University Education

By Dr Kabir Asgar

Nobody disputes that students in a university environment need to participate in sports, recreation, cultural activities, social interaction, and entrepreneurship. In fact, our great Ahmadu Bello University (ABU), Zaria, itself presents holistic student development as part of its mission.

This relatively new yet popular ABU-SRC Cultural Carnival has now become a regular fixture on the calendar for every Second Semester at ABU Zaria. Looking at its popularity, the attention it’s getting from all stakeholders, and the distraction it creates, I cannot help but ask: could the timing, scale and intensity of this event be one of the factors that compete with students’ academic concentration and, perhaps, contribute in some measure to the challenges we sometimes observe in undergraduate examination performance?

Let’s think about the amount of energy, time and resources students put into their weeks-long intensive preparations for the carnival, as well as the money spent on costumes, transportation, rehearsals, entertainment and other logistics. For many students, the excitement surrounding the event inevitably competes for their attention with lectures, laboratory work, assignments, projects, and examination preparation.

I am not arguing that the university should have no cultural or recreational activities. Never. I’m aware that the training of these students and the development of their mental and industrial skills extend beyond the classroom, and that cultural activities can have legitimate educational and social value. My concern is rather about proportion, timing, end results, and priorities.

To the best of my knowledge, no assessment is conducted to investigate the academic impact of this carnival and/or other related extracurricular activities on the participating students; therefore, there is no reliable data to base a judgement on. Yet, there is a need to ask questions such as: Does its timing interfere with students’ academic responsibilities? How much time and money do students invest in the event? Who are the person(s) financing the carnival, and what return(s) do they aspire to? And, most importantly, do the educational and developmental values of the event justify its scale and its place in the academic calendar?

There is also the moral and religious dimension, which I deliberately leave aside for the moment: the nature of some of the displays, immodest dressing, unrestricted interaction between male and female students, the conduct of the rehearsals, the chaotic nature of the event and the kind of entertainment sometimes associated with such events should all be subjected to our religious and moral values.

Even if we temporarily put all those concerns aside, one fundamental question remains: What kind of university do we want ABU Zaria to be, and what should occupy the greatest share of our students’ time, attention and energy? Perhaps this is not a call to abolish the carnival, but rather a call for the university to pause, reflect, and objectively evaluate its academic, financial, social, and moral implications.

May Allah continue to guide us to the right path, amin.

By Hadiza Abdulkadir

Tazkiyah University, Zaria, the first all-female university in Nigeria, has opened applications for admission into its 2026/2027 academic session.

Based in Kaduna State, the university is inviting qualified female candidates to apply through UTME, Direct Entry and transfer admission routes for programmes across Allied Health Sciences, Management and Social Sciences, and Computing.

Available programmes include Nursing Sciences, Medical Laboratory Sciences, Human Nutrition and Dietetics, Public Health, Accounting, Economics, Business Administration, Taxation, Computer Science, Cyber Security, Software Engineering and Information Technology.

Operating under the philosophy of “Blending Knowledge with Noble Character,” the university says it is committed to providing quality education alongside character development.

Students will have access to modern facilities and dedicated faculty, while scholarship and financial aid opportunities are also available for eligible students, including orphans.

Interested candidates can obtain further information and apply for admission through the university’s official website, www.tazkiyah.edu.ng.

By Myolisi Gophe

When meningitis robbed him of his hearing at the age of eight, many believed Ibrahim Tukur’s future had been written off. His teachers could no longer reach him. Friends drifted away. Some mocked him. Even his father, convinced there was no future for a deaf child, withdrew him from school.

Today, that same boy is pursuing a Master of Philosophy (MPhil) in Disability Studies at the University of Cape Town’s (UCT) Department of Rehabilitation and Health Sciences as the first Deaf Mandela Rhodes Scholar – one of Africa’s most prestigious leadership scholarships – and is using his experiences to advocate for a more inclusive society.

For Tukur, who hails from Nigeria, his journey is not simply one of overcoming adversity – it is proof that when barriers are removed and opportunities are created, people with disabilities can thrive.

