University Education

By Usman M. Shehu

One of the most unsettling realities for any corps member post-NYSC is the harshness of the Nigerian labour market. I know this firsthand—we had our Passing Out Parade (POP) on 18th December 2025. 

Finishing NYSC brings not just doubt, but real anxiety and fear: fear of losing the monthly allowance, and the daunting task of distributing your curriculum vitae (CV)—via email or in person—to companies, agencies, and contacts.

The dynamics of the job market have shifted dramatically. It’s no longer just about what you know (your skill set), but increasingly about who you know (your connections). This is driven in part by the sheer volume of graduates entering the market each year. 

Take my field, geology, for example: it’s not one of the most competitive courses, yet about 80 students graduated from my class alone, with degrees ranging from first class to second class (upper and lower), and third class. This pattern repeats across faculties, from the sciences and engineering to the humanities. When you do the math, thousands of graduates flood the market annually, far exceeding the combined absorption capacity of the public and private sectors.

This oversupply is a major reason why many graduates and even their guardians rely on connections to secure jobs. It’s an affront to the merit-based ideals of our educational system and a key factor behind the public sector’s declining efficiency. When nepotism and connections trump competence, institutions suffer. The civil service is already crumbling under this weight, as we see today. Fixing it remains a hot topic in public discourse, but the goal should be clear: employment, public or private, must prioritise what you know over who you know.

Another major challenge is the age barrier. Since 2009, the NYSC certificate prominently displays your date of birth to prevent age falsification. This makes it harder for anyone over 28, whether due to late entry to university or academic delays, to secure interviews or even apply. Most job portals and advertisements specify strict requirements: age limits, degree class, skills, and years of experience. Often, if you’re above the age threshold, you can’t even access the application portal. These restrictions hit hardest in white collar jobs.

The Way Forward: Despite these systemic hurdles, individual agency matters. To move forward, we must be enterprising and proactive: work hard, strategically build in-demand skills (like digital marketing, data analysis, coding, or entrepreneurship), and stay humble while relentlessly pursuing opportunities, whether through networking, job hunting, or starting your own business.

That said, this moment isn’t entirely bleak. We’re excited about the transition and earning our certificates. It opens doors to jobs that require completion of the NYSC. And if we take these steps seriously, upskilling, staying resilient, and thinking creatively, we won’t just be employable; we’ll become highly sought-after prospects.

Happy POP to my fellow ex-corps members, Batch C Stream 2 2025! Let’s step into this next chapter ready. For by failing to plan, we are planning to fail.

Usman M. Shehu wrote from Kano via usmanmujtabashehu@gmail.com.

By Abbas Datti

The Federal University Dutse (FUD) has ushered in a new era of purposeful leadership with the election of Professor Ahmad Muhammad Gumel as its 4th substantive Vice Chancellor, a development widely welcomed across the academic community as a well-deserved victory for merit, experience and vision.

Gumel’s emergence followed a competitive and transparent selection process that drew seasoned academics from across the country. Muhammed Gumel’s victory reflects the confidence of the University’s Governing Council in his proven capacity to lead, innovate and consolidate the gains recorded since the institution’s establishment.

A scholar of high repute, Gumel is widely respected for his intellectual depth, administrative acumen and unwavering commitment to academic excellence. Over the years, he has distinguished himself as a disciplined researcher, an inspiring teacher, and a consensus builder who understands the complexities of managing a growing federal university in a dynamic educational environment.

Colleagues describe him as a visionary leader with a clear understanding of the mandate of Federal University Dutse—to serve as a centre of learning, research and community development. Gumel’s leadership style, marked by inclusiveness, transparency and firm decision-making, is expected to strengthen institutional stability and staff morale while enhancing students’ academic experience.

As the 4th substantive Vice-Chancellor, Gumel is expected to build on the solid foundation laid by his predecessors, with a strong focus on academic quality, research output, infrastructural development, global partnerships and community engagement. Gumel’s background in university governance and strategic planning positions him well to navigate contemporary challenges, including funding constraints, staff development, and the drive for international relevance.

In accepting responsibility, Gumel reaffirmed his commitment to service, pledging to work collaboratively with staff, students, alumni, and stakeholders to advance the university’s vision. He emphasised that leadership is a collective task and expressed readiness to harness the vast human resources within FUD to move the institution to greater heights.

The election of Gumel has been widely celebrated as a triumph of competence and integrity. Many within and outside the university community view his emergence as Vice-Chancellor as timely and reassuring—a signal that Federal University Dutse is firmly on the path of sustainable growth, academic distinction and national relevance.

