University Education

JAMB begins process to accredit CBT centres for 2025 UTME

By Uzair Adam 

The Joint Admissions and Matriculation Board (JAMB) has initiated the accreditation of Computer-Based Test (CBT) centres in preparation for the 2025 Unified Tertiary Matriculation Examination (UTME). 

JAMB’s Public Communication Adviser, Dr Fabian Benjamin, announced the commencement of the accreditation exercise in a statement on Sunday, emphasizing its importance in ensuring a smooth examination process.

The statement urged new CBT centres interested in participating in the 2025 UTME to review the requirements provided on JAMB’s official website. 

According to the statement, prospective centres must be able to familiarize themselves with the outlined standards by visiting the JAMB portal and submitting a formal notification of interest to the Registrar through the respective Zonal Director or State Coordinator.

Established centres that were accredited for the 2024 UTME and operated without issues are required to register their interest via the Centre Management System (CMS) Portal. 

For new centres, JAMB’s Zonal and State Offices will assist in creating accounts on the CMS Portal to facilitate their registration. 

“All centres must complete the mandatory Autobot/Autotest on a date to be announced as part of their preparation for the physical accreditation visit by the Board’s team,” the statement noted.

Dr Benjamin highlighted that only centres that successfully pass the Autobot/Autotest and meet JAMB’s stipulated standards would proceed to the next stage of the accreditation process. 

The physical accreditation exercise is set to commence in December 2024, with notifications sent only to qualifying centres.

JAMB reiterated that centres failing to meet the required standards during the Autobot/Autotest will not be considered for inclusion in the 2025 UTME registration and examination.

ASUU accuses World Bank, IMF of undermining Nigeria’s education

By Anas Abbas

The Academic Staff Union of Universities (ASUU) has accused the World Bank and the International Monetary Fund (IMF) of actively undermining Nigeria’s public education system.

This allegation comes amidst the union’s frustration over the ongoing delays in renegotiating its 2009 agreement with the federal government, despite several Memoranda of Understanding (MoUs) and Memoranda of Action (MoAs), ASUU President.

 Prof. Emmanuel Osodeke expressed disappointment that the agreement has yet to be finalized.

During the ASUU Heroes Day 2024-2025 ceremony held in Abuja, Prof. Osodeke raised concerns about various issues, including the mandatory Integrated Personnel and Payroll Information System (IPPIS) and the suspension of salaries for ASUU members for three and a half months.

In a positive development, ASUU announced that it had awarded selected members PhD grants worth N500,000 each after thoroughly evaluating proposals. 

Prof. Osodeke praised the members for their unwavering commitment to defending Nigeria’s public university system and extended his support to ASUU members facing challenges at Kogi State University, Lagos State University, Ebonyi State University, and Chukwuemeka Odumegwu Ojukwu University.

The Heroes Day event recognizes past and present members for their dedication to enhancing public education. Prof. Osodeke paid tribute to the late Prof. Festus Iyayi, a former ASUU president, and others who have made significant contributions to the union’s objectives.

Hardship: Nigerian university students bear the burden

By Zainab Haruna Shittu

The economic downturn in Nigeria has reached alarming proportions, leaving no one unscathed. The youth, particularly university students, face unprecedented hardships. Financial constraints, food insecurity, and limited access to resources have become the norm for many Nigerian university students.

Research has shown that economic hardship profoundly impacts students’ academic performance and mental health. A National Bureau of Statistics (NBS) study reveals that poverty and hunger are major factors contributing to students’ poor academic performance. Similarly, a report by the United Nations Children’s Fund (UNICEF) highlights the devastating effects of food insecurity on students’ mental health.

For many students, the struggle is personal. “Academic pressure mounts, but hunger weighs heavier. I’m constantly worried about where my next meal will come from,” confesses a 21-year-old student who wished to remain anonymous.

Another student echoes this sentiment. “I struggle to focus in class because I’m constantly worried about where my next meal will come from. My parents’ hard work doesn’t pay enough to sustain us, leaving me hungry and stressed. The toll on my mental health is overwhelming,” shares a 20-year-old university student.

To mitigate the effects of economic hardship on university students, policymakers and stakeholders must prioritise education and food security. This requires collaborative efforts, including government support for education and food programs, increased scholarships and financial aid, improved access to mental health resources, and community-based initiatives for food security.

Nigeria’s economic woes have far-reaching consequences, affecting various sectors, including education. University students deserve support and resources to thrive. It is imperative that we prioritise their well-being and future.

Zainab Haruna Shittu wrote from Bayero University, Kano, via harunazainabshittu7567@gmail.com

How UDUS graduate began her journey to First Class in her penultimate year

By Wonderful Adegoke

Despite the growing consensus that achieving a first-class degree is increasingly difficult, Helen Ambi has proven that with perseverance and diligence, it’s attainable at any level.

Hailing from Sanga Local Government Area of Kaduna State, Helen Ambi developed an interest in Medical Laboratory Science after researching and reading about its versatility in the health sector. Thus, she applied to Usmanu Danfodiyo University (UDUS) to pursue her newfound passion.

“Initially, I never knew a course like Medical Laboratory Science existed,” she revealed. However, I chose it after researching and reading about its prospects and versatility in the health sector. I applied and was admitted on my first attempt. This convinced and made me glad that I chose this path.”

Like the thousands of students with varying dreams admitted every year, Helen Ambi’s journey to graduate with a first-class degree began, ultimately leading to her remarkable achievement.

The journey in UDUS

The glamour of being confined within the four walls of academia began gradually while Helen steadily pursued her dream of becoming a first-class degree holder. Alas, it began to dawn on her that she’d dreamt too far—hope faltering like the fading of a newly painted mural.

“Not that I didn’t aspire to graduate with a first-class,” she said. “I did. But when I saw my 100-level results, although they weren’t bad, I expected to start with a first-class because it’s often said that the journey begins as a ‘fresher.’

