University Education

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.

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.

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.

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.

By MD Aminu, PhD 

Yesterday, I met a young lady who graduated with a degree in fisheries from the University of Port Harcourt. She was hesitant to tell me about her field of study because she often encountered scepticism about its prospects. Initially, she had wanted to pursue engineering but was assigned to fisheries. Many of her classmates transferred to other departments after their first year, driven by the belief that fisheries lacked career opportunities. 

The lady shared her concerns that people often looked down on her course of study, assuming it had no potential for a sustainable livelihood or a great career. However, I assured her that a fisheries degree holds significant promise and began to outline various opportunities, although our conversation was cut short. 

If I had pursued a degree in fisheries, here is the approach I would take to maximize its potential. With a good first degree in fisheries, I would utilize my national service year to study diligently for the GRE, preparing for graduate school in the United States or Canada. Prior to graduation, I would research the top researchers in fisheries globally and identify the institutions they belong to. By examining their research trends over the years, particularly focusing on the last five years, I would gain insights into the latest advancements and focal areas in the field. 

I would then reach out to these researchers, discussing my plans for graduate school and exploring potential funding opportunities within their departments. This proactive approach would demonstrate my interest and alignment with their work. 

Additionally, I would investigate the practical applications of these research trends beyond academia, specifically looking at what employers of fisheries graduates, such as FAO, IFAD, and the World Fish Centre, are currently focused on. Understanding that these organizations emphasize sustainability in their programs, I would delve into the major issues concerning sustainable livelihoods and fisheries management. 

As an African, I would pay particular attention to sustainability challenges relevant to African fisheries. This would ensure that my studies and future research remain pertinent and impactful within my regional context. Additionally, I would explore what researchers in sustainable fisheries in the tropics are identifying as future problems, aiming to stay ahead by addressing medium- and long-term challenges. 

Securing admission to a reputable university under leading fisheries researchers would be a significant milestone. My goal would be to produce a doctoral thesis that is futuristic, globally relevant, and applicable to Africa. I would aim to publish at least three research papers in leading fisheries journals, establishing my expertise and credibility in the field. Throughout my graduate studies, attending leading conferences where fisheries experts convene would be essential. Presenting my research at these events would enhance my visibility and allow me to network with professionals from both industry and academia.

 As I near the completion of my research, I will actively seek positions at global organizations like FAO, IFAD, and the World Fish Centre. Additionally, I would monitor the activities of institutions like the African Development Bank and other UN organizations involved in fisheries and food security in Africa, aiming to identify relevant vacancies. 

Securing a position in a global organization would provide not only an exciting career opportunity but also a platform to make a significant impact. My work would contribute to global initiatives in fisheries management and sustainability, and my expertise would be recognized internationally. 

By strategically planning my education and career path, networking with top researchers, understanding industry trends, and focusing on sustainability, I would be able to carve out a successful and impactful career in fisheries. By leveraging available resources, staying informed about industry trends, and aligning my studies with global and regional sustainability challenges, I would ensure that my fisheries degree opens doors to a fulfilling and globally influential profession. 

The young lady I met need not worry about the perceived limitations of her degree. With determination and strategic planning, she can transform her fisheries education into a thriving career with significant impact.

MD Aminu can be reached via mohd.aminu@gmail.com.

By Wonderful Adegoke

In a Northern Nigerian region plagued by stereotypes and obstacles to academic success, Khalilat Bello’s unwavering advocacy for academic excellence has defied all the odds and carved a path to success. Her journey is not only inspiring but also a testament to the power of perseverance and determination.

Hailing from Offa Local Government Area in Kwara State, Khalilat came to terms with her fate of studying Applied Chemistry at Usmanu Danfodiyo University Sokoto (UDUS) after realizing that pursuing a medical degree would be a forlorn attempt. She accepted her new path and threw herself into her studies, determined to make the most of her time at the university.

Khalilat recounted, “Reflecting on the past, there has never been a record of my struggling in the field of chemistry. When I graduated from secondary school, I was awarded for being the best student in chemistry. Moving forward, my interest in the subject deepened.”