“Receiving the scholarship was one of the happiest moments of my life,” he said. “It reminded me that our disabilities do not determine our success.”

Growing up in Ingawa, a small town in Nigeria’s Katsina State, life changed overnight when meningitis left him Deaf.

Unable to follow lessons in mainstream classrooms, he experienced a sharp decline in academic performance.

“My life drastically changed,” he recalled. “I could no longer understand what my teachers were teaching.”

The social isolation that followed was equally devastating.

“I lost most of my friends, who avoided me because of my deafness, as if it were a curse.”

Believing there was little hope for his son’s future, his father removed him from school.

But fate intervened.

A relative encouraged his father to enrol him at the Government School for the Deaf in Malumfashi, a residential school where sign language was the primary means of communication.

The impact was immediate.

“For the first time since losing my hearing, I learned in an environment where everyone communicated through sign language. Gradually, I regained my confidence, rediscovered my love for learning, and began to believe in myself again.”

That experience sparked a lifelong commitment to ensuring other Deaf children would not face the same barriers.

He went on to earn a degree in Special Education from Bayero University in Kano before enrolling at UCT to deepen his understanding of disability inclusion and advocacy.

Today, he serves as the head teacher at Dambo Tukur School for the Deaf and he also co-founded the Thrive Disability Initiative, a non-governmental organisation (NGO) dedicated to empowering persons with disabilities through education, employment, and entrepreneurship.

Finding inclusion at UCT

Although he had spent years advocating for disability rights, arriving at UCT introduced him to a level of inclusion he had never previously experienced.

“I have never experienced what real inclusion was like until I came to UCT,” he said.

When he struggled to find accommodation upon arrival, staff at UCT’s Disability Service stepped in immediately, helping secure accessible accommodation at Obz Square in Observatory and installing assistive technologies in his room.

Initially, he worried he might be inconveniencing others.

“I realised that inclusion is not about doing someone a favour. It is about removing barriers so everyone can participate equally.”

Another turning point came when his South African Sign Language interpreter connected him with members of the Western Cape Deaf community.

“Through them, I found friendship, belonging and a sense of home.”

Those experiences reinforced his belief that leadership begins by creating spaces where everyone feels seen, valued and included.

The importance of leadership

The Mandela Rhodes Scholarship recognises more than academic excellence. It seeks young leaders committed to reconciliation, entrepreneurship and social impact.

For him, leadership has always been measured by how many lives are impacted, rather than what titles people have.

Among his proudest achievements is advocating for the establishment of Dambo Tukur School for the Deaf back home, which now provides quality education to more than 50 Deaf children who previously had little or no access to schooling.

He has also organised mentorship programmes for Deaf learners, trained government workers in sign language to improve communication with Deaf citizens and coordinated vocational skills programmes that have enabled many unemployed Deaf adults to become financially independent.

One of his biggest challenges came while campaigning for the school.

Government officials initially resisted the proposal because of misconceptions about Deaf people.

Rather than allowing disagreement to create division, he chose dialogue.

“By continuing to engage respectfully and demonstrating the importance of inclusive education, we eventually secured approval and established the school.”

He believes those experiences embody the leadership values championed by the Mandela Rhodes Foundation.

Overcoming invisible barriers

His own university experience also revealed the everyday obstacles Deaf students continue to face.

As an undergraduate, before his journey with UCT, he completed his degree without the support of a sign language interpreter.

Instead, he relied on lecture notes, handouts, and hours of independent study to compensate for the information he could not access in class.

“There were moments when I questioned whether I truly belonged at university and whether I could succeed in a system that was not designed with Deaf students in mind.”

Despite those challenges, he graduated with an Upper Second Class pass (an average score between 60% and 69% across his university courses).

The experience shaped his conviction that disability itself is not the greatest obstacle.

“Inaccessible environments create the greatest barriers to success.”

As someone who has lived the realities of exclusion, he believes universities have an important role to play in changing society.

He would like to see disability studies integrated across disciplines so that graduates in every field understand disability rights, accessibility, and inclusive communication.

He also advocates for stronger support services, including timely access to sign language interpreters, assistive technologies and accessible learning materials.