“I have always heard that if you want to graduate with a first-class, then you have to get it from 100-level because as you progress, your CGPA will ‘drop.’ Hearing that made me give up on bagging a first-class degree.”

The 4.3 grade points she obtained in the 100 level left her stressed, worn out, and frustrated and prompted her to re-strategize. “My friend Simnom helped me develop a new reading habit: night reading, which I would say helped me understand what time of the day was most suitable for my assimilation.

“I can’t express how I felt, but I know I was excited because the green lights were beginning to turn up,” she said, in appraisal of how her new strategy boosted her records to 4.47 in the 200-level and 4.46 in the 300-level.

The game changer

The School of Medical Laboratory Science (SMLS) has the best faculty in UDUS. The 400 level is known to be the toughest due to the bulkiness of the courses offered. Helen’s first-class journey began in her penultimate year.

“My 400-level was the game changer for me. I know it’s known as the most hectic and challenging level and probably the most difficult, but that’s where my story began. I achieved a grade point of 4.50 in my 400-level and 4.53 in my final year.”

In acknowledgement of the encouragement received from one of her lecturers, whom she simply identified as ‘Dr Festus,’ she said, “I became more determined to give my best to achieving a first-class degree.”

“I began having discussions with a few friends to learn new things because no one’s an island of knowledge. When our 400-level results were released, I discovered that it had greatly helped me.”

“Don’t Give Up” – Helen advises students

As a lover of research and volunteering activities, Helen intends to impact society by conducting research to tackle sickle cell disease. She has advised students to hold on to their dreams.

“Regardless of what people say or think, don’t give up on your dreams. Give your best to everything you do, including your academics. Having a good relationship with your colleagues is important because you can never know everything, and we learn from each other.”

My university or yours? My take on the worn debate

By Mutalib Jibril

A few days back, I stumbled upon a post about two graduates from a particular university in Nigeria who went for a job interview. On getting to the venue, they started interrogating some workers in the organisation about the qualifications of the interviewer.

Unfortunately, the interviewer overheard their conversations and prepared to daze them with some basic questions in English, which he noticed most graduates usually struggle with. In no time, the interview commenced. It was a written test. They were handed their questions, and then they answered the questions.

Behold! They could not reach the cutoff mark, and they failed the questions. This is just one funny instance out of a thousand and one of how students often think their university is the best or better than others.

I agree that some universities are better than others in infrastructure, research innovations, and achievements. This is why we do have a university ranking annually.

However, I can categorically state that all universities have met the benchmark; better still, they have fulfilled all the criteria set by the Nigerian Universities Commission (NUC).

Any university that does not meet the set criteria for a particular course—let’s say Radiography, for instance, wouldn’t be accredited. Therefore, any institution running that course has met the requirements and been subsequently accredited by NUC.

Therefore, most students are oblivious that what makes an individual student stand out from their peers from other institutions is mainly tied down to individual sacrifices and effort.

This is not to say that the university doesn’t have a role in making students exceptional. No! Even if you attend the best university in Nigeria, the onus still lies on you to make yourself stand out. The school cannot teach you everything.

However, no matter the university you find yourself in, develop yourself and stand out.

It doesn’t matter if your university has the lowest ranking in the country; I know that no university would be accredited without meeting the requirements. Some standards must be met.

What matters is what you can do to ensure you are prepared for life after university and stand out.

Many people graduated from the least-ranking universities in Nigeria but are doing exceptionally well academically in Nigeria and abroad.

I have never heard of a scenario where a third-class graduate from a top-rated university is selected for a job over a first-class graduate from the lowest-rated university—I’m not talking about connections here. I am talking about employment based on merit.

It’s high time we stopped making unnecessary comparisons about universities. Let’s channel that energy toward making our self-development.

Mutalib Jibril wrote via mutalibdantanisabi300@gmail.com.

The diminishing value of formal qualifications in Nigeria’s labour market

By Isah Kamisu Madachi

The ubiquitous use of social media and other online platforms, marking the advent of the digital era facilitated by technological advancements, has revolutionised the Nigerian economy and labour market. The longstanding tradition of obtaining certificates and waiting for office work is declining, leading to a paradigm shift in the Nigerian certificate-based economy from valuing certificates to emphasising skills, akin to the trend in developed countries. It is silently moving from your paper to what you can offer. 

While I was not born in the 1970s and 80s, I believe it was difficult, if not impossible, to find someone with a certificate from a Nigerian institution engaged in skilled trades such as carpentry, tiling, wiring, and plumbing. During that period, when a certificate was earned, the expectation was to be employed by the government or a private organisation. However, the contemporary scenario is different, as it is common to find individuals with higher degree qualifications still actively engaged in such work. The emphasis on the value of practical skills is evident almost everywhere, including social media, classrooms, public lectures and capacity-building seminars.

Drawing from my sociology background, I am engaged in various activities such as YouTubing, blogging, essay writing, and video editing. A friend of mine, a law graduate, works with a radio station because of his oratory prowess. My mentor, who graduated years before I joined the university, now works with a leading newspaper in Nigeria because of his ability to write well. It is a common misconception among Nigerians to equate education or skill with certificates.

As a student, I have witnessed how things have changed. An internationally respected lecturer from my department who also worked in the same profession in the United States of America for many years remarked that nobody had ever inquired to see his certificate for the time he spent there. He only lists his certifications and compliments them with the knowledge and skills attached.

This shift from certificate-based to skill-based education is affecting the Nigerian education system because, despite the evolving changes in this endeavour, it seems to have found it difficult to adapt to the new reality. In schools, the focus is still highly on the certificates and theoretical aspects of the courses offered instead of skills. This continues to create discrepancies between what the job market needs and what schools produce.

Seeing overwhelming numbers of unemployed Nigerian graduates roaming the streets led frustrated Nigerian youth to conclude that school is a scam, chanting the famous “school na scam” phrase. This conclusion descended on even those who have yet to experience the reality of life after graduation. Gradually, it has become popular to the extent that overwhelming youth in Nigeria today choose to behave as if they just come to school to acquire the certificate but to learn nothing, despite the seemingly irrelevance of the certificate in the job market. 

