The Nation Newspaper

Tag: Education

  • ‘Hands-on experience crucial to education’

    ‘Hands-on experience crucial to education’

    •Essay contest winners rewarded

    A hands-on experience is vital in the education system for pupils to become what they desire, the founder of The Redeemed Evangelical Mission (TREM), Bishop Mike Okonkwo, has said.

    He said it was time for the education system to align with best global practices where emphasis is placed on practical training and not the over-reliance on theory.

    Okonkwo spoke in Lagos at the Annual Lecture held in Lagos to mark his 79th birthday.

    He said: “The education system won’t help the students to become all they want to become. People are studying Computer Science but have not seen a computer before. A hands-on experience is crucial. There should be deliberate training for the nursery and kindergarten kids, who will be leaders in the next 15 years.”

    Seven pupils who performed excellently in the 2024 Mike Okonkwo National Essay competition and their schools were rewarded with prizes.

    The three secondary schools, whose pupils came first, second and third were also presented with sets of computers.

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    In the first round, the title of the essay the students wrote was “Nigeria’s Pathways: Diagnosis and Prescriptions” while in the second round, it was on “Protest Against Misgovernance: The Gains and Pain”.

    In the first round of the essay, Flourish Olaoye of Christ the King International School, Gbagada, Lagos, who came first, scored 71; in the second round, he scored 75. He obtained 73 percent overall.

    Olaoye was presented with a cheque of N500,000, a trophy and a plaque. Her school was presented with a set of computers.

    Nora Femi-Lawal  of Chrisland High School, Lekki, clinched 2nd, having scored 65 in the first round of the essay; 64 in second round and obtained 64.5 per cent overall.

    She was presented a cheque of N250,000 and a plaque. Her school got a set of computers.

    A pupil of Corona Secondary School, Agbara, Ogun State, Olayimika Esther, placed third  with 62 points in the first round, 60 in second round and 61 per cent overall.

    Olayimika was presented with a cheque of N150, 000, a plaque, and a computer set for her school. The other four finalists received consolation prizes of N50, 000 each.

    Chief Examiner, Prof. Akachi Adimora-Ezeigbo, said the committee received 551 essays from secondary school pupils nationwide.

    She said the committee used quality control instruments such as Google search machine, Turnitin plagiarism detector and their own eagle eyes to scrutinize each essay for plagiarism, copyright infringements, unhedged A1 assistance and other integrity infractions.

  • Gyrations in the education sector

    Gyrations in the education sector

    I have an uncle, a grizzled veteran of countless political battles, albeit at the local  level here in Ilésà. You are not likely therefore to have heard of him so you only have my word that the man is a verified legend on several fronts. Well into his eighties, he is still as feisty as ever and a good man to have beside you in a fight. The most significant thing about him is an abiding hope in a future which for quite a lot of people, is going dimmer almost by the minute. My uncle is the first to admit his lack of education having managed not to have spent a minute in any school as a scholar. In spite of this or perhaps because of it, his passion for education is boundless and to prove this assertion, he is currently the chairman of one primary and two secondary schools in Ilésà even though he has no children of his own in any of those schools. But there is a great deal more to him than politics and education. He is a raconteur par excellence and his store of Yoruba proverbs is, at least in my naturally jaundiced opinion, unmatchable.

    Many times, more times than I care to count, my uncle has, in my presence sent a heart felt invocation to God to protect him from the wrath of government. This is because in his opinion, only God himself is in a position to exercise power for any purpose than government, any government. This is why he is desirous of being in the good books of government and why he has spent nearly seventy years working assiduously in his own little way towards the installation of God fearing governments all over the country. He freely admits to a raft of failures in this respect but according to him, if you fall off a horse, the only choice you have is to remount the beast again and quickly too. So, he continues pushing his own political agenda in the hope that something good will happen in his lifetime.

    My uncle s passions are politics and education and have been inextricably linked in his mind since the days of the Action Group free education programme in the Western Region. He is a progressive personified and a rebuke to real life politicians who do not have a great deal, if anything, on a chameleon in the matter of changing their camouflage with every change in the direction of strength of the wind. It was therefore easy for me to use him as an anchor for this article on education, especially the lack of structure for meaningful education at all levels in Nigeria.

    My first submission here is that various governments over the last fifty years and more have wilfully abdicated their responsibilities in this critical sector of human endeavour. I doubt that there are many people better qualified to discuss this subject than I am. In the first instance, both my parents were teachers, my father being the headmaster of the largest primary school in Owo when I was born and my mother being the headmistress of the largest primary school in Lagos at the height of her teaching career. As for me, I spent forty-seven committed years as a university lecturer, thirty-one of them as professor and gathered a whole lot of experience in the process. In other words, not only was I born with the silver spoon of education in my lips, I turned it to platinum over the long period of my involvement in teaching other people’s children for little reward save the satisfaction I got from having the opportunity of expressing myself maximally over a very long period of time.

    The situation we have pushed ourselves into in terms of education in this country is dire but the people in charge of it at every level are not aware of the rot in the system which they claim to manage. I was moved to write this article as something of a response to the Honourable Minister of Education who has announced ex cathedral that as from now on no student who is yet to attain the grand age of eighteen would be allowed to darken the doors of any tertiary institution in the guise of a student. This is after those candidates have gone through the rigours of sitting for JAMB and the O level examinations and passing them well enough to secure admission on merit to one tertiary institution or the other. According to my uncle, government is all powerful and being so, cannot be challenged. Even so, government is not blessed with a sense of humour and should we out of unearned reverence for government refuse to challenge at least some of the excesses of that amorphous body will only be the sufferer when government policies attack  where we live.

