Tag: Education

  • Buhari’s government not interested in children’s education – Ezekwesili

    Buhari’s government not interested in children’s education – Ezekwesili

    Former Minister of Education, Dr. Oby Ezekwesili on Friday said the President Muhammadu Buhari led Federal Government is not interested in the education of schoolchildren.

    TheNewsGuru.com, TNG reports that Ezekwesili is speaking on the sidelines of the seventh year anniversary of the kidnap of over 276 girls from the Government Girls Secondary School in Chibok Borno State by Boko Haram gunmen.

    Although most of the 276 girls escaped or were later released, more than 112 girls are still missing.

    Speaking during a monitored Channels Television programme, the former minister lamented that the whereabouts of the schoolgirls still remain unknown.

    “This government did not give any priority, I do not think this government is interested in schoolchildren and their education,” she said.

    “Look at northern Nigeria; it is already in behind the curve in terms of development. Development is a function of human capital – education, health and all the other associated services that people need in other to productively engage.”

    Ezekwesili therefore called on President Muhammadu Buhari’s administration to give children a priority in Nigeria, especially on their education.

    She also reacted to a claim by Edo State Governor, Godwin Obaseki, that the Federal Government directed the Central Bank of Nigeria (CBN) to mint about N60 billion to augment the monthly allocation to states.

    Being a former Vice President of the World Bank, Ezekwesili said the nation’s economy is in a serious trouble.

    While describing inflation as the worst economy of the poor, she said Nigeria’s inflation stands at 17 per cent.

    “The country is in serious economic trouble. The truth is that you have got inflation at high double digit of 17 per cent.

    “For the governor to be almost sanguine about quantitative easing that is not backed by the kind of level of growth and productivity like America and some of the other countries in Europe, this is really so much dangerous policy,” she added.

  • Nigeria receives $15m grant for safe school reopening

    Nigeria receives $15m grant for safe school reopening

    The Federal Ministry of Education says Nigeria has received 15 million dollars response grant from the Global Partnership on Education (GPE) for COVID-19 safe school reopening across the country.

    Hajia Binta Abdulkadir, Director, Basic and Secondary Education in the ministry, said this on Wednesday in Bauchi, at a Cluster Mobilisation and Sensitisation Meetings on COVID-19 Protocols, Surveillance and Safe School Reopening Readiness.

    Abdulkadir was represented on the occasion by Mr Achede Owoicho, Deputy Director, Basic and Secondary Education and the Focal person for the GPE.

    The workshop is initiated with the support of the United Nations Children Education Fund (UNICEF).

    Abdulkadir noted that through the grants, UNICEF had sent WASH and ICT materials to 16 states for preparation of digital lessons and online teaching.

    She stated that the ministry had engaged with the GPE during the pandemic, and we were told to apply for a grant to support recovery in the education sector.

    “At the end of our engagement with the GPE, a 15 million-dollar grant was given to Nigeria as part of the COVID-19 response grant for the country.

    “UNICEF was chosen as the grant agent to receive the monies and disburse, since global players do not give their money directly to the government,’’ she said.

    Abdulkadir noted that the ministry also ran a 100 million dollars Nigeria Partnership for Education project, also being funded by the GPE in Kano, Kaduna, Sokoto, Jigawa and Katsina.

    She said the project was meant to improve access and quality of basic education in the five states with emphasis on girls’ education for five years (2016-2020).

    “The target of the project was initially to bring 80,000 girls back to school via girls’ scholarship, but at the end, 417,200 girls were brought back to school in those five states.

    “Also, over 43,000 schools got grants to make their schools conducive for learning while 15,000 teachers, who did not have teaching qualification of National Certificate in Education (NCE) were given scholarship.

    “ It is on that premise that the GPE deemed it fit for Nigeria to apply for the 15 million dollars COVID-19 response grant, after using the 100 million dollars judiciously.’’

    Abdulkadir stated that the ministry was presently sending its members of staff to the states for effective distribution and monitoring of the utilisation of the grant.

    She, therefore, commended the GPE for approving Nigeria’s application for assistance for fund, to mitigate the loss of learning time due to the COVID-19 pandemic.