Financial support for students with disabilities, particularly those from disadvantaged backgrounds, is equally important.

Long-term vision

His long-term vision is ambitious: over the next decade, he hopes to empower at least 500 people with disabilities through education, leadership development and entrepreneurship.

The Mandela Rhodes Scholarship, he said, provides more than financial support.

“It gives me the knowledge, networks and leadership experience to achieve these goals.”

Looking back on his journey, he hopes his story inspires other Deaf learners to believe in themselves.

“Do not allow society’s expectations to define your future,” he said.

“There will be obstacles, and there may be moments when people underestimate your abilities, but your deafness does not determine your intelligence, your talent or your potential.”

His message is simple but powerful.

“If a boy who was once withdrawn from school because people believed he had no future could become a Mandela Rhodes Scholar and study at one of Africa’s leading universities, then you should never doubt what is possible for your own life.

“Dream boldly, persevere through challenges, and remember that you deserve to learn, to lead and thrive just like everyone else.”

Editor’s Note: The article was first published on the Cape Town University news website here: How a Deaf student experienced real inclusion at UCT.

By Saifullahi Attahir

In our class of 76 MBBS students, about 25 are from Jigawa State, while 51 (68 per cent) are from outside the state, which is a common admission criterion at a public federal university in Nigeria. An appreciable proportion of those 68 per cent have transitioned through private education at either nursery, primary, or secondary level.

Even among the 25 students from Jigawa State, another proportion had the privilege of a private education at either the nursery, primary, or secondary level. Among those who attended only public schools, a large share came from the ultra-top 5 public schools in the state: Academy for the Gifted and Talented Bamaina, Science Secondary School Kafin-Hausa and Gumel, Dutse Model International, Government Girls Secondary School Jahun, and Taura.

These ultra-top public schools have an entirely different educational model and standards. Entry requires a special Common Entrance Examination. They were referred to as Science Board Schools, a replica of the two famous Dawaki’s (Dawakin Kudu/Dawakin Tofa). Their standards were levelled with those of the private schools, with special tutors rotated amongst themselves and better living conditions enabling study.

From this survey, you can conclude the role that private schools played in producing the right candidates for high-demand university courses in Nigeria, like Medicine, Engineering, and Law, where public schools are no longer capable of filling the gap. If you were not fortunate enough to be from those private or model public schools, your chances of scaling through to read high-demand courses are very low.

In such exotic professions, people coming from my type of public secondary school (Government College Birninkudu) are the 1 per cent. Even for that 1 per cent chance, I had to spend more than 7 years reconstructing and rediscovering, and finally, with God’s assistance, I got a chance. It’s very difficult to get direct admission right from secondary school. This is not just my story, but the story of thousands from those types of public institutions.

In my graduation year 2009, out of a population of more than 1,000 students, only 2 got admission to read MBBS, and less than 15 got direct university admission that year. Not more than 30 have got into professional courses like Engineering, Accounting, Quantity Surveying, Pharmacy, Software Engineering, or Law to date.

The question is: what is the fate of other students from more than a hundred other public secondary schools who were not fortunate enough to secure admission into the top universities across the country? They ended up giving up studying or taking courses that do not directly contribute to their individual or national economic growth.

This trend is similar in 2009 as in 2026, and similar across the entire country. Students ended up studying courses they neither willingly chose nor enjoyed. The end result is a waste of talent, for there is no way you can be outstanding in any work or field that you lack passion for. The fault was not entirely theirs, for they love to study, but were either bereft of the orientation, skills, and adequate knowledge to compete amongst their peers from private schools during university entrance examinations.

The difference lies not just in the disparity in financing efforts but in the commitment rendered. Some public schools receive more funding than many private institutions, including for staff salaries, overhead, and staffing levels. But still, that will not amount to any significant change. The majority of the ruling class have their children in private schools, so it’s easy to understand the lack of commitment.

The system barely rewards excellence. Hardworking and brilliant teachers who further their studies to earn a Master’s or PhD never return; instead, they search for other high-paying jobs. These were automatically replaced by less deserving teachers or teachers without the same energy and enthusiasm, hence the continuous drop in teaching standards.