With Gumel at the helm, expectations are high that FUD will consolidate its reputation as one of Nigeria’s fast-rising federal universities, driven by purposeful leadership and an unrelenting pursuit of excellence.

Abbas Datti writes from Dutse, Jigawa State, via comradeabbasdatti@gmail.com.

By Musa Kalim Gambo

The atmosphere at the Red Lecture Theatre in Ahmadu Bello University (ABU), Zaria, on Saturday, December 6, 2025, was a poignant mix of celebration and profound loss. It was the valedictory event for Professor Sadiq Muhammad, who has just concluded a distinguished 45-year-long career at the institution, teaching in the Language Arts section in the Department of Arts and Social Science Education. But this was more than a retirement party; it was a powerful, two-pronged call to action for the future of Nigerian education: celebrating the professor’s unparalleled commitment to mentorship while simultaneously articulating the country’s urgent need to institutionalise this practice.

A Legacy of Selfless Service

The proceedings, themed “Celebrating a Legacy of Scholarship, Mentoring, and Academic Leadership”, quickly established the magnitude of Professor Muhammad’s impact. Prof. Abdullahi Dalhatu, the Chairman of the occasion and Dean of the Faculty of Education, characterised the event as one of “mixed feelings”, acknowledging the joy of celebrating a career “without being found guilty in one thing or the other”, but lamenting the vacuum his departure creates.

The tributes that followed were the heart of the day, painting a vivid portrait of a man who transcended the role of an academic. Prof. Ramlat Jibir Daura, affectionately known as “the mother of language arts education”, captured the sense of loss, describing Prof. Muhammad as the section’s father figure, who supervised an extraordinary over 300 PhD students. His humility and generosity were recurring themes. Prof. Sani Adamu described him as “one of the poorest professors” because of his immense generosity in using his personal funds to aid students’ education. In a touching testament to his hands-on mentorship, Dr S. A. Abdulmumin recalled an anecdote from the 1990s where the professor, on his humble Yamaha 80 motorcycle, took junior colleagues to the market to buy provisions for their families.

His daughter, Fauziyya Sadiq Muhammad, spoke for the family, describing him as a “teacher, a guide, a protector”, acknowledging the quiet sacrifices he made to balance his professional commitments with his role as a dedicated father and a community pillar who adopted and educated many non-blood-related children.

The Academic Imperative: Institutionalizing Mentorship

Crucially, the honoree insisted that the event maintain a substantive academic core, thereby turning the celebration into a discussion of national educational policy. The formal lecture, delivered by Professor Abdullahi Dada on behalf of Prof. Hanna Onyi Yusuf, was titled “Institutionalising Mentoring in Teacher Education in Nigeria: Challenges, Prospects, and Implications for Curriculum Review”.

The paper, a qualitative, analytical study, proposed a reflective clinical mentorship framework and a national mentoring policy to bridge the gap between theoretical knowledge and classroom realities in teacher preparation. It highlighted significant barriers in the Nigerian context, including resource and funding constraints, the absence of a national framework, and cultural or institutional resistance. The recommendations were concrete: policy formulation, strategic capacity-building for mentors, and the formal integration of mentoring into university curricula.

Reinforcing this, Professor J.A. Gwani defined the ideal mentor’s role: “you as a mentor you are a facilitator… a facilitator does not know everything; he facilitates. He provides the environment democratic enough for people to be able to make contribution…”.

A Forward-Looking Valedictory

In his valedictory response, delivered by Professor Alti Kasim, Prof. Muhammad expressed profound gratitude and reflected on his students’ curiosity as his “compass”. More importantly, he used his final official platform to deliver a decisive call for strategic investment in the future of Language Arts: expanding teaching staff, procuring a dedicated language laboratory, and providing robust professional development for faculty.

The final remarks served as a capstone to the theme of mentorship. Dr Lawal Hamisu, a former director under the professor, credited Professor Muhammad’s direct intervention for facilitating his own appointment at the university. This final, firsthand testimonial powerfully reinforced the day’s central lesson.

Prof. Sadiq Muhammad’s retirement is not merely the end of a career but an architectural blueprint for the Nigerian educational system. His legacy demonstrates that transformative academic leadership is not solely about publishing papers or holding titles, but about the grassroots, personal investment in the next generation. As the country grapples with staffing shortages and quality control in tertiary education, the true challenge left behind is not simply replacing a professor, but answering his call to make selfless mentorship the institutionalised norm, ensuring that his 45-year compass continues to guide Nigeria’s future scholars.