To adapt to the changing global trend, Nigeria requires education reform to address the production of half-baked graduates, which is a consequence of the unfavourable learning conditions created by underfunding education. Many experts have raised alarms about the outdated nature of the Nigerian education curriculum, pointing out its mismatch with the needs of the Nigerian labour market. Effective reforms are necessary to address these issues.

Isah Kamisu Madachi, a fresh sociology graduate, writes from Katagum L.G.A, Bauchi State, and can be reached via isahkamisumadachi@gmail.com.

Kano students get new leadership

By Ibrahim Yunusa

The National Association of Kano State Students (NAKSS) held its convention yesterday, where new leaders were elected.

The association’s convention was held at the Murtala Muhammed Library under the auspices of the Convention Planning Committee (CPC) constituted by the association’s stakeholders.

The mother union of all students of Kano has 136 registered local chapters in different universities and colleges, and 42 of them appeared at the convention and cast their votes. The president and secretary of each chapter are the delegates and are mandated to vote at the convention.

Announcing the results of the election, the chairman of the election committee, Yaseen Sulaiman Saye, said that the seats of Secretary General and Sports Director were the only seats that were duly contested by two aspirants each, while the remaining seats had single contestants.

The new leaders of the NAKSS national body are: Isyaku Ali Kanwa from Aliko Dangote University of Science and Technology, Wudil, who emerged as the association’s president, and Rabi’u Muhammad Sa’ad, Zainab Musa Isma’il, Sabi’u Rabilu Kabo, and Muhammad Ghali Muhammad as Vice President 1, Vice President 2, Secretary General, and Assistant Secretary, respectively.

Others are: Abdulyasar Muhammad Dabo, Treasurer; Abdulkarim Idris Namadina, Financial Secretary; Mustapha Abdu Saye, Welfare 1; Maryam Bala Isa, Welfare 2; Fiddausi Abdulkarim Salihu, Women Mobilizer; Abubakar Abdullahi Tabuke, Social Director; Abdullahi Ali Gambo, Auditor General; Ahmad Khamis Umar, Sports Director; Mustapha Mustapha Bashir, PRO 1; and Shehu Amiru, PRO 2.

The newly elected administration of the NAKSS National Body has a tenure of one year.

Muslim Students Society of Nigeria, Northern Intellectuals and El-Zakzaky’s Shi’ism: A constructive dialogue with Dr Abdulbasit Kassim

By Abdullahi Abubakar Lamido

The history of Islam – and religion in general – in post-colonial Nigeria is incomplete without a detailed analysis of the Muslim Students Society of Nigeria (MSSN). All the important Muslim figures, including politicians like Sir Ahmadu Bello Sardauna and MKO Abiola; scholars like Sheikh Mahmud Gummi, Sheikh Sherif Ibrahim Saleh and Sheikh Dr. Ahmed Lemu; intellectuals like Professor Oloyede, Dr. Usman Bugaje, Malam Ibrahim Sulaiman and Prof. Salisu Shehu; traditional leaders like Emir Muhammadu Sanusi II of Kano, Emir Maigwari of Birnin Gwari; Aree Musulmi Abdul Azeez Arisekola Alao; accomplished Muslim women like Alhaja Latifat Okunnu and Hajiya Aisha B. Lemu or distinguished business persons and technocrats; will all have a mutilated history of religious engagement if the chapter of their engagement with the MSSN is removed from their biographies.

These people (mentioned above) interacted with the MSSN as mentors, some as members, some as patrons, others as leaders, and so on. However, their relationship with the MSSN is vital because it is direct, mutually beneficial, and socio-religiously impactful. In case you did not know, the MSSN nominated Sheikh Abubakar Mahmud Gummi for the prestigious King Faisal International Award. When Hajiya Aisha Lemu came to Nigeria, she asked her husband, Sheikh Lemu, to link her up with the MSSN. And so is the story with almost every educated Muslim in Nigeria.

As an intellectual, reformist, ideological, moderate and resilient Islamic movement, the MSSN, in the last 70 years, remained the primary engineroom of Muslim intellectual development and the religious focus for Muslims. MSSN promotes the pursuit of Western-style education without compromising the Islamic faith. It encourages Muslims to learn from the West without being Westernized, to pursue “secular” education without embracing secularism, and to excel in all specializations without deviation. In MSSN, people learn how to learn, plan, earn, and live a life of faith, health, and wealth. It strikes a balance between the spiritual and the mundane, the worldly and the otherworldly. MSSN, in short, is a blessing to the Muslim Ummah and the entire Nigeria.

The primary operational arena of the MSSN has always been the academic institutions. While secondary schools are the recruitment centres of new members and the place where they are vaccinated with a sufficient dosage of spiritual, ideological and moral training, the higher institutions, particularly Universities, have remained the bastions of advancing the intellectual capacity, religious consciousness, leadership acumen and civilizational alertness of Muslim students. The Universities, in particular, have been the arenas where the philosophy of MSSN is built, its vision formulated, its projects designed, its programmes implemented, its members developed, its objectives pursued, its impact felt, and its strength consolidated. This has been the case since the 1960s when it was only about a decade old.

In this regard, three universities in particular distinguished themselves as the strongholds of the MSSN in its early history (especially from the 1970s to the 1980s): Ahmadu Bello University (ABU), University of Ibadan (UI) and Bayero University Kano (BUK). Details of how this happened are beyond this piece. But what suffices here is the fact that ABU and BUK took centre stage as the rallying point of young MSSN intellectuals, especially those who grew to be (among) the topmost Muslim intellectuals of the North, especially from the 1970s, at the peak of the booming days of communism and Marxism on Nigerian university campuses. It was then that emerging scholars like Malam Ibrahim Sulaiman, Dr Hamid Bobboyi, Prof. Auwal Yadudu, Dr Usman Bugaje, Prof. Ibrahim Naiya Sada, and a host of other MSSN leaders took the pen and the pain to counter the bane of the Ummah: they faced the challenge posed by the anti-religious radical left-wing Marxist socialist intellectuals. They wrote papers, presented lectures, engaged in debates, published magazines, made press releases and participated in on-campus and off-campus national discourses.