Most of those students are hardworking and willing to escape the poverty surrounding them. But hard work is not enough here; they need a compass, direction, and tools, which were mostly absent or inadequate in those public-run facilities.

The cancer is not just in secondary school education. The problems of our tertiary institutions are mostly their failure to translate the knowledge imparted into direct national development. Some institutions are more consumers than producers. Graduates should be equipped with the right skills to become productive members of their societies.

Graduates ending up taking jobs that even their peers who have not attended any college were not doing is quite frightening. That only leads to a more derogatory view of the system and the ongoing boycott and out-of-school population.

So many courses are now obsolete and have no relevance to the fast-changing world labour market. Even the so-called professional courses are now taught in such an old-fashioned manner that, immediately after graduation, students lose their relevance and become confused.

The courses should be taught in a way that reflects the current situation of the world. We should move with technology. We need to move fast to keep up with this dynamic generation. While paper and pencils are still relevant to us, the world has long moved on to Artificial Intelligence (AI), wireless, cloud computing, virtual reality, and genomics.

I still wonder why universities as large as Ahmadu Bello University, Zaria; University of Lagos; University of Ibadan; and University of Nigeria, Nsukka, with large student populations and billions in government allocations, are still spending millions to generate electricity despite having established faculties of engineering, renowned professors, and brilliant students.

We produce thousands of graduates in Agriculture, some with first-class grades, but rest assured, any GMO crops with high yield potential seen in this country must have come from either Brazil, Argentina, Thailand, China, or the US.

This is a story of first-generation universities, let alone the third-generation universities, state-owned colleges, and polytechnics.

We should have a national priority, as in India, where the majority of students pursue degrees in Engineering, Computer Science, or Medicine/Pharmacy. That’s the only way to rapid economic growth. Subsidies, stipends, and scholarships should be attached to those courses to attract youth.

In Nigeria, we should prioritise Engineering, Computer Science, and Agriculture more than Medicine and Law degrees. Production and creativity are the only solutions to our poverty and alarming population growth. I’m not advocating a total boycott of other courses, but there must be a target in which a large number of candidates are required to read certain disciplines.

The reason I prioritise Engineering over Medicine is the entitlement mentality many Nigerians have, who end up studying medical courses just for the ready-made job opportunity, without the passion or vision to contribute to national development.

Producing more doctors may not guarantee a rise in national gross domestic product (GDP), but surely a country with more productive engineers will see increased production, lower unemployment, lower crime rates, greater well-being, less malnutrition, and even fewer diseases.

China and Russia are living examples of the wonders engineering can do for a country. I’m not promoting any profession over another; I’m talking about national economic growth, numbers, and productivity index.

Some parts of this country already understand this crucial reality. Looking at the Joint Admissions and Matriculation Board (JAMB) results for the past 5 years, the top-scoring candidates with scores above 320 from the South West and South East of this country were mostly from private schools. The most striking fact was that 95 per cent were applying to read Software Engineering or Mechatronics at the University of Lagos or the University of Ibadan, not the usual MBBS or Pharmacy. That’s the future now!

The most devastating fact is that Arewa (Northern Nigeria) is still battling out-of-school children. Even those in school are better off not being there, for the majority of the students memorised more names of Hausa movie actresses and season films than the Chemistry Periodic Table or quadratic equations!

However, when the poverty index spots us, we start shouting marginalisation and all sorts of victimisation excuses. You can’t grow while continually shifting blame or expecting a change from outside yourself. We need rigorous introspection.

It’s not all without hope. Some examples highlight the feasibility of improving the system. States like Yobe will produce wonders in the next 25 years.

 Their consistently sound educational policies have already begun to yield positive outcomes. Other willing states in the country, especially in the North, should copy similar approaches. Their approach to sponsoring brilliant young minds to prestigious colleges and other key interventions is quite rewarding in the long term.

Saifullahi Attahir is the President of the National Association of Jigawa State Medical Students (NAJIMS), the National Body. He writes from Federal University Dutse, wrote via saifullahiattahir93@gmail.com.