    Also, Mrs Mairama Dikwa, Education Specialist, UNICEF Bauchi Office, said it was the collective responsibility of all, especially the state government, to ensure strategies were put in place amidst emergency.

    Dikwa called for the support of School-Based Management Committee (SBMC) on awareness of the dangers of not securing the schools, to make them safe for learning.

    “There has been a negative impact on education as a result of COVID-19, thus disrupting learning.

    “ Inspite of all these challenges, UNICEF with other stakeholders put in place measures to ensure learning continues, by working extensively on home-based programmes to ensure learning continues.

    “In other words, to ensure safety in all our schools, it is the responsibility of all.

    “The SBMC needs to support the government’s efforts to make sure safety in the school is enhanced,’’ she said.

    Dikwa, however, highlighted UNICEF’s commitment to continued support to mobilise women in all states, to ensure safe school reopening.

  • Decay in education to blame for nation’s crisis – Afe Babalola

    Decay in education to blame for nation’s crisis – Afe Babalola

    Chief Afe Babalola, Founder, Afe Babalola University, Ado-Ekiti, (ABUAD) has blamed the decay in the education sector for the various challenges confronting the nation.

    Babalola made the assertion in Ado-Ekiti on Wednesday when he received the Executives of Bursars’ Association of Polytechnics and Colleges of

    Technology (BURSCON) and that of the Federal Government’s Gas Expansion Committee.

    The ABUAD founder said that the slide in quality of education had negative effect on the growth, progress of Nigeria’s socio-economic development.

    According to him, that was why after turning down ministerial appointments thrice, I agreed to go to University of Lagos as Pro Chancellor and Chairman of the Governing Council.

    “That is where I had an insight into what was happening to our education system.

    “At times, they used to close down the schools under the guise of strike action for almost a year, this is criminal.

    “I want to be an example of a leader committed to the transformation of education and that was why I established ABUAD.

    “Added to the foregoing was also our leaders who are very selfish.

    “There are many Nigerians that are expected to set up a university like this to give functional education to Nigerians at affordable fees, but they never did,” he said.

    Babalola described the position of Bursar in any institution as strategic, urging the financial administrators to commit themselves to transparency in the management of finances in their respective institutions.

    “I want you to be committed to financial discipline, but the problem has been that some want to be Bursars to steal, because money is there.

    “Government is not doing enough to fund education. UNESCO directed governments to set aside 26 per cent to fund education, but what have they done?

    “During the Western region, Chief Obafemi Awolowo set aside 22 per cent, military came and reduced to nothing; Chief Olusegun Obasanjo in 1999 budgeted 12 per cent and now just six per cent.

    “Looking at all these, we are not serious with education in this country. What are we doing about endowments? We must set up endowments in our schools.

    Endowment is main source of funding for universities. If you check American universities, they are being majorly funded through endowments,”Babalola said.

    Earlier, Chief Adolphus Obi, the BURSCON President, and leader of the FG’s Gas Expansion Committee, Dr. Mohammed Ibrahim, applauded Babalola for laying a solid foundation for the growth of education in Nigeria.
    Obi, who decried poor funding of polytechnic education, said this was responsible for the slow pace of technological development in Nigeria.

  • Govt postpones resumption of schools in Delta State

    Govt postpones resumption of schools in Delta State

    Delta State Ministry of Basic and Secondary Education has announced a new resumption date for second term for all public and private primary and secondary schools in the State.

    This is according to a statement issued by the State Commissioner for Basic and Secondary Education, Mr. Patrick Ukah in Asaba.

    Ukah in the statement said resumption of public and private primary and secondary schools earlier scheduled for January 11 has changed.

    The statement indicated that boarders are to return on Sunday, January 17 2021 and classes will start on Monday, January 18, 2021.

    While urging parents and guardians to strictly adhere to the new dates by preparing the pupils and students for school resumption, the statement added that resumption tests will take place on Wednesday, January 20, 2021.

    Mr. Ukah reminded pupils and students that the resumption test will be part of their continuous assessment.

    The Basic and Secondary Education Commissioner added that the Ministry regretted the inconvenience the postponement of the earlier dates would cause the pupils, students, parents and other education stakeholders in the sector.

