The Nation Newspaper

Tag: school

  • Union Bank marks Money Week with school adoption

    As part of activities marking this year’s Global Money Week and Financial Literacy Day, Union Bank of Nigeria Plc has announced its adoption of Uyo High School, Oron Road, Uyo  in Akwa Ibom State.

    The adoption is in furtherance of a wider Bankers’ Committee initiative to promote Financial Inclusion in Nigeria by providing financial education to schools across the country.

    “Union Bank remains firmly committed to the achievement of Financial Inclusion in Nigeria and we recognise that Financial Literacy is a key step in achieving this,” said Emeka Emuwa, Group Managing Director, Union Bank, and Chairman, Financial Literacy and Public Enlightenment Sub-Committee of the Bankers’ Committee.

    During the visit, Mr. Emuwa taught some pupils a lesson on “Growing Your Money.“ The lesson was taken from a special Financial Literacy Curriculum developed by Junior Achievement Nigeria – a non-profit organisation focused on educating children about their economic environment – and covered topics on savings, investments and protecting one’s money.

    Global Money Week is a worldwide money awareness celebration, which holds from Monday, March 9, to Tuesday, March 17. The initiative is aimed at engaging children on financial education. The Bankers’ Committee in Nigeria designated Thursday, March 12 as its Financial Literacy Day.

    The day is being marked to focus attention on children and youth in primary and secondary schools nationwide and to empower them by enhancing their financial knowledge and planning skills.

     

  • School trains 2,000 visually impaired persons

    The Nigeria School of the Blind (NSB) has trained no fewer than 2,000 visually impaired persons (VIPs) in vocational skills.

    At a briefing to herald NSB’s 60th anniversary in Lagos, its chairman, Mrs Biola Agbaje, said the VIP’s were trained in computing, tye and dye, daily skill living, mobility skills, operational skills for job placement, teaching and pastoral care.

    The school, she said, does after care service for its ex-trainees with the creation of a Cooperative and Thrift Society.

    According to her, N1.9 million has been earmarked to provide start-up soft loans for the trainees or for sponsorship to return to school.

    Mrs Agbaje said the school is open to more support and partnership for the next 60 years, adding: “The society must not die because of the good it is doing to the virtually impaired community”.

    She recalled that NSB was founded in May 1955 with assistance of the late Sir James Robertson, then Governor-General of the Federation, with a vision to rehabilitate and train visually handicapped adolescents and adults.

    From one building, the school, she said, today has different structures which include Braille library, cane workshop, dining room, music studio, hostels, classrooms, cooking and gymnastic rooms.

  • School children, not tools of political war

    As a Nigerian who has experienced Turks and their culture both at home and in Turkey for over a decade, I have come to see and feel Turkey as my second country. My first interaction with the Turkish society was through education in Abuja at one of their many schools nationwide before I went on to spend five years in Istanbul.

    One of the first things I discovered about Turkey is the booming economy. I witnessed development beautifully driven by individuals in the industrial sector, pushing relentlessly for the best output on global criteria. I felt so blessed to be part of this growth and experience and Turkish work ethics first hand. Turks love to produce useful things of high quality; they love to boast of how much better their product or service is than China or how many big multinational brands outsource production to them.

    Since I returned to Nigeria I have watched my second country from afar, experiencing joy when I see them make moves to reach out to other parts of the world and imprint their mark of excellence. As of recent, my feelings have turned sour from the negative and unpatriotic happenings in Turkey.

    In order to grasp the scope of the bitterness I experience, one must know and understand the purpose of the Hizmet movement founded by Turkish intellectual scholar Fetullah Gulen. I define the hizmet movement as a self-sufficient, non-profit oriented selfless ecosystem held together by an idea fostered by volunteers to touch lives on a global scale through education, charitable projects, dialogue, healthcare and general economic development.

    Fetullah Gulen’s ideals are derived from Islamic teachings that promote education, enriching humanity’s welfare, dialogue and peaceful coexistence. It is through a widespread decision by many inspired Turks and Non-Turks to ‘serve’ this same idea that holds the hizmet movement together. The word Hizmet in Turkish directly translates to service. In this case, service is rendered to and for humanity with no strings attached. The only one string I have experienced in the hizmet movement is the unspoken request that as you have been served, make sure you serve too, so that the chain of goodness never ends; for those who have served you will come to pass. One must also take note that from the successful schools, hospitals, businesses and media outlets built in over 160 countries through donations from business-people and donors inspired by the hizmet movement; Mr Gulen doesn’t get a coin of profit.