–Gambo writes from Zaria.

By Lawan Bukar Maigana 

In Nigeria, university strikes have become an all-too-familiar story, a recurring wound that never seems to heal. Each time ASUU announces an industrial action, lectures stop, campuses grow silent, and dreams are placed on hold. Politicians continue with their schedules, lecturers retreat to side jobs, but the students —the very heart of the education system —are left stranded. They lose time, motivation, and opportunities that they can never fully recover. Yet, as the cycle repeats, one cannot help but ask: who truly bears the weight of these strikes, and who should take responsibility for the damage they cause?

For decades, the Academic Staff Union of Universities (ASUU) has justified its strikes as a means of pressuring the government to honour agreements on better funding, fair wages, and improved infrastructure. These demands are valid. Anyone who has walked through the corridors of a public university in Nigeria would agree that poor facilities, overcrowded lecture halls, and unpaid salaries reflect a deep neglect of education by successive governments.

But while the union’s grievances are understandable, the methods have become controversial. The government, on the other hand, often accuses ASUU of holding the system hostage. It argues that the union’s insistence on strikes as the only bargaining tool cripples progress and punishes innocent students who have no hand in the dispute. In the end, both parties trade blame while the students, the most powerless group in the equation, pay the ultimate price.

A four-year course can easily stretch to six or seven years because of strike interruptions. Many students find their enthusiasm fading over time. Some lose focus entirely and drop out of school. For those who persevere, the delay spills into their plans. By the time they graduate, they are already approaching 28, 29, or even 30, before the one-year NYSC service.

The real tragedy becomes apparent when they start searching for jobs. Most government and private organisations in Nigeria set an age limit of 26 to 30 for entry-level positions. By the time many graduates are done with university and service, they have crossed the threshold. Their only crime is being caught in a system that values bureaucracy over merit and punishes them for something beyond their control.

This is why it is not just an academic crisis; it is an economic one. Each prolonged strike increases youth unemployment and deepens poverty. Parents who struggled to pay tuition watch their investments stagnate, and the nation loses years of productivity from its young minds. How can a country move forward when its brightest are trapped in uncertainty?

Yet, every time negotiations collapse, the conversation focuses on who blinked first, ASUU or the government, not on who bleeds most from the outcome. It is as though the welfare of students matters less than the politics of power and payment. That is the heart of the problem.

Let us be honest. Both parties are culpable. The government’s insensitivity and failure to prioritise education are unacceptable. Budgetary allocations to education consistently fall below UNESCO’s recommended 26 per cent. Lecturers, too, must reflect on whether indefinite strikes remain the most effective way to demand change. It is one thing to fight for rights; it is another to destroy the bridge that connects those rights to the future.

If universities had better funding, research grants, and prompt salaries, ASUU would have no reason to down tools. But if the union continues to rely solely on strikes without exploring alternative forms of advocacy, such as strategic legal action, citizen engagement, or performance-based protests, then students will remain collateral damage in every industrial action.

The solution lies in sincerity from both sides. Government officials must stop making empty promises and start implementing lasting reforms. ASUU must adopt modern negotiation strategies that prioritise students’ interests first. The students themselves must also rise, through constructive activism, to demand accountability from all sides.

Education is not a privilege; it is a right. Every time it is disrupted, a generation loses part of its potential. The government and ASUU must remember that time is not renewable. Every month lost to a strike is a wound that never fully heals for a student.

Some will argue that strikes have brought partial victories such as improved salaries, better agreements, and occasional funding. But these victories often come at too great a cost. Students spend longer years on campus, graduate later, and face tighter job markets. Many lose scholarships or opportunities abroad because their transcripts are delayed or their academic calendars are unpredictable.

A society that allows this cycle to persist undervalues its youth. The damage is not immediately visible, but it later manifests in the frustration of jobless graduates, the rise of social vices, and the erosion of hope. When young people start believing that hard work no longer pays, the nation begins to decay silently.

The truth is simple: when universities are on strike, everyone loses, but students lose the most. They lose time, morale, and faith. And no compensation can restore that lost time.

Until the day Nigeria treats education as a national emergency, not a political bargaining chip, these strikes will continue, and the nation will keep producing delayed graduates and disappointed dreams.

The next time a strike is declared, we should ask not just who is right or wrong, but who is hurting most. Because in the end, it is not the lecturers or the politicians who suffer, it is the students whose futures hang in the balance.

Lawan Bukar Maigana is a media consultant, humanitarian, storyteller, and inspiring diplomat. He can be reached via email at lawanbukarmaigana@gmail.com.