    We have been told that there is an extent law which prevents persons under the age of eighteen from registering for courses in Nigerian universities and other tertiary institution I presume. That is quite well said but, it only begs the question as to why over the years that law has been de-fanged and made impotent but then we do not know the size of the breach because no figures were provided to allow us to comprehend the extent of the problem we are facing or even if indeed if we have a real problem on our hands. It is not as if relevant figures can not be provided to give us an idea of the character of the beast we are confronting. It is just that the almighty government represented on this occasion by the minister of education cannot be bothered to offer any explanation for engineering a policy which has a lot of people on the hop. After all, we are all so much in awe of government that we dare not look her in the face for fear of attracting her wrath.

    It is not that figures for supporting the minister in this instance are not available. They are and in profusion too. But in this country, we have such disdain for figures that we, in the first instance can not be bothered to gather them with any degree of seriousness and when we make any attempt to gather any set of figures, the whole exercise descends into farce very quickly which is why we have never been able to provide any honest figure for the number of mouths which we need to feed. Depending on where you look, current population figures for Nigeria varies from 200 to 230 million and any self respecting statistician will throw up their hands in horror as to how to deal with the discrepancy revealed by the side variation we have here. Talking about human statisticians, do we have enough of them to cope with the large volume of data we need to generate and analyse? I know that there has been a department dedicated to human statistics for more than fifty years at OAU but in a country with phobia for figures many of those admitted to that department are those who have been shunted into it from other departments offering more glamorous courses.

    In the matter under consideration, nobody can claim that relevant figures are not available. JAMB has been conducting entrance examinations, at least into all universities since 1978 and must, over that period have generated an awful volume of crushable figures from which a great deal of useful information can be extracted. But, we don’t have to go back that far to get information either to support or to castigate the minister over his abrupt realisation that there is a problem with underage students in our universities. It should be easy to find out how many students under sixteen took the last entrance examinations and how many of them passed well enough to be admitted.

    What we know from JAMB sources is that 1,842,464 candidates who sat for the examination, only 24% scored 200 marks and above and should be adjudged to have passed the examination

    Now, over to the universities which by law were to admit the students.  Someone had kindly sent me a video clip of the meeting at which the pass mark for universities were set this year. As a professor, albeit retired myself, I was shocked and embarrassed when people who sported the tittle of professor got up, identified themselves as professors and proposed that those who scored 140 (35%) be admitted to Nigerian universities. By any standard, at least by the standard that I operated with in my days at the university, a score of 35% was not even a suitable grade. Indeed what I was used to as a pharmacy lecturer was a pass mark of 50%. Now, to score such as low a mark as 35%, people have suddenly been invested with a badge of honour, to be celebrated with fan fare and loud drums. Our university system has now been degraded to such an extent that morons certified by JAMB are now qualified for admission into Nigerian universities!

    As far as I know, the honourable minister has not been moved to make a comment in respect of the abysmally low expectations that have been placed on potential undergraduates in Nigerian universities under his watch. Instead, he is excited by the desire to close the doors of his devalued paradise to those who have not yet attained the magical age of eighteen even though they passed the examination with a mark above the reasonable pass mark of 200 and well above. Indeed has there been any attempt to find out how many of those in this category are aged eighteen and below? The law of natural justice dictates that a sixteen year old who scored 240 marks is so much more qualified than a twenty six year old who could only muster 140 marks. That to me is simple common sense and I doubt that this situation has been looked out through this prism. But it is not too late to bring out this prism before an injustice has been perpetrated on an entire generation of potential students.

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    Now, there many who have come out in support of the honourable minister who himself has pointed out that British, American and other developed countries do not allow children under eighteen to be admitted into their universities. That is all well and good. But in those countries everyone is made aware virtually from birth that they are only qualified to enter university when they turn eighteen just as they know that they cannot obtain a driving licence, vote in elections or be served alcohol in a public establishment until they are qualified by age. And that age is not left to the whims and caprices of any individual. In those countries mentioned by the minister, births and deaths are carefully recorded and proof of any claim must be provided at designated places in order to get any service. I knew when my first child was born that he would need to provide a birth certificate at certain stages of his career. As soon as he was born I went up to the nurse in the ward to ask about how to get the young man registered. The nurse gave me a bemused look before telling me that her duty was to assist in his birth and nothing more. For registration I had to go to the Local Government Area headquarters. I then asked where within the hospital I could be given as evidence to be presented to the local government authorities as confirmation that a child had been born on a particular date.  The nurse gave me a second look more withering than the first before telling me that the hospital had no business whatsoever in the process of birth registration. With these rebukes ringing in my ears, I went to the LGA office not really believing that all that I needed was a word of mouth that a child had been born on a particular day. My fears were allayed when I informed the lady on seat that I wanted to register a birth.  Her response was immediate.