    Although Gulen started to promote his ideas in 1966, it wasn’t until 1980’s that they experienced substantial tangible growth as business owners he inspired responded to the educational crisis in Turkey at the time by building and sustaining student dormitories, organizing university entrance exam courses, teacher associations, publishing houses and starting up a journal. Schools that won medals in nationwide competitions also sprung, catching everyone’s attention and increasing the movement’s follower-ship and trust. This later evolved to the building of more schools and hospitals in Turkey and overseas with the simple goal to serve humanity.

    Without this movement, there wouldn’t have been a Turkish International College for me to attend, or a Turkish Nizamiye hospital for me to visit for world class health care. Nigerian Turkish Nile University in Abuja would also be a myth that my younger sister would only imagine enrolling in and never actualise or conceptualise the dream of attending such an institution. There certainly wouldn’t be an Association of Business people and investors of Nigeria and Turkey to turn to for easy trade bridges.

    Tayyip Erdogan, the current president of Turkey was in good relations with the hizmet movement until recent times when they chose the path of revealing truths of his suspicious dealings rather than being silent accomplices. Ever since, the relationship between Erdogan and the hizmet movement has gone south. It especially took a turn for the worse when the 2014 money laundering scandal on shady real estate deals surfaced. He accused hizmet movement of influencing investigations by the police that led to the discovery of millions of euros hidden in a bank chairman’s home among others. Telephone recordings of him directing his son to hide millions of dollars also surfaced to further smear his image. These occurrences which he blames on his new enemy, hizmet, convinced him to retaliate aggressively. His most recent move is the most unreasonable and disadvantageous yet.

    President Erdogan is campaigning in Africa for the abolishment of all schools built by the hizmet movement by accusing them of promoting terrorist activities. The Nigerian Turkish colleges which I personally benefited from, falls under this category. On his recent trip to Ethiopia, he encouraged authorities to close down these schools and made beautiful promises of opening new ones. There is a Gulen inspired school in every major country in Africa. Using Nigeria as a sample for my case, there are 16 schools in Nigeria alone. If we put aside the effect such an act would have on the children who would lose an opportunity to get quality education, how about the hundreds or thousands of staff that will lose their jobs? How about the local business people who would lose their very good customers?. The people who sell meat to the schools, the electricity and diesel they use daily, the spending by the Turkish staff on local products and even further investments by the schools would be lost. Such an option would not just be a nationwide educational setback but also an economic disaster on a large scale. I avoid political affairs that do not affect me directly, but this matter is one I had to speak out about. The children in Africa who are in dire need of sound education should not be collateral damage in Erdogan’s political war with the hizmet movement.

  • School adds culture to curriculum

    In its bid to foster cultural orientation on its pupils, the Directorate of Catholic Education, has introduced Culture into the time-table of its schools.

    As a result, Culture now forms a part of the school curriculum.

    The aim is to encourage the pupils to appreciate various indigenous languages and culture.

    To make the directive more effective, schools under the directorate have been assigned different cultural assignments ranging from dance, language tutelage, exhibition varying traditional delicacies, and cultural attires, among others.

    Miss Angela Ofuma of Hand Maid International School Surulere and her teacher Mr. Patrick Nwocha, told The Nation during the school’s annual Cultural Day, that three months ahead of the event, pupils underwent intense training by teachers who enlightened them about various traditions.

    In addition, they were also encouraged to speak the local languages.

    Underscoring the importance attached to cultural orientation in the school, Chairperson of the Planning Committee, Rev Elizabeth Itopa, said since many of the children were born in Lagos and have never visited home, it was proper to create an identity and cultural values in their minds.

    The Director of Catholic Education, Rev Monsignor Jerome Odutan, described the initiative as a way to foster unity among children and create mutual norms and values in their minds.

    “It’s the fifth edition and it is an annual event. The theme this year is: ‘Cultural Harmony’ which explains why all the children are dressed in various costumes representing different ethnic groups and culture in Nigeria,” he said.

     

  • Mega School for inauguration

    Ondo State Governor Olusegun Mimiko will tomorrow inaugurate a Caring Heart Sub-Urban Mega primary school in Akure, the state capital.