Khalilat’s Resolute Grit

Fully aware of undergraduates’ volatile academic experience, she subsisted her academic pursuits by attending lectures regularly and taking tutorials on obscure courses.

“Earning 4.89 on a 5.0 CGPA scale in 100-level compelled me to give it my all,” she enthused, revealing how she persevered among a class of brainy students who were in healthy competition with each other.

“As an ardent believer in hard work, I spent countless hours reading and writing, thoroughly studying the materials. Attending tutorials, brainstorming and sharing ideas with my classmates helped out in some challenging courses.

On the subject of long-term concentration during reading, “The goal I had in mind kept me going and helped manage distractions.”

Though actively involved in extracurricular activities and has served as the one-time Vice President of her departmental association, she added, “All engagements are brought to an abeyance during tests and exams.”

“I’m immensely grateful to God for being the top student in my department with the highest CGPA of 4.85. I attribute this achievement to the self-discipline I developed in my early days and the encouragement I received from my friends and family.”

Remain Committed — Khalilat advises undergraduates

Khalilat warns against inconsistency and advises undergraduates to be committed and hardworking. “Hard work helps mitigate against gratuitous results.”

By Abubakar Idris

From the beginning of February 2024, there has hardly been a Nigerian daily without a headline about the country’s economic hardship. For example, on Tuesday, 6th February 2024, Premium Times Nigeria reported a ‘protest over economic hardship in Minna – the capital city of Niger State’. Tribute Online, among other news agencies, also reported similar cases with traders in Kogi State and elsewhere. In such a precarious economic climate, no doubt, any additional financial strain is nothing short of a burden.

The cost of living in Nigeria is just too high. It is increasing as the country battles double-digit inflation and multidimensional poverty among most citizens and ranks with the highest unemployment rate. Whether the talk is about the ultra-expensive medication and foodstuff we couldn’t do without buying, or the non-subsidized petroleum and electricity products and services we must patronise, or any other inflated resources of necessity [take out luxury], it is clear that the income from work of an average Nigerian is not close to been enough to scale them out of Maslow’s first stage of Need Hierarchy! From Adamawa to Kebbi, Borno to Lagos, Katsina to Bayelsa, and Sokoto to Akwa Ibom, the distinction in our sociocultural variables exerts little difference on the state of suffering. Everywhere, the story is just the same.

By the look of things, the next generation of Nigerians, one hopes not, will be left with two very difficult options: either ‘not schooling’ or ‘getting education only outside their own country’. This assumption is based on the premise that education in this part of the world is at high speed on its way to its grave. At the same time, relevant stakeholders, especially the government, seem to be walking on a turtle’s back in their effort to reverse the disaster. 

As much as this line of thinking sounds pessimistic, it is the only reality one can grasp. In all honesty, any variation from this understanding is, or at least could be taken for, vague. This is because the conclusion is born out of an in-depth analysis of the current situation in which the country found itself.

While the Senate summoned ‘economic team’ over the worsening economic situation, as was made known to the general public on Wednesday, 7th February 2024, Punch Newspaper quoted the National Association of Nigerian Students (NANS) as lamenting about “rising inflation and economic hardship” on the same day. It’s a talk about a for-long burning fire in the backyard. Namely, an increase in tuition fees in tertiary institutions. Calling it by its name, it’s a time bomb – one more wrong move and all the huts are burnt down! 

After all, this is not the first time the said students’ union has been crying over the worsening Nigerian condition, engaging the nation’s leadership, holding it accountable, and insisting on doing the right thing – particularly regarding their education. The students are too familiar with the terrain to help others navigate it. 

On different occasions since early last year, when universities started increasing their tuition fee by at least 200% in the University of Maiduguri and even up to 300% in Ambrose Alli University, Ekpoma, Edo State, NANS and other social activists such as Femi Falana (SAN) keep urging the federal government to reverse the hikes. All in vain! To date, only a few universities have not been affected by such increases. I have since saved my heart by refusing to learn about the number of students who dropped out because of the hikes.