    ‘How many children do you want to register? I shook my head ruefully as I handed her the sum of 50 kobo to complete the transaction. I could have registered any number of children that I wanted to register. That is how lax our registration regulations are. And you can also claim any date of birth by simply getting anyone prepared to perjure themselves by claiming that someone have been born on any particular date. I wonder how many such affidavits have been signed in the last few days.

    The honourable minister has since rescinded his order concerning under aged undergraduates but this by no means invalidates the thrust of this article which points out other flaws in our educational system.

    • To be continued.
  • Primary education under threat with poorly paid private school teachers

    Primary education under threat with poorly paid private school teachers

    Many private school teachers’ monthly salaries are between N15,000 and N30,000, which are below the country’s minimum wage of N70,000. The Nigerian Labour Congress (NLC) and other trade unions have been calling for a review of the wage owing to high cost of living. Holiday period is, however, a challenging time for the teachers, because of most proprietors’ penchant for non-payment of salaries, Olasumbo Aniunlopo, Precious Salman, Opeyemi Dokumu and Chinaza Emedom report

    Most teachers in private schools dread holiday periods because of many proprietors’ penchant for not paying salaries. The financial strain force many private school teachers to rely on their savings, take on part-time work or seek loans to cover basic expenses.

    School resumption week is also a difficult time for private school owners, who are struggling to hold on to their teaching staff. Parents and their wards are also concerned over quality education, which may be at risk.

    A record number of private schools in the country pay their teachers a monthly salary of between N15,000 and N30,000, which are below Nigeria’s minimum wage of N70,000, a pay that the Nigerian Labour Congress (NLC) and other trade unions have been calling for a review owing to increase in fuel prices. Already, Nigerians are battling to keep their heads above the soaring living costs, which have continued to escalate. The private school teachers are also not allowed to unionise to fight for their rights.

    The sentiment among most of the teachers during the holiday is that of frustration and concern. While they remain committed to their pupils, the non-payment of salaries had taken a toll on their financial security and morale. The turn-out of teachers in private schools is always high during the holidays with many of them moving to other lucrative schools or jobs.

    Those who stay over in most private schools are either married female teachers, who feargetting employment in faraway places from their homes. Many teachers also resume in their schools after considering the extra funds they get from tutorials they give to their pupils.

    But with the resumption of schools, they are hopeful that their school authorities will resume payment of their salaries, allowing them to continue providing quality education without financial distraction.

    Private school teachers on their situations and coping skills

    For Mr. Akinola Victor Toluwani, a teacher in a school in Surulere, Lagos, every holiday period is a bad experience for him and his family because there is no salary for him at the end of each month, except when the pupils resume. The music and mathematics teacher then decided to learn data analysis and other skills to enjoy other streams of income. According to him, extra lessons are no longer sustainable as most of the pupils travel during the holiday.

    Explaining his situations, he said: “I had to cut some of my expenses during the holiday, for example daily data subscription. I was not able to go out because of the fuel scarcity and high transport fares. Well, as we resumed now, I’m looking forward to teach my students about robotics and Artificial Intelligence since that’s what is trending now.”

    Also, Miss Nneoma Blessing, a teacher in the same area, said it wasn’t a funny experience. But, at same time, she had to manage to cut her expenses.

    “I have a savings somewhere and I knew a day like that was going to come. I also have a business which serves as an income during the holiday – I make cultural beads.

    “I decided to adjust some of my expenses during the holiday because salaries were not paid. I had a budget and I also made sure I didn’t spend beyond my budget. I’m thankful to my school management for organising summer lessons, from which we were able to collect little stipends,” Miss Blessing said.

    To Mr. Lasisi Alaka, a dedicated teacher at a secondary school in Nekede, Imo State, he went without pay during the holiday period, leaving his family in a desperate struggle to make ends meet.

    Alaka’s wife, a thriving businesswoman, was a pillar of strength to the family, using her entrepreneurial skills to support her husband and provide for their needs during the challenging time. Her contributions helped cushion the effects of the delayed salaries, but the uncertainty remains.

    Alaka and his wife urged the school administration to prioritise their welfare by ensuring timely salary payments and offering support during holidays.

    If the situation doesn’t improve, he might be forced to abandon his passion for teaching, he said.

    “The government must intervene to address this crisis, ensuring that teachers receive their rightful pay so that we can focus on nurturing young minds without financial burdens,” Alaka said.

    Also, some teachers at St. Damaris Nursery and Primary School, at No. 8, Shobowale Street, off Baba Olopa Bus Stop, Igando, Lagos, narrated their experiences during an interview with The Nation.

    The staff members expressed their appreciation for the school’s dedication to its employees.

     “We have received 12 months of salary without any delay,” one of them said, emphasising that the school had maintained this practice without failing.”

    Her colleague, Mrs. Ijeoma Obi, added: “Some private schools I know don’t pay their teaching staff the full salary, especially during the holidays. But, St. Damaris has been exceptional — they owe no staff any salary.”

    Other teachers from nearby schools also shared similar and contrasting experiences.

    Miss Adeyemo Dorcas, a teacher at Groom Base Nursery/Primary School, spoke about her side “hustles” during the school holidays.

    “Aside from being an educator, I am also a fashion designer and run summer classes. The money from summer classes is not for the teachers but for the school, although participation is voluntary,” Miss Adeyemo.

    Mrs. Mary Leonard, another teacher, reflected on how many of her colleagues were able to weather the difficult economic storms with the support of their spouses and extended family.