    A statement by the Commissioner for Information Kayode Akinmade yesterday, the governor will inaugurate the Mega School at Famese, Isokan in Akure.

    The project is one of the many of its kind, provided by the government since Mimiko assumed office six years ago.

    At a record of over 50 scattered across the three senatorial districts, the mega schools come with free school buses, uniforms, sandals, bags and books, alluring architecture, electro-magnetic chalk boards and the computer laboratory with 50 internet-ready computers for Type 1 schools.

  • School holds Career Day

    Legacy Schools, Akowonjo, a Lagos suburb, held its Career Day last week with participants encouraging one another on how to develop and discover their potentials, and developing same into a lifelong career.

    Unlike in previous editions where motivational speakers were invited by the school management to challenge pupils on their aspirations,  this year event which held on Tuesday saw pupils who were both speakers and participants, sharing their passion from childhood as well as telling their contemporaries what subject combination could see them through to their choice discipline in tertiary institutions.

    One after the other, the pupils mounted the podium to share personal experiences and enquired on grey areas with respect to their career.

    Aside food and drinks, there was also a dance presentation by pupils, who kept guests and colleagues applauding almost to no end.

    The school Principal, Mr Sunkanmi Vaughan, said this year’s concept was to inspire the ‘do-it-yourself’ culture among pupils.

    “We had in the past invited different motivational speakers, but this year we decided to change the game. This time, we want them to know how they can do it themselves. We asked them to share their passion, future career, and what subject combinations would get them there. Besides, the idea is to also let those among them, who are weak in certain subject necessary to their course, learn to gird their loins.

    “For example, some of them, who want to study Law in the university, did not realise that a credit pass in mathematics is compulsory, and this is because some of them give little or no consideration to Mathematics. But, this event is an eye opener not only in Maths, but in other subjects which others probably needed to master before they write their school certificate examination,” he said.

     

  • New life for neglected school

    New life for neglected school

    it may shock the missionaries that the school they founded 42 years ago started declining shortly after they left. The paints started fading off, walls cracking and creaky furniture not replaced.

    In time, goats and other livestock found a veritable hibernating ground and would endlessly chew their cud there without any hindrance. Teachers and pupils feared the roof might suddenly cave in on them.

    Everyone was worried about the fate of Garam District Community School, where many children of workers in the Federal Capital Territory (FCT) studied.

    No one looked its way, not the state government nor federal authorities. That left the community chief and residents with huge responsibilities. They kept making requests for assistance. No one answered.

    Now, the Universal Basic Education Commission (UBEC) has scaled back the rot by renovating the institution and everyone is happy again. Supporting the Commission, was the Niger State government.

    Until recently, there had been misconceptions concerning the jurisdiction under which the community belonged. Some believed it was under the supervision of Bwari Local Council of the FCT while others considered it a district in Niger State.

    The traditional ruler, Esu Garam Tafa, Chief Sabo Philip clarified the situation, revealing that the community made up of over 500,000 residents was actually under Tafa Local Government in Suleja Emirate Council of Niger State.

    During a visit to the school, a portion of the dilapidated structure was still standing but clearly showed it may collapse any time soon. However, four blocks of classrooms, gave the school a fresh appearance.

    The atmosphere really depicted a school environment with a large field, good toilet facility and staff rooms.

    Some of the students were in class when Abuja Review visited. Aside from good educational materials such as furniture, the classrooms were equipped with standard teaching aids, thanks to UBEC.

    The Head Teacher, Mr. Patrick Joseph told our correspondent that there was need to provide more teachers aside from those already employed by the Niger State government.

    Mr. Patrick said it was imperative considering the new development of deploying federal teachers to schools. For him, the gesture would not only complement efforts of the existing workforce but will also improve the learning ability of the students.

    “Before this school was renovated, we could not stay in any of the classrooms, let alone teach the pupils because of the fear of sudden collapse of the building. But after it was fixed, we were happy, even to teach the pupils,” Joseph, who further appealed for more infrastructural facilities and perimeter fencing of the school said.

    “We are looking forward to seeing if the school could be fenced. We need more teachers. We were taken unawares by the Federal Government through the UBEC. They formally informed us about the school renovation. Before the renovation, the school was totally dilapidated. Goats were sleeping and mating there and we could not use the blocks. But today, it’s the most cherished block as you can see.