At the peak of the intellectual engagements of the MSSN in the late 70s came the Iranian Revolution. Since MSSN is an Islamic reformist movement, it was easy for it to join the global Muslim community in celebrating the emergence of the Iranian Revolution spearheaded by Ayatollah Khomeini in 1979 while the first generation of the MSSN intellectuals had graduated from the universities, even as they maintained contact with the Society’s leaders and members.

When Ibrahim El-Zakzaky, who was then the Vice President (International) of the society and among the few remaining older members on campus, represented it at an event in Iran, little did anyone know that the visit would open a new chapter not only in the MSSN movement but in the entire history of Islam in Nigeria. What did he do in Iran? How was he received? How did he receive their reception? What did he do after his return home? How, when, where did he start promoting Shiism? What was the reaction of the MSSN intellectuals? What then happened? The answers to these and many related questions are still scantly discussed, even in the highly scanty historical documentation of the MSSN itself. This is despite the importance of that discourse in the history of MSSN and Islam in Northern Nigeria.

By April 18 2024, MSSN had turned 70 years in its history. As part of the celebration of the Platinum Jubilee, a book was launched with the title MSSN @ 70: The Evolution, Success and Challenges of the “A” Zone, Northern States and the FCT. In this book, many actors like Dr. Usman Bugaje, Prof. Idris Bugaje, Barr. Muzammil Hanga, Alahaji Babagana Aji, etcetera shared illuminating perspectives about the MSSN in the 1960s, 70s and 80s. The book provides valuable insights into the events that culminated in El-Zakzaky’s embracing Shiism and his subsequent everlastingly irrevocable divorce from the MSSN. The book contains a rich rendition of events in the MSSN. Due to this, I wrote its review (on June 6 2024) on Facebook, mainly referring to El-Zakzaky’s Shi’ism-MSSN matter.

In the review, I referred to “how El-Zakzaky clandestinely planned to divert the MSSN to Shiism and how men like Dr. Bugaje and others were able to tackle him and save the Society from his sinister objectives”. But that led to a fascinating written conversation with Dr Abdulbasit Kassim; that bookworm was highly prolific and inquisitive but often interpreted by some as a “controversial” emerging Nigerian intellectual. Dr. Kassim is interested in African Islamic movements and has written extensively on important contemporary topics like Boko Haram, Salafism, Arabic manuscripts, Islamic intellectual developments in sub-Saharan Africa, and other issues. He raised questions. Our elder scholar-intellectual, Malam Ibrahim Ado-Kurawa, made clarifications. I responded. And the conversation continued. I share the interesting scholarly engagement with you here verbatim.

Dr. Abdulbasit Kassim wrote:

“Brilliant and timely! This book is an excellent sequel to Professor Siraj Abdulkarim’s “Religion and Development: The Muslim Students’ Society of Nigeria and its Contribution to National Development,” published in 2014. I highly recommend that MSSN A Zone create a digital archive of all the issues of Radiance Magazine and other publications published throughout the 80s and ’90s. If digitized, this repository would be a vital primary source collection for those seeking to learn more about the evolution of the organization and the ebbs and flows of ideational shifts of its leaders. 

“While I wait to read this book, I have a brief comment about the oft-repeated attempt to single out Zakzaky for his supposed “clandestine role of smuggling Shiism into MSSN.” This framing of Zakzaky, in my opinion, is a half-truth. A close reading of all the catalogue of articles our fathers published in the 80s and 90s about the Islamic Revolution in Iran belie the narrative they sometimes portray about their ignorance of the creedal orientation of the Iranian government. 

“Zakzaky was not a lone actor in that milieu. Several leaders of the MSSN, including my honoured father, Mallam Ibraheem Suleiman, wrote articles in New Nigerian, Triumph Newspaper, and Radiance magazine that were covertly and overtly sympathetic to Shiism. On March 3 1989, Dr Aliyu Tilde wrote “On the Path,” praising Zakzaky for leading the Iranian-style Islamic revolution in Nigeria. Dr Tilde wrote this letter nine years after Zakzaky publicly espoused his Shii affiliation at the Funtua Declaration on May 5 1980. Inayat Ittihad, the spokesman of the Iranian Revolution, was a regular keynote speaker at the International Islamic Seminar on Muslim Movements organized by MSSN at BUK in the early 80s. Inayat was public about his Shii creedal orientation. He preached the “Khomeini Model” to the MSSN members. At the same time, Sayyid Sadiq Al-Mahdi advocated for the Mahdiyya model in the struggle to achieve Islamic change.

“Although most MSSN leaders have embraced new ideological currents, it is important for our fathers to be honest in acknowledging their transitional phases and the seismic shifts in their orientations rather than scapegoating Zakzaky alone. The ebb and flow of ideations was not limited to Pantami alone. The ‎التراجعات was a common feature of all the prominent Muslim figures in the 80s and 90s, including Mallam Ibrahim Ado, whose translator’s introduction of Jihad in Kano captured the prevalent thought in that milieu. Even Zakzaky has passed through different ideological phases, such as Mallam Abubakar Mujahid et al. It is important to tell the complete story and explain the nitty-gritty nuances.

“I hope this book sheds light on the relationship between MSSN and IIFSO. I am also quite curious to read what the MSSN leaders wrote about the ideological proteges of Aminu Kano and the firebrand radicals who inherited the radical struggle against the feudal rulership in northern Nigeria, the likes of Balarabe Musa, Abubakar Rimi, Gambo Sawaba, Bala Muhammad, Sule Lamido, Ayesha Imam, Bala Takaya, Shehu Umar Abdullahi, Bala Usman and Yohanna Madaki. Some of these figures were the ideological adversaries of the MSSN leaders. 