  • Girls for Girls: Boosting Girls’ Education by teamwork, By Carl Umegboro

    Girls for Girls: Boosting Girls’ Education by teamwork, By Carl Umegboro

     

    By Carl Umegboro

    Education is one of the most important investments a country can make in its future. It is in the light of this that the Global Partnership for Education (GPE) supports developing countries to ensure that every child receives a quality education. Invariably, education is a powerful agent of change, and improves health and livelihoods, contributes to social stability alongside drives long-term economic growth. Aside featuring as number four of the seventeen (17) Sustainable Development Goals (SDGs) of the United Nations, the success of all the other goals is dependent on it.

    The Girls for Girls strategy fondly tagged G4G is an initiative of the third Phase of the Girls’ Education Project (GEP-3) being implemented in northern Nigeria through a collaboration between UNICEF, UBEC, FME and NMEC with funding from the United Kingdom Department for International Development (DFID). The goal of GEP-3 is to support the Government of Nigeria to expand access to one million girls in northern States where a large number of girls are out of school. The project currently covers the 5 States in the North of Nigeria viz. Bauchi, Katsina, Niger, Sokoto and Zamfara, with the highest proportion of out of school girls.

    It is also targeted to give a boost to girls’ acquisition of skills for livelihoods. The project has three (3) key outputs which include increased enrolment and retention for girls in basic education; improved capacity of teachers to deliver effective learning for girls and improved governance to strengthen girls’ education. The G4G mentoring strategy is essentially intended to contribute to outputs 1 and 3 of the GEP3 programme.

    As committed stakeholders and partners in progress, Niger State Universal Basic Education Board (NSUBEB), Niger State Agency for Mass Education (NSAME), State Ministry of Education (SMoE), and the Niger State College of Education (NCoE) have commendably continued to contribute in their respective capacity to boosting girls’ education.

    Likewise, HilWA, SBMC/CBMC and Mothers’ Associations deserve encomiums. In fact, the need to support girls to enroll, remain and complete basic education informed the establishment of Mothers’ Associations in schools in Niger State. Laudably, the members alongside volunteer mentors were at the forefront of creating awareness and sensitizing community members with recommended materials during the peak of COVID-19.

    From record, UNICEF GEP-3 Niger State sumptuously supported the development of communication and educative materials to communities within the nine intervention LGAs in the State for prevention and containment of COVID-19 pandemic. With the outbreak of COVID-19 pandemic and the subsequent lock down, the state with support from UNICEF developed a costed education COVID-19 contingency action-plan to ensure continuous learning for children. It also facilitated house-to-house sensitization on COVID-19 and the provision of technical assistance to partners in all intervention LGAs and the state level respectively.

    The record also shows the Girls’ Education Project (GEP-3) in the state which recently moved into its 9th year has made remarkable impacts, and particularly witnessed a great leap in project implementation as the expansion LGAs (Edati, Kontagora and Shiroro) came fully on-stream last year, 2019. The period witnessed greater involvement of youth whose capacity was improved on advocacy skills which enabled them to organise several rallies and engagement of political leaders to demand for safe and quality education in Niger state.

    Key achievements include advocacy for Girl’s Education in Niger state that received a visible boost through a capacity building exercise for youths on advocacy skills and engagement with political leaders on increased demand for safe and quality basic education. Furthermore, there’s a boost on number of facilitators providing guidance and training during He-4-She training session. Similarly, six HiLWA members from the state had their capacities developed in leadership skills and aspirations for leadership roles in the state.

    In the period under review, 3,331 girls acquired basic knowledge on leadership and life skills acquisition for girls to build their confidence in advocating for their rights to be educated while 3,182 boys under the ‘He-4-She’ programme had their capacities built on positive masculinity to support girls to enrol, stay in school, transit and complete education. This was achieved through series of trainings delivered in the review period. A number of 7,570 girls were registered and are participating in 460 established ‘Girls-4-Girls’ (G4G) groups across 9 LGAs in the 400 schools in Niger states with capacity of all G4G members built on leadership, life skills and vocational skills either through organised state level training or mentorship provided at school level.