    “We thank the Federal Government for the gesture. We hope to see more developments such as fencing of the school, more furniture and more qualified teachers since the Federal Government is now posting federal teachers to complement the regular ones,” he said.

     

    Monarch explains

     

    The traditional ruler described the renovation of the school as the most significant achievement ever recorded after resuming leadership in the past eight years. But he added that it was the least government could do for the community.

    The school was built by missionaries who did a follow-up on one of the villagers. The villager had visited another community where the missionary domiciled. However, after being introduced to Christianity, they sought to pay him a visit in Garam community where they eventually realised the need to build a church followed by the school.

    “I was in primary school when the first six classrooms were built. At the commencement of the 6-3-3-4 education system of education, four more classrooms were built.

    “It was in September last year that we mounted great pressure on government to renovate our ancient primary school that our forefathers built. My father was on the throne then.

    “So, it’s been long because I entered primary school in 1977 and already the school was in existence. The missionaries came to settle in Dikko and extended to Garam community. We used to go there for treatment. So, from there, one man gave his life to Christ. They had to follow him down to this place and built a church and a primary school,” the monarch said.

    He further said that since the renovation of the school, government had built a senior secondary school and a permanent site had been provided where more classrooms had been built. He urged the appropriate authorities to provide more

    teachers, classroom blocks and perimeter fencing for their schools.

    “People are beginning to encroach on the school land; claiming it belongs to their forefathers. If the school is fenced, no one will want to lay claim to its land.

    “It is an ancient primary school that we are proud of and we don’t want anybody to take it away from us. Our great forefathers gave the land for the school, so government should come to our aid to do the fencing,” he pleaded.

    On discrepancies about the territory, the traditional ruler said: “I want to state it clearly that this community is under Niger State government. It is only part of Kuduru that is under Abuja. Most of Kuduru communities are also part of Niger State.”

     

    Needs

     

    The Garam traditional ruler stressed the need for potable water in the school.

    “You can see how large this community is; unfortunately, we don’t have water. There is no river around. So, all we depended upon is borehole being operated on commercial scales,” he said.

    For him, the need for water was the paramount necessity the community craves. He said the community occasionally lacks water, especially when the commercial boreholes get damaged.

    “Those that have money to sink borehole in their compound often come to the rescue in those periods of scarcity. This is one thing our people are crying out for,” the monarch added.

    The community is hopeful that by the time the Ushafa dam is completed; the community would also have access to potable water.

    Apart from lack of water, Garam community also lacks health care facilities. The traditional ruler said the community has only one national primary health care centre.

    The centre, according to residents, lacked adequate staff, drugs and resident doctors. For the past seven months, security officials engaged by the local government council to safeguard the PHC were yet to be paid. The PHC is close to the ongoing Abuja-Kaduna rail project which passed through the community.

    It was gathered that in extreme health situation, residents go as far as two hours journey to the town to get proper medical attention, just as the traditional ruler complained of insufficient health officials in the centre.

    A visit to the PHC confirmed the situation. Abuja Review gathered that the hospital has about three personnel; two women and a young man. Unfortunately, the Medical Director and the Chief Matron were not available for comments.

    “We lack so many things here. There is no manpower. We need drugs even a permanent doctor that will be here with us. If we have a serious situation that is more than their capacity, we always run to Bwari or Wuse General Hospital,” the traditional ruler said.

    The doctor in charge of Garam PHC, Dr. Ahmed Bako described access to water as a major challenge. He lamented over shortage of power as well as security. The chairman of the local council responsible for the facility up-keep had made promises which were yet to be fulfilled.

    “Our serious need is water because as a hospital, we cannot do without it.

    Most times, we operate in darkness because we lack electricity here. Our watchmen have not been paid in the past seven months. So, our security apparatus is porous. I have the opportunity to meet the deputy chairman but he promised to do something about it,” Bako said.

    For decades, after so many years of making requests for the construction of a police post in Garam, the community never had any.

    “For about 30 years,” said the community ruler, we never had any police post.

    “We have written severally to the Niger State Commissioner of Police, through the Divisional Police Officer of Tafa but nothing was done until recently when it was approved,” he said.

    “Even if you bring thousands of security men, it is God that determines safety. So, we have been in the hands of God for protection.”

  • Tips for school success, by administrator

    Tips for school success, by administrator

    The schools that will groom the best pupils are those that appreciate the importance of teacher-training and adopting best practices in education, says Ms Abiola Lamikanra, Head of School, City of Knowledge Academy (CKA).