“Congratulations to you, Abdullahi Abubakar Lamido. May Allah reward all the contributors who have documented the history of MSSN.

The following is my repose: 

Dr. Abdulbasit Kassim!  

Thank you for this intervention. As always, I like your consistency in trying to checkmate our intellectuals, especially what you see as their “methodology” of rendering historical narratives, which often presents “half-truth” and “belied” narratives. I believe your intervention is a continuation of your championing of suppressed history. Of course, just as you question these scholars and activists for always trying to give “half-truth” or one-sided aspects of history, so are others quick to read the same bias in virtually all your interventions on such matters. But that is what perspectives always mean.

You see, while I like us always to try to query narratives and ensure we get all the bits of it to have a comprehensive, nuanced reading of history, I doubt if defending the supposed “other side” at all costs will help us either. What seems clear is that you mistake being “sympathetic” to the Iranian Revolution or the “Khomeini Model” as being the same as accepting the “creedal orientation” of Iran. This, indeed, is misleading. Again, what escapes you is that Zakzaky never agreed to accept that he was Shia at that early time. He, in fact, “overtly and covertly” rejected being associated with Shi’ism. He was always quick to insist he was Sunni, Maliki. You can check that. However, even the Iranians who kept sending books to the students only sent books on Revolution, governance, justice, civilization, etc. 

By the way, I have not seen in your intervention here any substantial evidence to support your claim that “a close reading of all the catalogue of articles our farmers published in the 80s and 90s belie the narrative they sometimes portray about their ignorance of the creedal orientation of the Iranian government”. What I expected to see was where Malam Ibraheem Suleiman, Dr Tilde or any one of them declared or promoted the Shiite creed, not just showing sympathy to Iran. And I still need evidence to understand how “Zakzaky was not alone in that milieu”. Who and who were with him in promoting Shi’ism at that early stage? At least those “our fathers” have told us that not sooner than Zakzaky returned from his visit to Iran did they realize he had shifted from only romancing the Iranian Revolution to promoting strange ideologies. Immediately, people close to him started to caution the younger ones. And what I found in the narrative of Malam Baba Gana Aji in the MSSN @ 70 book is how Zakzaky got the opportunity, after most elders had left campus, to be virtually the only elder around and, therefore, take total control of contact with the younger ones.

Now, is it also part of the “belied” narratives that El-Zakzaky was alone when he started organizing what came to be known as “extension” after the Islamic Vacation Course (IVC)? Who was with him, please? Is it also “half-truth” that people like Dr Bugaje and others who later formed the Muslim Ummah were against him immediately after Zakzaky started his Shi’ism? Any evidence to the contrary? Is it also not true that people like Ustaz Abubakar Mujahid only continued to be with Zakzaky for some time because they liked the Iranian Revolution even as they disliked the Iranian Ccreed Are you saying there were no people who followed Zakzaky for some time while insisting they were Sunnis? Why were some people called yan karangiya by those in Zakzaky’s camp due to their anti-Shiism-pro-revolution posture even later? 

It is good that we study the issues and learn more about history than our assumption of reading “all the catalogue of articles” from the 80s and 90s. When we do so, perhaps we will be more educated about the matters and then see the apparent difference between sympathizing with the Iranian Revolution and embracing Shi’ism, especially at that time. 

But the fact that the MSSN was a group of people trying to bring societal change based on Islam, it should not be difficult for one to understand how easy it was for the MSSN to sympathize with whoever declared an Islamic Revolution at that time. By the way, praising and sympathizing with the Iranian Revolution was a common thing in the Muslim world, even among the global Sunni population. Even Azhar scholars could agree to work with Iran to unite Muslims and many of them after the Revolution. Scholars like Sheikh Yusuf Al-Qaradawi also joined their call for taqreeb. They only abandoned that project and often declared them hypocrites or so after discovering that they were using that to spread their Shiite creed. Could these scholars accept the “creedal orientation of the Iranian government”? 

You see, to date, some of the older MSSN people will still insist that they like the “Khomeini Model” of establishing an Islamic government, but they never like his creedal “model”. At least you have read one from one of our elders here. 

So, please, let’s expand our reading of the issues and understand them more.

Mal Ibrahim Ado Kurawa wrote:

“Professor Abdulbasit Kassim, I agree with you entirely, even though I haven’t been privileged to see the MSSN book. It is not unusual for people to follow different trajectories. I visited Iran in 1983. I didn’t like their Shiism but still respect their Muslim solidarity, so we indeed need a complete story. When the Iranians came to Nigeria, they didn’t begin by openly preaching Shiism. They even promised to translate the books of the Sokoto Jihad leaders, which they had never done then. They began propagating Shiism after Zakzaky accepted to become one. My last physical encounter with Zakzaky was in Makkah in 1984. Some of us left him to seek knowledge in Egypt and Saudi. Therefore, I cannot recall what transpired thereafter.”

After the above intervention by our elder brother, Dr. Abdulbasit Kasim wrote 

“Jazakallahu Khairan Amir Abdullahi Abubakar Lamido. May Allah reward you for your intervention and continue to guide and direct our affairs. Amīn. There is a famous saying that فللسؤال أهمية كبرى في طلب العلم فالأسئلة مفاتيح العلم (questioning is of great importance in seeking knowledge, for questions are the keys to knowledge.). This phrase is similar to what Imam al-Bāqillānī said العلم قفل ومفتاحه المسألة (Knowledge is a lock. And its key is questioning) and the well-known saying of Ibn Ḥajar al-ʿAsqalānī العلم سؤال وجواب (Knowledge is question and answer). The key to knowing for a seeker of knowledge is to ask questions with بلسان سؤول وقلب عقول (the tongue of a questioner and the heart of a thinker).”