By Hadiza Abdulkadir

China has removed or suspended more than 12,000 university degree programs as part of a sweeping reform aimed at aligning higher education with the country’s economic and technological priorities.

According to data from China’s Ministry of Education, universities revoked or suspended about 12,200 undergraduate programs between 2021 and 2025 while introducing roughly 10,200 new ones. The changes affected more than 30 per cent of university programs nationwide. The cuts were concentrated in arts, humanities, foreign languages, and management-related disciplines.

Programs such as English literature, product design, and public administration were among those affected as universities reviewed courses deemed obsolete or less closely aligned with current labour-market needs.

The reforms come as China seeks to address a graduate employment challenge and strengthen its position in advanced technology industries. Officials and university administrators have increasingly emphasised programs that are seen as supporting national development goals and emerging sectors.

To replace the discontinued programs, universities introduced thousands of new degree offerings focused on advanced technologies and strategic industries. New majors include embodied intelligence, semiconductor engineering, and brain-computer interface technologies, among other fields linked to artificial intelligence and high-tech manufacturing.

The overhaul reflects Beijing’s broader ambition to build a highly skilled workforce capable of supporting innovation, technological self-reliance, and long-term economic growth. Supporters argue the reforms will improve graduate employability, while critics warn that reducing opportunities in the humanities could weaken intellectual diversity and critical inquiry within universities.

As China continues to reshape its higher education system, the reforms are likely to attract close attention from policymakers and educators around the world who are grappling with similar questions about the future of work and the role of universities in a technology-driven economy.

By Leah Nickaf

Education remains one of the strongest tools for transforming lives, yet for many young Nigerians, access to quality education remains a major challenge. In a bold step toward changing this narrative, the University of Abuja recently welcomed the leadership team of Oma Life Rescue Foundation for a strategic engagement centred on the A Million Dream Education Scholarship Project. An initiative designed to give hope and educational opportunities to students across Nigeria.

Representing the Vice-Chancellor of the University of Abuja was the Deputy Vice-Chancellor (Academic), Prof. Rosemary Udiozo, who received the delegation alongside the Registrar, Dr Sambo Muhammad, and the Registrar attached to the Vice-Chancellor’s Office, Dr Michael Idoko.

The meeting highlighted the growing importance of partnerships between academic institutions and humanitarian organisations in addressing educational inequality and empowering the next generation of leaders.

Leading the Oma Life Rescue Foundation team was the Founder and CEO, Amb. (Dr.) Omanibe Ameh-Sanusi, accompanied by Barr. Sambo Murtala, Director of Programs, Mr Paul Yima Butu, Communications Analyst Officer, and Mr Emmanuel Momoh.

Discussions focused on creating a sustainable partnership framework to support the successful implementation of the scholarship project and to extend educational opportunities to deserving students in federal and state primary and secondary schools nationwide.

Beyond being a scholarship initiative, A Million Dream Education Scholarship Project symbolises hope, inclusion, and development. Starting July 27, 2026, it aims to bridge educational gaps for underprivileged children and promote academic excellence among young Nigerians. The initiative also shows Oma Life Rescue Foundation’s growing commitment to social impact and youth empowerment through education.

As conversations about educational reform and accessibility continue across the country, collaborations like this show how institutions and non-profit organisations can work together to drive meaningful change. With the University of Abuja and Oma Life Rescue Foundation aligned on a shared vision, the future looks brighter for countless students whose dreams may soon become reality through the power of education.

By Emmanuel Daniel

Many university students are too busy in their day-to-day academic lives to get a good night’s sleep for several reasons, including meeting deadlines, studying for exams, and fulfilling social obligations. They will frequently resort to using caffeine-based products like energy drinks, coffee and tea to keep them awake and alert. They might not appear to be problematic behaviours, but there is growing evidence that they may have significant implications for cardiovascular health.

A recent study was conducted among students of the Faculty of Basic Medical Sciences, Bayero University Kano, on the Effect of Sleep Deprivation and Caffeine on Cardiovascular Parameters (Blood Pressure, Mean Arterial Pressure, and Pulse Rate). Results indicate significant physiological implications of these popular lifestyles.