    Ms LamikanraMs Lamikanra said during an open house programme for parents that school administrators that want to compete with the best worldwide must also be ready to adopt globally-accepted pedagogy in teaching and learning and implement a curriculum that has a global orientation.

    She added that regular teacher-training is important because teachers are the ones that will implement the global curriculum.

    Ms Lamikanra said that educating for global relevance has become necessary because of the interconnectivity of the world.

    “Teaching children about global issues is very imperative and raising a child in a 21st century requires a common sense; one century is not different from another, the only thing that happens now is that we are more global in perspective; we are all very connected; whatever happens in Australia in one minute, the whole world knows the next minute, so to be able to get our children participate globally we have to be very active in the use of technology and this should be the target of all education managers,” she said.

    One of such necessities is the use of ICT in teaching and learning, urging schools to key into it.

    Apart from making use of interactive boards in the classroom to make learning come alive, Ms Lamikanra said at CKA, there is also a virtual learning platform, accessible via tablets, for teachers to interact with the pupils.  She said parents also have access to this platform.

    “In CKA, technology is used as a tool; not for decoration. When the children are in class they make effective use of the interactive board.  They have their netbook with them and as the teacher is interacting with them, they are exploring the Internet together,” she said.

    Ms Lamikanra said this global perspective to education embraces not only teaching what is relevant academically but also socially, like they try to do at CKA.

    She said: “While grooming our students with our ethical pillars which are culture, character and confidence, we also explore other avenues. There is a programme we call Physical, Social, Health and Economic (PSHE) education, where they discuss personal responsibilities and other life skills.

    “We pay a lot of attention to the acquisition of life and organisational skills like time management and interpersonal relationships. There are other programmes they take in conflict resolution, emotional intelligence, and fixed mindset versus growth mindset. All these are designed to ensure our students are well equipped to cope with future academic requirement. They are not examination subjects; we are simply teaching them the ABC’s of this life.

    “On the aspect of confidence, our children have confidence in themselves, they can go anywhere in the world and participate actively in any programme. We build their self-esteem and that is important in educating a child in today’s world.”

    Speaking more about the ethical orientation of the school, the Head of School said CKA seeks to ensure that the pupils grow into useful members of the society.

    “Our emphasis is also on culture, character and confidence. We have explored the dimensions of character in today’s world, in terms of accountability, honesty, responsibility and leadership. Having good character is important to us all in maintaining a good position in a society,” she said.

    Despite the emphasis on global relevance at CKA, Ms Lamikanra said pupils of the school must appreciate the Nigerian culture.

    “We do not want to produce children who do not have a trace of their culture – not just their culture – but to also have respect for other people’s culture,” she said.

    The parents toured the school’s academic and boarding facilities available on the expansive premises located along the Ore-Sagamu expresswayhe schools that will groom the best pupils are those that appreciate the importance of teacher-training and adopting best practices in education, says Ms Abiola Lamikanra, Head of School, City of Knowledge Academy (CKA).

    Ms Lamikanra said during an open house programme for parents that school administrators that want to compete with the best worldwide must also be ready to adopt globally-accepted pedagogy in teaching and learning and implement a curriculum that has a global orientation.

    She added that regular teacher-training is important because teachers are the ones that will implement the global curriculum.

    Ms Lamikanra said that educating for global relevance has become necessary because of the interconnectivity of the world.

    “Teaching children about global issues is very imperative and raising a child in a 21st century requires a common sense; one century is not different from another, the only thing that happens now is that we are more global in perspective; we are all very connected; whatever happens in Australia in one minute, the whole world knows the next minute, so to be able to get our children participate globally we have to be very active in the use of technology and this should be the target of all education managers,” she said.

    One of such necessities is the use of ICT in teaching and learning, urging schools to key into it.

    Apart from making use of interactive boards in the classroom to make learning come alive, Ms Lamikanra said at CKA, there is also a virtual learning platform, accessible via tablets, for teachers to interact with the pupils.  She said parents also have access to this platform.

    “In CKA, technology is used as a tool; not for decoration. When the children are in class they make effective use of the interactive board.  They have their netbook with them and as the teacher is interacting with them, they are exploring the Internet together,” she said.

    Ms Lamikanra said this global perspective to education embraces not only teaching what is relevant academically but also socially, like they try to do at CKA.