My previous submission is devoid of malicious intent (an apology for the use of the word “belie” or “half-truth”) or an attempt to validate predetermined frames and outcomes. Instead, it is solely aimed at reconciling competing and sometimes contradictory interpretations of events that took place in the past. Alhamdulillah, no figures in MSSN I described as honoured fathers have ever ascribed ulterior motives to my questions. Since 2006, they have continuously accommodated the micro-details I pick up on and the torrent of questions I submit. I am indebted to them for granting me access to their libraries, encouraging critical historical questions, and helping me and other younger folks better understand where we are coming from and how we got where we are now. May Allah reward them abundantly in this world and the hereafter. Amīn. 

”How do we know what happened in the past? This mutual exchange is aimed at reading against the grain, reading between the lines, paying attention to what is not said, and listening to silences and absences by carefully engaging in comprehensive evaluation and chronological interrogation of a portfolio of primary sources generated contemporaneously that provide evidence or first-hand testimonies about the events in the 80s and 90s. While we respect our honoured fathers for their service to Islam, we must ask questions and subject the verbal and written testimony of events they present to us to thorough scrutiny by weighing, cross-referencing, or bringing their accounts into conversation with other disparate source materials and distinct authorial perspectives. This was the intent of my submission.

”The 11th February Revolution of Khomeini had a global appeal in the Muslim world. It had the Bin-Laden effect. What started as hysteria over the successful defeat of the Western colonial powers and their Arab secular puppet (the Shah regime) later transitioned into disillusionment after the creedal orientation of Khomeini became self-evident despite his call for Islamic unity. In Nigeria, the timeline of events could be traced from January 1980, when Zakzaky visited Iran and was reported to have personally met Imam Khomeini on his sickbed, to July 10 1994, when Shaykh Abubakar Mujahid and his followers in JTI successfully broke away from Zakzaky. 

“There was clear opposition from the MSSN leaders towards Zakzaky’s attempt to spread Shiism. This position was made clear by Shaykh Abubakar Mujahid during his 1998 interview when he said:“When he (Zakzaky) started he had not got any feeling towards Shiism. But at one point, when he started collecting money from Iran, they started bringing Shiism. What we did, we said no. Their beliefs and our beliefs are not the same. We operate the Mālikī School of Thought. They operate the Jaʿfarī School of Thought, so a clash will occur. Why don’t we go on with our revolutionary zeal, which was gaining momentum at the time, rather than bring this Shia? The people at the beginning were accusing us of being Shia, which we were not. Then they understood we weren’t so they started joining, and if we turned around and became Shia, we would be deceiving them. In 1989, he came back from prison in Port Harcourt. When we saw these moves in Shiism, we started to preach against them. That is, the members of the group who were entering Shiism, we preached against them, saying we are not Shia. We will not do Shiism, we will do the Maliki School of Thought.” [End of Quote]

“Before gaining further clarity from you, Amir, and our honored father, Mallam Ibrahim Ado, I struggled to reconcile the clear oppositional stance of the MSSN leaders towards Zakzaky’s Shiism with their admiration and reproduction of articles on the central tenet of the “Khomeini Model of Islamic Governance,” which revolved around the concept of “Wilāyat al-Faqīh.” My brain could not process why MSSN leaders would preach against Shiism yet write editorials and articles on Wilāyat al-Faqīh – a political theology Khomeini popularized in Iran with copious citations from the works of Shi’i theologians, including Mullah Ahmad Naraqi, Muhammad Hussain Naini, and Muhammad Baqir al-Sadr. If I could recall accurately, Mallam Ibraheem A. Waziri and Dr. Muhammad S Balogun once had an exchange about this subject in the past. 

“No doubt, our honored fathers yearned for Islamic models for societal change. They read and learned about Muslim movements across different historical periods, seeking a common method of formation, mobilization, and strategy that Muslims could utilize in the struggle to achieve Islamic change. The Khomeini, Fodiawa, and Mahdiyya models were some of the models they wrote about in the 1980s and 90s in their attempt to awaken the Muslim population to Islamic societal change. 

“What I learned from this exchange is that even when the MSSN leaders wrote about the “Khomeini Model of Islamic Governance” and the concept of “Wilāyat al-Faqīh,” they approached the idea as a political model without embracing the Shi’i creedal component Khomeini deployed to legitimize the concept as a political theology. 

“Let me conclude by saying once again Jazakallahu Khairan for providing safe spaces of dialogue and intellectual engagement where curious seekers of knowledge can ask the who, what, where, when, why, and how historical questions without invoking the binary of he belongs to “our side vs. their side” or “us vs. them” dichotomies. As Ibn Hazm said صفة سؤال المُتعلِّم هو أن تسأل عمَّا لا تدري لا عمَّا تدري (The characteristic of a learner’s question is to ask about what they do not know, not about what they do know.) The more we ask questions and try to reconcile competing ideas and narratives, the more we gain a comprehensive picture of the past.

Abdullahi Lamido responded 

Abdulbasit Kassim Masha Allah Prof. May Allah reward us all and bless our little efforts. You know, we are all passengers in the train of never-ending learning or what is called life-long learning. Interestingly, that is the first thing we learnt from the MSSN; that learning begins from the cradle and only ends in the grave. So, we always pray to Allah for more knowledge using the “And say O Lord increase me in knowledge” formula. We “ask those who know” so as to unlearn, learn and relearn.  

Through our usual lengthy, fruitful phone engagements with you (which often take us between two and four hours), I know that you are not only a scholar but one who is serious about learning. I have also understood that your questions are born out of an insatiable curiosity, a burning desire to know more and more and more. And I understand this further through your acceptance of every single issue where stronger evidence becomes clear to you. Unfortunately, not every social media friend of yours has the opportunity to have such heart-to-heart, deep, mutual scholarly engagements with you. 

However, the more interesting thing to me is the quantum of knowledge I gain from you via such amicable, mutual exchanges. I often deliberately bombard you with questions to trigger powerful, fact-supported responses that are usually backed by numerous references from books I have never read. I do not even have the time and energy to read them. You read too much!