The study involved comparing four groups of students: sleep-deprived Students, caffeine consumers with normal sleep, sleep-deprived + caffeine students, and normal sleep without caffeine. The systolic blood pressure, diastolic blood pressure, mean arterial pressure and pulse rate were measured and analysed.

Significant differences were found in several cardiovascular parameters. Students who consumed caffeine regularly but still had normal sleep had the highest mean arterial and diastolic blood pressures. This implies that caffeine can raise the strain on blood vessels, making the heart pump more to move blood around the body.

What is interesting is that the pupils who were sleep-deprived had more elevated pulse rates, as though in response to a lack of sleep, the body may be attempting to engage the “fight-or-flight” mechanism, also known as the sympathetic nervous system. Activating this system for prolonged periods can increase cardiovascular stress over time.

There were also significant differences found between the males and females in the study. The female students who consumed caffeine and were then sleep-deprived had significantly higher pulse rates than the males. The discovery suggests there may be gender differences in how men and women react to life changes that can lead to heart disease.

Physiologically, lack of sleep diminishes the body’s capacity to manage stress hormones properly. Meanwhile, caffeine antagonises the effects of adenosine, a naturally occurring compound that has a relaxing and vasodilatory (blood vessel-widening) effect. These mechanisms, combined, can alter normal cardiovascular function and may lead to health risks when they persist for extended periods.

The results are especially relevant in the time of energy drinks, which are becoming a favourite sidekick for students. Many study participants reported frequently using energy drinks to stay awake during schoolwork. Though some individuals say caffeine gives them a boost in concentration and helps fend off fatigue, overreliance on caffeinated drinks should not be a substitute for good sleep patterns.

The bottom line is that this study shows that sufficient sleep remains one of the major factors in a healthy lifestyle. It is then recommended physiologically that students get the 7-9 hours of sleep they need every night and limit caffeine consumption. Schools can also be places to raise awareness of sleep hygiene, stress management, and responsible caffeine use.

Late nights and caffeine may be part of a student’s life, but making them habits can have consequences. Keeping the heart healthy starts with the simple things you can do every day, and sometimes the best way to get your heart pumping is to get a good night’s sleep.

Extracted from Emmanuel Miracle Daniel’s thesis titled ‘The Effect of Sleep Deprivation and Caffeine on Cardiovascular Parameters Among Bayero University Students,’ supervised by Professor Nafisatu Yusuf Wali.

By Muhd El-Bonga Ibraheem

Founded in 2022 as the first private university in Gombe State, North-Eastern University has rapidly emerged as one of the most ambitious and forward-looking institutions in Northern Nigeria. The university was established to bridge several educational gaps, and since its inception, it has continued to grow from strength to strength across nearly all facets of academic and institutional development. 

In barely a few years, the university has distinguished itself through academic excellence, infrastructural expansion, research, technological innovation, and professional accreditation, positioning Gombe State as an emerging hub for higher education and specialised professional training.

Most notably among its many milestones, the university recently recorded a landmark achievement with the successful securing of full accreditation for its Architecture programme by the Architects Registration Council of Nigeria (ARCON). This accreditation confirms that the programme meets the national professional standards for architectural education in Nigeria and enables graduates to proceed toward professional registration as architects. More significantly, North-Eastern University, Gombe, following my recent interaction with its Deputy Vice Chancellor—my brother, Prof. Sani Isyaka—is currently the only university in the entire North East region with full ARCON accreditation, and one of only three universities in northern Nigeria to possess this distinction. This milestone places both the institution and Gombe State at the forefront of architectural education and built-environment training in the region.

Additionally, although still in its fledgling stage, the university has demonstrated an admirable pace of growth and institutional development. For instance, it was the first among the newly licensed private universities to commence academic activities in the 2022/2023 academic session and quickly became the first institution to fully implement the National Universities Commission’s Core Curriculum and Minimum Academic Standards (CCMAS). This magnificent feat subsequently earned the university a Gold Medal for successfully completing all CCMAS development stages within its first year of operation, alongside a distinction rating in the NUC’s Virtual Institute for Capacity Building in Higher Education trainings.

