Tag: Educational

  • BCI develops educational products, partners firms

    In its quest to support educational and professional bodies in the area of certification verification, Nigeria’s pioneer background screening company, Background Check International (BCI), has designed an innovative approach to achieve efficiency and effectiveness in educational verification.

    The product tagged: ‘EDUCHECK,’ is an online educational verification product designed to remove the bottlenecks associated with manual verification of educational certificates in higher institutions of learning and other professional bodies.

    Speaking on the new initiative, the Managing Director of BCI, Mr. Kola Olugbodi stated that Educheck is Nigeria‘s first encompassing platform for verifying educational qualifications, professional bodies membership a licenses verification, a means of verifying and obtaining  transcript of higher institutions.

    “The sole mission of Educheck is to enhance the speedy delivery of educational and professional institutions’ verification services to clients worldwide. The benefits of Educheck are enormous as the technology safeguards confidential information through bluefish encryption and ensures our users are fully Data Protection compliant. There is also accuracy as the-depth knowledge of qualification checking, multi-lingual system and personnel ensures accuracy at all times,” he explained.

    According to him, Educheck is a 24/7 online based e-commerce verification and e-transcript platform. It is an urbarnised kind of platform, i.e. linking those that need verification services of educational, professional, NYSC certifications or licenses done with the institutions or bodies that have the data of the subjects to be verified.

    Considering the uniqueness of the product, BCI will be collaborating with virtually all institutions in Nigeria. Educheck will be a platform for all higher institutions to get their verification done swiftly instead of the previous manual process that hinders administrative efficiency.  Educheck has a solid technological backbone that makes education qualification, professional membership and licenses very easy.

    The new product will also provide a solid revenue base for the higher institutions as there will be direct remittance of payment into the accounts of the institutions. This is one major area that Educheck will provide value to the partner institutions.

    Explaining further on benefits of Educheck to concerned institutions, Mr. Olugbodi stated that it is fraud-proof as it reduces possibilities of fraud amongst institutions officials, enhancement of institutions’ electronic and digital database storage, paperless operation, accountability and transparency, quick turnaround time which aids quick decision making process, cost reduction in verification exercise as well as  enhancement of institution’s brand equity.

  • Ending educational entitlement

    Ending educational entitlement

    Federal Government Colleges must ensure equal access to all Nigerians

    The ongoing dispute over the purported increase of tuition fees in Nigeria’s Federal Government Colleges is a stark reminder of the inequalities and unsettled issues that have continued to riddle the nation’s educational system.

    The national executive of the National Parents Teachers Association of Federal Government Colleges (NAPTAFEGC) has protested the increase of fees in the colleges from N20,000 to N75,000, which took place on June 1. It complained that the increase was an additional encumbrance on already-overburdened parents who had children in the schools, and urged the National Assembly to compel the Federal Ministry of Education to reverse it. The issue has been further complicated by the response of the Minister of Education, Mallam Adamu Adamu, that he did not authorise the increase.

    This confrontation exposes the unstable foundations upon which the federal colleges were built and have continued to live with. Initially meant to provide a means of uniting young Nigerian students from the country’s different ethnic groups in an atmosphere of intellectual excellence, mutual respect and keen competition, the so-called “unity schools” were supposed to provide a model of standard public education in Nigeria alongside the top missionary schools. They were to set the ideals all other secondary schools would aspire to. In other words, the federal colleges were meant to be a means to an end, not an end in itself.

    Tragically, this noble objective has been perverted into a less high-minded goal: that of providing quality education for the offspring of prominent citizens who could not send them abroad. In this regard, NAPTAFEGC is being disingenuous when it moans about parents on the national minimum wage of N18,000 not being able to continue sending their children to unity schools.

    While the fee increase is important in itself, the Federal Government Colleges need to make a far more fundamental change first: that of opening up to deserving students of all social classes, and not just the privileged few. It is difficult to see how the original goal of national unity can be achieved if the bulk of students come from a starkly unrepresentative spectrum of Nigerian society.

    Entrance examinations to unity schools should be widely publicised and made more accessible to primary school students whose prior educational performance equips them to take part in them. Those who meet the entry requirements should be admitted; successful candidates who are indigent could be offered scholarships whose continuation would depend on continued excellent performance.

    As for the fee-increment issue, both the Federal Government and NAPTAFEGC will have to come to terms with reality: the former does not seem to understand that it should no longer be involved in the running of secondary schools; the latter must realise that the cost of education cannot be unaffected by rises in the general cost of living in the country.