Worth noting is that, for parents, education has always been a top priority. They sacrifice and scrimp to ensure their children receive the best possible education, often compromising and forgoing their own needs. However, the recent spike in school fees has turned this daunting task into an uphill battle. Education is supposed to be the great equaliser, offering every person a chance to succeed regardless of their background. However, this fundamental principle is being undermined by excessive school fees. Education is fast becoming a privilege reserved only for the affluent while the less fortunate struggle to keep up.

Four (4) months ago, nationwide research by the Leadership Newspaper showed a “concern that university education may soon be out of reach of the children of ordinary Nigerians [the concern of which] was prompted by the [hitherto] recent pronouncement by the minister of education, Professor Tahir Mamman, that the federal government will grant full financial autonomy to public universities.” Or, in simpler terms, the government will stop sponsoring the education entities.

Whatever the reasons the universities and government hold for the tuition fee increase, it needs no saying: the timing couldn’t be more inappropriate. At a time when parents are already stretched to their limits financially, the additional burden is pushing many families to the brink of financial ruin. Some parents are forced to make agonising decisions –between paying school fees or putting food on the table, between investing in their children’s future or simply making ends meet.

Moreover, experts believe that the impact of rising school fees extends far beyond the financial realm. It creates a sense of insecurity and uncertainty among students, affecting their ability to focus on their studies and excel academically. It also perpetuates inequality, widening the gap between the haves and the have-nots and depriving countless children of the opportunity to realise their full potential.

In light of these challenges, action must be taken to address the issue of rising school fees – with reversing the recent changes being the most important. Take the so-called ‘Students Loan Act’ out of the equation for a while; government interventions such as subsidies or financial assistance programs are urgently necessary to help alleviate the financial burden on parents and ensure that education remains accessible to all. 

Educational institutions also have a role to play by implementing transparent fee structures and exploring alternative funding sources. In case they become autonomous, let there be partnerships between them and the private sector.

Finally, stakeholders at all levels ought to prioritise education and take decisive steps to mitigate the impact of rising school fees. The country’s future depends on it, and we cannot afford to let financial barriers hinder our dreams and aspirations. It’s time to ensure that education remains a beacon of hope and opportunity for every Nigerian, regardless of economic circumstances. Until something is done, the protests witnessed in many institutions from the southern part of the country could translate to a security challenge that promises to consume a great pool of the nation’s young talents. Allah Ya kiyaye!

Abubakar Idris “Misau” is a graduate Forestry and Wildlife from University of Maiduguri. He writes from Yola, Nigeria, and can be reached via mail at abubakaridrismisau@gmail.com.

By Amara F.  Sesay 

Alistiqama University Sumaila is proud to announce the full accreditation of its Medical Laboratory Science Program by the Medical Laboratory Science Council of Nigeria. This accreditation reflects the university’s commitment to maintaining the highest standards of excellence in education, research and clinical practice within the field of medical laboratory science.

The accreditation process, conducted by the Medical Laboratory Science Council of Nigeria, thoroughly examined the programme’s curriculum, staff qualifications, facilities, laboratories, and overall educational experience. Alistiqama University Sumaila met and exceeded the rigorous criteria set forth by the Medical Laboratory Science Council of Nigeria, showcasing its dedication to providing students with a comprehensive and top-tier education in medical laboratory science.

The Vice Chancellor of the University, Professor Salisu Shehu, expressed his excitement about this significant achievement. “We are thrilled to receive full accreditation for our Medical Laboratory Science Programme. The full accreditation programme of five (5) years is a testament to the hard work and dedication of our founder, Sen. Dr Sulaiman Abdurahman Kawu Sumaila, the Vice Chancellor, Prof. Salisu Shehu, lecturers of the Department of Medical Laboratory Sciences, other members of staff and students who have consistently demonstrated excellence in both academics and practical application.”

The accreditation not only validates the quality of education provided by Alistiqama University Sumaila but also enhances the programme’s credibility and ensures that graduates are well-prepared for successful careers in the rapidly evolving field of medical laboratory science. The university remains committed to staying at the forefront of advancements in healthcare and technology, providing students with a cutting-edge education that meets the demands of the industry.