By Malam Ibrahym El-Caleel

A widely circulated video showed an altercation between a staff of the Maryam Abacha American University of Nigeria (MAAUN) and a father to one of the students of the school.

It is a 33-second-long video that doesn’t allow for proper evaluation of the incident except for the audacious comment the student made at the tail-end of the video, in support of her father, saying, “Ba fa kyauta mu ke zuwa karatu makarantar ba. Kuɗi muke biya”. Meaning, “we aren’t studying in this school free. We pay money”.

The school has rightly issued a press release to say it has set up a committee to investigate what happened, and it demands to have the full video of what happened to ease its investigation since a 33-second video will barely help you take an informed position on this. Best wishes to them in their investigation, but let’s talk about the broader picture.

The girl’s raw comment about the money they pay to the school is a bitter lesson in business. The girl sees herself as a customer of MAAUN, not a student, and this is largely the philosophy of most private institutions of learning and their patronisers. It is an entrepreneurship first, then any other thing, like being a school or a university. And therefore, what we see in businesses would happen there since profit is the overall aim. Please, I am not tearing down private institutions. I am discussing business here.

“The customer is always right”

In the early 1900s, Harry Gordon Selfridge, the founder of Selfridges department store in London, popularized the saying that, “the customer is always right”. To be fair to Selfridge, he popularised this business philosophy to protect the buyer. Prior to this philosophy, what existed was the philosophy of “Caveat emptor”, which protects the seller and which means: “Let the buyer beware.”

“Caveat emptor” is simply saying that the buyer is fully responsible for checking product quality, condition, and suitability before purchase. Therefore, once the buyer pays for the product, they cannot hold the seller accountable even if they discovered the product to be defective. Even if you return the defective product to the seller, he’d simply say “Caveat emptor!”, meaning “you should have checked before paying!”.

This is where Selfridge popularised “the customer is always right” philosophy. The aim is to prioritise customer satisfaction even when the customer may be at fault. It is a philosophy aimed at keeping the customer happy or satisfied so as to have a sustainable business into the future. This builds trust and loyalty in business, and this is why it is widely practiced by businesses today.

Customers and some business leaders decided to abuse this nice philosophy. Customers saw it as an edge to abuse employees of the business they are patronising. Business leaders decided to make customers the “kings” and “queens” who are always right, placing them far below the employees who help them drive the business. This is why it is easy for the girl to make reference to how they are the thin line between that staff and joblessness. It is the reason why you, the reader, equally shouted at the bank staff you met at the customer service desk the other day. The bank as an institution with corporate headquarters somewhere in Lagos didn’t serve you well, but you are here in faraway Numan threatening, harassing and abusing an innocent 24-year-old girl you met at the bank’s help desk.

Customer is always right!

I was hungry in Barnawa some months back when I decided to walk into Market Square to get some food. A man, who should most likely be in his 50s, walked in after me. The attendant was serving the people who came ahead of him as per first come, first serve. Suddenly, this man took offence and began passing harsh comments on this lady. It was a whole lot of psychological abuse, making even s3xist comments. He wasn’t yelling at me, but I felt the pain. That young lady didn’t respond in kind, but coldly prepared his meal and handed it over. The customer is always right.

Only business leaders can reorient the customer on this. While you need customers to maintain your cash flow, you equally need your employees. And this is what the consumer goods giant, P&G, seems to be better at.

The P&G CEO between 1948-1959, Redwood Deupree, remarkably said: “If you leave us our money, our buildings and our brands, but take away our people, the Company will fail. But if you take away our money, our buildings and our brands, but leave us all our people, we can rebuild the whole thing in a decade.” This is a 187-year old company, teaching you the value of people in a business. Your people are your most important assets.

But unfortunately, most businesses today have thirst for short-term gains and barely have any interest in building a corporate culture that will sustain it into the future. When a company is overly thinking about finance, then it ‘worships’ everything that relates to the bottom line. It is ready to throw its most resourceful employees under the bus just to gain today’s profit. No plan for the business of the future.

By Aminu Babayo Shehu

The recent move by Senator Shehu Buba Umar, representing Bauchi South, to convert Abubakar Tafawa Balewa University (ATBU), Bauchi, from a University of Technology to a conventional university has stirred deep concern among stakeholders, alumni, and advocates of science and technology education. The bill, which has already passed second reading in the Senate, risks undoing decades of progress that ATBU has made in advancing technology-driven learning and innovation in Nigeria.