     

    Also, a total number of 582 female mentors were empowered with knowledge and skills on monitoring and mentoring of ‘G4G’ groups across the 400 schools in 9 LGAs of Agaie, Edati, Gbako, Kontangora, Mariga, Mashegu, Munya, Rafi and Shiroro. In addition, 493 parents across the 6 LGAs were also sensitized on the importance of educating the girl child while129 girls were successfully enrolled back to school during the IDGC, last year. Also, 25 mothers acquired improved knowledge and capacity to advocate and support completion of quality education of their children through routine school and community support visit. (Quarter 2, Year 8- July- September, 2019).

     

    To crown it all, a total number of 1,081 girls from 12 Schools (6 Junior Secondary Schools and 6 Primary Schools) across 6 GEP-3 focus LGAs were sensitized on the need to overcome distractions, stay in school and remain focused while in school to achieve success and secure a better future for themselves during the 2019 International Day of Girl Child (IDGC). This success reflects visibly in Zumba Model Primary School, Zumba in Shiroro LGA. The pupils’ boldness, brilliance, fervour and astuteness speak volume.

     

    An American poet and bestselling author, Mattie J.T. Stepanek once said; “Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved”. Indeed, teamwork is the most efficient and effective way to achieve a common goal or complete a task without much stress.

    Umegboro, a public affairs analyst and Associate, Chartered Institute of Arbitrators, (UK) toured Niger State on assessment of Girls’ Education Project-3.

     

  • Gov. Bello restates commitment to development of education sector

    Gov. Bello restates commitment to development of education sector

    Gov. Yahaya Bello of Kogi has expressed his administration’s commitment to the development of the education sector as the key to high-level human capital development needed for emancipation of the people.

    Bello made pledge in his remarks on Thursday at the inauguration of the reconstructed 30-bed capacity Hajia Hauwau Bello Health Centre, a Security House, perimeter fencing and renovated lecture theatre at Kogi State Polytechnic, Lokoja.

    The governor said that, even though he considered the economy sector to be important, it was no secret that he held the education sector in high esteem in view of its foremost position in development.

    “Quality and affordable education is the key to high level of human capital development, which is in turn the access code to unlocking keys needed for breakthrough in all other sectors,” he said.

    The governor said that, in spite of the distractions arising from the court cases over his re-election, his government had successfully completed the legal and regulatory frameworks for establishment of the Confluence University of Science and Technology, Osara.

    “In the same vein, we have also upgraded the college of Agriculture, Ochaja, to a Diploma awarding institute in order to provide career prospects for students.

    “As a government, we shall continue to nurse Kogi State Polytechnic, Lokoja, for maximum functionality as well as all the primary, secondary and tertiary institutions in the state,” he said.

    Bello, who also confirmed Dr Salisu Ogbo Usman as substantive rector of the polytechnic, praised the rector’s development initiatives which had transformed the institution.

    He commended what he described as the creativity, competence, resourcefulness, foresight and capacity of the rector, adding that under straining financial circumstances, he had turned lemon into lemonade within a short time.

    “This can-do attitude; the attitude of it-is-doable; the attitude of it is possible; the attitude of we will get there; we will get the job done is the soul and spirit of our new Direction Agenda,” the governor said.

    Earlier, Usman commended the governor for finding him worthy and giving the Polytecnic the enablement to execute the projects.

    He said that the education sector under the Bello’s administration had recorded monumental growth in policy direction and infrastructure, due to the governor’s resolve to alter the negative narratives of the past.

  • Why North is backward in education – Report

    Why North is backward in education – Report

    A research commissioned by Sir Ahmadu Bello Memorial Foundation has revealed why the North is backward in education.

    The research group headed by former Minister of Education, Prof. Ruqayyatu Rufai, said during virtual public presentation of the research work on Thursday in Kaduna, that states in the region have failed to accord education the priority it deserves.

    According to her, inadequate teachers, lack of incentives, poor infrastructure and work stations are some of the challenges across the 19 northern states.

    Other inhibitors were lack of security, inadequate classrooms, playgrounds, computer laboratory, libraries and information services, laboratories, textbooks, audiovisual facilities, internet connectivity and learning aids.