This accreditation is a crucial milestone for Alistiqama University Sumaila and underscores its ongoing commitment to fostering excellence in healthcare education. As the university continues to invest in state-of-the-art facilities, innovative research, and world-class faculty, it remains dedicated to producing highly skilled and competent professionals who contribute to the improvement of healthcare services globally.

For more information about Alistiqama University and its accredited Medical Laboratory Science Programme, please visit  https://ausumaila.edu.ng/ or contact Mal. Hassan Abdulrahman at +2348036205039.

Alistiqama University Sumaila is a private university dedicated to providing high-quality education, nurturing integrity and morality while fostering research and innovation, and producing graduates who make a positive impact on society. With a commitment to excellence and a focus on preparing students for successful careers, the university is gradually becoming a force to reckon with in the provision of qualitative and morally sound higher education in Nigeria. 

Mr. Amara F.  Sesay is the Chief Information Officer of Alistiqama University Sumaila, Sumaila Township Road, Sumaila Local Government, Kano.

By Wonderful Adegoke

Having recently graduated from Adekunle Ajasin University Ondo State (AAUA) as the best student from the Faculty of Science, Ademujimi Bukola has demonstrated tremendous commitment and perseverance. Despite coming from humble beginnings, the Irele-born Ondo indigenous group has overcome numerous challenges to reach this milestone. From financial hardship to family obligations, she has had to overcome many obstacles to achieve her success.

Persuaded by her parents, Bukola accepted her fate of schooling at Adekunle Ajasin University, though against her initial dream of studying Nursing Science at the University of Port-Harcourt (UNIPORT), which was duly opposed due to the travelling distance.

“Initially, I didn’t plan to study microbiology because it sounded strange throughout my secondary school days. However, my UTME score was enough to study Nursing Science at UNIPORT. I put in for UNIPORT but was compelled to change my Institution to AAUA and pick one of their best courses. As it’s widely believed that microbiology and biochemistry are the best science courses in AAUA,” Bukola revealed.

Born into a Christian family without a silver spoon, Hers was a Grass to Grace story, as she wasn’t relieved of support from her happy and supportive family. Over time, her love for microbiology rekindled.

Beaming with smiles, the graduand with a CGPA of 4.84, coupled with an aesthetic feeling, described hers as ‘Joy at last’. “It wasn’t actually easy,” she recalled.

Recalling her 100-level days with a cumulative GPA of 4.56 was enough to gear her. She proposed to keep the energy rolling. “Though, I didn’t want to choose microbiology. I believe that whatever is worth doing is worth doing well.  I had initially worked towards a 4.0 when I discovered my roommate was on a 3.9 scale. But, I was motivated when our 100-level first semester results were released, and I was on a 4.56 scale. After getting Cs in two courses during my early days in AAUA, I promised never to get a C. My background inclusive motivated me to study hard,”  she added.

Despite facing financial challenges, she wasn’t deterred, as this ignited her resilience for greater inputs.

“Mine was a sweet, sad experience. It was so challenging. I lived on #500 for a week several times,” Bukola recounted.

An ardent believer in hard work, her inputs weren’t relinquished by strict policies – the marking scheme of lecturers inclusive, as acclaimed by several students.

“I study when it’s convenient for me. As soon as I get the course outline, I study it and do my research. Previous readings helped me a lot. I don’t wait until a test or exam is coming up – by Saturday, I make sure I’ve gone over all the material we covered during the week so I’m prepared for any impromptu test. I made friends with like-minded colleagues. I belong to a group widely recognised in the department – ‘Emerging scholars’. We, the group members, share knowledge, teaching and coaching ourselves. Though I’m not social, I got involved in spiritual activities.

I am competitive by nature. Before each class, I ask my senior classmates about our lecturers. We’re fortunate to have some of the best lecturers in our department. I study each lecturer, learn their quirks and habits, and tailor my approach to match their preferences. During exams, I choose the most comprehensive questions, as I believe this is the best way to demonstrate my understanding of the material. I strive for perfection, and ‘A’ is my goal. A grade of ‘C’ is unacceptable to me – it’s the same as failing a course. In my first semester of 100-level, I got a ‘C’ in a course, and in SIWES 308, my second semester of 300-level. While I protested, the university was unresponsive,” she said.