Back to the “Khomeini Model” and the “Wilayat al-Faqih” question. As you rightly said, Wilayat al-Faqih is essentially a political concept and a convenient political instrument Khomeini used to establish the legitimacy of his Revolution and government. It is not fundamentally a theological concept. That is why he was comfortable spreading it even before starting to export his Shiite creed. And by the way he needed it at that time… 

Secondly, you seem to think that our fathers who were in the MSSN at that time had a prior sufficient knowledge of what Shi’ism entailed. No. Shi’ism had never been present in our community. So, nobody knew it. After all, those our fathers were not even necessarily deep in the knowledge of Sunnah and even the dominant Maliki jurisprudence back then. Their main sources of Islamic knowledge were the English translations of ikhwan books coming from Egypt and those coming from Pakistan. You should not expect them to just easily detect the traces of Shi’ism by mere reading a seemingly innocent political concept even when it was supported by Shiite authorities who, by the way, were not known here. 

I thank you very much and pray that this useful intellectual discussion will continue. And I look forward to reading your review of the MSSN @70 Book Insha Allah. 

Greetings to the family. 

Wasallam 

Finally, Dr. Abdulbasit Wrote

“Jazakallahu Khairan Amir Abdullahi Abubakar Lamido. May Allah reward you for helping me and other young folks to better understand the complexities of the history of Islamic thought. 

“Thank you for being generous with your time. I appreciate your patience and willingness to clarify all the torrent of questions on Wilāyat al-Faqīh that came up during our lengthy phone conversation. 

“May Allah reward you and all our fathers at MSSN who served the organization with the sole aim of uplifting the Dīn. May Allah bless the publisher, editors and contributors who worked on the book project. In sha Allah, I look forward to learning more from you and all our honoured fathers. 

“As promised, In sha Allah, once I receive the copies of the MSSN @70, I will distribute the book to different libraries where more people can access, read, and cite it in their research and writing. 

“Extend my Salam to the family. 

Wa Alaykum Salam.”

Conclusion

I have learned from the above engagement that there is a need to write more about the MSSN and its evolution and contributions to national development. A lot is missing and in need regarding the written history of MSSN and other Islamic organizations in Nigeria. May Allah bless our little efforts and grant us enormous rewards for them.

 Abdullahi Abubakar Lamido can be contacted via lamidomabudi@gmail.com.

Still on the trending “Skills vs. Degree” discussions

By lbrahiym A. El-Caleel

As I mentioned elsewhere, Nigeria’s educational system is not actually that bad. We need to understand that Nigeria has many good systems in place; the only problem is that these systems are either abused or not functioning efficiently. For instance, in our banking sector today, credit and debit alerts are nearly instantaneous. If I send you money now, you will be credited immediately and receive an SMS alert. This is made possible by the investments Nigerian banks have made in technological infrastructure, such as the Nigeria Inter-Bank Settlement System (NIBSS).

Many people, including myself, were shocked by the revelation that in Germany, there is a one-day lag in effecting transfers. This means that if I send you money today, you will only receive it in your account tomorrow. This was the system we had in Nigeria about 15 to 20 years ago. Germany is still stuck there despite being a G8 nation. At least, this is what we read from Dr. Muhsin Ibrahim in 2021. Germany is lagging behind Nigeria in banking efficiency. Who could have foreseen that? I am making this point so that we understand that Nigeria is not lacking systems. Many things in this country have established systems.

Now, let’s discuss our university system. Nigeria understands the need to bridge the gap between industry expectations and what is being taught to graduates in classrooms. Nigeria recognizes that graduates need to develop skills beyond classroom teaching. These are the relevant skills that will assist them in their careers when they graduate. Therefore, as far back as 1973, Nigeria established the Students’ Industrial Work Experience Scheme (SIWES), commonly called “Industrial Attachment/Training” or simply IT. This program is nationally facilitated by the Industrial Training Fund (ITF) directorate, with headquarters in Jos, Plateau State.

The objective of SIWES was to address the problem of tertiary institution graduates’ lack of appropriate skills for employment in Nigerian industries. When was this problem first addressed? In 1973. A very long time ago—51 years ago! So, who said Nigeria’s educational system isn’t aware of the graduate skill gap? This is something it established 51 years ago and is still running.

Now, what is supposed to happen during SIWES?

At this stage, let me quote directly from the ITF’s Policy Document No. 1 of 1973, which established SIWES. SIWES is to:

  1. Provide an avenue for students in Institutions of higher learning to acquire industrial skills and experience in their respective courses of study.
  2. Prepare students for the Industrial Work situation they are likely to experience after graduation.
  3. Expose students to work methods and techniques of handling equipment and machinery that may not be available in their Institutions.
  4. Make the transition from school to the world of work easier; and enhance students’ networks for later job placements.
  5. Provide students with an opportunity to apply their knowledge to real work situations, thereby bridging the gap between theory and practice; and
  6. Enlist and strengthen Employers’ involvement in the entire educational process; thereby preparing the students for employment in Industry and Commerce.

These are the objectives of SIWES. Do they sound familiar with all the yearnings we hear about “skills, skills, skills”? Now, does a Nigerian degree expose a student to skills acquisition or not? Well, it does! SIWES is a full semester in the Nigerian degree curriculum.

Students in SIWES have a logbook where they are expected to record their activities in the organization every single day of the entire 6-month program. Nigeria pays lecturers to travel across the country to supervise these students, ensuring they are doing what the curriculum expects. Furthermore, these students write a “project” at the end of SIWES to explain what they’ve learned. The country pays them ₦15,000 (at our time) just for participating in this program.

Therefore, we only need to call the attention of students to make the best out of their SIWES. Students from the Faculty of Education should take their “Teaching Practice” seriously. They should go to a standard school where they can develop professional teaching skills, not just select a secondary school in their neighborhood because they don’t want anyone to “disturb” them. After learning about lesson note and lesson plan, Teaching Practice will give them an opportunity to do it practically as it is done in the teaching industry.