In an era when nations are competing through science, technology, and innovation, Nigeria cannot afford to take a step backwards. Around the world, technology is driving development, job creation, and national competitiveness. From Artificial Intelligence to Robotics, Biotechnology, and Cybersecurity, the future of work and industry is being reshaped by technology. It is therefore troubling that, instead of strengthening one of Nigeria’s most respected technology-based universities, the discussion is now about diluting its identity.

ATBU has earned its reputation as one of the country’s leading technological institutions. For decades, it has produced graduates who are not only competent but highly sought after in both the public and private sectors. Alumni of the university are excelling in software engineering, telecommunications, construction, fintech, and data science. Many are leading teams, building products, and contributing to the growth of major organisations across Nigeria and abroad.

In recent years, the university has made even more progressive strides. The Faculty of Computing, for instance, has expanded its curriculum beyond traditional Computer Science to include new, globally relevant courses such as Artificial Intelligence, Data Science, Software Engineering, and Cyber Security. These additions are clear evidence that ATBU is aligning itself with international trends and preparing students for the realities of the modern digital economy.

Instead of seeking to convert ATBU into a conventional university, the Federal Government and relevant stakeholders should focus on strengthening its technological capacity and research base. There are better, more visionary ways to make the institution self-sustaining and impactful. Establishing Artificial Intelligence research laboratories, cybersecurity and digital forensics hubs, robotics and automation labs, and technology incubation centres would attract both local and international partnerships. Such facilities could become national assets for innovation, startups, and industrial research.

Globally, top universities have achieved great success by maintaining and deepening their technological focus. The Massachusetts Institute of Technology (MIT) in the United States, Tsinghua University in China, and the Korea Advanced Institute of Science and Technology (KAIST) are shining examples of institutions that have transformed their nations through technology-driven education and research. Nigeria should be learning from these models, not abandoning its own.

Turning ATBU into a conventional university would water down its focus and weaken the very foundation on which it was established. What Nigeria needs today are more institutions that specialise in applied sciences, engineering, and emerging technologies; not fewer.

This proposal, though perhaps well-intentioned, is ill-timed and misdirected. The challenges of the 21st century demand more innovation, not less. The future will belong to nations that invest in science, technology, and knowledge creation.

ATBU should remain what it was meant to be: a University of Technology dedicated to building Nigeria’s next generation of innovators, engineers, and researchers. To do otherwise would not just be a loss for Bauchi or Northern Nigeria, but for the entire country.

Aminu Babayo Shehu is a Software Engineer and alumnus of Abubakar Tafawa Balewa University, Bauchi. He writes from Kano via absheikhone@gmail.com.

By Anwar Usman

The Nigerian Education Loan Fund has announced the official opening of its student loan application portal for the 2025/2026 academic session, providing access to financial support for students across tertiary institutions in the country.

The agency said the application will run for three months from Thursday, 23rd October 2025, to Saturday, January 31, 2026.

This was revealed in a statement issued on Tuesday by NELFUND’s Director of Strategic Communications, Oseyemi Oluwatuyi.

NELFUND urged fresh students to apply using their Admission Number or JAMB Registration Number in place of a matriculation number.

It called on tertiary institutions to show understanding regarding registration and fee payment deadlines for applicants awaiting loan disbursement.

Institutions are encouraged to show understanding in enforcing registration and fee Flexibility payment deadlines for students awaiting loan disbursement

“Institutions that have not yet commenced their 2025/2026 academic session should formally write to NELFUND with their approved academic calendar for scheduling flexibility

The statement further revealed that, “NELFUND appeals to all institutions to consider temporary registration measures for students whose loan applications are being processed to ensure that no student loses access to education due to financial constraints.”

By Bashir Uba Ibrahim, PhD.

Two weeks ago, I visited Prof. Isa Mukhtar after we concluded one of the parallel sessions organised for a national conference on the works of Aliyu Kamal, in which I served as a rapporteur. The event was held at the Department of Linguistics and Foreign Languages, which was renamed the Department of Linguistics and Translation following the unbundling and upgrade of the former Faculty of Arts and Islamic Studies to the College of Arts and Islamic Studies.

Prof. Isa Mukhtar is one of the most academically generous teachers I know. After exchanging greetings, he gifted me his newly published book titled An Introductory Hausa Linguistics, which I intend to review here briefly. Unlike previous books on Hausa grammar and linguistics, Mukhtar, in this thirteen-chapter book, attempts to simplify the branches of linguistics by extensively drawing on examples from the Hausa language and redefining some linguistic terms. This review is by no means exhaustive or comprehensive, as it would be difficult to do full justice to the book in this limited space.