    The problem can best be resolved through negotiation and compromise. The education ministry must meet with NAPTAFEGC to arrive at increases which are not as high as the current 300 per cent hike, while the association should continue its commendable efforts in the provision of basic facilities in the schools.

    The only permanent solution to such periodic fee-increases, however, is for the Federal Government to withdraw from the direct management of secondary schools altogether. A programme of privatisation or commercialisation should be worked out for the Federal Government Colleges; many occupy prime real estate in states across the country, and are proud heirs to distinguished educational traditions which would be attractive to many investors.

    If the process is put together competently and honestly, there is no reason why unity schools cannot be run with the same profitability that many privately-owned schools already enjoy.

  • StarTimes launches local educational channel

    RWells Media has launched a new children channel, Jyb TV on StarTimes (channel 361) targeted at children and young adults aged between six and 24.

    The new channel has been developed to inspire learning, ignite passion and aid their development through local content programmes.

    The new channel joins six others for children, namely: StarTimes offers JimJam, Nickelodeon, Da Vinci Learning, NTA Knowledge, PoP and Child’s Smile.

    The channel would feature vox pop, health talks, school programmes, talk shows, drama and debates.

    StarTimes Marketing Director, Dare Kafar, said: “Jyb TV enables future leaders to learn, find their passion and pursue their dreams on a very local but enriching, exciting and wholesome platform that support parents in raising decent champions.”

    “The time is right to offer another local but world class channel to parents and children. We are aware of the issue around screen time, so needed to create a solution which allows children to watch shows that are fun, educational and that encourage imagination.”

    Mrs Jibe Ologeh, Managing Director, RWells Media, said some of the key shows on the channel, include Young Scholars, Our Future (gives one child (per episode) the opportunity to live out a day of their dream careers), Scholars Chat, Cultural Hub (an African cultural show that showcases the African culture) and School On TV (provides detailed academic lessons on major subjects, especially for candidates preparing for external examinations.

  • Campus cultism and educational development

    SIR: As a nation, we know where we are headed, we know where we are. It is however pertinent that we pause, and take stock of various happenings in our institutions of higher learning and the distance we have to go in order to correct certain prevailing situations. Why must we expect a high moral standard from a generation to which we have bequeathed to insecurity, bitterness, hardship, frustration and, worst of all, disunity and corruption? My candid answer to the aforementioned question is simply and squarely a failure of leadership.

    Cultism in our campuses is all about youths rebelling against present conditions. We are all clamouring to know the cause, not truly knowing why it is rebelling. There is a need to go beyond information and understand the cause through inner knowledge.  Youths of our great nation want basic knowledge which will satisfy its idealism and give it the truth not a clouded truth in meaningless word but a truth that can be dynamically proven scientifically. Young people are questioning by their naïve acts, why we have confusion and discrimination in this blessed nation, one chaos after another in the political arena. They do not see our nation growing better after 55 and half years of independence. We are not living in a happy and peaceful nation. More than half of the nation is at war, hungry, imprisoned, or dying. Every day in this country we see and hear stories of divorce, crimes, kidnappings, suicides, insurgency and other tragedies which greatly add to our personal fears and tension. Little wonder, the youths are confused.

    It is, therefore, very unfortunate when the very people who help the larger society keep to the straight path become enamored with those traits they condemn and rule against. In Nigeria today, cultism has become a very serious and endemic problem which is capable of crippling the entire generation of the nation’s youth and thus frustrating the purpose of God for our great nation. It is also worth knowing that, the tag student has nearly become a demeaning pseudonym for armed robbery, hired assassins, murderers or societal scum. All these would not have happened barring the action or inaction of the government, school managements and the larger society. These three together form the lethal triangle that has continued to encourage and support the existence of the monster called campus cultism in our higher educational system.

     

    • Comrade Emma Ogor,

    emmaubec2023@yahoo.com.

  • FirstBank offers educational solutions to schools

    FirstBank offers educational solutions to schools

    First Bank of Nigeria Limited is set to support schools and educational institutions with their educational requirements to enhance preparations for the school year.

    The bank’s support for educational development of the child and the institution is an offshoot of its initiative for Small and Medium Enterprises (SMEs). The lender has developed an array of products and solutions targeted at enabling schools at all levels to seamlessly automate their administrative processes and optimise the process for school fees collections whilst they also acquire attractive educational facilities to support their business.

    The bank’s educational products and solutions include the FirstEduPortal, SkoolPay, and theFirstEdu Loan. Others are Operational Vehicle Loan, Commercial Mortgage and Personal Loan against Salary (PLAS) which enhances Parents/Guidance’s capacity to pay their wards’ school fees.