    At De-OHM Nursery/Primary School, a teacher, Moses, shared a different perspective.

    He said: “At the end of summer classes in August, the teachers collected the money from extra lessons, and we still got our regular monthly salaries.” He acknowledged that despite the difficult economy, these extra lessons provided a significant financial boost for teachers.

    Miss Chidinma Oyehezewe, a Basic Three teacher, credited faith for getting her through tough times. “God has been faithful to us. Teaching is about passion, especially for private school teachers. We have other ways to support ourselves by taking on private tutoring for families, who want personalised education for their children.”

    However, another teacher, Ruth Lucky, stressed the need for teachers to diversify their income sources. “Today, you can’t just be a teacher without having a side hustle or business to support yourself. I thank God for always providing during these hard times,” she said.

    Multiple taxations and low tuition obstructing schools

    Some private schools owners, who craved anonymity, had complained about the high cost of running their institutions. They also complained of multiple taxations by the three tiers of government with parents refusing moves to increase fees in private schools.

    According to proprietors, private schools are groaning under multiple taxes imposed on them by various agencies of government across the states.

    The taxes include business premises, waste management agency fees, local government levies, emblems for school buses and signage or billboards, among others. They are paid every academic year to agencies sent to enforce them.

    The Nation gathered that schools are taxed based on their size. A school owner notes that inability to pay results in closure or court case.

    However, school owners and education stakeholders want constructive dialogue with governments at a time the nation’s economic outlook is bleak, coupled with the fuel subsidy removal, which has caused increase in prices of commodities and services.

    NAPPS defends members

    The National President, National Association of Proprietors of Private Schools, Mr. Yomi Otubela, said private schools under his association generally paid their staff monthly, whether during the school term or holidays.

    “For instance, Lagooz Schools has, since its inception, consistently paid 12-month salaries and bonuses to staff, regardless of whether the school is in session or on holiday.

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    “However, in some cases, schools with a weak financial foundation may face liquidity challenges, particularly during holiday periods.

    “Additionally, some schools operate without proper registration with the appropriate authority or adherence to corporate governance. Therefore, such schools run with no legal backing and appropriate monitorin,” he said.

    He said NAPPS firmly believes that teachers are the backbone of quality education, and their welfare must be prioritised at all times.

    “While private school owners face operational and financial challenges, particularly during long holidays when income streams may dwindle, NAPPS advocates for consistent and fair remuneration for teachers, including during holiday periods. This ensures the retention of quality staff and boosts morale, ultimately benefiting the students.

    “Furthermore, NAPPS Nigeria regularly organises sensitisation programmes on financial management to equip school owners with strategic methods for fostering financial discipline. These programmes also explore ways to maintain a steady income and diversify revenue streams, ensuring that teachers and staff are fairly compensated throughout the year. “In conclusion, NAPPS Nigeria regularly encourages school owners to value and support their staff members.”

    Otubela had on numerous occasions complained about multiple taxations from the Federal Government and state governments, advocating urgent collaboration and policies to help reduce operational costs for private schools due to inflation in the country.

    He said: “Critical meetings with the education stakeholders are imperative to keep the minister abreast of the challenges within the sector. This is necessary to proffer appropriate solutions to them.

    “Policy formulation and implementation must take cognisance of the inputs of various education stakeholders. Periodic reviews of policies are needed to ensure that they are meeting and achieving their objectives as expected.” Otubela noted that urgent government intervention policies would help subsidise access to teaching resources and lower taxes on educational materials. He added that the policies would provide concessionary interest rates on loans for members.

    NAPTAN urges govt to revisit Petroleum Act

    Also speaking, Deputy National President of NAPTAN, Mr. Adeolu Ogunbanjo, appealed to the Federal Government to revisit the petroleum Act. He urged the government to reverse the fuel price hike, which had caused financial constraints in the country.

    “Government should endeavour to make some sacrifices to enable the people live up to their responsibilities over their wards.

     “Governments should understand that schools must resume and children have to go back to school, they should do everything possible to ease the burden on parents,” he said.

  • Education, our utmost priority, says Bamigboye

    Education, our utmost priority, says Bamigboye

    By Sherifdeen Amusa

    Chairman of Mushin Local Government, Emmanuel Bamigboye, said good education remains the pivotal focus of his administration.

    Bamigboye stated this while distributing General Certificate of Examination (GCE) forms to 250 deserving students at the council’s secretariat.

    He highlighted other initiatives by his administration to support education in the council.

    Bamigboye said: “The best educational system is of utmost priority to the Bamigboye- Aruwe led administration. That’s why we have been putting our best efforts to raise educational standard with the construction of model blocks of classrooms, provision of free school bags, exercise books to pupils in public primary schools, provision of annual Bursary Awards to indigent students and of free school bus transportation of pupils, as well as yearly distribution of JAMB forms to students. These gestures are in order to bring succour to parents and guardians in Mushin Local Government.”

    Bamgboye said the GCE forms would serve as a form of educational palliative to ease the burden of parents and also provide equal opportunities for all.

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    He also added that he would ensure good governance get to the residents of Mushin “through the provision of numerous infrastructural/developmental projects, improving educational standards, provision of quality healthcare services, several women empowerment and poverty alleviation programmes and ensure quality welfare packages for our youths in Mushin Local Government.”