    Rufai said that the findings also identified poverty and early marriage as some of the factors responsible for poor standard of education in Northern Nigeria.

    The team leader, however, noted that the region is not lacking quality teachers as 70% of teachers in the North have national certificate of education and above, with 52% teachers being NCE holders.

    She said the report covers all the 419 local governments in the 19 Northern states and FCT.

    “Our key findings are that financial condition of parents to cater for their children education, early marriage, incentive to promote access to education didn’t get to most parents, majority have not benefitted from school feeding.

    “Challenge of girl child education is critical to the region, integration of Qur’anic education into basic education are some of the challenges facing education.”

    Rufa’i noted that poor funding and non release of funds as well as lack of facilities for special education are also dragging back educational development in the region.

    The of Northern States Governors Forum and Governor of Plateau, Mr Simon Lalong commended the research, and said it should be presented to the forum, to facilitate implementation of the recommendations.

    Lalong, who was represented by the Secretary to the State Government (SSG), Prof. Danladi Abdul said, “education is one of the legacies of Sir Ahmadu Bello and the Foundation is keeping it alive.

    “This legacy if well carried out will go a long way to emancipate the North. We should cascade the research down to the states for the governors to work on it.

    “The challenges and recommendations are taken but we need lots of advocacy to get the political will among our colleagues.

    “This research report should be given out to our governors.

    “Shortly we will convoke a meeting of the Northern States Governors Forum, so, the lead researcher should present executive summary to the governors to enable us work on it,” Lalong said.

  • Date for full reopening of schools to be announced soon – FG

    Date for full reopening of schools to be announced soon – FG

    The Federal Government on Monday raised hope that full reopening of schools across the country is around the corner.

    The Minister of State for Education, Mr Chukwuemeka Nwajiuba, said even though no date has been fixed yet for full schools’ resumption even though the Federal Government had continued to engage stakeholders.

    Nwajiuba said this during the briefing of the Presidential Task Force on COVID-19 on Monday in Abuja.

    The minister, however, expressed optimism that the date for resumption was around the corner, adding, that ”we are not going to be brandishing dates.”

    He disclosed that he and the Minister of Education, Adamu Adamu, met some stakeholders in tertiary education earlier in the day on the issue.

    Nwajuba said about 78 privately-owned universities were insisting that they were ready for resumption while the response from government-owned universities was still “50-50.”

    He said that after aggregating opinions, he would return to the PTF to review the situation and then go ahead to make a pronouncement.

    The minister urged students of tertiary institutions protesting the continued closure of their schools to be a little more patient with the government

  • Is formal education overrated in Nigeria? – Tunde Odeyemi

    Is formal education overrated in Nigeria? – Tunde Odeyemi

    By Tunde Odeyemi

    One of the important features of the colonial era in Nigeria, especially in the western region, was the aspiration of parents whose means of livelihood were mainly farming and fishing to see their children go to school and become a clerical officer.

    One could rightly say that the major aim of formal education at that time was to enable Africans and Nigerians, in particular participate effectively in commerce or better still provide the much-needed workforce for the teething colonial ministries as clerical officers or as teachers.

    However, it is crucial to distinguish formal education from other forms of knowledge in this context. Formal education is a systematic, organized, and sequentially structured education with an emphasis on the academic certificate after an educational programme with each stage of schooling covering a specified period.

    This is unlike informal learning, though mostly functional, which is not institutionalized, and which has an unstructured scheme of work and non-formal education, a kind of on-the-job vocational training programme.

    The free universal primary education in the country further underscores the importance of formal education to the extent that many parents wanted their children to go to school and be like some notable educated personalities such as Chief Obafemi Awolowo, Chief Ladoke Akintola, Dr. Nnamdi Azikiwe, Chief Okotie Eboh, Chief Anthony Enahoro, Sir Ahmadu Bello, Alhaji Abubakar Tafawa Balewa amongst others.

    Consequently, formal education becomes a veritable means of social stratification as the educated elites were well recognized in the society. As a result, children were withdrawn from farms and waterways and were registered in schools.