    The FirstEduPortal facilitates online application and admission, result checking, course scheduling, transcript request, e-learning as well as school fees payment and confirmation amongst others. The portal gives educational institutions the option of receiving payments from their students via debit cards online, Point of Sale, Automated Teller Machines and through any FirstBank branch.

    A web portal will be developed for the schools where it is non-existent. The SkoolPay solution is for educational institutions that do not require a sophisticated system in supporting their collections. SkoolPay enables schools to receive payments through FirstBank branches nationwide. The solution provides detailed online real-time reports of payments received by the school and the payments are updated on the school’s internal system if required.

    The FirstEdu loan is targeted at private Nursery, Secondary and A-Levels schools. The product offers opportunity for private schools to access flexible funding to meet urgent cash flow needs, replace old furniture and equipment, as well as refurbish dilapidated buildings and classroom blocks.

    The Operational Vehicle Loan is targeted at registered businesses. It allows the entrepreneur to acquire brand new vehicles for the day to day operation of the business. Organisations can take advantage of this facility to purchase school buses in the case of school proprietors and even upscale their staff welfare schemes through provision of staff buses.

    The commercial mortgage facility offers flexible financing options for the acquisition of landed property for commercial purposes. Customers can now own their business premises and even earn rental income on acquired property. This product enhances wealth creation for customers given the capital appreciation on the property on the long run as well as the additional source of revenue from rentals. Again, the property financed is the only collateral required.

  • Council makes case for educational development

    Council makes case for educational development

    In the face of government commitment to education, the Executive Secretary of Amuwo Odofin Local Government, Deaconess Modupe Ajibola- Ojodu has made significant efforts to improve quality of education in the schools in terms of infrastructure development and otherwise.

    For her: “Having realized the effectiveness of education as a powerful instrument for national progress and development, we set out our plans in tandem with the reality on ground. A nation develops to its achievement in education. This explains why contemporary world attention has focused on education as an instrument of launching nations into the world of science and technology and with consequential hope of human advancement in terms of living conditions and development of the environment.”

    Recently, the desire of 100 students in the Local Government to write the November/December General Certificate of Examination (GCE) came to fruition as the Local Government gave out free forms to the students.

    Ajibola- Ojodu said: “I believe we should encourage the youths. We are not going to stop at the form distribution; we are moving further by organising extra classes for the beneficiaries. And we promise that the sky is the beginning of our pursuit for standard education in the Local Government.”

    She also said the council has renovated the Vocational Centre to modern standard and assured that: “This simple and singular exercise will mould their destinies and transform their lives” as well as veer the minds of youths from vices, while strengthening their entrepreneurial capabilities.

    The Executive Secretary also distributed 200 magic boards to all the 22 primary schools in the local Government area.

    She however appealed to corporate bodies to assist government in its pursuit for academic excellence for the youths in the Local Government.

    “Organizations like commercial banks and other wealthy individuals should assist immensely in funding education at all levels. Development partners and other crucial stakeholders should also do more in the above direction, as the era of leaving the funding to government alone had passed,” she averred.

    In a related development, the Executive Secretary urged pupils of Charles Lorie School, Festac Town, Lagos to pay more attention to their studies and be good ambassadors of their school, the Local and State Government at a courtesy visit of the school to the Local government Secretariat.

  • Much ado about Buhari’s educational qualification

    Much ado about Buhari’s educational qualification

    The ruling Peoples Democratic Party has been unrelenting in its claim that the All Progressives Congress (APC) standard bearer – Gen Muhammadu Buhari (rtd) – lacks the educational wherewithal to seek election as President. But a. Emeritus Professor of Science and Civil-Military Relations, Prof J ‘Bayo Adekanye, says the former Head of State is more than qualified.  Prof Adekanye, who is a Fellow, Social Science Academy of  Nigeria, insists the fuss is unnecessary and that those lacing their argument with constitutional provisions misread the Statute Book. 

    Over the last one month or  so, the news media, including the various social media platforms, have been inundated with the controversy over whether or not the presidential candidate of the opposition party,  Gen. Muhammadu Buhari possesses the minimum educational qualification to run for the office of the President of the Federal Republic of Nigeria in the impending February 14 elections.

    The controversy reached its crescendo over  the weekend when  a legal practitioner, who is a top member of the ruling Peoples Democratic Party (PDP)  campaign organisation  called a world press conference to publicise the matter about this alleged “certificate scandal.”