Chapter one, which is entitled ‘Views on the Origin of Language’ (Ra’ayoyi a kan Asalin Harshe), dissects some of the speculations regarding the origin of language. He addresses the speculations regarding the origin of language by citing Zarruk’s views on the phenomenon, including divine creation, man’s discovery, man’s invention, and man’s evolution from a human perspective. He thus attempts a glottochronological examination of Hausa and Amharic, the language of Ethiopia, and Hausa and Coptic, the language of Egypt, in his effort to relate the origin of Hausa with its cognate languages in Africa.

Chapter two, titled ‘Introduction to Language’ (Gabatarwa a kan Harshe), discusses various functions of language. Citing relevant examples from doyen linguists like Fowler (1974) and Leech (1974), he nominally examines the general functions of language, buttressing the thesis with examples from Hausa. The chapter also briefly explains numerous linguistic forms (nau’oi a cikin harshe) in which he shows arbitrary and non-arbitrary forms of language.

The third chapter is titled ‘Historical Linguistics and Stylistics’ (Tarihin Nazarin Harshe da Ilimin Salo). Here, the author provides a historical analysis of the origin and development of linguistics as a field of study from antiquity to the present day. Various schools and movements that shaped major linguistics trends and ideas, such as structuralism (bi-tsari) and its subsidiaries like the Copenhagen school (makarantar Copenhagen), American structural linguistics (Bi-tsari a marajtar harshe ta America), French structuralism (Bi-tsarin Faransa), Prague school (makaranyar Prague), rationalism (na tunani), and empiricism (gogayya). The chapter also attempts to link structuralism with stylistics by discussing some of the stylistics scholars influenced by structuralism, such as Charles Bally, Roman Jakobson, and Michael Riffaterre. These scholars developed their theory on the style of communication and contributed to generative stylistics.

Chapter four, ‘Functional Linguistics and Stylistics’ (Harshen Aiwatarwa da Ilimin Salo), builds on the previous chapter by examining stylistics (ilimin salo) from a systemic functional linguistics perspective. In this chapter, the writer attempts to appropriate Halliday’s theory of stylistics and apply it to Hausa data by extensively drawing examples from it. Thus, Halliday’s main conception of the stylistics function of language into ideational, interpersonal and textual was heavily domesticated and linked with Hausa.

The fifth chapter titled ‘Classification of African Languages’ (Rarrabewa Tsakanin Harsunan Afirka). In this chapter, the author bases his classification of African languages on Greenberg (1966), in which he classified African languages into four phyla, namely, Afro-Asiatic, Khoisan, Niger-Congo and Nilo-Saharan. He attempts to trace the Hausa language to the West-Chadic branch of the Afro-Asiatic language family. He establishes its relationship with cognate languages in Nigeria, such as Bole, Kare-Kare, Warji, Ron, and Bade.

Chapter six, which is entitled ‘Syntax and Grammar’ (Ginin Jumla da Nahawu), makes a historical examination of grammar from a Greek grammarian, Dionysius Thrax, traditional grammar (Nahawun gargajiya), structural grammar (nahawun bi-tsari), finite state grammar (nahawun kwakkwafi), phrase structure grammar (tsarin nahawun yankin jumla), generative grammar (nahawun tsirau), transformational grammar (nahawun rikida/taciya), transformational generative grammar (nahawun taciya mai tsira), etc.

The seventh chapter, ‘Advanced Syntax’ (Babban Nazarin Ilimin Harshe) served as a build on its preceding chapter. The chapter makes a deeper examination of the extended standard theory by Chomsky, looking at Government and Binding Theory of Syntax and its application in the Hausa language. While chapter eight, which is titled ‘Issues in Hausa Syntax’ (Muhimman al’amura a tsarin jumla), builds on the previous one by examining extended standard theory and its syntactic operators and how they can be applied in Hausa.

Chapter nine, which is entitled ‘Phonetics and Phonology’ (furuci da sauti), makes an extensive examination into Hausa phonetics and phonology. It looks at articulatory, acoustic, and auditory phonetics, drawing heavily from Sani (2010). It also discusses Hausa phonological inventories and processes as the backbone of generative phonology, such as assimilation, dissimilation, palatalisation, labialisation, nasalisation, metathesis, polarisation, etc. Meanwhile, chapter ten titled ‘Morphology’ (Ilimin Tasarifi) discusses Hausa morphological structure, morphemes, types of morphemes, criteria for identification of morphemes, morphological processes and word formation processes by citing Abubakar (2001) to exemplify his discussion.