    Vice- Chairman of the council, Tunbosun Aruwe, who doubles as the Supervisor for Education, said the initiative was aimed towards ensuring no one is held back due to financial constraints.

    Head of Education Department, Abimbola Oguntoye, urged the student not to take it with levity and be serious with their studies in order to excel in the exam.

     A beneficiary, Ayomide Boluwatife, who thanked the council boss, said the form would serve as a financial support.

  • How education became biggest victim of insurgency – Adamawa commissioner

    How education became biggest victim of insurgency – Adamawa commissioner

    Education has been singled out as the biggest victim of insurgent attacks around the North East. 

    Adamawa Commissioner of Education, Dr Umar Pella who made the assertion at an event in Yola, said Boko Haram whose very name proclaims that education is evil has always by its doctrine and physical attacks done much destruction to education. 

    Umar said the image of education that Boko Haram recreated and the direct attacks it launched on education infrastructure slowed education delivery and acceptance in the affected states. 

    Speaking at an event to mark this  year’s International Day to Protect Education from Attack, as organized by his ministry and a nongovernmental organisation, Education in Emergencies Working Group, the commissioner also blamed poor funding of education around the country for insurgency and other forms of insecurity. 

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    He said, “Long before insurgency, education had been under attack. When you deny education to a child, you attack education.  As a country we pay so much to curb insecurity because we didn’t pay enough to develop education. People who are neglected educationally are the ones used for mayhem.”

    Also speaking, the Adamawa State Focal Person of Education in Emergencies Working Group, Mr Stephen Medugu identified other forms of attacks on education as abduction of students, encroachment on school lands, as well as natural disasters which unclude flooding. 

    While recognizing efforts that the Adamawa State Government has made to improve education delivery, Mr Medugu charged the government to do even more, such as increasing access to technical and vocational education 

    He said well developed technical and vocational skills would empower people to engage in various economic activities and raise the country’s wellbeing.

  • Parents, Ondo govt differ on free basic education

    Parents, Ondo govt differ on free basic education

    The concept of the Universal Basic Education is to ensure free education for the first nine years of a child. It extends to the Junior Secondary Schools. But in Ondo State, parents do not agree that basic education is free, Osagie Otabor reports

    AS school is set to resume in Ondo State, it is brisk business for many carpenters operating within vicinities where secondary schools are located. This is because pupils entering Junior Secondary One (JS1) are expected to bring a desk and a locker or the child would be made to sit on the floor to learn. Checks showed that a set of locker and desk cost N16,000. Besides, the money parents said the money they were asked to pay to enrol their children into JS1 put to question the concept of free basic education in the state, especially at the Junior Secondary level. To many of the parents, education is far from being free.

    The 2024 budget for the education sector is about N48 billion, which represented 12.4 per cent of the total budget. However, desks and lockers have not been provided for the pupils. It is, therefore, a common sight to behold within Akure, the state capital, for pupils to be carrying desks and lockers to school.

    A parent said he had to pay over a N100,000 for his son into one of the public secondary schools in Akure. The money, according to him, is for books, desks and lockers, school uniforms, sportswear and other collectibles such as brooms.

    At the entrance of many secondary schools, many carpenters were seen displaying various lockers and chairs.

    Checks showed that pupils in Ondo Primary school pay N23,000 annually while those in secondary schools pay N43,000 annually. The money is not termed school fees but covered school bus maintenance, computer, Parents Teachers Association (PTA) fee, examination fee, digital platforms, administrative charges, security, medicals, utility and others.

    Chairman of the State Universal Basic Education Board, Victor Olabimtan, said it was the PTA executives that met with the state and proposed to be paying the money as part of their ways to support educational growth.

    Olabimtan insisted that education remained free in the state, saying it was the PTA that collects the money and disbursed. He said no pupils are allowed to pay for locker and desk.

    “Any school that collects money from parents for locker and desk or books is doing illegal business. Schools are not supposed to sell books to parents. In the new dispensation, we want to start providing lockers and desks for Junior Secondary Schools. We will start supplying furniture in the 2024 action plan of SUBEB. Basic education is totally free in Ondo State.”

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    On his part, Ondo State Commissioner for Education, Science, and Technology, Olaolu Akindolie, said N3 billion has been earmarked for renovation of secondary schools across the state. He said parents were not supposed to bring chairs and lockers to schools.

    Akindolie stated that it was not state government policy that parents should pay any fees and vowed sanctions for any school principal that demanded for money.

    “There is nothing like that. That is not government policy. I have gone round and sensitised parents. Parents are not supposed to bring desks to schools. They should protest to us and we will sanction such principal.”

    Some parents, who spoke after paying the necessary fees declined to mention their names for fear of victimisation.

    They were seen at the entrance of some secondary schools in Akure, the state capital, buying chairs and desks.

    One of them said: “Education is not free in this state. School fees are N20,300, uniform is N34,500 and list of books is N39,500. Everything I paid for my son to enter JS1 is over N150,000. I even bought desk at N11,500.

    “Government will say education is free. Education is not free. We buy everything. I am going to the bank to pay the school fees. There are school fees. I do not agree there is free education in Ondo State.”

    Another parent said he had to borrow money to ensure his daughter got enrolled into JS1.