Today, thanks to persistent efforts, the university runs 27 undergraduate programmes across four faculties, 16 departments, 7 directorates, 1 academy, and 2 centres, all approved by the National Universities Commission (NUC). Over the years, the young university has witnessed an exponential rise in enrolment, with its diverse student population across many strata of society growing rapidly to about 2,000 undergraduates, making it one of the fastest-growing private universities in the North East sub-region. To accommodate these growing numbers, the university recently passed a resource verification exercise by the NUC for the creation of new, highly sought-after undergraduate programs in Artificial Intelligence and Information Systems, as well as a Doctor of Pharmacy (Pharm D).

What particularly sets the institution apart is its investment in research and specialised facilities. Recently, the university established the Centre for African Medicinal Plants Research, equipped with advanced laboratories dedicated to natural products research, microbiology, synthesis, and pharmaceutical formulation. It also houses specialised scientific facilities rarely found in many universities across the country.

Given the pervasive rise in technology integration, especially in the post-COVID-19 era, the institution has equally prioritised technology-driven learning and global academic engagement. Through its CISCO Academy and the adoption of the Octopus Learning Management System, the university has embraced blended learning supported by several online learning platforms. It has also established research and academic collaborations with globally recognised institutions, including the University of Surrey, Universiti Teknologi Malaysia, and several others across Africa and beyond.

As a mark of excellence, following several tours whenever I visit the school, the university equally boasts of fully furnished lecture halls, auditoria, solar-powered electricity, science laboratories, Mass Communication studios, an Architecture studio, Moot Court facilities, modern hostels, ICT centres, and the state-of-the-art Justice Abubakar Jauro Law Library. Nonetheless, ongoing campus expansion projects, beautification initiatives, and student-friendly facilities further reinforce its commitment to creating a modern academic environment.

In many respects, the rise of North-Eastern University symbolises the growing educational and intellectual aspirations of the North East sub-region. Through strategic investment in quality education, research, infrastructure, and professional standards, the university is increasingly building a reputation as one of Nigeria’s emerging centres of academic excellence. 

With the massive development the university has experienced in virtually all dimensions over the past few years, amid sustained momentum of outstanding achievements, the university aims to achieve the founder’s long-term vision of becoming one of the best universities in Nigeria within the next 10 to 15 years.

El-Bonga can be reached via miabba40@gmail.com. 

By Prof. Abdelghaffar Amoka

I know Nasarawa State University, Keffi (NSUK), to some extent. In fact, part of the reason I submitted a sabbatical application there in 2024 was to get to know the university better, though I did not receive a response.

From what I know, Nasarawa State University, Keffi, is one of the fastest-growing universities in Nigeria. I have friends there. I also have very close associates pursuing their PhDs there, and they are doing very well.

A major reason for the university’s steady rise is something many people do not talk about enough: since its creation, successive governors of the state have largely allowed the university’s administration to breathe. That kind of non-interference matters. Universities grow when politics does not sit permanently on the neck of scholarship.

Its proximity to Abuja also gives it an undeniable advantage. Patronage from the capital is high. In fact, from some parts of Abuja, NSUK is easier to reach than the University of Abuja. 

Now to the uncomfortable part.

The graduation of a very large number of PhD candidates naturally raises questions. It should. In a country where too many people now chase titles over scholarship, any university that produces large numbers of doctoral graduates will attract scrutiny. That scrutiny should not be treated as hostility.

Every university has strong PhDs and weak PhDs. That is the truth. No institution is automatically exempt. Personally, I have not yet encountered a weak PhD graduate from NSUK, which is why I did not rush to join the noise.

But let us be honest with ourselves: when academics raise questions about standards, it should not be dismissed as envy, malice, or institutional rivalry. It should be seen for what it ought to be — a call to tighten the loose nuts before the system becomes attractive to those looking for the cheapest possible route to a title.