 Chapter eleven, ‘Dialectology’ (Ilimin Karin Harshe), explores the relationship between language and society by examining major sociolinguistic aspects and relating them to Hausa languages, including argot, slang, jargon, sociolects, Hausa dialect variety, and language and culture. Chapter twelve, which is entitled ‘Semantics’ (Ilimin Ma’ana), makes a historical examination of the term ‘semantics’ and shows how it is problematic in relation to linguistic analysis. The chapter also examines the relationship between semantics and linguistics, as well as Hausa semantic change, collocations, componential analysis, speech-act, descriptive semantics, theoretical semantics, and general semantic theories. The chapter also delves into the relationship between semantics and other branches of linguistics, such as morphology, phonology, and syntax, in what can be called a ‘linguistic interface’. 

Meanwhile, the thirteenth chapter, which is the final chapter, is titled ‘Sociolinguistics’. It examines the issue of multilingualism in Nigeria, with Hausa as one of the major languages. It examines how sociolects served as social varieties of language that are determined by social factors rather than geography, citing examples with Hausar masu kudi, Hausar sarakai, Hausar malamai, Hausar ‘yan daba, Hausar likitoci, etc.

Overall, this book, intended as an introductory text, aims to acquaint readers with foundational topics in Hausa linguistics. Its straightforward presentation and accessible language make it especially useful for beginners. However, the author’s effort to simplify the content may have been overextended, leading to notable gaps. Crucially, important subfields such as psycholinguistics, neurolinguistics, applied linguistics, forensic linguistics, and computational linguistics are not mentioned at all.

Another significant omission is the absence of Ferguson (1970), particularly given the discussion on dialectology—a field in which Ferguson was a major contributor—as well as the exclusion of key works on Hausa dialectology such as Musa (1992). Similarly, in Chapter Twelve, the focus is limited to structural semantics, with no mention of Hausa cognitive semantics or relevant contributions like Bature (1991) and Almajir (2014).

The book appears to lean heavily towards stylistics and syntax, dedicating two chapters to the former and three to the latter, specifically Chapters Six through Eight. While these topics are undoubtedly important, the focus becomes somewhat disproportionate. For instance, in the discussion of Government and Binding Theory and complementation, the author omits important works such as Yalwa (1994), Issues in Hausa Complementation and Mukhtar (1991), Aspects of Morphosyntax of Hausa Functional Categories, both of which could have enriched the analysis from a Hausa linguistic perspective.

In conclusion, as Ibrahim (2008: 260) aptly states, “There is no perfect text. But as human life itself, the various imperfections of our life provide a constant challenge to us as scholars embroiled in the learning process.” Despite the criticisms above, Mukhtar’s ability to present complex topics clearly and subtly remains commendable. This book stands out as one of the more accessible introductory texts on Hausa linguistics, suitable for both students and newcomers to the field.

By Dikko Muhammad, PhD

Dear Governor Malam Dikko Radda, PhD., with honour and regards befitting of your office and esteemed personality, the people imploring you to address the urgent matters of Umaru Musa Yar’adua University, Katsina, are your friends, not your foes. They don’t want to see the beautiful pumpkin planted about two decades ago uprooted by your administration. If that calamity, God forbid, would happen, it mustn’t happen under the administration of the most credentialed person in the history of our state. 

Sir, UMYU isn’t just a mere state university. It was an ambition and a dream of our revered Malam Umaru Musa of blessed memory. UMYU is the culmination of the sweat and toil of many prestigious individuals from our dear state, impeccable individuals who embraced Malam Yar’adua’s dream and made it a reality.

Men and women who spent sleepless nights, travelled far and wide, to ensure that UMYU isn’t just a prestige project, but a strategic and need-based initiative that addresses the higher education deficit of our dear state and the Northern region. Many of these important individuals are alive today. Please, Sir, as they inch nearer to their graves, don’t make them feel that their labour is in vain. UMYU alone is a fulfilling mission for many of them.

Sir, forgive my repetition– UMYU isn’t just a mere state university. It’s a solution to our century-old gender gap in access to educational opportunity. It enables thousands of parents to educate their daughters to the level of degree certification at a time when interstate and intercity travel are becoming increasingly dangerous by the day. 

When UMYU collapses, may Allah prevent that, it will sink with the dream of thousands of girls who aspire to become educated mothers, productive members of society, and contributors to the future knowledge-driven economy. You just need to look left and right in your own extended family to see the impact this university has already made. 