    Ordinarily, as a thorough-bred academic, and not given to intervening in patently partisan political debates, this writer would have kept quiet and allowed the political process, including waiting for the Supreme Court, ultimately, to pronounce on the matter. But the obligation one feels he/she owes to the Nigerian public as a whole, makes it incumbent upon one to share one’s knowledge and expertise regarding the matter.

     

    Allegation unconstitutional

     

    I submit that the so-called non-possession of educational qualification up to “School Certificate level or its equivalent” allegation against Gen Buhari is a non-issue for the next month’s elections, as the allegation is incorrect, not sufficiently constitutionally informed, and therefore irrelevant to the campaign for the office of the President of the Federal Republic of Nigeria in the elections.

    The reasons for asserting this are as follows:

    Firstly, whereas the retired General  might not have possessed a Secondary School Certificate but obtained OCS Mons qualifications from England before being commissioned into the Nigerian Army officer corps, and whereas all Nigerian Army officers of his generation and those before him, who had attended Mons Officer Cadet School, Aldershot, United Kinddom (UK), were also most unlikely to possess Secondary School Certificate (and in sharp contrast to their counterparts, who having gone to Sandhurst, UK, were in all, likelihood to have had Secondary School Certificate), this does not mean that, through attendance at courses and training in other recognised institutions in the course of their professional career, such officers had not subsequently added other educational qualifications that placed them way beyond the level of the Primary  School Leaving Certificate holder.

    Secondly, Buhari’s entry into the Nigerian Army Officer Corps (combatant), coincided with the time of introduction of the quota system of selection (May 1961), which was intended among other things, for accommodating some of the lesser-qualified candidates from the North, rather than have the officer corps dominated wholly by candidates from the South.

     

    Standard in military

     

    Before 1961, Nigeria had maintained considerably high educational standards for selection into the army officer corps. Up to that year, a potential officer was required to possess the minimum academic qualifications of credits in four subjects, including English Language, at the West African School Certificate level, or for their equivalent four ordinary passes at General Certificate of Education (GCE, London). It was also during that period that there were recruitment for “combatant commissions.” The six university graduates to be recruited into the officer corps were:  Chuckwumeka Odumegwu-Ojukwu, Victor Banjo, Olufemi Olutoye, Emmanuel Ifeajuna, Oluwole Rotimi and Adewale Adegboyega.

    After May 1961, however, and with the introduction of the quota system, the alternative qualification of Teachers’ Grade II Certificate, or the Royal Society of Arts (RSA), Stage II Certificate, was stipulated, obviously to accommodate some of the lower-qualified Northern candidates; although, as it turned out, candidates from the South also benefitted from the considerable lowering of standards that resulted from operation of the quota system.

    The practice of recruiting graduates into the corps was discontinued by the Alhaji Tafawa Balewa government. And that was the situation for many years after the Civil War (1967-70).

     

    Military trainings not for dropouts

     

    are Thirdly, by the end of 1960, when Nigeria gained independence, the Nigerian Army had as many as 17 members of the emergent national officer corps, possessing Mons OCS qualification or its equivalent. Among the senior officers (combatant) of retired Gen Buhari’s generation or the generation a little before who, like him, had had Mons qualifications or their equivalent were: Olusegun Obasanjo, Olu Bajowa, Joseph Garba, Ibrahim Babangida, George Innih, David Mark, Mohammed Sani Sami, and Sani Abacha. Among the Army’s senior officers (combatant) of retired Gen Buhari’s generation or the generation a little before him, who had gone and passed through the Royal Military Academy, Sandhurst (RMAS) training or the equivalent, were: Chuckwuma Nzeogwu, Yakubu Gowon, Illiya Bissala, Shehu Musa Yar’Adua, Murtala Mohammed, Alani Akinrinade.

    Of course, apart from the university graduates given “combatant commissions” already referred to, there were those who, having been recruited from the other professions  and commissioned into the various technical arms and support services such as medical cum dental, signals, electrical and mechanical engineering, teaching, accountancy and law, would have come in with much higher academic and professional qualifications. Officers in the latter category, who went into the armed forces medical corps for example, included Henry Adefope and Adeniyi Austen-Peters.

    But it would be disingenuous to claim that any of these categories of officers, particularly those with OCS Mons qualification or its equivalent, did not have educational qualification that went beyond the Primary School Leaving Certificate level, especially if they had spent more than 20 years in service and risen through the ranks from the first and second lieutenant grade through captain and major to colonel and brigadier and ultimately to general.