There is no doubt that we are a people that is in love with titles. That is why you will see an HND holder who is a political appointee with a name and titles like Chief Dr Hajiya XXXX. But with the recent decision of the Federal Executive Council on the misuse of the Dr title by honorary doctorate awardees and the prohibition of awarding honorary doctorates to serving political officeholders, the quest for the cheapest possible route to a PhD for the Dr title will increase. Meanwhile, the integrity of these degrees is in our hands. 

As academics, the university system is our immediate constituency. For decades, academics have fought governments to prevent the collapse of Nigerian universities. It would be a tragic contradiction if we were now to become participants in the internal erosion of the very system we once defended against external destruction.

Our degrees must mean something. Our universities must remain places where scholarship is earned, not merely awarded. Whether we admit it or not, the quality of our young people in the future is being shaped in our lecture rooms, laboratories, and supervision meetings.

By Muhammad Umar Shehu

Education has long been seen as the backbone of national progress. Any country that hopes to compete in the modern world must invest in an education system that prepares its young people with relevant knowledge and practical skills. Yet the situation in Nigeria today shows a worrying gap between what students learn in school and what the realities of the 21st century require.

For many years, the country’s curriculum has remained largely theoretical and disconnected from real life. Students spend long hours memorising information for examinations, but many graduate without the ability to apply what they have learned to real-world problems. Certificates are awarded, but practical competence often remains weak. This situation raises serious questions about the direction of the education system.

One major issue is the outdated nature of many academic programs. While the global economy is rapidly shifting toward technology, innovation, and knowledge-based industries, a large portion of Nigeria’s curriculum still reflects ideas and priorities from decades ago. Digital literacy, modern research methods, and emerging technologies are not sufficiently integrated into many learning programs. As a result, Nigerian graduates often struggle to compete in an increasingly digital world.

Another concern is the weak connection between education and the labour market. Universities and other higher institutions frequently design courses without strong collaboration with industries that will eventually employ their graduates. Employers complain about a lack of practical skills, while graduates face rising unemployment despite years of schooling. This mismatch highlights the urgent need to align academic learning with real economic needs.

Infrastructure problems further complicate the situation. Across many parts of the country, schools operate with overcrowded classrooms, outdated laboratories, and limited learning materials. Teachers often do their best under difficult circumstances, but without adequate support, their efforts cannot produce the level of transformation the country needs. When the learning environment itself is weak, even the most dedicated educators struggle to deliver quality outcomes.

Reforming the curriculum is therefore not simply an academic debate. It is a national necessity. Education must move beyond rote memorisation and focus more on critical thinking, creativity, and problem-solving. Students should be encouraged to explore ideas, question assumptions, and develop solutions to real challenges within their communities.

Technical and vocational education must also receive greater attention. For too long, society has treated vocational training as a lesser option compared to traditional academic degrees. Yet many developed economies thrive because they place a strong value on technical skills and practical training. If Nigeria hopes to reduce unemployment and stimulate economic growth, it must elevate the status of vocational education.

Entrepreneurship education is another area that deserves serious attention. Rather than preparing students only to search for jobs, schools should equip them with the knowledge and confidence to create their own opportunities. Basic business education, financial literacy, and innovation training can help young people develop the mindset needed to build sustainable ventures.

Teachers must also be central to any reform effort. No education system can rise above the quality of its teachers. Continuous training, improved working conditions, and access to modern teaching resources will empower educators to guide students more effectively. When teachers are supported, the entire learning process improves.

Ultimately, meaningful reform requires collaboration. Policymakers, educators, researchers, industry leaders, and communities must work together to rethink the priorities of the education system. A curriculum designed with broad consultation will be better equipped to respond to national development goals and global realities.

Nigeria has one of the largest youth populations in the world. This demographic strength could become a powerful driver of development if the right investments are made in education. However, if the system continues to produce graduates who are not adequately prepared for the future, the country risks missing a critical opportunity.

Reforming the curriculum will not solve every challenge overnight, but it represents an important step toward building a more dynamic and productive society. Preparing young Nigerians for the demands of the modern world is not just an educational responsibility. It is a national imperative.

Muhammad Umar Shehu wrote from Gombe and can be reached via umarmuhammadshehu2@gmail.com.