knife / Just ain’t cutting / Just talking loud / Then saying nothing”. (James Brown, 1970).

Mainly, restauranteurs, these local women build people and impact their communities. With their business – restaurant (ƙosai, koko, tuwo, ɗanwake, wake da shinkafa, alkubus, gurasa, ƙashin rago, etc.), public transport (Keke NAPEP, buses, Acaba/Okada, Ƙurƙura), estate (properties, rental apartments, plots of land) – they are the role models who should be celebrated. They don’t feel entitled and are privileged in the peace of mind they have and the mentoring they do in their communities. They have no PAs, SAs, fierce dogs at the gates of their solar-powered villas and mansions, no frowning ‘maigad’ to intimidate and scare away panhandlers.

They have no SUVs as the cost of one could serve as capital for a whole year for their business. They don’t even have cars, despite some owning a transport business or so. They do not take their holidays in London or Dubai – they have no time for holidays as they are busy serving their communities. They marry off their daughters, not in grand style, with furniture imported from IKEA in China but from local makers – thus contributing to local economies.

So, what should be the concerns of women on International Women’s Day? For me, with a focus on Muslim Hausa women living in traditional communities, how about integrating them into the modern sector digital economy? Instead of empty rhetoric about gender representation, why don’t we focus on enabling them to acquire skills such as mobile phone repairs and POS services – in the comfort and safety of their homes? Many women are now engaged with mobile phones and online trading and payments. Muslim Hausa women feel unsafe in approaching service centres where clusters of men provide these services. Empowering them to be skilled in digital knowledge in the lungu and saƙo (alleyways) of our communities works better than hot-air rhetoric and genuinely can make a difference.

On this day, I, therefore, award accolades to Sadik’s mother, Hajiya Mai Ƙashin Rago Fagge (with a whole street named after her), and countless others whom I am sure Jaafar Jaafar knows more. They are truly women of substance.

Today, being International Women’s Day, please locate any in your community, go right up to her and appreciate her. Celebrate her achievements and her silent but visible impact in the community as the REAL woman of substance.

PS: Some have asked about Sadik’s whereabouts. He is in his final year at Al-Qalam, Katsina, Computer Science, and from his results so far, he is heading towards either a First Class or a very good Second Upper.

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