University Education

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.

By Abubakar Umar Gbs

One of the primary challenges students face is the lack of institutional email addresses provided by universities. This seemingly minor oversight has far-reaching consequences, particularly in academic publishing. Platforms like Google Scholar and ResearchGate have become indispensable for scholars worldwide, providing a space to share and access valuable research. However, many Nigerian students are excluded from this global academic dialogue due to the absence of institute-issued email addresses.

In an era where collaboration and knowledge exchange transcend geographical boundaries, the inability to access such platforms places Nigerian students at a significant disadvantage. The academic community is a vast network where ideas are exchanged, collaborations are forged, and research is disseminated. By not providing students with the necessary tools to participate in this global discourse, we are inadvertently stifling their academic growth and limiting the potential impact of Nigerian research on the international stage.

Institute-issued email addresses are not merely a formality but a gateway to a wealth of academic resources. These email addresses authenticate the identity of students, ensuring the credibility of their work on platforms that demand institutional affiliation. Moreover, they foster a sense of pride and belonging among students as they become official representatives of their institutions on the global academic stage.

I urge Nigerian universities to recognise the significance of this issue and take proactive measures to address it. By issuing academic email addresses to students, we empower them to contribute meaningfully to the global academic community. This simple yet impactful step will bridge the gap between Nigerian students and the wealth of opportunities platforms like Google Scholar and ResearchGate offer.

In conclusion, providing institute-issued email addresses to students is not just a matter of convenience but a crucial step towards fostering a culture of academic excellence and global collaboration. By highlighting this issue, we can collectively work towards creating an environment where Nigerian students can fully realise their academic potential and make meaningful contributions to the global research landscape.

Abubakar Umar Gbs wrote via abubakargbs@gmail.com.

By Munirah Ibrahim Yusuf

Growing up as a teenager, one of the most challenging questions you could ask me was the almighty… “What do you want to be in the future”? I dabbled from one self-proclaimed pretty “Science course” to another for years…

All I knew was that it had to be a course in the Science field. First, it was ophthalmology, then pharmacy, and even estate management. Who am I kidding? It was a crisis.

It felt worse when I got to SS1 and saw the other options I could have had in different fields, like art and commercials. I was good in their subjects too.

I couldn’t quite understand why I chose to go to the Science Field. I couldn’t find why I decided to go there, so I held on to the fact that Allah was in control and had led me to pick it with good faith.

Years later, one morning….it hit me like a revelation. I suddenly knew why I never went to art or commercial class. It was because “THEY WERE NEVER AN OPTION”.

A certain teacher we looked up to had categorically told us things that created the impression. For example, whoever was blessed with anything close to an IQ had nothing to do with anything other than in the science field. And, like, that’s where the money is….And, like, that’s where great people and great professions belong….blah blah blah. 

Who wouldn’t want to be Great, tho? I subconsciously ruled out other fields. I still remember when we were asked to pick classes after JSS3. I knew I wanted to choose “Science” but didn’t want anything too deep in science (medical science) because of all the blood and flesh business. 

I had settled to write down courses I thought wouldn’t have too much messy work (blood, wounds), and Opthalmology was what I went with (LOL again, who am I kidding?)

Secretly, many people still regret the paths they chose in their education. Family, friends or society influenced some of us,and now we have discovered what we want for ourselves.

Let’s think about it; I don’t know about you, but in my area, kids around ages 12-14 are already in JSS 3, where they get to choose fields. Is a child that young capable of knowing what’s best for them? It’s screaming NO. The schools differ, ranging from private or government-owned, but most I’ve seen make them choose a field after JSS3.

I heard about a principal who would make the JSS3 finalists come to school during the long break after their Junior NECO exams. He would then teach them art, sciences, technical and commercial subjects and finish with some exams.

This system gave the students a little insight into what they would be dealing with when they got to Senior class and helped them make better choices regarding the subjects they found more intriguing and good Counselling. Great, don’t you think? May Allah bless his soul. Either way, no one seems to do that anymore, and we have to move on.

As a teacher or an educator whom kids look up to and adhere to with all beliefs, you should be careful with the kind of information you give kids.

Courses might be ranked, but the individual is responsible for how much utility they can produce using it. Every course is important. If not, it would not be a cause to study. (P.S.: We will talk about the effect of our country on education some other day).

As a parent or caregiver, it is important to practice mindful parenting and carry out routine checks with your kids to understand their choices and lifestyle and make sure they choose the best for themselves.

Many of us had that ‘follow follow’ stage that comes with growing up. And then you snap! And you reach the point where you have to take a step back, assess the situation and realise that this is not who you want to be.

Then, we live our lives trying to find ourselves with ever-changing wants and needs. Many of us are past that now, but you might know a kid or two going through these struggles. It is easy to recognise these stages when they talk and be on the lookout for help.

Let us give them better than we had.

Munirah Ibrahim Yusuf can be reached via ibrahimnurah99@gmail.com.