  • Amend constitution to make education compulsory, says varsity don

    Amend constitution to make education compulsory, says varsity don

    A Professor of Jurisprudence and International Law University of Ilorin (UNILORIN), Azubike Chinwuba Onuora-Oguno, has recommended the amendment of the Nigerian Constitution to make education compulsory in the  country.

    Prof. Onuora-Oguno also canvassed for the strengthening of key institutions in Nigeria in a way that would ensure the full realisation of citizens’ right to education.

    The law professor said this in Ilorin while delivering the 264th inaugural lecture of the university.

    The lecture was entitled: “Order in the order of the economic and social rights jurisprudence in Nigeria.”

    For his suggestion to be achieved, the don said that collaboration and synergy among institutions are an essential instrument that would ensure that every Nigerian is given his inalienable right to be educated to the extent of his capacities.

    Prof. Onuora-Oguno also enjoined critical stakeholders and institutions such as the Nigeria Union of Teachers (NUT), the National Teachers Institute (NTI), the Teachers Registration Council of Nigeria (TRCN) and the Universal Basic Education Commission (UBEC), among others, to ensure that concerted efforts are mobilised for the realisation of quality education.

    He added that an enhanced capacity would enable the institutions and other non-state actors in the field of education rights advocacy, to realise the potentials they have in changing the narrative.

    He also called for increased involvement of the judiciary in the matters of economic and social rights. He encouraged individual lawyers and the Nigerian Bar Association (NBA), as well as other stakeholders to always show interest in challenging the poor delivery of education in their respective communities.

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    Prof. Onuora-Oguno stated further that education must be approached from what he called a “classical theory perspective”, saying that it should be enshrined in the Chapter Four of the Nigerian Constitution. He, therefore, encouraged the National Assembly to amend the nation’s Constitution accordingly.

    The don also called for the review of the welfare of teachers and other stakeholders in the nation’s education sector, explaining that when the welfare of the teachers is improved upon, it would definitely impact positively on the quality of education obtainable in a given community.

    He added that the role of pupils, parents, teachers, and the community must also be adequately recognised for the right to education to be ensured.

    He also suggested that policies and laws relating to education should be aligned from a right-based perspective to aid the advocacy of the right to education and adjudication of the same.

    “In addition, we must all ensure that the relevant policies are sufficiently adaptive enough to avoid halting of access to education,” Prof. Onuora-Oguno explained.

    The inaugural lecturer also said that it is important to ensure that adequate and verifiable data is available especially as it relates to educational needs of persons with disabilities, saying that the information will ensure adequate budgetary and logistical plans towards quality and inclusive education.

    Prof. Onuora-Oguno also appealed to the Federal Government to support those he called “non-state actors” in carrying out their various roles in providing education. He added that everybody should be encouraged to play one role or the other in providing quality education for the citizens.

  • ‘You can’t isolate decay in education from the entire polity’

    ‘You can’t isolate decay in education from the entire polity’

    Vice Chancellor of Mountain Top University, Professor Elijah Adebowale Ayolabi in this interview with  AYOYINKA JEGEDE, speaks on the university’s numerous achievements and recent global ranking. The professor of Applied Geophysics, also speaks on the decadence in the educational sector and the myriads of problems bedeviling the country that have all rubbed off on the sector.

    Mountain Top University recently emerged first among Nigerian varsities in World Impact Ranking; what’s the secret?

    Mountain Top University’s recent emergence as the first in Sustainable Development Goal (SDG) Four,

    (Quality Education) in Nigeria according to the 2024 Impact ranking by the Times Higher Education is by the grace of God. We also thank our staff members for their hardwork, commitment and dedication.

    This demonstrates MTU’s commitment to providing exceptional education and setting a high standard for others to follow. Mountain Top University has actually chosen the path of Excellence. These achievements have made our University a beacon of excellence in Nigeria and globally, attracting students, partners, and collaborators seeking a like-minded community dedicated to creating a better world.

    MTU also took second in SDG 3 (Good Health and Well-Being), fifth in SDG 17 (Partnerships for the Goals), and fourth overall in the Impact Rankings. Mountain Top University has thus showcased its comprehensive approach to addressing various sustainable development goals, making it a model for interdisciplinary impact. Its second place in SDG 3 (Good Health and Well-Being) highlights the University’s significant contributions to healthcare and well-being initiatives, improving lives and communities.

    The 5th place in SDG 17 (Partnerships for the Goals) demonstrates Mountain Top University’s success in forging effective global partnerships, amplifying its impact and influence; while achieving 4th overall position in the Impact Rankings is a remarkable feat and solidifies our position as a leader in social impact and sustainability.

    The Impact Ranking is a testament to our dedication to creating a positive impact on society.  You’d recall that when the National Universities Commission (NUC) did the Open Education Resource (OER) in 2017, we came second in Nigeria. When the NUC did its National University System Ranking similarly, you saw that we were among the best eleven Universities in Nigeria, and 6th among all the private universities. We also placed 5th in the South-West geopolitical zone and best private University of less than 10 years.

    What distinguishes Mountain Top University from other Public and Private institutions?

    Mountain Top University is a faith-based university and we are committed to developing our students physically, academically and spiritually; so that they can stand tall in the society and become men and women of integrity that can be relied upon in building and transforming the nation.