    She said: “While grooming our students with our ethical pillars which are culture, character and confidence, we also explore other avenues. There is a programme we call Physical, Social, Health and Economic (PSHE) education, where they discuss personal responsibilities and other life skills.

    “We pay a lot of attention to the acquisition of life and organisational skills like time management and interpersonal relationships. There are other programmes they take in conflict resolution, emotional intelligence, and fixed mindset versus growth mindset. All these are designed to ensure our students are well equipped to cope with future academic requirement. They are not examination subjects; we are simply teaching them the ABC’s of this life.

    “On the aspect of confidence, our children have confidence in themselves, they can go anywhere in the world and participate actively in any programme. We build their self-esteem and that is important in educating a child in today’s world.”

    Speaking more about the ethical orientation of the school, the Head of School said CKA seeks to ensure that the pupils grow into useful members of the society.

    “Our emphasis is also on culture, character and confidence. We have explored the dimensions of character in today’s world, in terms of accountability, honesty, responsibility and leadership. Having good character is important to us all in maintaining a good position in a society,” she said.

    Despite the emphasis on global relevance at CKA, Ms Lamikanra said pupils of the school must appreciate the Nigerian culture.

    “We do not want to produce children who do not have a trace of their culture – not just their culture – but to also have respect for other people’s culture,” she said.

    The parents toured the school’s academic and boarding facilities available on the expansive premises located along the Ore-Sagamu expressway.

  • Foundation gives to school

    The Nigerian Turkish International Colleges Foundation (NTICF) has donated some educational materials to pupils of St. Peters Nursery and Primary School, Ikeja.

    The foundation distributed 200 packs of exercise books, mathematical sets, pencils, colour pencils, drawing books, crayons, and chocolate drinks to some pupils of the school.

    Director of the foundation, Mr Fettullah Celik, who was represented by the principal, Nigerian Turkish International College, Opebi, Mr Yunus Dogan, said the foundation focuses on relieving the challenges in the areas of education, health, water and orphanage homes.

    He said the foundation, which was formed in 2013, is supported by the Nigeria Turkish Nile University, Nigeria Turkish Nizamiye Hospital, and the Association of Business People and Investors of Nigeria and Turkey.

    Head Teacher of the school, Mrs Fumilayo Tuoyo, appreciated the gesture. She said it would go a long way in helping some of the pupils whose parents cannot afford some of the necessary learning materials.

    “This will be in the heart of the children that an organisation once gave them learning materials.  The necessities to cater for the number of public schools in the state are quite enormous. So, we welcome this kind of philanthropic gesture,” she said.

    She also thanked the Lagos State government and called for assistance to renovate a portion of the school.

    The Lagos State Commissioner for Education, Mrs Olayinka Oladunjoye, praised the foundation for giving attention to primary education because it is the foundation of the education sector.

    Mrs Oladunjoye, who was represented by the Permanent Secretary, Ministry of Education, Mrs. Omolara Erogbogbo asked for more to be done for children whom she believed will find the materials very beneficial to enable them do well in their studies and prayed to God to continue to bless the Foundation.

     

  • School inducts prefects

    Lilyvale Nursery and Primary School Pipeline, Ishashi, Akute, Ogun State has inducted its elected prefects alongside class captains and assistants for all classes up to Basic Five, decorating them with badges.

    The occasion was witnessed by Mrs Adijat Motunrayo Adele-Oladapo, a member of the Ogun State House of Assembly, who represents IFO II Constituency, parents and members of staff of the school.

    The Head Girl, Favour Ogbekilu,  thanked Mrs Adele-Oladapo for attending the ceremony. The girl appealed to her to remember the people of Ishasi, Akute should she win a seat to represent Ifo-Ewekoro Federal Constituency in the Federal House of Representatives.

    Mrs Adele-Oladapo advised the children not to look down on those that are less privileged.

    “You are able to attend private school, know that it is God’s goodness, it is not because you are better than those people outside there,” she said.

    The Head Teacher, Titilayo Orisabinone hoped that the democratic process of selecting prefects in the school would make a lasting impact on the pupils as they grow.

    “It is my prayer that the good seed we are planting in the lives of these ones will germinate and blossom in Jesus name. The genesis of this is our belief that our children need to be exposed to clean and healthy politics peradventure they find themselves in it in future,” she said.