The law graduate should take his Nigerian Law School seriously. He should get a reputable law firm during his externship programme and appear in court to maximally learn what he needs to know. This takes him from simply memorizing acts, to practically using them in the law industry. The same goes for the medical graduate and his housemanship, as well as the pharmacy graduate and his internship. Come on, these things are part of our educational system. Graduates are simply not making the best use of these opportunities, and that’s why it’s easy for any pundit on Facebook to tell them degree certificates are no longer what should be sought after. Skills are the go-to area.

A degree is a comprehensive package of both academics and skills. In your pursuit of a bachelor’s degree, you will gain skills that will give you competitive advantage in your postgraduate life—whether you choose to go purely academic, or go to industry practice.

The degree will train you to think for yourself and determine what you should do with your life, rather than simply following the crowd. You will be able to critically evaluate yourself to understand what suits you better- going academic, or going the industry way, or even starting up a business.

Degree develops your mental agility to do all these things. This is why if you’re running a degree programme, I will tell you to take it seriously.

And very importantly, pray for Allah’s blessings in this. You will see wonders.

Ibrahiym A. El-Caleel writes from Zaria and can be reached via caleel2009@gmail.com.

Is STEM-based Nigerian university curriculum obsolete?

By Dr. Hamisu Adamu Dandajeh

It is not a conundrum that Nigerian STEM-based postgraduate students often perform incredibly well when they find themselves in foreign universities despite going through an “obsolete” curriculum. Nigerians are mostly on top of their classes abroad and compete favourably with other best students from all around the world who were taught with the so-called “up-to-date” curriculum. Some of us are witnesses to this anomaly, and the reason for this is simple! 

The Fundamental Principles of Engineering Science, such as gravity, thermodynamics, and fluid mechanics in most curricula in the world are inherently similar. What is markedly different are not only the methods, areas, and propensities of cutting-edge applications but also the relative mastery, tools, delivery, understanding and environment of the instructor. The key concepts are meant for you to think about. When these concepts are fully truly understood, one can solve any complex problem from one’s domain of expertise, starting from the first principle.

I have worked with the Mechanical Engineering curriculum of University College London (UCL), Massachusetts Institute of Technology (MIT) and some modules at Cambridge University. These are the best universities in the world. I audited and developed curriculums in two MIT courses (2.005 Thermal Fluids Engineering and 2.60 Fundamentals of Advanced Energy Conversions), engaged 2nd and 3rd year UCL undergraduates in thermodynamic laboratories and developed engine laboratories similar to that of Cambridge. My experience is that because all the resources needed were readily available and the pedagogical learning outcomes were clear and student-centred, these fundamental concepts were used to derive and solve unbelievably sophisticated equations whose physical meanings and applications were well intended. I always call these universal, natural, and settled concepts, but their usage and applications depend on the goal they are meant to achieve.

Cambridge University has an integrated “Department” of Engineering, NOT ‘Faculty” for a reason. Undergraduate students are required to study general engineering in their 1st and 2nd years and then specialise in their preferred engineering discipline in their 3rd year. The first two years are expected to groom students with most engineering science principles for interdisciplinary problem-solving capabilities. My MSc project supervisor (Emeritus Prof. Chris Lawn) at Queen Mary University of London was a Cambridge graduate. I marvelled at how he developed, from first principles, thermo-fluid equations representing instantaneous mesoscale combustion processes.

A typical Nigerian Engineering curriculum is diverse, rich, and multi-disciplinary. For example, a graduate of Mechanical Engineering at Ahmadu Bello University is expected to take courses like Communication, History, Development Economics, Law of Contracts, Moral Philosophy, Financial Management, Statistics, Quality Control, Linear, complex, and Applied Mathematics. These are in addition to the core courses of thermodynamics, Control, Strength of Materials, Fluid-Mechanics, Hydrodynamics, Aerodynamics, Machine Design, Heat Transfer etc. The mathematics-heavy curriculum has the necessary analytical rigour to prepare and adapt candidates to any academic climate. This is why a third-class graduate from a Nigerian would successfully graduate with a First Class (Hons) in a TOP-UP degree from a UK University.

The fact that students from these global best institutions excel and are industry-ready, despite the common key fundamental principles with the Nigerian curriculum, is not surprising. These institutions further advance fundamental concepts with contemporary grant-ready research, and they establish a vibrant ecosystem that fosters innovation and growth, hence easily attracting the best minds (students and staff) from all corners of the world. Meritocracy is their criteria for admission and employment of manpower. No wonder Boston, Massachusetts, where MIT is situated, is an attractive centre for start-ups and scale-up Biotech companies. 

Nigerian universities can also translate these fundamental concepts to meaningful research and innovation, and for this to happen, the quadruple helix of Academia-Industry-Government-Society should not continue to stand on only one leg of the theoretical “academia” as the status quo. We should refrain our students from memorising and regurgitation of facts via testing “book knowledge” only; instead, we should produce thinkers and re-skilled graduates who would use these fundamental concepts to solve local and global problems.

My prior idea after my Fellowship at MIT was for the current STEM courses to be decentralised to produce the programs of the future. For example, instead of studying the bulk of “Renewable Energy” as a sub-course of an Engineering program, courses like “Wind Engineering”, “Solar Engineering”, and “Science & Engineering of Climate Change” should be redeveloped as separate programs. 

Computer Science could be split into minor courses such as “Data Science”, “Artificial Intelligence”, “Cybersecurity”, “Computational Linguistics”, and “Drone Technology”. Mechanical, Electrical, Biology and Electronics can produce courses on “Robotics and Biomedical Engineering”. 

Based on our experience with COVID-19, “Epidemiology” can also be developed as an independent program. We must all recognise that however excellent these suggestions may be, their success story would also rely heavily on the understanding and delivery of the fundamental principles of STEM.

Dr. Hamisu Adamu Dandajeh is currently a Senior Lecturer in Energy, Thermo-Fluid and Climate Change at the Ahmadu Bello University Zaria. He can be reached at hadandajeh@gmail.com.