She doubled as the best in Microbiology in the 2020/2021 academic session and elucidated winning strategies for students aspiring to such feats.

“Trust God, know yourself and study your lecturers. Ask questions from like-minded senior colleagues. You can do more than anyone has ever done,” she advised.

Bukola, the prodigious microbiologist, isn’t only committed to impact through the knowledge gained within the four campus walls. She’s also committed to ensuring gender equality in her future endeavours.

“Though, I’ve been given a lecturing offer. I’ll use this to impact society with the knowledge gained. I intend to also specialise in food and industries, an aspect of microbiology. I equally intend to establish a non-governmental organisation (Equicare foundation) that’ll impact the society, specifically 100 and 200-level students,” she concluded.

Wonderful Adegoke wrote via wonderadegoke@gmail.com.

By Lawan Bukar Maigana

Unlike many other secondary school graduates who made their course choices based on advice received at a cafe during their JAMB/UTME registration, my decision-making process was different. I had clear aspirations when I graduated from secondary school, and nobody influenced my choices. I had always had a strong desire to pursue a career as a psychologist working in a psychiatric setting or as an outstanding journalist.

Unfortunately, the University of Maiduguri did not offer a psychology department, and financial constraints added to the challenges. Consequently, I chose Sociology and Anthropology as my first choice and Mass Communication as my second during my application years ago. However, I didn’t meet the cut-off mark for admission into Unimaid, and this setback led me to pursue Social Work at Ramat Polytechnic Maiduguri, where I completed my studies and graduated.

I found my time at the Polytechnic remarkably enjoyable because my lecturers and colleagues treated me exceptionally well, acknowledging my dedication to academic excellence by generously supporting me financially. My commitment to attending lectures, meeting assignment deadlines, delivering presentations, and thoroughly exploring course materials earned me this recognition.

However, a year later, I deliberately chose to apply for Mass Communication at Unimaid instead of opting for Sociology and Anthropology, despite numerous suggestions to pursue the latter—a field closely related to Social Work. I respectfully declined these recommendations because I sought a more demanding course to equip me with the necessary skills to achieve my desired career path. This decision was endorsed and validated by one of my senior colleagues who had recently completed his Ph.D. program.

Dr. Ibrahim Uba Yusuf, a lecturer at the Department of Mass Communication, University of Maiduguri, catalysed my decision to pursue Mass Communication. His words, “You have the qualities to excel in gaining admission and thriving in Mass Communication. Your aggressive commitment to excellence, despite facing challenges, speaks volumes about your potential.” 

His encouragement didn’t stop there; he cautioned me, “However, be aware that studying Mass Communication requires substantial financial investment. There will be numerous assignments that may strain your finances, potentially burdening both you and your father.” His guidance was pivotal in my choice to apply for Mass Communication through Direct Entry (DE).

Dr. Muhsin Ibrahim, a lecturer at the University of Cologne in Germany, recounted an incident where a young girl chose to pursue microbiology in her UTME without much understanding of the field. She revealed that she was advised at an internet café while registering for the university entrance exam, leading her to select a course she had little knowledge about—an astonishing decision made on a whim.

In reflecting on this, Dr Ibrahim unveiled a broader issue: the lack of proper counselling for many young people, particularly girls, when making important educational and career decisions. While some are enthusiastic about pursuing education, others may prioritise marriage. However, those with academic aspirations often lack guidance and support, sometimes falling prey to ill-informed advice. This can lead to unfortunate outcomes.

He emphasised the urgent need for parents, relatives, and especially older siblings, to actively engage with and support younger family members in understanding their aspirations and navigating life’s challenges. Dr. Ibrahim pointed out the common failure among brothers to have meaningful conversations with their sisters about their dreams and difficulties.

He concluded by urging immediate action, stressing that it’s never too late to start engaging with and guiding our children and younger siblings regarding their career choices after completing secondary school.

Lawan Bukar Miagana writes from Borno and can be reached via email: lawanbukarmaigana@gmail.com.