     

    Self development after retirement

     

    TrainingIs it impossible that a retired general of Buhari’s generation or the generation before his, having initially possessed OCS Mons type certification or its equivalent at the entry-point of gaining a commission, would have even after retirement, obtained additional educational qualifications such as diploma from one college/accredited institution or the other, a university degree, masters, or even a PhD. This is best illustrated by the most celebrated case of Chief Olusegun Obasanjo, an initial ex-Mons graduate, retired general since 1979, and subsequent holder of a number of higher degree certificates including one Diploma and a Masters from the National Open University of Nigeria (NOUN). He is currently registered as a PhD candidate at the country’s premier University of Ibadan (UI), Ibadan, Oyo State. He is an accomplished author, two-time  head of state (including being the first President of the Federal Republic in second post-military restoration era), and a world statesman, besides being a successful and big-time farmer.

    Fourthly, while in service, Buhari had added to his vita other educational and professional qualifications, through attendance of numerous training courses. He had also written a number of promotion examinations to earn his advancement from lower-officer cadre (beginning from cadet, second and first lieutenant) through the middle ranks (captain, major) up to the rank of colonel (that is, if we discountenance with his promotion from colonel through brigadier to general.

    In fact, a cliché from the civil-military relations literature has it that in peacetime, there is no real criterion for measuring a soldier’s ability especially after the level of colonel, since promotion after that level is inclined to be by seniority, tempered by sycophancy and nepotism.

    Besides, in the Nigerian case, by the time Gen. Buhari reached the rank of colonel, most issues about promotion as well as retirement within the Army, especially after the level of colonel, tended to be regulated by largely political considerations.

    Since his retirement from the force, Gen. Buhari has had many honours, distinctions and awards conferred upon him for various meritorious services.

    Apart from the steady rise he enjoyed in his military career to the topmost rank of full General and the many key command posts he held in the Army from 1963/64 up to July 1975, the previous political positions, combined with military appointments, which Gen Buhari had held to-date, include having been Military Governor, Northeastern State of Nigeria (August 1975 – March 1976); Minister for Petroleum and Natural Resources (March 1976 – June 1978); Military Secretary, Army Headquarters (July 1978 – June 1979); Head of State and Supreme Commander of the Armed Forces (December 1983–August 1985); Member, Council of State, being one of the country’s highest advisory bodies (since August 1985 and till date); and Chairman, Petroleum Trust Fund (1995 – 1998).

    Although most of these appointments, particularly the last set, could be described as political and as having been made and received under a period of military rule, there can be no disputing that schedule of duties involved would have required of any occupant of those positions and offices to possess considerable experience and judgment, as well as the ability to read, write, understand and communicate in the English Language, plus the possession other qualifications beyond the level of Primary Six School Leaving Certificate. Would anyone say Gen Buhari did not possess even these minimal qualifications? But ultimately, is the combination of qualities as earlier  stated, not what the educational requirement prescribed for election to the office of the President reduces to?

    The latter set of questions, arising from the fourth point just made, leads naturally to the fifth and last observation, which perhaps, is also the most crucial point that I must make for capping the foregoing counter-argument of my intervention in the debate regarding the alleged “certificate scandal”.

    It is that Gen Buhari more than satisfies the constitutionally stipulated educational criteria requiring him as a candidate to have “been educated up to at least School Certificate level or its equivalent”. For, although Article 131 (d) of the 1999 Constitution of the Federal Republic of Nigeria (as amended) states among other requirements for election as President that “a person shall be qualified for election to the office of President” if she/he “has been educated up to at least School Certificate level or its equivalent”, that provision is not meant to be taken in the literal sense or taken out of context, but rather interpreted according to the meaning originally intended by framers of the Constitution. The meaning of the phrase “School Certificate level or its equivalent” is to be found in the Interpretation, Citation and Commencement part of the 1999 Constitution (as amended), which begins from Part IV, Article 318 (1), and is meant to have been read alongside Article 131(d).

     

    Constitutional interpretation

     

    In that Interpretation, part of the Constitution can be found defined what the framers of the Constitution meant and intended by that provision, which ought to be read by anyone seeking a fuller understanding of the phrase regarding “School Certificate or its equivalent”.

    Curiously, I have not seen or heard anyone make reference to this part of the Constitution in the raging controversy regarding Buhari’s alleged “certificate scandal”.