Your Excellency, Sir, look into the posterity. It’s very long. And it remembers all. Save this system. The university workers are not asking for the impossible. They simply ask that you respect the law establishing this university. They’re only asking you to give the equivalent of whatever is obtainable in federal universities. This is enshrined in the laws that established UMYU. 

I’m deeply sorry if I sound boring. I want to remind your esteemed person that at the point of inception, no state across the Northern region has invested resources in its university as UMYU. Billions have been spent on the training of staff. I am a product of UMYU. I got my first degree here. My teachers called me to join them and serve UMYU. The university has spent millions training me for my master’s and PhD degrees. The same happened to hundreds of others.

Unfortunately, the tasteless, unmotivated and uninspiring condition of service has frustrated many out of UMYU. Many others are awaiting the bond period to japa or to move to another university. In my faculty (pictured here), I know of more than 10 people who have left this institution with their PhD financed by UMYU. UMYU has failed to retain its most precious investment. It has also fallen short of attracting other people with the highest degrees into its corridors. 

As tens of PhDs are leaving UMYU, the university can only attract people with a first degree or, at most, a master’s degree. In practical terms, UMYU is gradually positioning itself as a training ground while Katsina continues to be short-changed in the process. 

Your Excellency, I may disagree with many of your policies. But I never doubted your resilience in moving our dear state forward. Please look into UMYU. Write your history on the footprints of time. You have all that is required to save the most important legacy of Malam Umaru Musa Yar’adua, a statesman, your political mentor, a person you hold dear and a man related to you in other equally important capacities. 

Dikko Muhammad writes from the Department of English and French, UMYU. He can be reached via dikko.muhammad@umyu.edu.ng.

By Abdullahi Kabiru Muhammed

Life as a student is rarely easy, and for three close friends at Bayero University, Kano, the journey has been both tough and inspiring.

Their journey, which began in Level 100 and is now in Level 400, serves as a powerful testament to faith, friendship, sacrifice, and perseverance.

From the very start, the three friends knew the odds were stacked against them. Two of them were students of Mass Communications, while the third was studying Law, a five-year program. They began their academic journey with no sponsor, relying solely on faith in God and a strong will to succeed. 

Despite the uncertainties, their bond grew stronger. There was no conflict, no hatred, only unity. They shared everything and supported one another with love and understanding.

Their first year was marked by some struggles, but they managed to survive. The hardships were there, but not as overwhelming as what was to come. 

In their second year, things became even tougher. The school fees were increased from ₦37,000 to ₦100,000, causing panic and fear. They started Level 200 without paying their fees, holding on to hope as Bayero University, Kano,continued to extend the registration deadlines. They rarely ate more than once a day, dinner only. Many nights, they went to bed on empty stomachs, and in the morning, they would head to class without breakfast. But through it all, they never gave up. They could only afford ₦40,000 for a single bed space, yet all three of them managed to squeeze into the room.

Just when it seemed impossible, help came. Governor Abba Kabir Yusuf’s administration intervened and covered the school fees for Kano State indigenes. It was a moment of relief and joy. May Allah (S.W.T) guide and protect him, and may He grant him his heart’s desires, amin.

Level 300 came with fewer school fee issues, as NELFUND covered their tuition. However, the cost of living increased, and they struggled to afford food. Two of the friends took on labour jobs, and the third, a tailor, tried to support himself with his handwork.

Among the labourers, one could travel out every weekend for work, while the other could only leave during holidays. The tailor worked under someone and had a few customers. Income was unstable. 

Even though they received a monthly ₦20,000 upkeep allowance from NELFUND, it was often delayed. They sometimes had to borrow money and were usually refused, as people doubted their ability to repay.

Their families supported them too, but the assistance barely covers 10% of their needs. They didn’t desire luxury, just enough to eat and survive.

Now in Level 400, nothing much has changed materially. The hunger, the hustle, the struggles—they remain. But the friends remain grateful, and more than ever, they are hopeful.

They continue to share, encourage, and support one another, believing that tough times don’t last forever. Their academic performance is commendable, and they are determined not to let poverty or hardship define their future.

Their story is a reminder that Allah is always in control. Through all the pain, hunger, and financial stress, they have continued to pray, to trust, and to push forward. Without divine intervention, they believe they would have dropped out, despite their passion to learn.

So, they say “Life is full of ups and downs, but we believe good things will surely come our way. Just be prayerful. Allah knows, and He will surely answer your prayers. All you have to do is believe in Him”

Abdullahi Kabiru Muhammed wrote via khaybhee006@gmail.com.