    Parents that were hitherto trained and lived on vocational work prevented their children from learning the vocation. Few parents that allow their children to combine formal education with farming or fishing and other vocations do so because they they need the assistance of their children in the work; such children most often end up in making formal education their priority.

    A friend once narrated his experience with his father some years back. His father was a motor mechanic; while my friend was going to school as a boy, he picked interest in his dad’s vocation and would want to learn, but his dad completely barred him from coming to his workshop because he wanted his son to have formal education and would not want learning motor mechanic work as a distraction for him.

    My friend regretted not learning the vocation from his father, and he has vowed that he would give his children the freedom to learn any vocation of their interest, even if they are going to combine it with formal education. The story is gradually changing as some graduates after their tertiary education go back to learn one vocation or the other to have means of livelihood in the face of massive unemployment in the country.

    The question is, why not learn the vocation early? As observed with formal education, competition for higher grades in schools became the order of the day, and focus is on the certificate and not on competence. To further aggravate the situation, some blue-chip companies insisted on either a first-class or second class upper before graduates can be offered a job. This led to students looking for ways by all means to get high grades, resulting in examination malpractices and sex for grades, amongst other vices.

    The current COVID-19 pandemic has indeed caused an economic downturn not only in Nigeria but worldwide, and the formal educational system is also not an exemption, the school system in Nigeria is greatly affected. Schools are still being shut despite the ease of the lockdown, teachers are not being remunerated; this notwithstanding the non-formal form of education through vocational training continues to thrive as learning and impacting the economy is sustained.

    Recently, the Federal Government, through the Vice President, Yemi Osinbajo–led Committee on Economic Sustainability Plan, made a pronouncement that about 39.4 million Nigerians might be unemployed by the end of the year 2020 if government fail to take preemptive measures. The responses to the statement indicated that so many Nigerians are really not into paid employment. Unemployment has become part of the national phenomenon.

    Our tertiary institutions turn out graduates in hundreds of thousands every year to expand the labour market. Governments year in year out have made efforts to curtail unemployment all to no avail, National Directorate of Employment (NDE) was set up but without significant impact. Programmes such as SureP, Npower that were initiated to solve the unemployment problem were just like a drop of water in the ocean.

    On a final note, I personally do not have anything against formal education. I am also a product of formal education, and it is certainly making its impact, the question is that, is it been overrated? Especially when placed side by side with other forms of education, either informal or non-formal vocational education. I leave the readers to provide sincere answers to this question.

    Dr. Tunde Odeyemi
    Public Relations & Educational Consultant
    Lagos

    Readers can reply to: pramtech@yahoo.com

  • Prisoners by choice – Owei Lakemfa

    By Owei Lakemfa.

    GROWING up in the Nigeria of the 1960s and ’70s, there were things that were unpleasant or dreaded by the populace. One is going to the police station. It was usually not a pleasant experience as both the accused and the complainant believe they have to part with some money. It was like walking into a pit with eyes wide open.

    There was a belief that although the police said it was your friend, it was better to befriend your sworn enemy than be friends with the police. The popular saying in Lagos was that being friends with the police is the beginning of your suffering. What was worse was if the case that took you to the police station is charged to court. The courts, like the police, were instruments of oppression in the hands of the colonial masters and avoiding both was the beginning of wisdom. It was said that no two siblings went to court and returned as friends. The Yorubas likened the courts to a cock that eats money rather than corn.

    However, while the populace rated the police as bad and the courts worse, the prisons were regarded as the worst. They make it a prayer point that neither they nor anybody related to them should ever go to prison. In fact, people prayed that they should never step in the prison vicinity for whatever reason throughout their lives.

    As we know, those in prison are human beings who in fact are mainly in need of rehabilitation. Hence, our prisons have been renamed correctional centres. The Joint Admissions and Matriculation Board, JAMB, that conducts examination for admission into all the country’s tertiary institutions, agrees with the philosophy that there is life after or beyond the prison walls. Hence, it decided to conduct the Unified Tertiary Matriculation Examination, UTME, in correctional facilities.