    To quote from Part IV, Article 318 (1) of the Interpretation section of the 1999 Constitution (as amended) expressing the meaning given by the framers in full, then, by the constitutional provision in Article 131(d) requiring any candidate for election to the office of President to have “been educated up to at least School Certificate level or its equivalent”, the framers of the Constitution are understood to have meant the possession of any of the following credentials:

    “(a) a Secondary School Certificate or its equivalent, or Grade II Teacher’s Certificate, the City and Guilds Certificate; or

    (b) education up to Secondary School Certificate level; or

    (c)  Primary Six School Leaving Certificate or its equivalent and –

    (i)         service in the public or private sector in the Federation in any capacity acceptable to the Independent National Electoral Commission for a minimum of ten years, and

    (ii)        attendance at courses and training in such institutions as may be acceptable  to the Independent National Electoral Commission for periods totaling up to a minimum of one year, and

    (iii)       the ability to read, write, understand and communicate in the English Language to the satisfaction of the Independent National Electoral Commission; and

    (d) any other qualification acceptable by the Independent National Electoral Commission.”

    Thus, constitutionally, the ultimate test about Gen Buhari’s educational qualification rests on whether or not he possesses “Primary Six School Leaving Certificate” plus “the ability to read, write, understand and communicate in the English Language.” In the raging debate on the matter, one has not heard anyone on the contending side of the argument to state that even this minimum qualification, the retired General does not possess – that is, if we discount everything else about his professional career life, including the Mons OCS qualification; the various tests and examinations he had written and passed in the course of his advancement through the ranks and up to at least the level of colonel; the many courses and training he had attended at home and abroad both while in service and since retirement; all the previous military and political posts held to-date; the sheer experience, and above all, the record of exemplary public service.

    Given all the foregoing, it is hoped that this matter about Gen Buhari’s  non-qualification for election to the Office of the President  will have been finally settled and permanently laid to rest.

    It is in fact a non-issue for campaign purposes and irrelevant to the forthcoming elections.

    Possibly, the Independent National Electoral Commission (INEC) authorities, including those working in their legal department, already know this.

  • Wanted: Educational renaissance

    Education is undoubtedly one of the basic needs of man. But in the Nigerian context, it is not education, but certificate. The craze for paper certificate has become so unutterable that even our ivory towers place more importance on the grades and certificates they award rather than on the knowledge they impart. Our education system has been modeled after grades and this is disturbing.
    There is much emphasis on grades than knowledge and skills. Paper certificates have taken the centre stage of the society’s value system and it has become a yardstick for measuring intellectual achievement and societal relevance. This could explain why Nigerian youths in their millions embark on a crazy chase for university admissions every year.
    In the same vein, it has become a do-or-die affair even for students in secondary schools who fight tooth and nail to acquire the almighty WAEC result. I am not advocating that students should disregard or neglect their exams. Not quite! It is just that the emphasis the certificate enjoys far outweighs the actual knowledge and skill gained or learned.
    This isn’t a problem with the secondary education alone. In fact, the outrageous situations are prevalent in our so-called higher institutions of learning. Over there, the quest for high cumulative grade point average has made most students to take passing exams as the ultimate. Again I am not encouraging students to fail, but the emphasis has been more on passing a course than understanding the course. I may not put all the blame on the students because the bulk of the blame is on the society who believes that the only person that can claim knowledgeable in a course is the one with a good grade and nothing less.

    To them, if you did not pass the course, you do not know the course, forgetting that many circumstances can lead to average performance in an examination.
    To show the extent the mentality of passing exams has eaten down the fabric of our intellectual growth; students seldom ask a practical question or a world problem question for broader understanding of a real life application of a topic during lectures. Some lecturers on their own parts also contribute to the complacency towards holistic learning.  One wonders: is education all about exams? Are certificates going to replace knowledge and skills? This is a question our education sector must answer, a question our society should address.
    It is not surprising anyway that some students don’t attend lectures but come for exams. And some lecturers don’t come for classes but set exams. Some schools are synonymous with the tradition of lecturers resuming their lectures two weeks to exams. And everybody is expected to write and pass. Who is fooling who?

    Once admitted into the university, an average Nigerian student’s focus shifts from garnering knowledge, contributing and adding values to the society, becoming a complete man, acquiring sustainable skills, to making good grades by all means and graduating as soon as possible. The tune of the music changes, as the only scent one can perceive in the school environment is social activities, exams, results and cumulative grade points.
    How can we explain a situation whereby an engineering student is not exposed to the practical use of the laboratory equipment, or where the technologist manning a laboratory is ignorant of the principles of operation of the machines and the theories guiding the practicals? How can we explain to a lay man that in some Nigerian teaching hospital, palpitation exercises  are carried out on women and young girls who are not pregnant, after a token have been given to them to be used in place of heavily expectant mothers.

    And this is used to give “palpitation of tummy lecture” to our great future medical practitioners. How would they know how to palpitate on pregnant women when the persons they used for practical were never pregnant? The ill is everywhere, not only in the engineering and medical professions. Or how can we explain for mass communication and English graduates who cannot write a simple formal letter and corps members who could not fill their forms in the orientation camp? One needs to be in our tertiary institutions during accreditations to appreciate the horrible hocus-pocus going on there by our school administrators.