    Read Also: Mouka partners Lagos Food Bank, gifts mattresses to vulnerable children

    We are training manpower to provide solutions to myriads of problems bedevilling the country. We are training job creators through entrepreneurship programmes and not job seekers. We are building students that will transform the world, selfless Nigerians and leaders that will stop corruption.

    We are imbibing the spirit of sacrifice and selflessness in our students. We are building people that will give what it takes to develop our country Nigeria and make positive impacts. More importantly we are raising an army of the Lord for the end time revival.

    To ensure these, we have moral trainings as part of our activities here.

    In addition to our students’ core academic work, we take them through moral development and spiritual trainings in terms of the word of God.  Furthermore, we introduce them to entrepreneurship training, which provides them opportunity to think out of the box and create solutions to problems in their environment.  Towards achieving that, we also have a vocational centre, with about twenty-two vocations that students can learn from and master two in the end. With this, our students can get something doing apart from white collar jobs.

    We also have a unique programme peculiar to MTU, called “Every student a Musician” ESM. This is a kind of music entrepreneurship programme that provides our students the opportunity to learn how to play at least one musical instrument before graduation. This means that any student graduating from Mountain Top University, apart from getting his or her certificate, will also acquire musical skills, and have a vocation to develop his/her body, soul and mind on how to become a job creator and solution provider.

    MTU has been in existence for nine years, what are your success stories?

    First all our programmes  are fully accredited by the NUC. The NUC attests to the fact that we are actually among the best in the country; this is also attested to globally. We have 32 accredited programmes, and we just commenced activities in five of them. We have received approval from both the NUC and the Nursing Council; hence we are going to admit Nursing students this coming session. Likewise, Nutrition and Dietetics, Biomedical Technology, Medical Laboratory Science as well as Public Health. All our programmes both in Science and Humanities, Management and Social Sciences have all earned full accreditation status.

    In terms of capacity building, we provide trainings for our staff both academic and non academic. We also get them involved in professional certifications. For our students, we have collaborated with New Horizons, who provides digital training for them. Every year our students all go through digital ICT training across all levels to prepare them for the 21st century world of works.

    Our Educational system is said to be in shambles; what, in your view, is the way out?

    I don’t like the perception of the press in respect of our educational system, as you can’t isolate the educational sector from the entire polity. The fact that there is no job and industries are closing down every day and nobody is looking at it is worrisome. Decadence in our educational system is part of the government’s failure.  Today there is no Dunlop company in Nigeria, there is no Michelin company; all the textile industries I knew when I was much younger have all packed their loads and gone. The steel industries, the Petroleum industries are not all working; so we are just producing graduates whereas there are no jobs. So it has become highly competitive; sadly the press is transferring blames on the educational system.

    I remembered when we were in school, employers would come to the universities to recruit. Who will recruit now when the organisations are not even there?  Even all IOCs  are almost gone out of Nigeria.

    It is not too late for government to look inward and address the cause.

    What’s the way out?

    Government must be committed to creating conducive environment for industries to thrive; for the likes of Michelin, Dunlop, Textile industries, Oluwa Glass, and others to come back. Until those things are revived, we are going nowhere. Also, we must understand that university education is meant to train our brain and mind to become relevant in the society and to provide solutions to problems in the environment.  The fact that I studied Accountancy does not mean I should go and work as an Accountant. Many of us have wrong perception of a university education.  The right perception of education is that it is designed to develop our mind and our brain to be able to provide solutions to problems in the environment. University education is meant for graduates to be solution providers anywhere they are. It means that even if you find yourself as a cobbler, you must be able to do it in an excellent way, better than the roadside ones. If you find yourself as a fashion designer you must be able to do it in a more attractive way than somebody that did not go to a university.

    What about the high rate of unemployment?

    Unemployment is because of the government’s lackadaisical attitude to providing an enabling environment for job creation. You don’t seek jobs in those days as graduates because you have four to five jobs together at the same time waiting for you.  When the government’s policies daily result to where companies are closing down virtually every day, there is no magic that can be done.

    Job creators will only thrive where the environment is conducive. Electricity is a problem today; how then do you want people to create jobs? Exchange rate is another problem; with the high exchange rate, how do you want people to create jobs? These are things that government must address; and until those things are addressed, as long as industries are getting out of the country, the problem will persist.

    More so, unemployment surely persists where insecurity thrives. Just this morning, right in my front, they snatched the phone of a man in a car just because of a little traffic at Ojota. It is sad that things like this will continue so long as people don’t have jobs.

    Myriads of problems indeed, but the government will constantly tell us they are doing something; what is your view?

    Government is doing something, but is it enough? The issue is that what the government is doing is not enough to bring change. To restore hope, the government must be committed to bringing change in the society. First, the issue of unemployment must be addressed; government must genuinely tackle insecurity and fight it wholeheartedly to a standstill. Again, the government must create an enabling environment for industries to thrive.

  • Stakeholders seek more action on inclusive education in Lagos, Sokoto

    Stakeholders seek more action on inclusive education in Lagos, Sokoto

    Stakeholders in the education sector in Lagos and Sokoto have called on governments at all levels to scale up investment in education to provide covering for special needs children.