    At the June 16 virtual 2020 policy meeting with all heads of tertiary institutions in the country, JAMB Registrar, Professor Is-haq Olarewaju Oloyede, made the shocking revelation that non-prisoners took the examination at the Kaduna Correctional Centre! As part of its programme of encouraging prisoners to reintegrate back into society, JAMB encourages prisoners with minimum university entry qualifications and scheduled to be released by the time the new school session starts, to take the entrance examinations. It also has an agreement with vice chancellors to give the Correctional Service candidates, the blind and the deaf, admission waivers, provided they meet the minimum qualification standards.

    So, it had centres in the correctional facilities in Lagos and Ilorin. Then the Kaduna facility applied for its own centre which was granted. JAMB, however, became suspicious over the years when Lagos with the highest number of inmates in the country continued to have an average 15 candidates for the examinations, while Kaduna started recording 50, then 150 and in the last examinations, up to 300 candidates. In trying to understand this phenomenon, the JAMB Director of Tests Administration, Dr. Yusuf Lawal, led a team on an unscheduled visit to the Kaduna Correctional JAMB centre during this year’s examination.

    When the candidates came into the centre for the examinations, he called one and asked him his prison number. The man didn’t have because he was not a prisoner! The next person had never been to a prison before! The JAMB team discovered that over 90 percent of the candidates were neither prisoners nor have they ever been to prison before! So it was a racket by people who might be collecting fees or using the centre to gain admission for their wards or favoured candidates. So, to secure an advantage in the tertiary institutions admission process, there were hundreds of youths pretending to be prisoners!

    The reaction of JAMB was to withhold the results of all the candidates of the Kaduna facility until the Nigeria Correctional Services authenticates which of the candidates are actual prisoners. As at the Policy Meeting last week, JAMB said it was awaiting the Services response.

    Meanwhile, the special admission programme for blind candidates is going on smoothly. In the 2014 session, 44 blind students were admitted into our tertiary institutions, 72 in 2015, 142 the following year, 145 in 2017; 156 and 182 in the 2018 and 2019 sessions. Given the type of desperation displayed in the Kaduna Correctional Services case, I will not be surprised if some candidates start declaring themselves partially sighted or blind in order to beat the admission system.

    However, it is not only candidates or bodies outside the education system that have tried to outsmart the system. The Policy Meeting also revealed admission abuses by some tertiary institutions in the 2019/2020 Session. For instance, in the University of Ibadan, UI, a female candidate scored 242 in the UTME and 72 in the post-UTME examinations giving her a total score of 66.2. She was quite qualified to read her Human Nutrition choice but was told her score was too low, so she had to change to Agric Extention only to discover that candidates with lower aggregate scores were admitted to read Human Nutrition. In a second UI case, Sani Abdul-Rahman Olarenwaju scored 263 in the UTME, was qualified to read his choice, Economics, but was misinformed he was not, and had to transfer to Adult Education.

    Thomas Goodness Shekwobyalo wanted to read Medicine in the Ahmadu Bello University, ABU, Zaria. She met the requirements but was given the false impression she did not meet the cut-off point, and had to change to Anatomy. When this was revealed, JAMB insisted ABU must offer her admission to read Medicine. Musa Ishaq applied to the Air Force Institute of Technology, AFIT, to read Cyber Security but was told his score was too low; so he changed to Physics only to discover he was actually qualified to read his choice course.

    The Nigeria Police Academy, Wudil was found to be changing courses of candidates without their consent. For instance, Dignity Wilfred Onabe petitioned JAMB showing she was admitted to read Law for which she is qualified, only for the institution to ask that she reads Management Sciences. JAMB said it also discovered that the institution offered admission to candidates that did not apply to it.

    JAMB also claims there are institutions whose actions defied all logic and common sense. For instance, the University of Nigeria, Nsukka had a quota of 200 for Medicine and 442 candidates. It admitted 106 of the candidates and 448 non- candidates. Also, it had a quota of 250 for Law, admitted 125 and offered admission to 240 others. Moshood Abiola Polytechnic, Abeokuta had a quota for 12,587 students, admitted none through the Central Admission Processing System, but offered admission to 10,795 persons. Wonders, it is said, will never end