    One would expect that the rate of unemployment in the country should abate owing to the increasing academic activities everywhere. But the reverse is implicitly the case, because we have paid more attention to certifications than knowledge and skill acquisition.
    Therefore, there is no gainsaying that we have to change our attitudes toward education in Nigeria. It should be regarded a knowledge oriented process rather than a certificate exercise. Our schools should stop being certificate printing houses, and actually epitomize true citadels of learning. Skill acquisition programs should be encouraged and people enrolled in such programs should be given incentives. Our institutions should be more equipped for adequate learning and not mere studying. And the knowledge and skill one acquires should determine his societal relevance and not a degree or diploma.
    However, the strength of the education system of any nation is not ascertained by how many certificates it issued but from the impact it has had on the societal growth and development. We need to have an educational revolution for a productive education system.  And to achieve this, a change of attitude towards education is inevitable.

    Kingsley just finished from Mechanical Engineering, UNN
     

     

     

  • Trouble with our educational system

    SIR: The hullabaloo that attended the poor scores recorded in the recently concluded West African School Certificate (WASC) examinations has been so deafening that stakeholders have more or less resorted to the blame game. Parents blame teachers (their eternal whipping boys) and teachers, in turn, blame en bloc, government, students and their parents. And government silently absorbs the knocks apparently because it knows that it holds the ace, the panacea to the continuous slide in the educational fortunes of this country.

    Honestly speaking, is it only government that is to be held responsible for the dismal results posted in this year’s WASC examinations? Hardly.

    The first stakeholders to blame in students’ poor and uninspiring performance at examinations are their teachers who also take the glory when they perform well. The blame for the teacher in the current academic mess derives from his non-committal approach to the job of teaching. This ugly development came into the system when government interfered in education through forceful takeover of schools immediately after the Civil War.

    The takeover was one of the greatest tragedies which the military inflicted on this nation.

    Educationists, the world over, stress inspection and supervision as very essential components of the system. Employers supervise and inspect to maintain standards in schools. Since it ceased in the system, irresponsible and undisciplined teachers have continued to cheat rather than teach the children entrusted to their care.

    The failure of teachers to apply themselves diligently to their jobs and their undue desire to post good results in public examinations prod them to lead in the corrupt option of exam malpractices. And because many of them at all levels of the education process, university inclusive, are products of examination malpractice, they deploy their energies more faithfully to examination paper leakages than to the job they were employed to do. This, simply, is the reason it might take long to kill exam malpractice in this country, the planned extinction of pencil-to-paper examination by WAEC notwithstanding.

    Parents also share in the blame. Parents who take up arms against teachers for punishing their erring children unwittingly plant seeds of indiscipline in such wards. When the seeds begin maturing into plants, they produce sour fruits. Parents who have scant time to inspect their children’s school work at home thereby failing to complement the teacher’s work contribute in no small measure to the poor results in WAEC examinations.

    Many of today’s students are only so, in name. These days one hardly sees pupils and students studying at home. Nobody burns the midnight oil anymore, the practice by which hardworking and serious students were known. Is it not saddening that a student goes through six years of secondary school and four or five of university education without reading a single novel except those prescribed for his school work? Any wonder that they vomit an admixture of tenses and mess up with prepositions in their everyday English language usage, spoken or written.

    The advent of the television, mobile telephone, the computer and allied facilities has claimed their toll on Nigeria’s student population. Regrettably, today’s students and pupils have made the television their number one curriculum. They ironically desert the television when an educational programme is introduced.

    Nigeria’s education system calls for declaration of a state of emergency because the worm that is eating into the system if not stemmed is bound to bring it down. The present situation worries all who passed through the old order because what obtains is a near fairy tale in true education.

     

    • Vincent Ekwurumadu

    Owerri

  • Expanding the frontiers of educational advancement in Nigeria

    Annually, well over 1.6million Nigerian applicants vie for limited admission slots in the nation’s tertiary institutions. At the time President Goodluck Jonathan took over the reins of governance, the carrying capacity of the tertiary institutions was below 500,000. This has been increased to about one million slots.

    Despite the improvement, Nigeria still has the challenge of access to quality tertiary education for her qualified candidates. The federal government has been working hard to resolve this challenge through expansion of learning facilities in schools and training of academic and non academic staff.