    In Lagos, the Civil Society Action Coalition on Education for All (CSACEFA), during its 2024 Education Summit, themed: ‘Inclusive Education: Leave No Child Behind’, advocated for greater action, especially funding, to engender education for every child, irrespective of race, creed, religion and social status.

    Lagos State Coordinator of CSACEFA Mrs. Olubunmi Francis, noted that the coalition is focused on ensuring that every child in Lagos gets quality education.

    She said: “We understand that every child has different abilities and disabilities. So, it is important that all children are included in government’s programmes and policies.

    “Our special focus for this summit is to address the issues of inclusive education, especially bearing in mind that the mantra of the Lagos State Universal Basic Education Board (LASUBEB) says ‘Leave no child behind’. We wanted to address the marginalisation of some children. We also want to address the challenges of financing inclusive education.

    “A lot still needs to be done with respect to the inclusive schools in Lagos, teacher-development, especially in the area of special needs, as well as infrastructure, considering children with mobility issues. “The schools should have ramps, teaching resources that address children with disabilities and, most importantly, there is need for the girl-child to be included in the school system.

    “We are hoping that after this summit, the Lagos State government will pay more robust attention to its policies on inclusive education, and ensure a more conducive environment for every child to thrive and to get quality education. No child should by any means be excluded for any reason whatsoever.”

    Project Director of the Iyaniwura Children Care Foundation Mrs. Mathilda Otitoju, particularly urged government to liaise with external examination bodies to develop a template that would help children with intellectual disabilities write such exams.

    According to her, the pupils might be unable to hold a pen, but they have the ability to listen and read out their answers. “While they do this, an official can help to write out their answers. Digital technology can also be used like JAMB did in the last exam, which we are so grateful for,” she said.

    Another stakeholder, Bankole Adekeye stressed the need for the social aspect of inclusive education. According him, special needs children should to be trained in social treatment and acceptance to prepare them for the education they need.

    Chairman of LASUBEB, Hakeem Babatunde-Shittu, who was represented by Director of Teacher Establishment, Mrs. Eniola Olatunde, said government is involving stakeholders in its policies because it cannot do it alone.

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    He also restated the government’s commitment to ensuring that no child is denied quality education.

    “Our Project Zero is to ensure that no child of school age is out of school. When such kids are brought to school, we kit them free (uniform, school bag, water bottle, writing materials). We also pay a stipend to our marshalls who bring in these kids. We pay per child so they are encouraged to bring in as many as possible.

    “The project has admitted about 30,000 children in the last four years since coming into existence after COVID-19 pandemic.”

    In Sokoto, the Education for All Cluster, a USAID funded educational project and implemented by Palladium, said stakeholders are key to achieving inclusive education system in Sokoto State.

    Speaking at the closeout meeting of a project is tagged: ”USAID-Strengthening Civic Advocacy and Local Engagement (SCALE)” anchored by six nongovernmental organisations in the state, one of the Cluster leaders, Mr. Edayi Edison, described stakeholders’ role as critical toward actualising the inclusive education system where both normal and disable children will study under one roof.

    Edison solicited the support and cooperation of civic society organisations, government agencies and individuals to ensure right implementation of inclusive system and gender policy in the state.

    According to him, the state government has signed the gender policy and disability discrimination laws in the state which serve as bedrock to the implementation of inclusive education.

    Edison, from Young and Useful Generation Initiative (YUGI) explained that the law became significant milestone in the improving the lives of persons living with disabilities in the state.

    Another Cluster member, Mallam Suleiman Musa, from Albarka Initiative, said 36 advocacy visits to relevant government and non-governmental agencies were conducted.

    Musa said about 772 participants comprising 599 males, 173 females and 26 physically challenged persons were reached within the four months of cluster activities adding that 24 media personnel and stakeholders engagements were also conducted.

  • 10 reasons education is not a scam

    10 reasons education is not a scam

    We are in an era where the value of education is sometimes questioned. Education is far from a scam; it is a vital investment in personal and societal progress. 

    Here’s why education is not a scam:

    Knowledge and skill development: Education provides the foundation for acquiring essential knowledge and skills that are important for both personal development and professional success.

    Career advancement: It opens doors to diverse career opportunities and higher earning potential, as many professions require specific educational qualifications.

    Personal growth: Beyond academics, education fosters critical thinking, problem-solving, and communication skills, contributing to overall personal development.

    Economic contribution: Educated individuals drive economic growth by enhancing productivity, innovation and contributing to a skilled workforce that fuels various sectors.

    Social mobility: Education helps bridge gaps by offering opportunities to individuals from varied backgrounds, promoting social equity and reducing inequality.

    Civic engagement: It encourages active participation in civic duties, including voting and community service, leading to a more informed and engaged society.

    Health benefits: Education is linked to better health outcomes, as it often leads to better access to healthcare, healthier lifestyle choices, and improved understanding of health issues.

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    Cultural awareness: Exposure to diverse cultures and ideas through education enriches individuals’ understanding and appreciation of global diversity.

    Innovation and problem-solving: Education fosters research and innovation, enabling individuals to develop new technologies and solutions to global challenges.

    Adaptability and resilience: It equips people with the tools to adapt to changes and challenges, promoting lifelong learning and resilience in a rapidly evolving world.

    By recognising and embracing the true benefits of education, we can affirm its essential role in promoting growth, innovation, and progress across all aspects  of life.