    To further ensure that Nigerians who seek tertiary education abroad are not short-changed, the federal government has opened up direct linkages with key new foreign destinations of Nigerian students to ensure they are of standard and meet the security requirements.

    One of such destinations is Hungary where the Minister of State for Education, Ezenwo Nyesom Wike on July 21 and 22 concluded negotiations for the award of 50 post graduate and undergraduate scholarships to deserving Nigerian students under the sponsorship of the Hungarian government. The process which was initiated by the minister, and Nigerian Ambassador to Hungary, Chief Eddy Onuoha, started months ago.

    The highpoint of the process was the signing of a memorandum of understanding between the Nigerian and Hungarian governments on the promotion of educational cooperation between both nations.

    Wike signed the memorandum of understanding (M.O.U.) on behalf of the Federal Government of Nigeria, while Dr Lazlo Palkovics, Hungarian Minister of State for Higher Education in the Ministry of Human Resources, signed on behalf of the Hungarian Government.

    The Memorandum of Understanding is between the Nigerian Federal of Education and the Hungarian Ministry of Human Resources on Educational Cooperation for 2014, 2015 and 2016.

    Speaking at the M.O.U. signing ceremony, Wike declared that the bilateral relationship on the sponsorship of 50 Nigerian students in Hungarian universities is an indication of the progress the Jonathan administration has attained as regards the sustained development of education, which foreign governments are now appreciating.

    He said that the Jonathan administration is happy with the new scholarship window provided by the Hungarian government for Nigerian students, stressing that the administration would ensure that only students who are academically sound are short listed for the Hungarian Scholarship Scheme.

    The Minister informed the Hungarian government that President Jonathan has made access to quality education from basic to the tertiary education level as the cornerstone of his educational development policy, hence the new scholarship from Hungary is a welcome development.

    Wike expressed satisfaction that the new relationship between Hungary and Nigeria has led to the reopening of the Hungarian Embassy in Nigeria, which will benefit Nigerian students seeking visa to further their education.

    He said: “The Federal Ministry of Education is happy for the scholarship which your government has extended to Nigeria and we commend you. For us as Nigerians, we pledge our commitment to the implementation of this M.O.U”.

    The Hungarian Minister of State for Higher Education, Dr Lazlo Palkovics, declared that the Hungarian government extended the scholarships to Nigeria as a platform for the promotion for positive educational bilateral relations.

    He said that with the signing of the MOU, both countries would advance their educational cooperation to higher levels that would benefit their citizens.

    Dr Palkovics urged more Nigerians to take advantage of the high quality Hungarian educational programme to empower themselves professionally.

    With more Nigerian students expected to train in different professional areas in Hungary, the minister of state for education held a bilateral meeting with officials of the Hungarian Ministry of Foreign Affairs and Trade to facilitate the security of Nigerian students and get concessionary fees for students on private sponsorship.

    The Hungarian team was led by the Hungarian State Secretary of the Ministry of Foreign Affairs and Trade, Mr Laszlo Szabo. The deliberations were fruitful and touched on key areas of access to quality education.

    The minister at the meeting requested for the protection of Nigerian students who reside off campus in view of the fact that over 800 Nigerian students are already studying in Hungary, most of them on private sponsorship and residing off their respective campuses.

    He also called on the Hungarian government to formally consider promoting concessionary fees for prospective Nigerian students who intend to seek higher education in Hungary.

    He said: “Because of the number of Nigerian students already studying in Hungary and those who intend to study in the country, we are asking that you implement concessionary fees for our students. We are also reiterate our commitment to fully implementing all the aspects of the memorandum of understanding signed with your Ministry of Human Resources on the award of free scholarship to our students.

    “We are pleased with the re-opening of the Hungarian Embassy in Abuja to ensure that prospective students get their visas in Abuja rather than moving over to Kenya or Egypt. This relationship will develop on all fronts and our Ambassador has assured that all applicants for business visa from your country will get favourable response. We believe this bilateral relationship will lead to investments in other key areas of the Nigerian economy.”

    Speaking at the meeting, Mr Laszlo Szabo, State Secretary of the Hungarian Ministry of Foreign Affairs and Trade, declared that the country was desirous of furthering the cooperation with the Nigeria in the areas of higher education and economic development.

    Advancing the frontiers of quality education has been one of the cornerstones of the Jonathan administration. This is another clear example that no stakeholder of the nation’s education sector would be left without due attention.

    The administration has incrementally achieved the goal of access to quality basic and tertiary education on all fronts. The fundamental objective being to use education as a tool for the empowerment of less privileged Nigerians.

     

    By Simeon Nwakaudu

    Special Assistant (Media) to the Minister of State for Education